2. Experience the shopping process, feel the actual value of 1 yuan, simply calculate and accumulate shopping experience.
3. Understand the close relationship between RMB and daily life, feel the use value of RMB, and know how to care for RMB.
teaching process
1. The textbooks present various small denominations of RMB, including banknotes and coins. The purpose is to let students know all kinds of small denominations of RMB and understand the decimal relationship between yuan, jiao and fen.
2. How to pay 1 pen?
The main purpose of this problem is to further consolidate the relationship between Yuan and Jiao in the process of solving how to pay. At the same time, according to the relationship of "1 yuan = 10 corner", students can realize that 1 yuan can be combined with different corner coins, thus realizing the diversification of payment methods when shopping.
3. 1 yuan How much should I get back when I buy a ruler?
By exploring the activity of buying a ruler, this paper studies how to change money, so that students can learn to use RMB correctly and further understand the conversion of RMB with different denominations. At the same time, it can make them understand that "1 yuan = 10 jiao" is also the basis for finding money, and understand the application of subtraction in shopping.
4. Talk to your partner. 1 yuan What can I buy?
This is an open question, mainly to consolidate "1 yuan = 10 angle" and let students realize the use value of 1 yuan. These activities are just around "understanding RMB", which can make students feel the close connection between mathematics and real life and cultivate their thinking ability.
5. recognize and fill in.
In teaching, teachers can refer to the following steps.
(1) Understanding small denomination RMB
Teachers can use the RMB model in the attached page 1 or provide some real RMB with small denominations for students to identify, introduce the RMB they know in the group, then carefully observe what is on the RMB and tell how they identify these RMB.
Teachers should guide students to carefully observe the material, size, color, pattern and characters of RMB, so that students can accurately and quickly identify various small denominations of RMB.
Students are familiar with small denomination RMB, and it is not difficult to distinguish the value of RMB, but they may not know some words and patterns on it, such as Er and national emblem. Teachers can let students ask questions and explain them appropriately. Teachers can point out: "The national emblem is the symbol of our country, and there is a national emblem on RMB. Children should take good care of it, don't scribble on the RMB, and don't damage the RMB. "
(2) Understanding elements, angles and points
On the basis of students' understanding of small denomination RMB, organize students to classify RMB. Students may be divided into two ways: the first is to divide coins and banknotes according to materials; The second is to divide 5 yuan, 2 yuan and 1 yuan into one category according to their face values; 5 Angle, 2 Angle and 1 Angle are classified into one category; While 5-angle, 2-angle and 1 angle are classified into one category.
Combined with the second classification, teachers can explain that yuan, jiao and fen are units of RMB. Then teachers can guide students to carry out communication activities, so that students can master the relationship between yuan, jiao and fen. Students can talk about it according to their own experiences, and then exchange it with real RMB. The teacher took out 1 yuan, and the students took out 10 block 1 angle. Two people at the same table can also have such exchange activities, so that students can intuitively see 1 yuan = 10, 1 = 10.
6. How to pay 1 pen?
Asking for money is a common problem in daily shopping. The basic idea of this kind of problem is: the money paid-the price of the item = the money returned.
In teaching, students can think independently according to the problems in the book and find the way to end the problems. They can also talk in groups according to their shopping experiences, and then organize classmates to communicate with each other in class.
Buy clothes
Teaching objectives
1, combined with the shopping situation, know all kinds of large denomination RMB.
2. Master the conversion relationship between large denomination RMB and be able to convert it correctly.
3. Can solve simple shopping problems, initially understand the application value of RMB, and form a good habit of caring for RMB and being thrifty.
teaching process
1, admit it
Make full use of students' existing life experience and guide them to know large denomination RMB.
2. 1 How does my mother pay for a dress?
In the activity of discussing how to pay for T-shirts, students can understand the diversity of payment strategies, develop their awareness and ability to solve problems, and cultivate their sense of numbers and thinking ability.
Please ask another math problem and try to answer it.
Inspire students to ask a math question according to the above study, and cultivate students' ability to draw inferences from others.
Students can ask how to calculate the total price of several clothes, or how to pay for the purchase of 1 clothes. As long as it is reasonable, teachers should give affirmation.
Xiaoxiao shop
I. Teaching content
Small shop (textbook pages 14 and 15)
Second, the teaching objectives
1. Learning to shop in specific situations can solve related practical problems;
2. Understand the close relationship between mathematics and life and appreciate the value of learning mathematics knowledge.
Iii. Key Points and Difficulties
Key point: Learn to shop in specific situations.
Difficulties: Learn to solve related practical problems in shopping situations.
Fourth, teaching AIDS and learning tools.
courseware
Teaching process of verbs (abbreviation of verb)
(A) the problem situation
Teacher: Besides buying stationery and clothes, what students like best is shopping and choosing their favorite toys, stationery and so on.
Courseware display: the situation map of the textbook 14 pages.
Teacher: Today, the teacher took us to a small shop to see what mathematical information we found in the picture.
Students may say:
I know that the price of 1 toy plane is 12 yuan.
The price of my favorite toy tank is 9 yuan.
A box of watercolor pens for painting 15 yuan.
1 Football 72 yuan, 1 Basketball 68 yuan, football is more expensive than basketball.
Teacher: The students observed carefully and found so much mathematical information.
Design intention: Give students enough time and opportunities to exchange their findings and lay a foundation for the teaching of information science.
Independent investigation
1, Teacher: Now, let's pay attention to the first picture and buy 1 toy plane and 1 toy tank with a smile. A * * *, how much is it?
Health: 1 toy plane, 12 yuan, 1 toy tank, 9 yuan, a * * * yes.
12+9=2 1 (yuan)
Teacher: The answer is very accurate. Great!
2. Teacher: Please look at the second picture. Si Qi paid 20 yuan, a salesman, and bought it.
1 box of watercolor pens, how much is it?
Health: 1 box of watercolor pens is 15 yuan, so 20- 15=5 yuan, you should look for 5 yuan.
3. Teacher: Well said! If you have 30 yuan, what two things can you buy? Talk about your ideas in the group. Students communicate in groups, teachers patrol, understand the situation of students' communication, and organize reports. As long as the students choose two kinds of goods, and the total price does not exceed that of 30 yuan, give affirmation to the students who answer correctly.
Teacher: Naughty wants to buy a flower ball. He has three 1 yuan and two.
Zhang 2 yuan money, how does he pay? Talk about your thoughts in the group first. Students exchange ideas in groups and teachers patrol, even if they know individual students with difficulties. Students may appear in two ways:
Three 1 yuan and 1 2 yuan are exactly the price of the ball, 5 yuan.
I can pay 1 0 yuan and 2 2 yuan, which also happens to be 5 yuan.
Teacher: Both methods are correct. Well said.
5. Teacher: Please calculate: How much is football more expensive than basketball? Tell me what you think. Student: To calculate how much football is more expensive than basketball is to calculate how much football is more expensive than basketball. By subtraction, 72-68=4 (yuan).
Teacher: The thinking is clear and correct. Great! Keep trying!
6. Teacher: Can you ask another math question and try to answer it? Let's talk in the group first. After the students communicate in groups, ask the group representatives to report the different questions raised, ask other students to answer them, and organize the exchange of ideas and calculation results.
Design intention: in the specific shopping situation, guide students to use what they have learned to solve related practical problems. Cultivate students' ability to find mathematical information, ask questions and solve problems.
(3) Summary and promotion: What have you gained from this class?
Sixth, blackboard design
How much does a small shop cost? By adding
How much should I get back? By subtraction
How to pay? pool/raise money