Mathematics teachers should experience the process of extracting life knowledge from life, feel the connection between life and mathematics, and promote students' interest in emotion and attitude. The following are the math teaching plans for the first grade of primary school that I compiled, hoping to provide you with reference and reference.

Fan: Grasp the order of numbers in 100 and the relationship between numbers.

Teaching objectives:

1. By filling numbers in grid paper, we can further grasp the order of numbers in 100 and the relationship between numbers, deepen our understanding of logarithmic meaning and cultivate students' sense of numbers.

2. Cultivate students' observation ability, the ability to solve problems by using laws, and infiltrate the idea of coordinates.

3. In the process of inquiry and discovery, cultivate students' inquiry interest and logarithmic emotion.

Teaching focus:

Grasp the relationship between numbers and deepen the understanding of the concept of logarithm.

Teaching difficulties:

We can find many laws in hundreds of digits and apply them to solve problems.

Teaching process:

First of all, build a hundred figures and perceive the law.

Talk: Today, the teacher brought you a magical square paper. There are many interesting questions hidden on this square paper. Let's have a look first, shall we?

(A) the introduction of grid paper

1. Show blank square paper (courseware)

Please look carefully. How many such small squares are there on this square paper?

2. How did you know that there were 100 cubes so quickly?

Monitoring: (1) one line has 10 line, and others like this have 10 line.

(2) One column has a 10 column, and others like this have a 10 column. Then let's count together.

One line has 10, so we can have 10 hyphens, (20,30)10 tens 100.

How many in a row? Then let's count to ten. (10,20,30 30) 10/0 is 100.

Summary: It seems that whether we count horizontally or vertically, we are all ten tens. 10 is 100. In this way, 100 grids can be counted quickly. In fact, our digital friends still live in this 100 grid.

(2) Deconstruct the percentile and find the law.

1. Display number 1

(1) How many groups of friends does Checkerboard have now?

(2) Who will read it?

(3) Each team has some missing numbers. Let's fill them out together, shall we?

Monitor: How did you get these figures?

2. Show Figure 2

Transition: Just now, the students used the rules you found to fill in the missing figures in the four teams. In fact, there are other digital friends living on this square paper. Can you help them find their home as soon as possible?

(1) Please take out this square piece of paper and fill in the remaining figures quickly.

(2) the teacher found that you filled in the fastest. How did you fill it out? Any tips?

Monitor 1: I filled it out horizontally. You fill it in numerical order, so the last number is always a few more than the previous one.

Then let's see if this is the case.

Summary: It seems that one is more than the other 1. (blackboard writing: ① horizontally: one is more than the other 1. )

Monitor 2: I filled it out vertically. How did you fill it out vertically?

Then let's see if it is. Then let's see if this is the case.

Summary: It seems that one is more than the other vertically 10.

(blackboard writing: ② vertical column: one is more than the other 10. )

Transition: The teacher also sent some friends home according to one of the methods.

(3) How many numbers are there on this square paper now? A grid paper with 100 numbers like this is called a hundred digits. (Exhibition theme: hundred digits)

(4) What rules can be found by careful observation of the 100-bit map? Monitor 1: lean to the left to see if there are any rules. Check it out and see if it's true.

Summary: From the left side, it seems that one is more than the other 1 1. (blackboard writing: ③ left oblique view: one is more than the other 1 1. )

Monitor 2: How about looking at the side from the right?

Is that so? confirm

Summary: Looking obliquely from the right, it seems that one is 9 more than the other. (Blackboard: ④ Looking to the right: one is 9 more than the other. )

Show me picture 3.

(5) In fact, there are rules. Let me remind you. Please find a number with 8 digits in 10 in the diagram. Where can you find it? Point up.

Why this line?

It seems that the line where the ten digits are eight is the number of the eighties. What about the line of ten people and five?

Summary: There seem to be dozens in this line.

(blackboard writing: what's the number of ten? There are dozens in this line. )

(6) Can you find an 8-digit number? Where can I find it? Why this column?

See if other columns are like this.

Summary: The unit number is in the first column. (blackboard writing: where is the unit, it is in the column)

(7) These figures all have 8. Do they mean the same thing? What is the difference?

Summary: Because 8 represents different things, it has different positions in the percentile bitmap.

Second, use the law to solve problems and further feel the relationship between numbers.

Transition: You are really smart. You have found so many rules from the hundred pictures. Can you use these rules to help Uncle Hippo solve some problems?

(1) Guide students to infiltrate the idea of coordinates in the process of finding the number of families.

1. shows Figure 4.

Spring has arrived. Uncle hippo took these friends for a spring outing. Naughty number 35 stayed. Can you find its location on the map soon?

Point up. How did you find the position of 35 so quickly?

Summary: If the digit is 3, we will look at more than 30 rows; if the digit is 5, we will look at 5 columns, and the place where they intersect is the position of 35.

2. Show Figure 5

(1) At this time, 57 and 75 quarreled. They all want to live in this grid. Who do you think should live here?

How did you come up with the idea of staying at 57?

Summary: Because this place is in the fiftieth row and seventh column, it is 57.

(2) Where should 75 live? what do you think?

Summary: You used these two laws to help some friends find their homes.

(3) How much should I fill in this position? how do you know

Summary: Just now, we used the law to help some friends find homes.

(2) Complement the numbers in the photos and construct the relationship between several groups.

Dialogue: Uncle Hippo took some photos of some friends in hundreds of pictures, but accidentally got them wet. Can you help him recover the photos?

Show figure 6

1. Please look at these two photos, complete the numbers in other grids, and write the group discussion on the answer sheet.

2. Blackboard feedback

Monitoring: the first photo

How did you come up with the idea of filling in these figures? Then where are they wrong? Understand? Correct mistakes.

Second photo

Let's make a quick judgment. Which group is correct? Correcting mistakes.

Conclusion: Then we will use these two rules to help Uncle Hippo make up the photos.

(3) through the classification activities, sort out the knowledge points within 100, and sublimate the understanding of logarithm.

Dialogue: Thank you very much, Uncle Hippo. He wants to photograph these numbers in different formations.

1. shows Figure 7.

Uncle hippo divided these digital friends into two teams. Do you understand what Uncle Hippo thinks?

Summary: It seems that these digital friends can be divided into two categories according to singular and even numbers.

2. Display Figure 8

Uncle hippo is going to change his formation again. Do you understand uncle hippo's idea this time?

Conclusion: We can also classify digital friends according to the number of digits.

Third, review and reflect, and summarize the whole class.

In this class, we made friends with people with hundreds of digits. We found many secrets in a hundred digits. There seems to be a close relationship between the figures.

Math teaching plan for the first grade of primary school: model: setting small disks by hand.

Teaching content:

Teaching objectives:

1. Cultivate students' hands-on operation ability by putting small discs by hand.

2. Cultivate students' good study habits and ways of thinking through observation and speculation.

3. Cultivate students' cooperative ability and inquiry spirit.

Teaching focus:

Understand the position value thought in activities.

Teaching difficulties:

The value of realizing orderly thinking in activities.

Teaching aid preparation:

Two-digit table, 4 Zhang Xiaoguang disks, slides.

Teaching process:

First, dialogue import

1. Today we have a math lesson about beads and numbers.

2. review.

Teacher: What is the first number from the right in the table? What's the name of the second person? (10)

How much does it cost for the teacher to take out a digital card 1 and put it in one place? (11)

If the digital card 1 is placed in ten digits, what does it mean? (10)

The teacher stressed: 1 has different representations in different digits, which can represent a one, a ten and a hundred]

Second, thinking about feeling the bit value in operation

1. Show two small disks. (Students come up with corresponding learning tools. ) Now let's practice in groups of four. Three people put different numbers, one person is responsible for recording, and then each group sends representatives to report. ]

2. Why do the two discs put people in different places and indicate different numbers?

Because different digits represent different numbers, two small disks on the unit represent two eleven, and two small disks on the ten represent two tens. If a small disk is placed in one place and one is placed in ten places, it means that the number composed of 1 ten digits and 1 is 1 1.

It seems that the position of the small disk in the digital table is too important. When we move the disk around, it represents three numbers with different sizes, namely 2, 1 1 and 20.

3. Show three small disks. (Students take out the corresponding learning tools) Work in groups. What do these numbers stand for?

[Students report after working in groups: Five figures can be put out with three discs. They are 3, 12, 2 1, 30 respectively. Do you know how to put the smallest number? How to put the numbers that can be expressed? ]

4. What if there are four small dishes? (Students continue to shake) What do the numbers stand for?

5. Students experience orderly thinking in operation.

The teacher asks questions, and the students pose and answer.

(1) How many can be put in two small disks? (3 digits)

(2) How many can three small disks put on? (4 digits)

(3) How many can be put in four small disks? (5 digits)

Math teaching plan for the first grade of primary school: Fan Wensan: Applying Mathematics

Teaching purpose:

1, experience the process of extracting life knowledge from life.

2. Clever calculation

3. Feel the connection between life and mathematics, and promote students' fun in emotion and attitude.

Teaching preparation:

courseware

Thinking training:

Feel the close connection between mathematics and daily life, and experience the fun of learning and using mathematics.

Teaching process:

First, create a situation

Students, what season is it? Then let's go for an autumn outing in the suburbs.

Second, cooperative inquiry (courseware display)

The sun came out in the morning. You see, the scenery of flowers in the suburbs is really beautiful. Look at some lovely monkeys in the distance

Show pictures of monkeys in courseware

There are five monkeys on the left and two monkeys on the right. Show them step by step.

Look at the picture and say what it means. What about the monkey in the picture?

Can you list the formulas independently? Evaluation, who do you think said it well?

Go through the monkey forest and come to the river. Look, how many ducks are there in the river?

Show the duck map in the courseware

Tell the truth and show your meaning.

Classroom communication

Independent formula calculation

Comments: Do you think what he said makes sense?

Third, classroom exercise.

The students are all clever children, and beautiful birds and sika deer are dancing for you.

Fourth, do it.

Sika deer and mushrooms

Independent expression after saying the meaning of the picture

Make up a topic

Try to make up questions for each other in the group so that other students can answer them.

P62 13 14

A verbal contest or poker game.

Verb (abbreviation of verb) course summary

What did the students learn today?