1. Enable students to correctly count the number of objects between 1 1-20, know the number of1-20, correctly read the number of 1 1-20, and initially grasp the number within 20.

2. Let the students understand the decimal system of numbers, ok? 10 is one 1 10? Two tens is twenty.

3. Understand the relationship between mathematics and life, cultivate students' estimation consciousness and have a preliminary understanding of numbers.

Emphasis and difficulty in teaching

Teaching emphasis: Through practical operation, exploration and cooperation, students can master one and several ones that mean more than ten, and can read and write the number 1 1-20 correctly.

Teaching difficulty: establishing the concept of the tenth unit of calculation.

teaching process

First, review old knowledge and introduce new lessons.

Teacher: Children, I heard that you are good at counting. What numbers have we known before? Who can tell us in order? (The teacher will display the courseware 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 or 10, 9, 8, 7, 6, 5, 4, 3, 2,/kloc at a time according to the students' answers.

Default students are 1:0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

The default students are 2: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 0.

Teacher: If we count backwards (or backwards), will we count?

Default student: Yes.

Teacher: OK, let's count together and clap our hands and count at the same time.

Default students: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 0 or 0, 1 2, 3, 4, 5, 6, 7, 8, 9,1.

Teacher: Great, it seems that the children can count. Who knows what is after ten o'clock?

Default student 1: 1 1.

Default student 2: 13

Teacher: You are really something. Today we are going to learn a number greater than 10. 1 1? 20 understanding of each number.

(Teacher writes on the blackboard:? What is your understanding of the numbers 1 1-20? Look at the topic in class)

Design intention: Constructivist learning theory holds that students' existing knowledge and experience play an important role in the construction of new knowledge. Mathematics curriculum standards arouse students' memory of numbers by reviewing old knowledge, and point out that to achieve teaching objectives, we must constantly consolidate and review what we have learned, which caters to the curriculum standards and lays the foundation for students to learn new knowledge.

Second, create situations and explore new knowledge.

(a) the establishment of the numeration unit? Ten? The concept of land

Teacher: Let the children look at the big screen. Look at this picture. Who is this?

Scheduled students: Pleasant Goat and Big Big Wolf

Teacher: Yes, Pleasant Goat and Big Big Wolf. Listen carefully. Today, Yangcun will hold a sports meeting. Do you want to know how many athletes there are? Let's count them together. (The teacher shows the pictures and music of the athletes in turn)

Default students: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Teacher: How many athletes are there in Yi?

Default student: 10.

Teacher: Look, who else is coming (the photo of the village head is in the courseware).

Default student: village head

Teacher: The village head will give each of our athletes a colorful flag. How many sticks do you think we need to prepare to insert colorful flags?

Default student: 10.

Teacher: Let's help the village head count how many sticks are needed. (The courseware shows that 10 is great. ) like this, it takes ten sticks to count one by one, and count again while counting, right?

Default student: Yes.

Teacher: OK, let's ask the children to pose.

Default students: counting when posing

Teacher: The arranged children told the teacher in a sitting position. How many did we count one by one?

Default student: 10.

Teacher: What is 10?

Default students: ten.

Teacher: 10. One is ten. (The teacher shows the courseware? 10 one is ten? )

Teacher: We can bundle 10 sticks into a bundle (courseware display).

)

Come on, children, let's try to tie our sticks like this. Please count 10 sticks and tie them into a bundle. The teacher first demonstrates how to tie ten sticks into a bundle, and then asks the students to follow suit. )

Teacher: Who knows what this bundle of sticks means 1?

The default student is 1: 10.

Default student 2: 1 10

Teacher: Yes, a bundle of sticks is 1 10 (courseware? 1 10? )

Teacher: This? 1 10? How many are tied together?

Default student: 10.

Teacher: A bundle of 10 is 10, so one of 10 is 1 10 (courseware display and blackboard writing? 10 is one 1 10? )

Teacher: If you want to quickly lay out 10, you can directly lay out a bundle, and this bundle is ten. (Courseware demonstration)

Design intention: cultivate students' awareness of using sticks by counting and swinging, and cultivate students' sense of number by counting in specific situations. Through the circle 10, prepare to learn the method of 10 of 20-bit addition in the future.

(2) Pretend and talk about it? Composition?

Teacher: Look, there is another athlete in the sports meeting. How many sticks do you need to prepare now?

Default student: 1 1.

Teacher: Well, can you put eleven sticks?

Default student: Yes.

Teacher: Think carefully first. How can you tell at a glance that it is 1 1? Let's start swinging and see who can swing fast and accurately. Let's leave now. (Operators swing, teachers patrol)

Teacher: If you set it, tell the teacher in a sitting position, and the teacher will see that you set it at a glance. Who introduced you first? How did you set it?

Default student: I put a bundle first, and then count 1. A bundle is 1 ten, and a bundle is 1 one, 1 ten, 1 one, which adds up to 1 1.

Teacher: That's good. What a good boy who can learn. Here's the thing, son. Put your hands up so that you can put them down. These kids, here's the thing. Let's have a look. (The teacher's courseware shows the arrangement of 1 1)

Teacher: Are there any children who are different from this arrangement?

Default student: I counted one by one, and I counted eleven.

Teacher: OK, children, let's compare these two methods. Which one can tell at a glance is 1 1, the top one or the bottom one? Say together

Scheduled students: above

Teacher: Yes, the following number is also 1 1, but we can't tell it is 1 1. We need to count one by one from left to right, which is very troublesome. The above method is clear at a glance, a bundle on the left and a bundle on the right, which is very clear. Children who don't pose like this should also pose according to the above method. Put your hands up like a teacher. (The teacher demonstrates and the students follow. )

Teacher: Let's look at the bundle on the left.

Default student: 10

Teacher: How many are there on the right?

Default students: one by one.

Teacher: 1 ten plus two equals 1 1.

Teacher: Please put away the stick and look at the screen with your eyes. I think that child has the brightest eyes. How many sticks can you see at a glance?

(Courseware demonstration)

Default student: 13 stick

Teacher: How do you know?

Default: there is a bundle of sticks on the left that is a ten, and there are three sticks on the right that are three ones. Add it up to 13.

Teacher: That is to say, a ten and three add up to 13. Let's read together.

Default student: read together

Teacher: (courseware shows 15) How much is this?

Default student: 15.

Teacher: What does he mean by combining with what?

Scheduled students: one ten on the left and five ones on the right add up to 15.

Teacher: That is to say, a ten and five add up to 15. Let's read together.

Default student: read together

Teacher: (The courseware shows 17) Look at this number again. Do you know that?/You know what?

Default student: 17

Teacher: Then can you clearly lay out the 17 stick as before? Try swinging it. Here we go.

(Students swing, teachers patrol)

Teacher: Who can tell me how you set it up?

Default students: put one bundle on the left and seven bundles on the right, which is 17.

Teacher: That's good. If you pose like this, please raise your hand.

Teacher: When we play 13, 15, 17, what do we put on the left first?

Default student: put a bundle of sticks on the left, and then put one at a time on the right.

Teacher: Yes, if you keep swinging, how many more times do you want to swing?

Default student 1: 16

Default student 2: 18

Teacher: Yes, every child has his own number in his heart. Note that there are more than ten. Let's do it ourselves. Look at each other at the same table after setting up. He has downloaded more than a dozen.

(Students swing, teachers patrol)

Teacher: I think the children are all designed. I told the children to get up and say, what are you putting on?

Default student 1: 12

Default student 2: 19

Teacher: How is 19 set?

Default students: put one bundle on the left and nine bundles on the right.

When the students are talking, the teacher will show the arrangement of 19 sticks in the courseware in time.

Teacher: That is 1 10 and 9 add up to 19. Think about it, children. How much more do you want? Is it 19? Add it yourself.

Teacher: If you add another one to the right of 19, how much is it?

Default student: 20

Teacher: Then you can add one for him and tell the teacher in a sitting position when you are finished.

Teacher: Now there is a ten on the left and several ones on the right.

Default student: 10.

Teacher: On the right is 10 one. What can we do with him?

Default student: Tie it up.

Teacher: Yes, we can tie them into a bundle. (Courseware demonstration

) ok, now please tie the ten on the right together like this, and the tied children put their hands up.

Teacher: There is a ten on the left and a ten on the right. What is the score now?

Default student: 20 students.

Teacher: So how much are two tens?

Default student: two tens are twenty.

Teacher: Yes, we can say? Two tens is twenty? The children read with the teacher. At this time, the teacher wrote on the blackboard in time? Two tens is twenty? )

Default student: read together

Design intention: The current teaching reform advocates independent exploration, cooperation and exchange, and practical innovation in mathematics learning. Here, teachers provide students with intuitive and vivid learning materials, and through students' hands-on operation, they can stimulate students to find good methods, fully mobilize their learning enthusiasm, and provide sufficient opportunities for activities and exchanges.

(3) the order of perceptual numbers

Teacher courseware display:

Teacher: The children are really capable. Please look at the ruler map and observe the ruler carefully. What is the order of the numbers on the map?

Default students: from small to large.

Teacher: What are the numbers greater than 10?

Default students: 1 1, 12, 13, 14, 15, 16, 17,/kloc-.

Teacher: Who knows which number is between 15 and 17? Answer the teacher together

Default student: 16

Teacher: Do you know the number before 20?

Default student: 19

Teacher: The children answered very accurately, so can you test your deskmate with a question like a teacher?

(Talking to each other at the same table)

Teacher: Who will talk about your problem?

What comes before the default student 1: 16?

What is the number between the default student 2: 12 and 14?

Teacher: The children's questions are so good that they can be primary school teachers.

Design intention: Through students' reading, let students learn numbers from all angles and know the connections and differences between numbers. By connecting students with the number 1~20, students can grow from big to small, or from small to big, which provides students with a space for exploration and really cultivates their innovative consciousness.

(4) Cultivate the awareness of evaluation.

Teacher: Pleasant Goat is going to have a birthday, and all the small animals will come to visit. Pleasant goat bought candy to entertain everyone. Guess and estimate. How many sweets does Pleasant Goat have? The teacher shows the candy, and then quickly covers it. Let the students guess and estimate.

Teacher: Guess how many, children. Who can tell me?

The default number is 1: 15.

Default raw 2: 17.

Teacher: Let's count them together and see if the children guessed correctly.

Default student: * * * is 15.

Teacher: Just now, we counted 15 sweets one by one. How does Pleasant Goat put sugar so that we can easily see that it is 15? Is there any good way?

Default student: put 10 together, and then put 5.

Teacher: This method is good! Sugar is like a stick. We can pile or circle 10 together, so it is easy to count, and others can easily see that it is more than a dozen.

Practice consolidation, expansion and extension

1. Do it.

2. Turn faster than anyone.

Find pages 8, 12, 17 and 20 of the math book. Introduce a good method. Now turn forward or backward and turn it several times. Why? Count 10 to see how thick it is, and then count 20 to see how thick it is.

3. From 1 to 20, connect the points in turn.

Show courseware: Page 76, Exercise 17, Question 5.

Design intention: not only teach students how to acquire knowledge, but also let them use what they have learned flexibly to solve practical problems and cultivate their sense of numbers.

Fourth, summarize the class and talk about the gains.

Teacher: What new friends did our class make today?

Expected student: We learned the number 1 1-20.

Teaching plan "Understanding Logarithm 1 1 ~ 20" (2) Teaching objectives

1, so that students can correctly count the number of objects between 1 1 and 20, and know that these numbers are composed of a ten and several ones.

2. Through hands-on operation, let students actively explore and participate in mathematics learning activities, cultivate students' awareness of cooperation and communication, and their ability of observation, operation and reasoning.

3. Make students realize that mathematics knowledge is closely related to daily life.

Emphasis and difficulty in teaching

Through practical operation, exploration and cooperation, students can master one ten and several ones, one represents one dozen, and correctly read 1 1? 20 each.

teaching process

First, create situations and introduce new knowledge.

1. Guess: The teacher brought you a gift (colorful flag) today. Who can guess how many? Everyone is guessing a number in their mind. Who guessed right? What shall we do (let's count)

2. Counting: When counting the numbers after 10, alas, we haven't learned it yet. Today we will learn about 1 1-20. (blackboard title: 1 1-20 understanding of each number)

Second, practice and explore new knowledge.

(1) Know the counting unit? Ten? .

1. Look at the theme map on page 73 of the textbook and ask the students to classify and count the number of four objects.

2. Let the students put out the number of fruits with sticks and divide them into two parts at will. Students are divided into 2 and 9, 3 and 8, 4 and 7, 5 and 6, 10 and 1. )

3. In the process of grading, students can quickly see what kind of grading method 1 1 is.

Health: 10 and 1.

Teacher: But do you want to count them one by one? Is there a more intuitive way?

Health: Tie the left 10. (like)

5. Courseware demonstration: Count 10? A bunch? Bundle into a bundle.

6. Please count 10 and bundle them into a bundle. How much is there in this bag? How many? 10 is tied into a bundle, which is what we call 10? 10 is one 1 10? . (Write on the blackboard and read: 10, one is 1 10)

(2) Learn the composition of 1 1.

1, a bundle of sticks is a ten. Add 1 next to it, and you can see at a glance that there are 1 1 branches. Who can tell how many bundles and roots add up to 1 1?

Blackboard: 1 1

10 1

1 ten yuan 1 one yuan

(3) The number of cubes and balls you set yourself. ( 15, 18)

1, find two students to demonstrate on the blackboard, and the other students put them below. (The same as writing on the blackboard 1 1)

2. Students from the performance department bring other students to talk about the compositions of 15 and 18.

3. Observe the composition of 1 1, 15, 18, and find out the rules.

(1 10 and several add up to a dozen. )

(4) put on airs, Kan Kan and talk.

1, the teacher puts the numbers and the students say.

Students at the same table talk to each other.

3. Students demonstrate on the platform.

(5) Learn the composition of 20.

1. Now let's learn the number of sticks and think about how to set 20. Talk to each other at the same table.

2. Students say the result of communication. A bundle of ten, just two bundles, one bundle is 1 ten, and two bundles are two tens. Two tens are twenty dollars. (blackboard writing: 2 tens are 20)

(6) Application in life.

Courseware shows common items in life (pencils 10 in a bundle, balls 10 in a box, books 10 in a package), reflecting the counting unit? Ten? The superiority of.

(7) Number sequence of11-20.

1, the knocking sound of the ink bottle is introduced into the ruler chart, and several numbers on the ruler chart are covered by ink marks.

Teacher: Children, can you tell me what numbers are covered?

Teacher: OK, the numbers on the ruler are complete. Let's count them together in order!

(Countdown, two twos, five fives, counting from eight to 16)

Teacher: Great, the teacher has intercepted a paragraph now. Can you answer the elf's question?

How much is 1 more than 12?

What is the number next to 18?

What is the number between 10 and 12?

How many is 15?

Teacher: The students are really amazing! Did you find anything else?

Third, activity expansion.

Teacher: The students in this class study very hard. Let's play a game to relax!

Name of the game: Campaign athlete.

Rules: Athletes stand in a row on the podium, holding number plates and introducing themselves one by one, from small to large. (For example: I am composed of 13, 1 tens and threes.) You are right. The students below applauded and were elected. If you make a mistake, you will lose the election.

Fourth, consolidate practice and deepen new knowledge.

(1) 15 consists of () tens and () ones.

(2) () Ten and () One constitute 17.

(3) 16 is preceded by the number () and followed by the number ().

(4) The two numbers adjacent to 19 are () and ().

Verb (abbreviation of verb) class summary

1. Who will tell us what we have learned in this class?

2. What knowledge have you learned?

3. Is there any problem?