Teaching objectives: [Knowledge objectives]:

1, initially know the meaning of "as much", "more" and "less", and compare the number of objects in pairs (one-to-one correspondence).

2. The result of "comparison" can be reasonable, that is, more, less, as much, more and less.

[Ability objective]:

1. Compare the number of objects in different ways.

2, according to the actual situation, flexible use of "one-to-one correspondence" method for comparison.

3. Cultivate students' observation ability and language expression ability.

[Emotional goal]: Stimulate the interest in learning mathematics, and feel that the corresponding comparison method is around, and there is mathematics everywhere in life.

Teaching emphasis: compare the number of objects in pairs.

Teaching difficulties: flexible use of corresponding methods according to the actual situation in life.

Teaching process:

First, make up stories, ask questions and solve problems.

1, Xiyangyang and his friends came to study with us today. Are you happy? The lambs got a message that the children had gone to the playground, and we also went to see what they were playing.

(Showing the theme: Playing bumper cars)

2. Can you look at the picture and say something? (See photo caption)

3. Look carefully, is the car enough? how do you know

(One car with one person, one child misses the train)

(Teacher posts bumper cars and children, one for each person) (corresponding connection)

Now please compare the car with people (show the topic "Comparison"), and then tell me what is the result of your comparison?

(1) Language training according to grades: () Less than (), less than (vehicle).

(The teacher will post and paste the corresponding pictures according to the students' answers.)

(2) We can say the result of comparison. What else can we say?

There are more people in () than in (). (Teacher's board, paste pictures)

5. compare a child's method with a car, and also dictate the results of the comparison. However, a child is not happy. Why? (No bus ride)

then what He wants to play with everyone. Can you help him think of a solution? (one more car) (teacher post)

Now let the children compare the car with people again. What was the result?

There are as many cars as people. (as much)

6. We will compare them one by one and say three sentences according to the comparison results (students review orally).

Second, finger practice

The lamb told us that Xiao Pang's birthday was coming, so we quickly moved our fingers to help. (Music, students do finger exercises)

Third, consolidate actions and deepen understanding.

1, cupcake

Who is competing with whom?

Students and teachers work together (describe the methods of comparison and tell the results of comparison)

2. Xiao Dingding divided the straw

Students say who is better than who, thinking about the results in their minds and talking about the results with their deskmates.

3. Do it independently (pants and clothes, children and balls)

Contact yourself, talk about the results of the comparison, and finally the teacher and the child give feedback together.

Fourth, class summary.

2 1 model essay on mathematics teaching plan for primary school students

Teaching requirements: 1, so that students can learn to look at the hour time and half-hour time on the clock.

2. Understand the role of the hour hand and the minute hand.

3. Infiltrate students with the concept of rational use of time and cherishing time.

Teaching focus:

Know "a whole hour" and "when and a half"

Teaching difficulties:

How long have you known each other?

Teaching process:

First, introduce new lessons.

You see, Xiao Ming has kept his room clean since he learned to classify. Mom rewarded him with a clock, and Xiao Ming liked it very much! Learn clocks with Xiaoming today!

Second, new funding.

1, know the clock face.

(1) Observe the contents of the clock face carefully.

(2) Observe whether these cells are the same size. How many such cells are there?

(3) What are the characteristics of these two kinds of needles?

(4) The teacher demonstrates the real thing: this thin and long needle is called minute hand, and the needle with thick and short needle root is called hour hand; There are 1 2 numbers from1to 12 on the clock face, and there are 12 cells with the same size.

2. I always knew.

(1) We already know the clock face. What's the use of that clock?

Do you know the time on the clock? how do you know The minute hand points to 12, and the hour hand points to 2, which is 2 o'clock. )

(3) Student summary: The minute hand points to 12 and the hour hand points to several hours.

Knowing so much time, can you tell me how to know all the time?

(5) Summary: The minute hand refers to 12, and the hour hand refers to several hours.

3, know the electronic clock:

(1) Where have you seen this clock?

(2) When was the electronic clock and how did you know it?

(3) Summary: There are two zeros behind the dot and a few hours in front.

(4) Find a friend: A good friend is someone who has the same time on the headdress.

4. Meet for half an hour.

(1) Show courseware: Can you tell me what time it is?

(2) deskmate communication report.

(3) What did you find? The minute hands all point to 6. )

(4) What is the difference between the position of the minute hand and the position of the hour hand? (When the minute hand turns around, it all points to12; The minute hand turns half a turn and points to 6. )

(5) Summary: At half past five, the minute hand always points to 6, and the hour hand always points to the middle of the two numbers.

5, know the electronic clock:

(1) Observe the half-time writing and discuss.

(2) Summary: The half time of the electronic watch is represented by "30". What's the number to the left of the dot and "30" to the right of the dot? What time is it?

(3) Draw the minute hand and the hour hand on the clock face according to the time.

Third, practice to consolidate:

According to the school timetable, practice reading, set the whole hour and half an hour.

Fourth, lessons learned:

Today, we have learned to know clocks and watches, and know that time is the most precious. I hope you will be punctual and cherish time.

V. Practical work:

Model essay on mathematics teaching plan for the third grade of primary school.

Teaching objective: 1. Explore the calculation method of two-digit subtraction, especially the vertical calculation method, and experience the diversity of calculation methods. Can calculate correctly.

2. Cultivate students' estimation consciousness and problem-solving ability.

3. Cultivate students' preliminary ability of analysis, comparison and reasoning. Get a positive emotional experience.

4. Cultivate students' good study habits in expression, listening and operation.

Teaching focus:

Vertical calculation of abdication subtraction within 100.

Teaching difficulties:

Understand the arithmetic of subtracting two digits from 100.

teaching process

First, practice oral arithmetic, arouse old knowledge and get ready.

1, show me the card of oral calculation, and ask the students to do oral calculation:

13-7 20-6 15-8 65-3

34-8 84-20 97-36 74-24 66- 14

2. At the same time, students are required to perform on stage.

Questions 49-27 and 42-8 ask students to talk about the calculation process.

Second, create situations, ask questions and cultivate estimation ability.

1, (showing the theme map of skipping rope) Everyone did very well just now. Next, the teacher invited everyone to take part in a skipping competition. What mathematical information have you collected through observation?

(1) Based on this information, what math problems can you ask that are challenging to all of us?

(2) How many times does Xiaodong jump than Xiaohong? How many times does Xiaohong dance less than Liang Xiao? How many times does Xiao Liang jump more than Xiaodong?

Can you work out the formula for the first question? (blackboard formula)

What is the approximate result of 2.62-48? Who will estimate it and tell me your estimation method?

Third, explore the algorithm, understand the algorithm and optimize the algorithm.

1. Just now, everyone estimated that the result was roughly 10. What is the exact result of this question? Please do the math yourself, or you can ask the school tools for help.

You are willing to discuss your algorithm with other students in the group. You should listen carefully when other children talk about it. Is his method the same as yours? If so, do you have anything to add?

The children communicated well just now. Who wants to share their methods with the whole class?

The children really got up and came up with so many ways to calculate 62-48. Which one do you like best? Tell me why you like it.

5. What is the difference between the subtraction within 100 we learned today and the subtraction we learned before?

Title on the blackboard:/kloc-abdication addition within 0/00.

6. There are special cases of abdication subtraction within100. (Blackboard: 100-48=) You see, there are no numbers or ten digits in this question. What should I do if I subtract 48? Please discuss with each other in the group.

Students use counters to report and demonstrate arithmetic.

Fourth, apply new knowledge to solve problems.

1. Just now, we solved the first problem on the blackboard together. Can you solve the remaining two problems? Please complete the box on page 62.

Ask students to perform on stage, revise collectively and ask about the calculation method and process.

2. Independently complete the questions 1, 3 and 4 on page 63.

Teachers tour counseling, solve doubts and doubts, collect feedback information and make up for it in time.

Among them, 80-55, pay attention to helping students find the correct answer through the counter.

Fifth, expand the practice.

Guide students to understand and practice the meaning of the second question, and clarify the quantitative relationship.

Sixth, the whole class.

Teacher: What did you gain from today's study? What do you think should be paid attention to?