Mathematics teachers should let students understand the significance of mathematics learning, absorb the essence and understand the mystery of mathematics. Mathematics is a skill that each of us must master. As a first-year math teacher, can you write a first-year math lesson plan? Are you looking for the teaching plan of "Hebei Education Edition Mathematics Grade 0" that you are going to write? I have collected relevant information below for your reference!

Understanding of Hebei Education Press Teaching Plan 1 Grade One 0 of Mathematics

Teaching objectives:

1, so that students have a certain perceptual knowledge of rectangles, squares, triangles and circles, know the names of these figures and can recognize them.

2. Cultivate students' abilities of preliminary observation, imagination and language expression.

3. Cultivate students' practical ability, the spirit of active exploration and the consciousness of cooperation with others.

Teaching preparation: some graphic paper products, school tools, multimedia courseware, scissors, etc.

Teaching method: group activities, with four people as a group and one group leader.

Teaching process:

First, create situations and introduce new lessons.

Introduction: Children, today the teacher brought you some old friends. Do you know them?

1, admit it

Show cuboids, cubes and cylinders, and let the students know and say the names of the objects. (Courseware demonstration)

2. Select an object

Are there any of these things in your schoolbag? Let the children choose what they like. Have you chosen?

3. Preliminary perception (touch, draw, cut, cut and paste)

Teacher: Please choose a face to touch. How do you feel?

So, do you want to leave the touched surface on the paper? Who can come up with a good idea? Let the children choose the way they like, leave the touched noodles on paper and cut them with small scissors. Let's listen to music and see which children can cut fast and well.

Do you want to cut out your own graphics and post them to other children? (Teachers and students * * * paste the cut graphics together)

Second, reveal the topic

The graphics cut by the children are really beautiful. Do you want to see more clearly? Look! The teacher has moved the graphics you cut to the big screen.

Who can give these numbers a nice name?

Now, let's look at these figures. Are they similar?

Compare cuboids and cubes.

Transition: This is the new knowledge we learned today, understanding graphics.

Third, the actual operation

We already know these four kinds of graphics. Let's look around and pose.

1, with nail plate.

2. Use a small stick.

Fourth, recess activities.

Today, we know new graphics. Children, are you happy? Let's celebrate with songs! (Teachers and students sing Happy Clapping Song together)

Five, towards life, improve the ability

1, found (found the relevant graphics in life).

Teacher: Just now, we already know these four kinds of figures. Please consider them carefully. Do they exist in our lives? (Yes)

Please find out and tell your children if you find it!

2. distinguish. (The teacher shows some objects and points to related objects. )

Teacher: Little friend, you have found so many interesting graphics, and the teacher has found some back. Do you want to see it? Let's play a quick answer game, and the children who know it will stand up and say at once. What is this? What shape is its face? (The teacher shows several prepared physics courseware)

3. Count.

Look, how interesting math is. Even the graphics we learned today can make beautiful pictures. Children, let's count these interesting numbers together! (Courseware shows combined graphics)

Step 4 recognize it. (Multimedia display of traffic signs)

Look, children! What is this? (Traffic signs) What do these traffic signs mean? What are the graphs in each graph? Who would say? Cross the road and take the zebra crossing. Conduct traffic safety education: educate students to know traffic signs, obey traffic rules and drive safely. )

Understanding of Grade One 0 in Mathematics in Teaching Plan 2 of Hebei Education Press

Teaching objectives

1. Let students experience the necessity of statistics through data collection, collation, description and analysis.

2. Know another form of bar chart and fill in the chart correctly.

3. Cultivate students to learn to analyze statistical charts and make judgments and decisions on possibilities.

Teaching focus

Collection and collation of data

Teaching difficulties

Analyze statistical charts and make judgments and decisions on possibilities.

Teaching preparation

Everyone has a bar chart and a square piece of paper. The teacher prepared a big bar chart.

teaching process

First, lead the class.

1. Children's Day is coming. What preparations should our class make for celebrating June 1st? What about our classroom?

What do you use to decorate our classroom?

The teacher bought some balloons. What color do you think is the most beautiful balloon classroom? Why?

The balloon is beautiful, but the children can only choose the balloon of your favorite color and lift it.

Everyone chose their favorite color, but the teacher still can't know exactly which color balloon is the children's favorite. Is there a way to know?

Second, new funding.

Activity 1: Discuss the solution.

1. Discuss and tell the children in the same group what you think. (among students)

Please send a representative from each group to talk about your solution.

Everyone has come up with so many methods, please use your query method to make statistics later.

Activity 2. Understand statistical charts.

1. Please show me your chart. Who is the teacher? Tell me what's on the chart. What does each color balloon stand for? What does each grid mean? How to fill in the statistical chart?

2. What should I pay attention to when doing statistics?

3. Start the statistics.

Activity 3: Analyze the statistical chart.

1. Please observe your statistical chart. What did you find out from it? Tell your team members what you know. (between team members)

2. Ask each group to represent the table and report to the whole class.

(1) From the statistical chart, I know that I have investigated _ _ _ _ individuals.

(2) The number of people who like the color _ _ _ _ is the largest, and the number of people who like the color _ _ _ _ is the least. Our group likes balloons of _ _ _ _ _ color.

(3) People like red, yellow, blue and green.

(4) There are more (less) people who like _ _ _ _ colors than those who like _ _ _ _ _ _.

Do you want to tell everyone what you know from the statistical chart? Please take your statistical chart and tell your good friend what you know.

Activity 4: Class Statistics.

1. Just now we counted the situation of each group. Let's make statistics about the whole class.

Please take out the little red paper and post it in groups.

What do you know by observing this statistical chart? Who is brave, come up as a little teacher and tell the students.

(1) From the statistical chart, I know that I have investigated _ _ _ _ individuals.

(2) The number of people who like the color _ _ _ _ is the largest, and the number of people who like the color _ _ _ _ is the least. Our class likes balloons of _ _ _ _ _ color.

(3) People like red, yellow, blue and green.

(4) There are more (less) people who like _ _ _ _ colors than those who like _ _ _ _ _ _.

Through the statistics just now, do you know what color balloons are better in our class?

Can you guess which color balloon the class teacher likes best according to the statistical chart? Why?

Seek answers.

Three. Summarize.

1. What did you learn in this class?

2. Assign homework.

Understanding of Grade 0 Mathematics in Senior One in Teaching Plan 3 of Hebei Education Press

Textbook analysis

(A) the status and role of teaching materials

Statistics is the relevant statistical knowledge that students continue to learn on the basis of knowing pictographic statistical charts. Buying balloons is the second lesson of this unit, which is an expansion of the previous content, an important foundation for studying statistics in the future, and an important stage for cultivating statistical consciousness and learning statistical process. Therefore, the learning effect of this class will directly affect the learning of related knowledge in the future.

(B) Teaching objectives

According to the spirit of curriculum standards and the intention of teaching materials, the following teaching objectives are determined:

1. Guide students to know simple bar charts, stimulate students' interest in participating in statistical activities, and cultivate students' statistical awareness.

2. Let students go through the process of statistics, continue to learn to collect and sort out data, and experience the diversity of problem-solving strategies.

3. Experience the process of judging and making decisions through statistical results, and be able to ask and answer some simple questions according to statistical charts.

4. Through activities, cultivate the consciousness of cooperation and exchange, and experience the close relationship between mathematics and life.

(C) Teaching focus and difficulties

Teaching emphasis: let students experience the process of collecting and processing information.

Difficulties in teaching: going through the statistical process and completing the statistical chart.

Teaching material processing

(A) Analysis of the current situation of students and countermeasures

"Buying Balloons" is a lesson after "organizing a competition", but the difference is that it is a horizontal statistical chart, and students have already had a certain experience base, so the difficulty of students' learning will be relatively reduced. However, there will be duplication or omission in the process of collecting data. In order for students to collect data smoothly, it is necessary to infiltrate students with orderly thinking and scientific and rigorous mathematics.

(B) Teaching methods and selection basis

According to the teaching content and students' age characteristics, the learning methods of independent inquiry and cooperative communication are adopted. In teaching, teachers can effectively organize practical activities by creating pleasant learning situations, promote students to actively collect and process information, and can ask and solve problems. Teachers should attach importance to the process of students' experience of statistics, let students understand the necessity of statistics, and thus improve students' statistical consciousness. Let students really become the initiative of learning in this process.

(C) the flexibility and practicality of teaching methods

In teaching, students should be taught in accordance with their aptitude. In teaching, teachers should adjust the teaching content and teaching methods in time according to the problems existing in students, and adopt individual counseling, inspiration, guidance and explanation to standardize classroom teaching, so as to realize the flexibility and practicability of teaching methods.

(4) Prepare teaching AIDS and learning tools

Balloons of four colors, magnets of different colors, record sheet, transverse statistical chart.

teaching process

First, create situations and introduce topics.

(Music before class: Smurfs. )

1. dialog import

Teacher: Children's Day is coming, and children in all classes are actively preparing to celebrate their own festivals. What do you like to decorate our classroom with?

Option 1 2. Guide the topic

Teacher: Colored balloons are economical and affordable, so we will buy some balloons to decorate the classroom. What color balloons do you want to buy? (blackboard writing: buy balloons)

The students are scrambling to say their favorite color.

Find a way

Teacher: The students have different opinions. What shall we do (students are free to express their opinions, make statistics and introduce them in due course)

Teacher: Then let's use statistical methods to see which color balloons students like best, so that Mr. Chen Can can know which color balloons to buy more.

[Design intention: to stimulate students' interest through situations, to stimulate students' internal needs through questions, to stimulate students' thinking, to make students feel that they must conduct surveys in response to get results, to make students realize the purpose of statistics, and to cultivate students' preliminary statistical awareness. ]

Second, teach new lessons and cooperate independently.

1. Activity 1: The whole class participates in data collection.

Teacher: Today we continue to study statistics. Teacher Chen wants to buy balloons of these four colors for everyone. Look, the balloons are so beautiful, but children can only choose balloons of your favorite color, and stick magnets of your favorite color under the balloons on the blackboard.

Every student has a magnet in his hand. Stick the magnet of his favorite color on the blackboard, put it on the platform in groups, and the whole class will participate together to improve the enthusiasm of the whole class. )

2. Activity 2: Explore the recording method independently.

Teacher: Everyone has chosen their favorite color. Can you record the number of people who like balloons of different colors in your favorite way?

Teacher: Now, please take out our record sheet and record your grades in the way you like.

(Teachers patrol and instruct some students to take notes)

Teacher: Which child is invited to show his recording method on stage? (When displaying students' records through projection, ask students to evaluate whether the recording method is simple)

Teacher (summary statistics): The students all express their favorite balloon colors in their own ways, which is very creative, but Teacher Chen found that drawing "√", "○" and using the word "positive" are simple and beautiful.

Teacher: If you finished another statistical chart, which method would you choose, drawing √ and writing?

(Insert recess: clapping game)

3. Activity 3: Make statistical charts in groups.

Teacher: Today, our children behave very differently. Then teacher Chen has a question. How many people choose Le Ballon Rouge? how do you know (blackboard writing: write down the number of people under each balloon)

Teacher: You did a good job! In order to let people see more clearly how many people like each color, we can draw a statistical chart. (Show statistical charts on the blackboard)

Teacher: Each grid represents a student's point of view. Students who like red are 10. I will draw 65,438+00 grids on this statistical chart.

Teacher: Each group has a horizontal statistical chart. Ask the group leader to organize the members of the group to discuss how to make a beautiful statistical chart first, and then draw in the squares. Which group completes the statistical chart first and posts it on the blackboard.

Teacher: Please enjoy the works of each group.

Teacher's summary: The statistical chart we studied today is a rectangular straight bar, and it is easy to see the numbers.

Teacher: What math questions can you ask from this chart?

Teacher Q: (1) I know from the statistics that I have investigated _ _ _ _ students.

(2) The number of people who like _ _ _ _ color is the largest, and the number of people who like _ _ _ _ color is the least.

(3) What color balloons should I buy to decorate the classroom?

Teacher (summary): Now Teacher Chen knows what color balloons to buy. Thank you for your cooperation. These activities reflect our fairness and concern for the wishes of the majority. What knowledge did you use to help Mr. Chen solve this problem?

Teacher: Statistical knowledge is really amazing and helps us make decisions.

[Design intent: let students think in situations, communicate in solving practical problems, get more information and listen to different opinions, because each student has his own experience world and different students have different views on problems, so through cooperative exchanges and group discussions, it can promote exchanges and mutual assistance among students and give different students the opportunity to express their ideas and performances. In teaching, teachers should not suppress students' thinking, but pay attention to the development of individual thinking, respect students' ideas and let them investigate and record in their favorite way. Because innovative consciousness can only be produced in a relatively relaxed atmosphere, only in this way can students show their unique ideas and ideas]

Third, feel the lessons and talk about the gains.

Teacher: What did you learn in this class?

Teacher: Investigation and statistics can help us solve problems in our lives and make correct decisions. What else needs to be counted in life? Find it after class.

Option 2

Lead to the topic

Teacher: Colored balloons are economical and affordable, so we will buy some balloons to decorate the classroom. (blackboard writing: buy balloons)

Teacher: The assistant aunt said that there are only four colors left in the balloon: red, yellow, green and blue. Teacher Chen doesn't know which color balloons to buy more, so today I want to investigate with you which color you like best. Please write down your favorite color on the paper. Each student can only choose one color.

Second, teach new lessons and cooperate independently.

1. The team leader collects notes and explores the recording method independently.

Teacher: Now Mr. Chen has the answer you wrote. But I don't know which color likes people better. I will read it. You take out the record paper and help Mr. Chen count it in your favorite way.

(The teacher makes a tour while reading and instructs some students to take notes.)

Understanding of Grade 0 Mathematics in Senior One in Teaching Plan 4 of Hebei Education Press

Teaching goal: 1, to stimulate students' interest in learning.

2. Make students learn the calculation method of adding and subtracting integer ten digits from two digits.

2. Infiltrate the education of environmental protection and caring for small animals.

Teaching difficulties: students learn the calculation method of adding and subtracting integer ten digits from two digits.

Teaching emphasis: correctly calculate two-digit plus or minus integer ten digits.

Teaching aid preparation: counter wall chart

Teaching process:

I. Review: 32+5 42+7 84-4 75-3

75+2 64+3 72-2 38-3 45-( )=42 96-( )=9 1

39-( )=3 1 49-( )=42

Second, the new grant:

1. Prepare the wall chart.

2. Guide students to talk about the meaning of this picture, and at the same time carry out environmental education and animal care education.

3. Work in groups. Students talk about the meaning of this picture.

4. Guide students to ask questions.

(1) How many pests did two frogs eat?

(2) How many pests did the big frog eat more than the small frog? .

Calculate according to the meaning of the question

5. Guide students to try to solve problems continuously. (1) Students use counters in groups to explore calculation methods.

(b) Tell the team members how this figure was worked out.

Students talk about algorithms.

7 practice.

26+ 10 86-20 37-20 26+20 74-20 34+40

Third, summarize.

Blackboard: Frogs eat pests.

56+30=86 56-30=26