Su Jiaoban Grade One Volume II Mathematics Teaching Plan 1
1, knowledge goal: Through observation, operation and discussion, make students know the basic meaning of the front and the back. Knowing the relativity of the front and rear positions, we can correctly determine the "front and rear" from the specific situation.
2. Skill goal: Through observation, operation, speaking and other activities, we can perceive the positional relationship before and after, and get a preliminary understanding of the relativity before and after. Cultivate the sense of exploration and the spirit of cooperation.
3. Emotional attitude and values: in real situations, experience the fun of learning mathematics and stimulate the enthusiasm of exploring knowledge.
Focus: Through observation, operation and discussion, make students understand the basic meaning of the front and the back.
Difficulties: Only by understanding the relativity of the front and rear positions can we correctly determine the "front and rear" from the specific situation.
First, create a situation, before and after the experience
1. Observe the classroom and feel the front and back.
Children, what do you have in front of our classroom? What's behind?
Step 2 talk about it
Please tell each other who is in front of you and who is behind you.
3. Listen to the password and place the object.
The pencil box is placed in front of the math book, and the math book is placed behind the pencil box; Don't put the pencil-box in front of math. ...
Second, guide exploration and experience sentiment.
1. Look at the picture and tell the story
Show the picture of "tortoise and rabbit race" in the courseware, and let the students observe the scene carefully. Who can tell you a story according to this picture?
Step 2 talk about it
Tell each other everything you know in the story.
3. Observation and discussion
Please stand in a row with four children and tell each other where these four students are. Students communicate with each other:-the back is-and the front is-.
4. Change positions and deepen understanding.
(1) Please stand up and turn around. What happened to the position?
(2) Before and after the two children as a group, put your stationery on each other, and then say who is in front and who is behind.
Third, practical application.
1. Queue game: Please come to the front and stand in a line. What did you find? Form a circle and stand like this. What did you find?
2. Let's talk about it: we all have applications around us.
Summary: What did you gain today?
Five, the blackboard design
Su Jiaoban Grade One Volume II Mathematics Teaching Plan 2
Teaching objectives
1, through the process of measuring the length of the same object with different tools, I realized the necessity of unifying the length unit.
2. Know the centimeter and realize its practical significance.
3. You can estimate the length of small objects and measure the length of objects with a scale.
content analysis
Teaching emphasis: I will measure the length of an object with a scale.
Teaching difficulty: I can measure the length of an object with a scale.
Teaching preparation
Projector, pencils of different lengths, scale.
Teaching and learning process
individualized design
First, introduce new lessons.
Introduction to the teacher's speech.
Teacher: Through students, we study in this classroom every day. The platform is the teacher's good partner, and the desk is the student's good partner. Do these two partners have anything to say to you today? Is everyone listening?
Recording: Hello, everyone! I am the podium. Today I want to know how long I am. Can the children tell me? And I, I am a desk, and I also want to know how long I am. Dear children, can you tell me?
Second, new funding.
1, how long is the table.
(1) Estimate the activity.
Teacher: Students, please show how long the podium is and how long the desks are.
The students gesticulated with their hands and said.
(2) measured.
The teacher asked: Can students explain how long the desk is in other ways?
Students can answer with things.
(3) Discuss and communicate.
Let the students talk about how long the table was just now.
The student said that he used different tools to measure.
The teacher concluded: It turns out that everyone uses different measuring tools and standards, which is really troublesome to say.
Is there any way to make the measurement results consistent?
The student said: You can measure it with a ruler.
(4) Know the scale and measure it with a ruler. Experience the practical significance of 1 cm.
Let the students take out the scale and recognize it.
Teacher's explanation: Let the students know that every 10 small square on the scale forms a big grid, which means 1 cm, that is, 1cm. Ask the students to point out where it is 1 cm.
Ask the students to find out which objects in life are 1 cm in length. (fingernails, nostrils, etc. )
2. Measurement: How long is the pencil?
(1) Guided demonstration.
Teacher: First of all, find the scale of 0, aim one end of the pen at it, see which value the other end is aimed at, and then read it out.
Let the students think. Sometimes a pencil is not exactly the number of centimeters. What should I do?
You should read an integer centimeter.
(2) Students begin to operate.
Let the students show the process of measurement.
Second, practice.
1, the first question: first estimate how long it is, and then measure it.
2. The second question: ants move beans.
3, the third question: by the students to complete independently.
Third, the class summarizes.
What did you know today?
Blackboard design: How long is the table (cm)?
Teachers stimulate students' interest in learning in time.
Teaching students the method of comparison.
Let the students say what they know about measuring tools, and the teacher will supplement them in time.
Instruct students to measure at will, and then communicate with the whole class.
Su Jiaoban Grade One Volume II Mathematics Teaching Plan 3
Teaching objectives:
1. can increase the number of small wafers in adjacent areas.
2. A given "result number" can be divided into two appropriate numbers.
3. Feel the relationship between the three numbers in the triangle and the three result numbers by putting the disc and filling in the appropriate numbers.
Teaching focus:
A given "result number" can be divided into two appropriate numbers.
Teaching difficulties:
The relationship between three numbers and three result numbers in a triangle.
Teaching aid preparation:
Magnetic blackboard, triangle disk, loose leaf, digital card
Teaching process:
First, find the pattern.
1. Look at the picture to find the rules: Xiaohe is playing a game. Put a triangle in the middle and put the small disks in three areas respectively. Can you see the rules of the game from the picture?
2. Show a triangle and put a small disc in each area. The teacher will put the first score card without explanation.
3. Put Question 2 in the book on a triangle board with a small disk and a digital card on it. Then the students get a sketch of calculating the triangle, put Question 2 out, find out the result number and fill it in.
Second, the improvement process
1. Question 3: Only one result number is given, and no area is laid out. The teacher took out the triangle and asked question 3, Can you fill it out? Give the reason why you filled in this way.
5+()= 1 1 1 1-5=()
2. Abstract molecules: Can they be directly represented by numbers? Question 4-5: How did you work it out and what method did you use?
Third, explore
1. Question 6: Put out the triangle of question 6. Teacher: Can you try it out with a small disc? Discuss with students and try to solve the problem.
Try one: first put three on the top, then how to put it in the bottom left or right. Discussion: Is this OK? If not, why? Tell me why.
Try two: put four on it, and how do you put the rest? Q: Did it succeed this time? Tell me why it is right this time.
2. Test: 4+3=7 3+5=8 5+4=9 Abstracts the small disk into numbers and fills them in the questions.
Fourth, the exercise of the workbook.
1. Add the adjacent area to the simple question and write the result on the card.
2. Increased difficulty: 2 areas are empty. Teacher: Can you tell me how you worked it out? If necessary, ask students to put it on a small CD. )
3. Find the answer through experiments. Left: Please try. Can you know what these three areas are? (Put it on a small disk) Right: Please put it on a small disk and see what's the difference in this question.
4. Find a pattern.
Verb (abbreviation of verb) course summary
A little.
Su Jiaoban Grade One Volume II Mathematics Teaching Plan 4
Teaching objectives:
1, knowledge and skills: understand and describe the left-right position relationship on your torso; The positional relationship between objects in space.
2. Process and method: In the process of consolidation, we should pay attention to the cultivation of knowledge application consciousness and problem-solving ability.
3. Emotion and values: use games to extend knowledge in class to extracurricular activities, and cultivate the ability to solve practical problems by using mathematical knowledge.
Teaching focus:
Accurately distinguish the left and right on the trunk.
Teaching difficulties:
According to the reference object, the left-right position relationship of different objects can be described.
Teaching process:
First, the introduction of riddles reveals the theme.
Teacher: Today, children, let's do a crossword puzzle to see who has the fastest response.
(Courseware demonstration)
Mystery 1: one is horizontal and one is long, and the I-shape is at the lower right. (Left)
Mystery 2: one is horizontal and one is long, and the mouth is at the lower right. (right)
Teacher: Yes, children can guess these two words quickly and accurately, but can you tell the right from the left as quickly as possible? (blackboard writing: left and right)
Second, the game
1. Listen to the password and do the action.
(courseware)
Teacher: Please follow the teacher's orders, such as: reach out your right hand, lift your left foot and touch your right ear. Whoever is quick and accurate will be the champion. In order to make the game more intense, let's warm up first.
(game)
2. Rows of seats
Teacher: Please tell the children who is on your left and who is on your right. Let several children line up and tell them who is around them. Then let these children form a circle and say who are their left and right?
Third, analysis and appraisal.
1. Show pictures 1
Teacher: Do you know if this is a left hand or a right hand? Why? Teacher: So we can write "left" in the space below the photo, which means left hand.
2. Relative positional relationship
Teacher: Show me a hand (left). This is my left hand. Do any children want to clap their hands with the teacher and tell me what kind of hand it is? This is my right hand. Please clap your hands with the teacher and tell me which hand it is. Why are teachers left-handed and children right-handed? Please discuss in groups.
Health: Because teachers and children are face to face.
Teacher: Face to face is relative. When two people are in relative positions, left and right are opposite. Give another example to further consolidate.
Teacher: Face to face with classmates. This is my right foot.
Health: This is my left foot. Games: Match each other at the same table, clap your hands and say, stretch your feet, touch your small ears and talk to each other left and right.
3. Show the courseware (Figure 3)
Teacher: Is this the left or the right? Tell me why.
Health: The hand is opposite us in the picture.
4. Show the courseware (Figure 4)
Is this little girl's ear left or right? Students can imitate the actions in the photos and judge the left and right.
Fourth, expand exercises (show courseware)
1. Distinguish between left and right, and answer the question.
3, 9, 7, 6, 4, 2, 10, 8, 9, 1, 0, 5,1,the smallest number on the left is _ _ _ _, and the smallest number on the right is _ _ _ _.
2. (Show pictures of courseware)
The little grey rabbit went out to play and saw the little white rabbit coming from (). The little white rabbit has a flower and a balloon in his hand. The pony came by the little gray rabbit and was playing with the butterfly beside it.
3. Try to make the lemons on the left and right equal.
There are _ _ _ lemons on the left and _ _ _ lemons on the right. If you take _ _ _ lemons from _ _ noodles, there are as many as _ _ noodles. Or add _ _ _ lemons to _ _ _ noodles, as many as _ _ _ noodles. You can also take _ _ lemons from _ _ face and put them on _ _ face, as many as two faces.
Use your head: (show the courseware)
1. When Dingding Jr. tidies up the pencil box, he puts the pencil on the left of the ruler and the eraser on the right, so the pencil is on the () side of the eraser.
2. When watching a movie, Xiaohong sits on Xiaolan's right, and Xiaolan sits on Xiaohua's right, so Xiaohua sits in the () seat next to Xiaohong.
Verb (abbreviation of verb) abstract
Tell me what you learned today.
Su Jiaoban Grade One Volume II Mathematics Teaching Plan 5
Teaching objectives:
1. Cognitive goal: Be able to distinguish the left and right positions with the self as the reference center, and distinguish the left and right positions of objects in space.
2. Ability goal: cultivate students' observation ability and judgment ability, and develop students' spatial intelligence, language intelligence and body movement intelligence.
3. Emotional goal: to educate students about safety.
Teaching focus:
Learn to judge the left and right of space things.
Teaching difficulties:
Experiencing "face to face" objects is the opposite direction.
Teaching preparation:
multimedia courseware
Teaching process:
First, the introduction of games to stimulate interest
(Note: Please sit in groups in advance. )
Teacher: Let's play a game. The name of the game is "Do it with me". Please do it with me.
Hold out your right hand, hold out your left hand, lift your left foot, lift your right foot, touch your right ear, touch your left ear.
Let the students say and do. I will do it with you.
Hold out your right hand, hold out your left hand, lift your left foot, lift your right foot, touch your right ear, touch your left ear.
Teacher: Today we reviewed Left and Right together.
[Review the left and right in the form of games. In the process of playing games, students can further understand the left and right on the basis of their original life experience. At the same time, in the atmosphere of the game, you can make self-correction. ]
Second, * * * discuss with each other and gain new knowledge.
1. Show problems 1
Teacher: The students already know about it. Let's go to the street and have a look!
(revealing the topic)
Teacher: There are so many cars and pedestrians coming and going in the street. It's too noisy! What should I pay attention to when crossing the road?
Summary: To cross the road safely, look to the left first, then to the right.
(blackboard writing)
Step 2 Show Question 2
Teacher: Little Dingding wants to cross the road. He looked left first, then right. What does he see on the left? What do you see on the right? Please answer individual students.
Show me question 3.
Teacher: At this moment, Mix is also ready to cross the road. So, what does she see on the left? What do you see on the right? Check independently after completion.
4. Teamwork and exploration.
Teacher: It happened that Xiao Pang was crossing the street, too. What does Xiao Pang see when he turns left and right? Group discussion.
Summary: Contrary to what Tintin saw, because they are face to face.
Teacher: What about Xiaoya?
Abstract: Contrary to what Mix saw, because they are face to face.
[On the basis that students can find out the left and right of others and tell their left and right positions with themselves as the reference center, please introduce who is sitting on the left and right of each person in the picture of P8 question 1. Let the students understand that the direction of the "face-to-face" objects is opposite, paving the way for telling what Xiao Pang and Xiao Ya saw to the left and right respectively. Then I went to the street and looked around. First, Xiao Dingding and Xiao Qiao, who are in the same direction as students, teach students how to look at pictures, and then Xiao Pang and Xiaoya, who are in the opposite direction. ]
Third, it is difficult to set questions and summarize exchanges.
Teacher: Today we learned "Left and Right and On the Street" together. We know that we will often meet left and right in our life.
Do you have any questions about this class?
[Give students some time to think and explore. Do you have any questions about how much you have mastered in this class? ]