Topic: Preview-Counting
Teaching content: textbook no.2? Five pages.
Teaching objectives:
Knowledge and skills: I have experienced the process of abstracting numbers from the scene diagram, and have a preliminary understanding of the method of counting in sequence.
Process and method: Through the process of representing the number of objects with bitmap, the idea of number sense and one-to-one correspondence was initially established. Initially learn to observe physical objects from a mathematical point of view and infiltrate application consciousness.
Emotion, attitude, values: With the help of others, I got a preliminary understanding of the significance and fun of learning mathematics.
Teaching emphasis: master the method of representing numbers with bitmap.
Teaching difficulty: the method of preliminary experience sequence counting.
Teaching tools: multimedia courseware, etc.
Teaching method: scene demonstration.
Teaching process:
First, create a situation to stimulate interest.
Dialogue: Children love to play. Where do you want to play most?
(student exchange)
In this class, the teacher will take the children in our class to the beautiful campus.
(The courseware shows a beautiful campus situation map)
Second, explore independently and maintain interest.
1, preliminary perception.
Question: What do you see in the beautiful campus? Communicate in groups and then communicate collectively.
Student description: In the bright sunshine, trees are shaded and flowers are in full bloom. Birds are singing happily, butterflies are flying happily, how happy the children are! Some of them ride wooden horses, some swing, some fly in small planes, and some slide on slides.
2, communication.
Question: There are many things in the beautiful campus. Can you count how many there are?
Students count themselves first, and then count them to their deskmates.
Choose some students as teachers and lead the rest of the children to count in order.
Summary method.
Discussion: How to count correctly and quickly?
Students discuss in groups and then communicate collectively.
The teacher concluded, emphasizing one by one in order.
(From left to right, from top to bottom, and so on. )
3. Answer first.
① Question: 1-(student answers:1slide >; 2 —— (Student: Swing twice) ...
(Courseware demonstration, extracting 10 fragments one by one from the theme scene diagram)
② Look at the pictures and say what they mean. Such as: 3 wooden horses ...
4. Use dot diagram to represent numbers.
We can use some of the simplest symbols to represent the number of objects. What symbol do you want to use? Let's use the concept map, shall we? 1 slide is represented by 1 idea.
② How to express the number of swings? Why do you say that? How to express the number of horses and planes in Troy? What else do you have in mind?
(Let the students speak freely)
③ Inquiry: How many objects do the seven concepts represent?
How many objects do eight points represent? How to express the number of balloons?
/kloc-How many objects do 0/0 points represent?
Third, entertaining and interesting experience.
Transition: children! The beautiful campus is our paradise, let's go to the campus to play together! (Lead the students out of the classroom and observe the campus)
1, find some dolls.
There are many dolls hidden in the beautiful campus. Do you want to find them? Find good friends (including teachers) and communicate with them.
2. Let's talk about counting dolls.
Students talk freely about the items they found on pages 2 and 3 of the textbook and their numbers.
3. Practice using thoughts to represent numbers.
Students try to express the number of objects mentioned just now with ideas.
Fourth, classroom exercises.
Exercise 1 1, 2 questions
Five, summary and promotion, interest extension
Dialogue: Numbers are closely related to our lives, and every member of the mathematics kingdom is winking at us with intelligent eyes! Do you want to make friends with them? What are you going to do in the future?
Students can speak freely.
blackboard-writing design
count
1 2 3 4 5 6 7 8 9
Topic: preparatory class-how much is it?
Teaching content: the content on page 6 of the textbook, as well as "doing" on page 7 and questions 3 and 4 of exercise 1 on page 8.
Teaching objectives:
Knowledge and skills: Let students know the meaning of "as much". Cultivate students' practical ability, observation ability, language expression ability and the spirit of active participation in learning.
Process and method: learn to compare the number of objects one by one and understand the meaning of "more" and "less"
Emotion, attitude and values: let students feel the close connection between mathematics and life, and cultivate students' interest and enthusiasm in learning mathematics.
Teaching emphasis: the comparison of "more and less" will be carried out correctly.
Teaching difficulty: there will be more or less than a few objects.
Teaching tools: make the theme map on page 6 into animation courseware; Students prepare study cards.
Teaching methods: scene demonstration and heuristic teaching method.
Teaching process:
First, create a situation to stimulate interest
1, multimedia courseware shows the scene animation of pigs and rabbits building houses.
Do children like watching cartoons? Who can tell you a story according to the animation courseware we saw?
2. Students tell stories.
Mother rabbit watched the little rabbits grow up day by day and decided to build a big house. The little pigs also came to help. Rabbits move bricks, pigs move wood, and they finally build a new house!
How do you know that rabbits want to build houses?
I know it from the head above the house.
You have observed it carefully! Look at the little fish in the water cheering for them!
The students speak very well. Piglets and rabbits help each other. We should learn from them.
Second, cooperative learning and independent inquiry
1, teamwork.
Watch cartoons and communicate in groups. Name the number of objects in the cartoon.
2. Group communication.
I know there are four radishes and three apples. I know there are three little pigs and four little rabbits. There are 4 pieces of wood and 4 stools; It is found that 1 rabbit has moved 1 block, and there are no extra bricks and rabbits.
The students said very well that rabbits and bricks are one-to-one correspondence. At this time, we say that there are as many rabbits as bricks. Do you remember?
(blackboard writing: as many)
Look, what else in the comics is as much as what? Who wants to talk?
0 Piglets eat 1 apples, and there are as many piglets as apples; 1 rabbits eat 1 radishes, there are as many rabbits as radishes; I also found 1 piggy carrying 1 log, leaving 1 log)
Did you find out who is more and who is less? (more wood, less pigs) (writing on the blackboard: less)
It's good. What else can I say?
There are more trees than pigs, and pigs are less than trees.
The students are really smart. What they just said is what we are going to learn in this class. I
(blackboard title: how many)
3. Talk to each other at the same table.
What else in cartoons is as much as what? What is less than what? What is more important than what?
Third, consolidate the use and deepen the expansion.
1. Work at the same table, take out the school card, and talk while playing it.
1) A classmate plays first, and the deskmate needs to play like him.
(2) deskmate cooperation, one more place, one less place.
The students cooperated very well. Think about it. How to arrange it? A teacher can tell at a glance who has more, who has less, or who has as much. Count and write down the numbers. Straighten the pendulum, long means more, short means less, and the same length means the same amount. ) Their methods are all good. How to put it? Think more, think more, and pay attention to methods.
2. Tell me about the examples of 1' and "more" and "less".
Who can use "as much", "more" and "less" to talk about things in life?
I have two hands. My left hand and right hand have as many fingers. There are more women than men in my family, and fewer men than women ...)
The students said so much and spoke so well. It turns out that there is mathematics everywhere in life.
3. Compare who is the cleverest.
The teacher took out a string of red and white beads and asked the students to decide which color had more beads. ,
(1) was born in a group.
② Group communication report.
(Compare by number: Count the red and white beads and compare them. Compare the ways to find friends: a red bead and a white bead are friends. Finally, there are more beads of which color left. It can also be compared in this way: because the beads are strung in the order of a red bead, a white bead, a red bead and a white bead, if the last one is white, it can be said that there are as many as two kinds of beads; On the contrary, it is more than red beads)
4. Classroom exercises.
(1) Complete "Do it" on page 7. Let's put it on the table first
② Exercise 1, question 3, question 4.
Question 3: First, let the students carefully observe the pictures to determine whether there are two animals with the same number, and then let the students test them in different ways. After the students answer, the teacher can guide the students to think: although cocks and ducks are put as long as they are, the density is different, and then judge that ducks are only put more densely and cocks are only less.
Question 4: Encourage students to compare in different ways.
A, counting method: first count how many red beads and how many yellow beads there are, and then compare them.