The teaching goal of RMB teaching plan 1 for the first grade mathematics of People's Education Press;
1, through origami, cutting and other activities to further understand the plane graphics. Simple graphics can be decomposed and combined.
2. Cultivate the concept of space and hands-on ability.
Teaching emphases and difficulties:
Expand the chart and spell it out.
Teaching process:
First, there is a discount.
1. How to fold a square piece of paper into two identical parts?
Cut it and compare it.
Think first, then practice, then compare.
2. Fold the rectangular, triangular and circular paper into the same two parts respectively. How to fold it?
Cut it and compare it.
Second, fight together.
1, spell it with the graphics cut out above.
2. Show your work.
3. Can you spell other figures? Have a try.
Third, practice.
1, cut it out and spell out interesting graphics.
2. Oral arithmetic training competition.
3. Fold the plane.
Do your own research and practice production.
Can you turn a rectangular piece of paper into a square?
5. Cut a square piece of paper into four triangles of the same size. What figures can you spell out with these triangles?
Work in groups and exchange opinions.
Teaching objectives of unit 2 of RMB teaching plan for first grade mathematics of People's Education Press.
1. Cultivate students' spatial concept, hands-on operation ability and innovative consciousness.
2. Know rectangles, squares, triangles and circles, and use them for activities such as puzzles and origami.
3. Understand quadrangles, pentagons and hexagons.
4. Appreciate the beautiful patterns made of figures and try to design them.
Cognitive map
Teaching objectives:
1, correctly understand triangles, circles, rectangles and squares, and realize that the face is in the body.
We can distinguish them correctly in real life and understand their uses.
3. Cultivate the concept of space and hands-on ability.
Teaching emphases and difficulties:
Understand the graphics, understand the purpose.
Teaching process:
First, the introduction of new courses.
1, take out the school tools prepared before class.
2. Introduce each group to each other.
3. Summarize the learning situation.
Second, the new curriculum teaching
1, group newspaper:
Pick up the physical model while introducing the graphics.
2, inductive blackboard writing:
Rectangular, circular, triangular and square
Have you ever seen such a person in your life?
(1) mass sending
(2) Reports and comments
Third, consolidate the practice.
1, Lian Lian
Read the meaning of the question carefully and finish it independently.
Smear coat
Draw a picture as required.
Step 3 think about it
Please continue to draw.
Step 4 count
Look carefully and try to proofread.
Teaching objectives of RMB teaching plan 3 for first-year mathematics in People's Education Press;
Knowledge and skills:
Through hands-on, observation, cooperation, communication and other activities, let students know about cuboids and cubes, their faces, edges, vertices and the meanings of length, width and height (or edge length), and master their basic characteristics. Understand the relationship between a cuboid and a cube.
Process and method:
(1) Students master the characteristics of long and cube in observation and operation, and improve their practical ability in activities.
(2) Students observe and compare and find the connection and difference between cuboids and cubes.
Emotions, attitudes and values:
Let students experience the close connection between three-dimensional graphics learning and real life, feel its value, and enhance their interest in mathematics learning and their ability of unity and cooperation.
Emphasis and difficulty in teaching
Key points: Understand the meanings of faces, edges, vertices and length, width and height (side length) of cuboids and cubes, and master the basic characteristics of cuboids and cubes.
Difficulties: Understand the relationship between the length, width and height of a cuboid and the length and width of each face.
Prepare teaching tools:
Teacher: Courseware, cuboid model, object, potato, stick, plasticine ()
Student: Cuboid and cube objects.
Teaching process:
First, create a situation to stimulate interest
Teacher: What do you see in the teacher's hand? (robot)
What shape is it? (cuboid)
We had a preliminary understanding of cuboids before. In this lesson, let's learn about cuboids together. (Blackboard: Cuboid) (Intention: The robot is based on the work of the students in the handicraft class, close to life, and has a good introduction to the new class. )
Second, the hands-on operation perceives faces, edges and vertices.
(1) Looking for cuboid objects in life (students say the teacher evaluates them) (the original intention is to start with real objects in life, so that students can perceive cuboids as a whole and accumulate the appearance of cuboids. )
(2) Explore the characteristics of cuboids
1, operation experiment, perception surface, edge, vertex.
(1) Each student takes out his own rectangular object.
(2) Teacher: The teacher didn't forget to look for a cuboid, so he brought a potato and now he wants to turn it into a cuboid.
(1) (cut a knife) appeared, let the students touch it, and it felt very flat. (blackboard writing: face)
(2) (plane down, vertical down and cut another knife) What did you find? (Two faces intersect at an edge)
Teacher: This surface is called the edge of a cuboid. (Blackboard: Cold)
(3) (Put down a plane and cut two vertical planes) Three sides intersect at a point, which is called the vertex of a cuboid. (Writing on the blackboard: vertex) (Intention: Let students feel the face, edge and vertex of a cuboid in their hands, experience the process of hands-on, observation and thinking, and let students feel that mathematics knowledge can be learned so happily. )
Teacher: We have sensed the faces, edges and vertices of a cuboid. Let's quickly pick up the cuboid in our hands and see what features the cuboid's face has.
2. Explore the characteristics of the surface.
(1) Students take out the prepared cuboid, touch each face of the cuboid, count how many there are, and see what shape each face is.
(2) Named discovery.
(3) Students demonstrate.
(4) Watch the courseware and experience the features of the cuboid surface again.
3. Explore the characteristics of the edge.
(1) Teacher: Just now, the students obtained the characteristics of the "face" of a cuboid through their own exploration. Do you want to know what the "edge" of a cuboid has?
Students explore in groups and teachers participate in activities.
(2) Communication in class. Teachers extract the characteristics of "edge" from students' communication.
Students say their findings and add them.
(3) Students demonstrate on stage.
(4) Watch the courseware and experience the edge features again.
(5) Experience the characteristics of the edge again. (Intention: break through the key points of understanding, encourage students to explore in a targeted manner, and improve the effectiveness of exploration. At the same time, pay attention to guide students how to observe, operate and summarize conclusions in an orderly manner, and cultivate students' hands-on, verbal and mental abilities and teamwork skills through a series of activities. )
4. Explore the characteristics of vertices.
(1) Please take out the cuboid and touch its vertex. How many vertices are there?
(2) Students operate and communicate.
(3) Watch the courseware and verify your findings.
5. Know the length, width and height
Students watch the video and feel the length, width and height of the cuboid. Intention: In independent thinking, we should realize the discovery of quietness in mathematics, and in group cooperation, we should exercise students' logical thinking in communication and reporting, and improve students' sense of unity, cooperation and competition. When watching the courseware video, we need to distinguish the length, width and height of the cuboid from the length and width of each surface on the cuboid, which is also closely related to the learning and calculation of the cuboid behind. )
6, know three-dimensional graphics
(1) Please look at the cuboid on the podium. How many faces can you see?
(2) The teacher asked students in different positions and got the answer that they could see at most three sides of a cuboid.
(3) The courseware shows other surfaces drawn with dotted lines.
7. Make a cuboid with sticks, plasticine and other materials. (Intention: Students will practice and digest what they have learned in production and experience the happiness and success of cooperation)
(3) Explore the characteristics of the cube
The courseware demonstrates that the cuboid gradually becomes a cube.
Teacher: (showing the courseware) Look at the cuboid that is changing now. Into what? (cube)
Discussion: How many faces, edges and vertices does a cube have? What are the characteristics of its face and edge? Please explore the characteristics of cuboids, work together at the same table, take a look, measure and compare, and then exchange your findings in groups.
Students report and communicate, and specify more students to say. Teacher's evaluation and encouragement.
Compare the similarities and differences between cuboids and cubes;
Let the students observe and summarize the cuboid and cube objects, and then exchange the observation results at the same table.
2 report and communicate. Students complement each other. Teacher's camera blackboard writing
③: Guide and summarize the relationship between cuboids and cubes.
The square we learned before is a special rectangle. When the teacher points to the blackboard, we can draw the conclusion that the cube is a special cuboid.
④ Look at the courseware and show that there are two ellipses between a cuboid and a cube. (Intention: After the students learn the cuboid, the teacher will know the cube by half-supporting and half-releasing, so that the students can learn the transfer of knowledge and appreciate the charm of mathematics. )
Third, consolidate feedback and deepen new knowledge.
Complete 1 Fill in the blanks:
(1) A cuboid has () faces, () edges, () vertices and () edges.
(2) A cube has () faces, () edges and () vertices. The area of each face is equal (), and the length of each side is ().
(3) The three edges that intersect a vertex in a cuboid are called (), () and () respectively.
(4) In ink bottle boxes, Rubik's cube toys and volleyball, () is a cuboid and () is a cube.
Complete question 2: Say the length, width and height of each box below.
Ask the students to point out the positions of length, width and height (or side length) in each geometric figure and tell them how many centimeters they are.
Fourth, summarize and talk about the harvest:
What did you learn from this course? Teachers also participate in talking about the harvest, and generally evaluate students' performance, so as to motivate students.
5. Homework: Use a wire to enclose a cubic frame with a side length of 3 minutes. How long is this wire?
Teaching objectives of meta-teaching plan 4 of senior one mathematics understanding in People's Education Press.
1, let the students know RMB, and know that the unit of RMB is yuan, jiao and fen. Master l yuan = 10 angle, 1 angle = 10 score, and learn simple polymerization initially.
2. Educate students to cherish RMB and not spend money indiscriminately.
3. Cultivate the flexibility and orderliness of students' thinking.
training/teaching aid
1. Courseware for children shopping in the supermarket and wall charts related to RMB.
2. 1 coin, 10, glued together with adhesive tape; L coins have 1 cent and are stuck together with tape.
Every student has a set of learning tools.
teaching process
First, review.
Do an arithmetic problem orally.
1. 10 Eleven is () ten 1 ten has () one.
2. One hundred has () and one hundred has ().
3.2 Ten is () 5 and ten is ()
Second, new funding.
1. Reveal the topic
The courseware demonstrates the scene of children shopping in the supermarket. Shopping costs money. The currency of our country is RMB. Today, we will learn about RMB. (blackboard writing: knowing RMB)
The units of RMB are yuan, jiao and fen. (blackboard writing: yuan, jiao and fen)
2. Teaching examples 1
Teacher: Show the teaching wall chart of 1, 2, 5, 1, 5, and let the children discuss two questions in groups.
(1) Where can I see how much money? (2) What does it look like?
3. Teaching Example 2
(1) Give me a penny and a dime.
(2) After the students observed, the teacher asked: How many coins can a dime of 1 be exchanged for? 1 angle = 10 point
(3) Show me the angles 10 L, one by one. Count 10 corners and stick them on the blackboard. He also showed 1 yuan and asked, "Who knows which is more, the l0 angle or the L yuan? Which is less? Still as much? " Deduce 1 yuan = 10 angle. (blackboard writing)
(4) Guide students to think: What is the score of 1 yuan?
Third, consolidate practice.
Fourth, homework
1.
(1) 1 50 cents can be exchanged () 1 cent.
(2) 1 1 yuan can be exchanged for () 50 cents.
(3) 1 block 1 yuan money can be exchanged for () block 1 minute.
2. Fill in the blanks.
70 points = () Angle 3 yuan = () Angle
8 Angle = () minutes 10 Angle = () yuan.
Teaching objectives of RMB teaching plan 5 for first-year mathematics in People's Education Press;
1, through the activities of jigsaw puzzles, get a preliminary understanding of parallelograms and get more familiar with the graphics you have learned at ordinary times.
2. Develop the concept of space, hands-on ability and creativity.
Teaching focus:
Recognize and identify all kinds of plane graphics.
Teaching difficulties:
Do puzzles in different ways.
Teaching process:
First of all, with the help of jigsaw puzzles, we know parallelogram.
1. Show the puzzle and explain it. This is called a jigsaw puzzle.
What are the shapes of Figures 2 and 5? -The number is a triangle.
Figures 3 and 3 are parallelograms.
Tell me what the jigsaw puzzle is made of.
5. How many squares and triangles are there in these figures? Which graphics are larger, which ones are smaller and which two are the same size?
Second, fight together.
1. Cut out the puzzle in the attached page and complete the production of the puzzle.
2. Guide students to do puzzles.
(1) Spell out a square
(2) spell out the triangle
Can you spell it in different ways?
Third, practice.
1. Spell out the pictures in the book and think about what they look like.
2. Tell the story of "waiting for the rabbit" and spell it out.
3. What other interesting figures can you spell?
Four. abstract
Do you find this course interesting? Tangram is an ancient graphic game in China with a history of more than 2,500 years.
Teaching objectives of meta-teaching plan 6 of senior one mathematics understanding in People's Education Press.
1. Make students know cuboids and cubes intuitively, master their characteristics preliminarily, and know these two kinds of figures.
2. Initially cultivate students' hands-on operation ability, observation and comparison ability and preliminary generalization ability.
3. Stimulate students' interest in learning, cultivate students' concept of space, and experience the connection between mathematics and life.
Teaching focus
Grasping the characteristics of cuboids and cubes, you will recognize these two kinds of figures.
Teaching difficulties
Correctly identify special cuboids.
teaching process
First, introduce new lessons.
Show the picture "building block diagram". Let's see what shapes these objects are made of.
Today, we will know some of them.
Second, explore new knowledge.
1, know the cuboid.
(1) intuitive perception.
Shown separately: ink cartridge and dictionary. Students say their shapes. (Drawing and blackboard writing: cuboid)
Ask the students to find a cuboid from their school tools and show it to the students next to them.
(2) Establish representation.
Students observe the cuboid in their hands and count how many faces there are. Compare and see what are the characteristics of the size and shape of each surface?
On the basis of students' self-study, communicate in groups and finally report to the whole class. A cuboid has six faces, each of which is a rectangle or two of which are cubes, and the opposite faces have the same shape. )
(3) form a concept.
The students talk to each other about the characteristics of cuboids.
2. Know the cube.
(1) intuitive perception.
Display: Rubik's cube, medicine box, etc. Students say its shape. (Maps and blackboard writing: cubes)
Ask the students to find a cube from the learning tool and show it to the students next to them.
(2) Establish representation.
Students observe the cube in their hands to see what characteristics it has. After the group exchanges, report to the class (the cube has 6 faces, and all 6 faces are the same).
(3) form a concept.
The students talk to each other about the characteristics of cubes.
3. Distinguish between cuboids and cubes.
Ask the students to find out the cuboid and cube in the learning tool respectively, and organize the students to discuss in groups: how to distinguish cuboid and cube?
Third, consolidate and expand.
1. Complete the picture "Do it once" in the book 1.
2. Looking for cuboids and cubes in life. Show the picture "Graphics in Life"
Teacher: Can you find the figure we studied today in this painting?
Encourage students to name other objects in life, such as cuboids or cubes.
3, put the graphics.
(1) Make a cuboid from eight identical cubes.
(2) Make a big cube with eight identical cubes.
4. Knead a cuboid or cube with plasticine, and then show it to the whole class for details.
Fourth, class summary.
What figures do we know today? Both cuboids and cubes are three-dimensional figures. What are their characteristics? (Tell the students)
People's Education Edition Senior One Mathematics Understanding RMB Teaching Plan 7 I. Teaching objectives:
1, you can correctly count the number of objects within 100 in different ways, and know that these numbers are composed of ten and one. Feel the number 100, establish the concept of number, initially know the counting unit of one, ten and hundred, and know that 10 is ten and 10 is hundred.
2. Through the process of abstracting numbers within 100 from daily life, I learned the counting method, realized that the principle of counting is decimal counting, and felt the meaning of numbers within 100 by estimating the number of objects within 100.
3. Let students experience the fun of cooperation and communication in activities, and express and communicate with the number of expressions in life. Cultivate students' feeling, interest and consciousness of counting.
Second, the difficulties in teaching:
Teaching emphasis: master the numbers within 100 and the composition of numbers, and establish the sense of numbers within 100.
Teaching difficulty: in the process of counting, the number of turns (turns) is close to the whole ten.
Third, teaching preparation:
Courseware, sticks, lucky stars, peanuts, claws
Fourth, the teaching process:
(A) to create an environment to stimulate interest
Teaching theme map:
1, (courseware shows dynamic theme map 10 lambs): A group of lovely lambs came up on the beautiful prairie. Do you know how many lambs there are? Let's count. See who can count as fast as a dot.
2. Student Count (1- 10)
3. Teacher: What's your date? (One by one) Is there any way for everyone to see at a glance that it is 10 sheep? (courseware demonstration 10 only takes one lap)
Teacher: How many 10 are there? (10 one) That is to say, 10 one is ten.
Teacher: 10 is that all? Look, here comes another group. How many sheep are there now? Let's keep counting! How many tens are there in (1 1-20)20? (20) So much is 20!
【 Design Intention 】 Through the intimate material of counting sheep, we can understand the starting point of students' learning, review and feel the methods of counting sheep one by one, and know how many are 10 and 20, so that students can know that counting sheep should be one-to-one, and their hands and mouths are consistent.
4. (The courseware shows 100 sheep walking) Look, there are so many sheep on the grassland. How many are there now? (Student assessment)
5. Teacher: Everyone's estimate is more than 20. Today, we will learn more than 20 numbers and the composition of numbers.
【 Design Intention 】 On the basis that students have already felt the actual number of 20, it is not only beneficial to cultivate students' sense of number and estimation ability, but also beneficial to students to experience the estimation method.
(2) Operation and query
1, teaching example 1
Teacher: How many sheep are there? Today, the teacher prepared as many items as the number of lambs for each group, so we will count them together, not the number of lambs, to see which group counts correctly and accurately. And let everyone know at a glance.
② Students count items in groups.
③ Report and exchange: How many people are there in your group? How do you calculate it? Take a number of places one by one, in groups of ten, and let me show you. )
【 Design Intention 】 The number of lambs was replaced by school tools, which permeated the mathematical thought of mathematical symbols. Through group cooperation, the number is less than 100, so as to create a space for students to build their own knowledge, pay attention to the subjective initiative of each student, respect the potential of students' nature, allow them to count 100 projects in different ways, and pay attention to their personality differences.
Teacher: Just now, the result of your counting is different. The teacher also prepared as many sticks as the lambs. Let me count.
(The teacher shows 43 sticks) Do you know how many sticks the teacher has counted now? Let's count down together!
⑥ Boot counting: First count from 43 to 49 one by one. When you count to 50, ask: What is 1 after 49? How did you know? (Demonstrate the process of binding 10 pieces) and then count them one by one from 5 1-59. When you count to 60, ask: What's the number after 59? how do you know (Demonstrate the process of 10 binding again. ) When you count to 62, add them in bundles. Ask the students to count from 1 10 to 92. Finally, when counting from 92 to 99, ask: What's the number after 99? Tell everyone what you think!
⑦ Teacher: It turns out that 100 is so much. Let's count it again (1 10 places). How many tens are there in 100? Blackboard: 10 Ten is 100.
【 Design Intention 】 By purposefully guiding counting, students can experience the number series within 100 and know the diversity of counting methods. Demonstrate the process of tying 10 sticks into a bundle, so that students can understand that the principle of counting is decimal counting method, know that 10 is one hundred, and establish the counting unit of numbers; Think about what the last number is, so that students can solve the teaching difficulties close to the whole ten-hour counting through independent thinking on the basis of intuitive understanding, and fully feel what 100 is.
⑧ Count 100 sheep.
Teacher: 100 sticks replace the number of lambs. Did you count correctly? I hope that when you count, you must take one, count one, and take it as fast as counting!
Can this 100 sheep be seen at a glance? Do you have any good ideas? (Every 10 turn) Count again 1 10 times.
Pet-name ruby summary tip topic: Today's figures are all within 100. It seems that the numbers within 100 can be not only one by one, but also ten by one.
【 Design Intention 】 It is further understood that 10 is 100, and the number within 100 can be not only 1, but also 10 times 10.
2. Teaching Example 2
Count from 35 to 42.
Teacher: Counting is really interesting! Now count from thirty-five to forty-two.
(Courseware demonstration) When the students count to forty one by one, the courseware demonstration is full of ten bundles, and the last number after 39 is 40.
② Counting exercise (driving a train)
A, and then count from 38 to 50;
Count from sixty-eight to one hundred.
【 Design Intention 】 With the help of multimedia demonstration, students can intuitively strengthen their memory of the number of laps, and then use interesting train games to train them to count from concrete to abstract. It embodies its hierarchy, and at the same time expands the scope of counting, so as to achieve the purpose of everyone participating in learning activities.
3. Teaching Example 3
(1) The teacher takes out fifty-two sticks (students close their eyes) to see who can see how many at a glance. (blackboard writing: 35)
How did you know it was fifty-two? () Ten and () One (Show after students answer)
③ To put it completely, there are (5) tens and (2) ones in fifty-two miles.
④ Exercise: (Show P33 and do it)
Figure 1 feedback:
A. How do you know there are some pens in the picture? One box at a time.
B and 46 have () ten and () one.
Figure 2 Feedback:
A, this is () a ten, () a one.
B, (2) ten and (4) one ()
[Design Intention] Let students observe freely, let students express their ideas orally, and cultivate their ability of observation and expression.
(3) Practice and sublimation
1, 100 ball diagram demonstration: how many balls are estimated first? Then let the students exchange counting methods, demonstrate different counting methods, and finally choose a fast and convenient counting method.
【 Design Intention 】 The courseware shows 100 balls in disorder, which allows students to estimate and cultivate their estimation consciousness. Then, show the sorting chart of 100 balls, and let students exchange counting methods, so that students can have a variety of counting methods. Finally, they can choose their favorite counting methods by comparison and improve their skills in choosing the appropriate counting methods.
2. Fill in the blanks:
Answer, 56, (), (), (), (), (), ()
b、( )、( )、80 、( )、( )
[Design Intention] Give out the last five numbers of 56 completely, in order to let students go through the series and turns. Expanding exercise is to apply the counting method learned today and master it.
3. Numbers in life
Today, we learned the understanding of numbers within 100, knowing that dozens are a hundred, and dozens have dozens, and dozens have several ones. In fact, these numbers are everywhere in our lives. For example, the 8 1 bus and the 82 bus we saw today. We spent 40 minutes in this class. Have you seen these figures anywhere?
[Design Intention] Knowledge comes from life and serves life. Give examples in life, let students feel the connection between mathematics and life. Experience can be used to express and communicate.
Teaching objectives of meta-teaching plan 8 of senior one mathematics understanding in People's Education Press;
1. Learn more about triangles, circles, rectangles and squares by appreciating and designing patterns.
2. Cultivate hands-on ability, spatial imagination and creativity.
Teaching emphases and difficulties:
Hands on practice.
Teaching process:
First, appreciate the patterns.
1, display mode:
Windmill rabbit kaleidoscope frog
Step 2 guide observation
3. Panel discussion:
Everyone chooses a pattern to show which patterns the pattern is made of.
4. Reporting and communication
5, summary evaluation
6. Introduce the function of the mode
Second, practice.
1, think and draw.
Look at the meaning of the question and draw a picture.
2, put a pendulum
(1) How many sticks can you use to make a triangle with three sticks? How about three?
(2) How many squares can you make with 10 stick?
People's Education Press Senior One Mathematics Understanding RMB Teaching Plan 9 Teaching Content:
The Position and Order of Unit 5 of Grade One Mathematics in Beijing Normal University Edition
Teaching objectives:
1, let students combine their existing life experience to determine the position relationship of objects.
2. Use the mathematical knowledge of "front, back, left, right and up" to cultivate students' ability to solve practical problems.
3. Further cultivate students' spatial concept of "front and back, up and down, left and right".
Teaching focus:
The position and order of front, back, left, right, up and down.
Teaching process:
First, introduce a conversation
In the previous few classes, we studied the whole story. Today, we continue to learn this knowledge. Let the students say who are the classmates around you.
Take a look and talk about your classroom.
1. Look at the things in our own classroom, up and down. Let me talk about myself first.
2. Talk at the same table.
3. Communicate with the whole class.
Third, think about it and tell me how the things in your small room are arranged.
1, think about it, how do you put things in your small room?
2. Talk at the same table.
3. Communicate with the whole class.
Fourth, introduce your pencil case.
Point out and say the six sides of your pencil case.
5. Introduce the railway station route.
1. Show the wall chart of the railway station.
2. Students draw the route out of the railway station with arrows.
3. Students talk about the route of the railway station in their own language, before and after use, left and right, up and down.
Sixth, consolidate practice.
1, question 3 on page 63, look at the picture and answer the question.
2. Complete the classroom exercises. The Position and Order of Unit 5 of Grade One Mathematics in Beijing Normal University Edition