Volume 1 Mathematics Lesson Notes Lesson Notes on Understanding 6 and 7

As a faculty member, you often have to write an excellent lecture manuscript. The lecture manuscript helps improve the teacher's language expression ability. So how should the course manuscript be written appropriately? The following is a collection of Mathematics Lesson Notes for Volume 1 of the People's Education Press that I collected for everyone. It is for reference only. Let's take a look at it.

1. Talking about the teaching materials

The content of this lesson is the content on pages 42 and 43 of the first volume of the compulsory education curriculum standard experimental textbook Mathematics published by the People's Education Press. It is taught on the basis that students have mastered the understanding of 1 to 5 and 0 and the corresponding addition and subtraction. Students can already use these numbers to express the number of things, and also realize that they can use them to express the position and order of things, and they can also compare their sizes. "Understanding of 6 and 7" allows students to understand the meaning of 6 and 7 and the value and role of mathematical symbols, creating conditions for students to develop their sense of numbers and symbols.

2. Preaching method

1. Use the background of the theme picture to understand the meaning of 6 and 7.

Both 6 and 7 are abstract. To understand them, students must be provided with a sufficient perceptible realistic background, so that 6 and 7 can correspond to the number of things or the positions of things they represent. When teaching, pay attention to the role of the theme map on page 42. First, let the students talk about the labor scene as a whole, and then let the students search, count, and talk about things that can be represented by 6 and 7 respectively, and then use discs and small sticks to place 6 and 7. Use courseware to show 6 and 7 in life. Abstract 6 and 7 from these many 6 things and 7 things, allowing students to experience the process of mathematical symbolization. Finally, let students talk about the things around them that can be represented by 6 and 7 to help students understand the meaning of 6 and 7. At the same time, students are guided to continuously use numbers to express and communicate during the learning process, and experience the value of learning mathematics.

2. Guide students to participate and understand the order of numbers.

Understand the meaning of 6 and 7, and when students are asked to find things with a quantity of 7, they have actually laid the foundation for learning number order (6 students plus 1 teacher are 7 people, 6 pictures A desk plus a podium is 7 desks, 6 chairs and 1 more are brought in to make 7 chairs...), initially perceiving the number sequence; placing discs, small sticks and dialing beads on the counter all contain the meaning of 6 1 is more than 5, and 5 is 1 less than 6; look at it on the ruler, point it out, and identify it, so that students can feel that the front of 7 is 6, and the back of 6 is 7, and then realize that numbers can not only represent The number of things can also represent the order of position, so that students can experience the difference between "several" and "several" in a realistic context through multiple exposures to relevant examples.

3. Create situations and grasp the relationship between numbers.

Find three students aged 5, 6, and 7 years old in advance, let them compare their ages, and then draw the relationship between 5, 6, and 7. In a specific situation Grasp the relative size relationship of numbers, and deepen the understanding of the actual meaning of numbers while understanding the size relationship.

3. Talking about design

Teaching content: The content on pages 42 and 43 of the textbook, questions 1 to 3 of exercise 7.

Teaching objectives:

1. To enable students to skillfully count the number of objects with the number of 6 and 7 in activities such as observation, counting, communication, etc., and to be able to read and When writing 6 and 7, you can use these two numbers to express the number of objects or the order and position of things, and you can compare their sizes.

2. Cultivate students’ observation ability, operation ability and language expression ability.

3. In the process of understanding 6 and 7, learn to cooperate and communicate, and be able to use 6 and 7 to represent things around you, feel the value of mathematics, and gain a positive emotional experience.

4. Experience education in protecting the environment, paying attention to hygiene, and loving the collective.

Teaching focus: be able to count the number of objects with quantities of 6 and 7 proficiently, be able to read and write 6 and 7, and be able to compare their sizes.

Teaching preparation: courseware, counter, ruler chart, idea chart, stick, disc.

Teaching process:

(1) Review

1. Guide students to count from 0 to 5, and then from 5 to 0.

2. Show the number cards from 0 to 5 and let students read them.

(2) Import

Show the courseware and ask students to count how many trees there are and guess what we are going to learn today

What thus reveals is the understanding of Topic: 6 and 7.

(3) New teaching

1. The significance of teaching 6 and 7.

(1) The courseware provides theme pictures for students to observe carefully.

Teacher: What did you see? Count how many there are?

(2) Guide students to express the number of objects using learning tools. After setting it up, talk to your deskmate about how it was arranged.

(3) Use a dot diagram to represent 6 and 7.

(4) Use 6 small sticks to place the shape you like, add another one, and use 7 small sticks

to place the shape you like.

(5) The courseware shows the "6" and "7" in life.

(6) Students give examples of other things in life that can be represented by the two numbers "6" and "7".

2. Teaching number sequence

(1) The teacher dials the counter and asks questions while dialing. After dialing 5 beads, ask: "How many beads are there? How many beads are there if you dial the next one?" Point to the 6th bead and ask: "Which bead is this? If you dial one more bead, how many beads are there?" ?" Point to the seventh bead and ask: "Which bead is this?"

Let students understand that 5 plus 1 is 6, and 6 plus 1 is 7.

(2) Show the ruler chart (write 0, 1, 2, (), 4, 5, (), ()).

Require students to fill in the blanks according to the number sequence and talk about what they think. Then the whole class reads the numbers on the ruler together and plays a quick question and answer game.

3. Compare the size of the numbers.

Invite three students (age 5, 6, and 7 years old respectively), let students compare their ages

and size, and then show the idea map (5, 6, 7), Ask students to verify the sizes of 5, 6, and 7 based on the dot diagram.

4. Teaching cardinal numbers and ordinal numbers.

(1) The courseware shows a goldfish picture.

Teacher: How many goldfish are there in the sixth bottle from the left? Which bottle has 6 goldfish? How many goldfish are there in the seventh bottle?

(2) Game: Ask 9 students to stand in a row and listen to the teacher’s instructions to perform actions.

①The six students on the right are holding hands.

②The seventh student on the left jumps.

5. Teaching how to write 6 and 7.

(1) The teacher writes on the blackboard.

(2) Write "6" and "7" in the blank space of the book, and then draw red on the book.

(4) Exercise

1. Complete question 2 of exercise 7.

Let students complete it independently first, and then revise it collectively.

2. Complete Question 3 of Exercise 7.

Let students think independently first, and then communicate collectively.

(5) Summary

Did you enjoy this lesson? What did you learn?