Teaching Plan for "Writing and Reading Numbers"

As a silently dedicated educator, we are usually required to write lesson plans. Writing lesson plans helps us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. What formats should you pay attention to when writing lesson plans? Below are the lesson plans for "Writing and Reading Numbers" that I have collected for everyone. They are for reference only. You are welcome to read them. "Writing and Reading" Lesson Plan 1

Teaching content:

Textbook pages 24 and 25

Teaching objectives:

1. Recognize the sequence of numbers within hundreds, learn how to write numbers within 100, be able to correctly read numbers within 100, be able to tell the composition of numbers within 100, and further understand the actual meaning of numbers within 100< /p>

2. In the process of understanding digits, further understand the "decimal" counting method and understand the counting unit "hundred"; accumulate experience in writing and reading numbers by actively exploring and learning how to write and read numbers within 100. ; Preliminarily learn to estimate and understand the relationship between more and less numbers, and further develop number sense.

3. In the process of active participation, independent thinking and trying, stimulate students' interest in learning mathematics; feel the application of numbers and number reading and writing in life.

Teaching focus:

Reading and writing of numbers within 100

Teaching difficulties:

Understanding the principles of reading and writing numbers

Teaching preparation:

Stick, counter

Teaching process:

1. Review operations and introduce new lessons

1 , Conversation: In the last class, you have already learned the numbers within 100. Now please use a small stick to wave them. Thirty, twenty, three, forty-six

Question: 10 tens How much is it

2. Revealing the question: In this lesson, we will learn how to write and read numbers within 100

2. Try the operation and learn new knowledge

1. Understanding Digits

Just like numbers within 20, in addition to using small sticks to indicate these numbers, you can also dial beads on the counter to indicate these numbers.

Show the counter and review the numbers.

Explanation: When the ones digit reaches ten, advance 1 to the previous digit, which is 1 tens, so the previous digit is the tens digit.

How to dial the tenth digit when it reaches 10? Then advance 1 to the previous digit. The 1 star on this digit represents one hundred, so this digit is called the "hundreds digit".

Starting from the right, how are the digits arranged?

Point out: From the right, the first digit is the ones digit, the second digit is the tens digit, and the third digit is the hundreds digit. When counting, when the ones digit is full of 10, you must advance 1 to the tens digit, which is a ten; when the tens digit is full of ten, you must advance 1 to the hundreds digit, which is a hundred.

2. Explore and try to write and read numbers

Now that we know the digits here, we can learn to write and read numbers. Do children have the confidence to arrange, play, write, and read on their own?

Students try to place, dial, and write forty, forty-five, and one hundred, and talk about the composition of numbers.

Communicate results.

Point out: when writing tens, write the number in the tens place, and write 0 in the ones place; when writing tens, write the number in the tens place to indicate how many tens there are, and write the number in the ones place. When reading tens, the total is tens; for hundred, write 1 in the hundreds digit, and write "0" in the tens and units digits. When reading tens, read tens in the tens digit, and read tens in the units digit. 0 is not read; when reading tens, read tens in the tens place, read tens in the ones place, and read tens when connected together; read 1 in the hundreds place of 100, read directly as one hundred, and read the tens place directly. , the 0 in the units digit is not read.

3. Practice to consolidate and develop number sense

1. Question 1 of “Think about it, do it”

Students read the question carefully and count how many there are. ,

What is the sum of x tens and x ones,

Student discussion

2. Question 2 of "Think about it, do it"

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Write and read.

Discussion: What to do if there is no single digit

3. Question 3 of "Think About It"

Reading

Students talk about what is drawn in the picture and whether they have seen it in life. Then read, so as to feel the application of numbers in life.

4. Question 4 of "Think about it, do it"

Students fill it in by themselves, and then count their thoughts Process,

Remind students to distinguish the difference between 73 and 37, as 3.7 has different meanings.

5. Question 5 of “Think, Do, Do”

Students complete it independently and check in groups.

Count every 10 circles and estimate as you count, how many are there?

6. Think about it and do the sixth question

Let students divide into groups to carry out activities and guess.

4. Review summary, guide summary

What content did you learn in this class, and what did you gain? "Writing Numbers and Readings" Lesson Plan 2

Teaching Objectives:

1. Let students know how many tens they use to express the number of beads on the tens place of the counter. It is represented by a few beads in the units position.

2. Have a preliminary understanding of the meaning of digits, and be able to correctly name and order the ones, tens, and hundreds digits. Able to read and write numbers within 100 correctly and proficiently.

Teaching focus:

Master the reading and writing of numbers within 100.

Teaching difficulties:

Know the meaning of ones and tens.

Teaching aids:

Counters, digital tables, courseware, and learning tool boxes.

Teaching process:

1. Create a situation and introduce a new lesson

The teacher shows the teaching situation diagram: What is this? Do you know the buttons of each color? How many are there?

Students reported: There are forty yellow buttons, twenty-seven blue buttons, and thirty-three pink buttons.

Teacher: Do you know how to read and write these numbers? Today we will learn this knowledge (blackboard writing topic).

2. New interactive teaching: Teaching example 3: Use learning tools to place 40 small sticks.

Teacher: Let’s talk about its composition first, and then think about it, where should the 4 bundles of small sticks (i.e. 40 sticks) be placed on the counter?

Students : Try to dial the beads on the counter to indicate 40. While dialing, say: 4 tens are in the tens place, dial 4 beads.

Teacher: Can you write this number against the counter? Tell me how you write it?

Student report: There are 4 beads on the tens place, facing the tens place. Write "4", there is no bead on the ones digit, just face "0" on the ones digit.

Teacher: Let's read out this number together. Students read together. (pronounced as: forty)

Teacher’s explanation: When reading, read the number in the tens place first, and then read the number in the ones place.

Teacher: How should we place the sticks at 27 and 33? How should we dial the beads on the counter? How should we write and read them? Try it in a group. Student groups try to explore and complete learning activities.

The teacher explains the steps.

The teacher guides students to observe, think, and discuss: Do the two "3"s in 33 mean the same thing?

Student communication report: No. The "3" on the left is in the tens place, which means three tens; the "3" on the right is in the ones place, which means three ones.

Teacher summary: The same number has different meanings in different digits.

Teacher: How many buttons are there in three colors? (100) How to arrange 100 with small sticks?

Student report: Arrange 10 bundles of small sticks. The teacher shows the picture. How to dial 10 tens on the counter?

Students report individually and teacher courseware demonstrates.

Ask students to talk to each other in front of the digit table: starting from the right, what are the first, second and third digits?

The number on each digit What do each mean?

Guide students to observe: where do writing and reading start (left and right)?

Guide students to summarize the elf’s words: reading and writing, All start from a high position.

3. Consolidation and expansion

1. Complete questions 1 and 2 on page 37 of the textbook. For question 1, the teacher shows the number table, writes any number on the number table, and asks the students to tell the corresponding number. Question 2 should be completed by students independently. Once completed, the teacher asks individual students to read.

2. Complete questions 5-8 of Exercise 8 on page 38 of the textbook.

IV. Classroom Summary Teacher

What did you gain from studying this lesson? "Writing Numbers and Readings" Lesson Plan 3

Activity Objectives

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1. Stimulate children’s interest in numbers by writing the number 3.

2. Cultivate children’s correct writing postures and habits.

3. Able to write the number 3 correctly in the field.

Activity preparation

1. Interesting exercises - numbers

2. A small blackboard, a piece of chalk, some grid notebooks, and pencils.

Activity process

1. Introduction

Present interesting practice cards to arouse children’s interest.

Teacher: Children, take a closer look at what is on this picture? (Numbers)

Can you find the number 3?

2. Expand

1. Show the number 3 and ask the children to watch.

Ask the children to talk about the glyph for the number 3: elephant ear.

2. The teacher explains and demonstrates the correct way to write the number 3:

The direction of starting, moving and placing the pen.

Pay attention to the fullness of the upper and lower hook-like parts.

3. Invite individual children to write in front of the blackboard and further explain the problems that arise.

4. Children practice, and teachers provide guidance.

Pay attention to correcting writing postures, remind children of problems that arise when writing, and promptly encourage and praise children to arouse children's interest in writing.

3. Ending

Approve the homework on the spot, give the children small medals in their homework books, and cultivate the children's desire to write. "Writing and Reading Numbers" Lesson Plan 4

Teaching objectives:

1. Be able to read and write numbers within 100 correctly and proficiently.

2. Know that reading and writing numbers start from the high digits, and know the order of digits and the meaning of the numbers on each digit.

3. Further develop students’ number sense through reading and writing numbers.

4. Cultivate students’ interest in learning mathematics.

Teaching focus:

How to read and write numbers within 100.

Teaching difficulties:

Initial understanding of the meaning of numbers.

Teaching preparation:

Counter, small stick, small blackboard.

Teaching process:

1. Review old knowledge

1. 10 ones are ( ) and 10 tens are ( ).

2. Made up of 6 tens and 3 ones ( ).

3. There are ( ) tens and ( ) ones in 78.

4. From the right, the first digit is the ( ) digit, and the second digit is the ( ) digit.

2. Teaching new lessons

Teaching Example 4

1. The teacher showed 24 small sticks and asked: Students, look at the teacher here* **How ??many sticks are there? (The answer is 24), then how many tens and ones are there in 24? (Name the answer)

2. Express 24 on the counter.

The teacher showed the counter and asked: So if you want to dial the beads on the counter to represent 24, how should you dial the beads? (Name the beads and dial the beads by name, and the teacher will guide you in time)

Teacher: There are 2 tens in 24, so put 2 beads on the tens place; there are 4 ones in it, so put 4 beads on the ones place.

How to write 3.24.

Teacher: So how should we write the number 24? (Answer by name)

The teacher guided: There are 2 beads in the tens place, so write 2 in the tens place. , there are 4 beads in the ones place, just write 4 in the ones place.

How to read 4 and 24.

Teacher: Okay, can the students read this number?

The teacher wrote on the blackboard: It reads: twenty-four

Students read it together.

5. Teacher: In what digit is 2? Then what does it mean? In what digit is 4? What does it mean? (Answer by name)

2 Teaching Example 5

1. Study the 3 questions in line 1 of Example 5.

⑴Teacher: Okay, students, now turn to page 34 of the math book. You can see Example 5 in the middle. Example 5 has 6 pictures, and each picture is a counter.

⑵ Teacher: Now you first see the three pictures in the first row. You first try to write the numbers represented by these three pictures. You try to write them. After you have written them, Then read the numbers you wrote to your deskmate. (Teacher's inspection)

Name the board and make corrections.

⑶ Read the first two numbers by name, read the third number together, and write on the blackboard at the same time.

2. Study the 3 questions in line 2 of Example 5.

⑴Okay, now students have seen the book again. You can see the three pictures in the second row of Example 5.

⑵Look at the first picture in the second horizontal row first. There are 4 beads in the tens place of the first picture and not a single bead in the ones place. So how should we write this number? ? (Answer by name)

The teacher emphasized: There are 4 beads in the tens place in this picture, so write 4 in the tens place. There is no bead in the ones place, so write 0. Use 0 to go. Placeholder. So just write: 40.

Teacher: So how do you read this number? (Read by name, teacher writes on the blackboard)

Teacher: Okay, students will write the remaining two pictures on their books. Write, and then read what you have written.

Name the performance and revise it.

⑷Read the second number by name, read the third number together, and write on the blackboard at the same time

⑸The teacher emphasizes: when writing the number, how many beads are on the tens place, it is Write the number in the tens place. If there is no bead in the ones place, write 0. Use 0 to occupy the place. You must write 0.

Three teaching examples 6

1. The teacher shows 10 bundles of small sticks. Teacher: Students, you see there are many bundles of small sticks here. Let’s count how many bundles there are. So how many tens are there, teacher? (10 tens) What is 10 tens? (10 tens is 100) So if you want to dial the beads on the counter to represent 100, how should you express it? (Dial by name)

2. Teacher: Okay, students, can you write 100? (Name the board)

The teacher emphasized: Don’t lose the 0 in the tens and ones places.

3. The students read 100 together, and the teacher wrote on the blackboard: read: one hundred.

4. Teacher: Okay, now students look at the teacher’s counter. Starting from the right, what is the first digit? What is the second digit? What is the third digit? ( Teacher writing on the blackboard)

5. Teacher: Students, please recall, when we were reading and writing these numbers just now, where did we start? (Students discuss freely and report by name. ) By the way, we read and write numbers starting from the left. When we read, we read the tens digit first, and then read the ones digit, starting from the high digit; when we write the number, we also write the tens digit first, and then write The ones position is also written from the high position. In short, we must start from the high position when reading and writing numbers.

3. Consolidation exercises

1. Do question 2.

2. Read out the following numbers.

　28 40 63 80 98 72

IV. Summary

Okay, today we learned how to read and write numbers within 100, so through this section What have you learned from the lesson? (Students report freely) "Writing and Reading" Lesson Plan 5

Teaching objectives:

1. Let students initially understand the ones place , the meaning represented by the numbers in the tens place stimulates students' desire to actively explore.

2. Able to read and write numbers within 100 correctly.

Preparation of teaching aids:

1 counter, 100 pencils, 24 slides

Teaching process:

1. Review< /p>

1. Count.

(1) Count one by one, from 27 to 50, from 85 to 100.

(2) Count ten to ten places, counting from 30 to 60, and counting from 20 to 100.

2. Read the question and answer

(1) () one is ten, and there is () one in ten.

(2) () Tens are one hundred, and there are () Tens in one hundred.

(3) composed of 6 tens and 2 eleven ().

(4) 2 tens and 5 ones form ().

(5) There are () tens and () ones in 75.

3. The teacher counts and the students place sticks.

16, 25, 50, 68

2. New grant

(1) Show the counter.

Teacher: Starting from the right of the counter, the first digit is called the ones digit, and the second digit is called the tens digit, and the "tens" and "units" digits are labeled respectively on the counter.

(2) The teacher shows 2 bundles of pencils and 4 pencils.

How many pencils are there? (There are 24 branches), there are several ten branches and several one branches. (2 tens sticks and 4 one sticks)

After the students answered, the teacher hung 2 bundles of pencils and 4 pencils at the tens and ones positions respectively, and then asked: "How should it be expressed on the counter? What? ”

When writing numbers, write the tens digit first and then the ones digit. If the number is in the tens place, just write it; if it is the ones place, just write it. This number is written as "24".

When reading, read the tens digit first and then the units digit. If the number is in the tens place, read tens; if the number is in the ones place, read the number. This number is read as twenty-four. Students should read it twice.

1. Teaching example 3.

(1) Let students complete the three questions in the first row independently and read them to their classmates at the same table. The teacher will inspect and provide guidance.

(2) In question 1 of the second row, the teacher guides the students to observe that there are 4 tens beads on the tens place. There is no one in the ones digit. How should I write this number? After the students answered, the teacher emphasized, "If there is a 4 in the tens digit, write 4, and if there is no one in the ones digit, write 0." Hence the writing: "40" is pronounced "forty."

(3) Let students try questions 2 and 3 in the second row and tell them to their classmates. The teacher questions individual students and makes corrections collectively.

The teacher emphasized that when writing numbers, if there are several tens, write them in the tens place. If there is no one in the ones place, write "0" to occupy the place, such as 30, 40, 50. Write "0" on both. Is it okay if "0" is not written on these digital digits? Why?

2. Teaching example 4.

(1) Show 10 bundles of small sticks and a counter.

Question: How many bundles of sticks are there in one ***? How many tens? How much is 10 tens?

The teacher tied 10 small sticks into a large bundle and hung it above the hundred.

How to write one hundred?

Guide students to say; first write "l" in the hundreds place, and write "0" in the tens and ones places. The number is written as "100" and pronounced as "one hundred".

(2) The teacher tells the students that the first digit from the right on the counter is the ones digit, the second digit is the tens digit, and the third digit is the hundreds digit.

3. summary.

Writing and reading numbers must start from the high digit and write in digit order. If there is no number written in the ones or tens digits, write "0" as a placeholder.

3. Consolidate practice.

1. Question 2 of "Do it" (page 37 of the textbook). Students complete the work independently, and the teacher asks individual students: How to write numbers, what do you think? Collective revision.

2. Play games: connect the phone

4. Assign homework

Teaching reflection:

Most students in this class have mastered it very well. Only a few students always When writing the reading, write the Chinese characters as numbers. Counseling also needs to be strengthened. "Writing and Reading" Lesson Plan 6

1. Teaching objectives:

1. Be able to use the reading and writing methods of numbers within 20 to derive the reading and writing methods of numbers within 100, Able to read and write numbers up to 100 correctly.

2. Preliminarily establish the concept of position value.

3. Let students experience the whole process of mathematics learning, thereby generating a successful experience in mathematics learning and a love for mathematics learning.

2. Important and difficult points in teaching:

Be able to use the reading and writing methods of numbers within 20 to derive the reading and writing methods of numbers within 100, and be able to correctly read and write numbers within 100 .

3. Teaching process:

(1) Review introduction

The teacher took out a bundle of 3 small sticks and put them on the blackboard with double-sided tape.

How many sticks are there?

Dial 13 on your counter.

After students dial, ask students to answer how they dialed. The teacher displays a bead diagram under the stick.

Students write the numbers under the bead diagram and say what each number represents.

These are the knowledge we learned in understanding numbers within 20. In this lesson, we use this knowledge to learn how to read and write numbers within 100.

(2) Exploring new knowledge

1. Teaching example 1

Paste 2 bundles and 3 small sticks on the right side of 13 small sticks.

How many sticks are these? Based on the previous experience, if you want to dial these 23 small sticks on the counter, how do you think they should be dialed? Tell me what you think.

Guide students to say that they should dial 2 beads in the tens place and 3 beads in the ones place. Because 2 beads in the tens place represent 2 tens, and 3 beads in the ones place represent 3 ones. The teacher displays a bead diagram (as shown on the right) under the stick figure and asks the students to tell what the two bead beads on the left represent and what the three bead beads on the right represent. Let students read and write 33, 43, 53, 63, 73, 83, 93 and talk about what the tens digit represents and what the ones digit represents respectively, to further consolidate students' understanding of positional value.

2. Teaching Example 2

The teacher shows the bead diagram of Example 2 (as shown on the right). Teacher: Compare the two pictures on the blackboard. What do you find are the same in them? What are the differences? Guide students to answer. What number does the first graph represent? What number does the second graph represent?

The students said that the teacher wrote the numbers in the corresponding positions on the blackboard (as shown on the right). Teacher: Students, please observe carefully. The positions of the two numbers 3 and 4 are different. Do they represent the same size? It emphasizes the different meanings of the same number in different positions, and also allows students to deeply understand the importance of positional value.

Teacher: What other numbers like this can you find? Guide students to find numbers like 45 and 54, 67 and 76 that have the same number but different sizes. Teacher: What do you know from this? Guide students to say: the same number (except 0) represents different sizes in different positions. If the student cannot say anything except 0, the teacher will provide appropriate guidance.

How to write a numerical reading? After students discuss, guide students to answer: Both writing and reading should start from the top. The teacher writes on the blackboard based on the students' answers.

Writing and reading numbers should start from the high position.

(3) Consolidation exercises

Classroom activities on page 6 of the textbook.

First the teacher gives a demonstration. The teacher says a number and the students write it; or the teacher writes a number and the students read it, and then the two students at the same table imitate.

(4) Class Summary

Teacher: What did you learn in this class? What did you gain from studying this lesson today?