Lecture notes on "Understanding Numbers within 10,000" in Grade Two Mathematics

# 2 # Introduction The study of mathematics can be said to be very boring. I recite formulas and do many types of questions. At this time, if teachers have a clear speech, it will greatly improve teaching efficiency, enhance classroom activity and improve students' interest in learning. Excellent teachers often have their own lecture style and gradually form their own unique teaching skills, which will become your charm. The following are the related materials of the lecture notes of the second grade mathematics "Understanding Numbers within 10,000", hoping to help you.

Lecture notes on "Understanding Numbers within 10,000" in Grade Two Mathematics

1. The understanding of the number within 10,000 in the textbook includes counting, reading, writing, the composition of the number, the meaning of the number, the comparison of the order and size of the number, the addition and subtraction of divisor, whole hundred and whole thousand. The content of this lesson is mainly to learn to read and write numbers within 10 thousand (there is no zero in the middle and at the end), understand the composition of numbers and master the number sequence table.

The concept of number is the basis for students to learn mathematics. Students have learned "Understanding Numbers within 20" and "Understanding Numbers within 100". Here, the range of identification numbers is expanded to less than 10 thousand. At this stage, students will know more about natural numbers. It is not only the basis of calculating large numbers, but also widely used in daily life. Students must learn it well.

Second, the teaching objectives

According to the content of the textbook, I set the teaching objectives of this lesson as follows:

1, know the new counting unit "ten thousand", and further understand the relationship between two adjacent counting units. Decimal relation

Learn to read and write numbers within 10,000 (there is no zero in the middle or at the end), know the composition of numbers, and master the number sequence table.

2. Through concrete examples, let students feel the application of numbers within 10,000 in their daily lives, establish perceptual knowledge of images, develop students' sense of numbers and understand the value of large numbers.

3. Let students learn to describe things in life with concrete numbers, and communicate with others, cultivate their interest and self-confidence in learning mathematics, and gradually develop their sense of numbers.

Teaching emphases and difficulties:

Know the new counting unit "ten thousand", know the number within ten thousand, and master the numerical sequence table.

Teaching preparation:

The data, courseware, counter and exercise paper about Nanjing Yangtze River Bridge investigated before class are empty numerical sequence tables.

Third, teaching rules.

According to the specific characteristics of this course, I adopt the following teaching methods:

1, the method of guiding inquiry, from known to unknown.

Teachers create effective problem situations for students and emphasize understanding numbers from things around students. Students have accumulated a lot of knowledge in their life, which is an important resource and necessary foundation for learning the content of this lesson. On this basis, teachers guide students to study with life experience, so that students can further feel the meaning of numbers and the close relationship between numbers and life.

2. Participate in math activities independently.

Teachers should really give students the initiative in learning, stimulate students' interest in learning and seeking knowledge, and organize various learning activities for students, such as counting, dialing, guessing, writing, comparing and speaking. So that students can form the representation of numbers through a lot of perceptual knowledge and further understand the meaning of numbers. Let students experience the process of concept formation and the process of "mathematization" of specific problems in relaxed and happy games and intense and interesting activities, stimulate students' strong thirst for knowledge and improve their mathematical literacy.

3. Cultivate ability and develop sense of numbers.

Lecture notes on "Understanding Numbers within 10,000" in Grade Two Mathematics

First, it is required that the course "Understanding Numbers within 10,000" belongs to the content of numbers and algebra, is the teaching of the concept of numbers, and is an important mathematical knowledge that students must master. This unit includes five information windows: understanding of numbers within 1,000, understanding of numbers within 10,000, comparison, approximation, estimation and addition and subtraction of integers. The understanding of numbers within 1000 and the understanding of numbers within 10000 are two information windows for understanding meaning, counting, reading, writing, composition and numbers. Compare the sizes of numbers and find out the approximate numbers. Learn how to compare the sizes of numbers and find approximate numbers. Estimate this information window, understand and estimate a part, and infer the estimation method of all this. The information window for addition and subtraction of whole hundred thousand numbers is divided into two parts: addition and subtraction of whole hundred thousand numbers and addition and subtraction of several hundred numbers.

Second, the position and role of the theory

In primary school, the understanding of integers is divided into four stages: the understanding of numbers within 20, the understanding of numbers within 100, the understanding of numbers within 10000 and the understanding of large numbers. This unit is the third stage. Before "understanding numbers within 20" and "understanding numbers within 100", some students have studied the understanding of numbers within 10000. Students in this period have initially established their digital consciousness within 100, understood the decimal relationship between 10 and 10, and mastered simple reading and writing. In short, students have accumulated some experience and gained a rational understanding of logarithm. This unit is an extension of students' cognitive range. It is not only the basis for learning the calculation of numbers within 10,000, but also the basis for understanding numbers above 10,000 in the future, which is of great significance to students' sense of numbers and the cultivation of estimation consciousness.

Teaching objectives:

1, knowledge goal: to know the counting units of hundreds, thousands and tens of thousands in combination with specific situations, to name and order each number, to identify the meaning of the number on each number, to read and write numbers within 10,000, to describe the size with words and symbols, to know approximate numbers, and to estimate and calculate correctly.

2. Ability goal: use numbers to describe simple phenomena in real life, grasp the relative size relationship of numbers in specific situations, and develop a sense of numbers in the process of estimation.

3. Emotional goal: I am curious about things related to mathematics around me and can participate in mathematics activities; Feel the close connection between mathematics and life; With the help of others, you can try to overcome difficulties and gain successful experience.

Teaching focus:

Understanding of 1 and Counting Units of Thousands and Tens of Thousand

2, the meaning and order of numbers

3. Read and write within 10,000.

4. Composition of numbers

Teaching difficulties:

1, in the process of counting, how to count the number at the corner when it is close to the whole hundred and the whole thousand.

2. Understand the meaning of numbers and the decimal relationship between adjacent numbers.

3. How to read and write numbers with zeros in the middle and at the end?

Third, talk about teaching strategies.

1, understanding of numbers within 1000 and understanding of numbers within 10000.

First, estimate how many people there are in combination with students' exercises, then count them, introduce the calculation unit "thousand", and then guide students to do mathematical activities such as "11", "10 times 10", "100 times 100" and "1000 times 1000", and know that 10 is one. And through the actual situation to estimate the number of second-grade students, the number of students in the whole school, and the activities of "How many books have 1000 sheets of paper" and "How many books have 10,000 sheets of paper", we further feel the greatness of the number of thousands.

When understanding the meaning of numbers, it is difficult to find suitable objects to replace them in life, so according to the students' existing knowledge of counting units and numbers, with the help of counters, the meanings of numbers such as hundreds, thousands and tens of thousands can be completely understood.

It is difficult for students to count at the corner when counting. For example, when 989 counts the next one, students directly count 1000. At this time, I will ask students to dial a number on the counter to understand the decimal relationship between adjacent counting units and realize that the next one should be 990. And by giving similar examples (such as: 489 counting the next, 679 counting the next, etc. ), you can further understand the decimal relationship between adjacent counting units. At the same time, when writing on the blackboard, I draw the last two digits of 989 and 990 to make students realize that 990 is next to 989, which is the same as 90 next to 89.

When reading and writing numbers, it is difficult to read and write numbers with zeros in the middle or at the end. For example, when reading 2003, there are two reading methods, 2003 and 2003. This is through student communication. Students all know that reading two zeros is repetitive, so reading 2003 is enough. When writing 1008, some of them were written as 108. Through students' communication and dialing with the help of a counter, I realized that "1" is in thousands and "8" is in units, and I understood the necessity of occupying 0.

Here, the composition of numbers is combined with reading and writing, and the meaning of numbers to numbers is realized by means of counters and digital sequence tables.

The law of numbers involved in exercises is actually an extension of the knowledge and meaning of numbers, which is more difficult for students. Here, with the help of students' existing knowledge and experience of numbers within 100 and numbers within 10, let students talk about methods first and then solve problems.

2, compare the size of the number, the method of approximation.

There are many ways to guide students to compare, as long as they can compare. Guide students to learn and summarize the following methods:

Method 1: According to the comparison of digits, when the digits are different, the digits with more digits are larger (for example, 1008 and 987, 1008 is four digits and 987 is three digits, so 1008 is greater than 987).

When the number of digits is the same, compare from high to high. (For example, both 968 and 980 have three digits, but the decimal digit of 980 is 8, and the decimal digit of 968 is 6, and 8 is greater than 6, so 980 is greater than 968).

Method 2: Compare with the standard. (For example: 1008 and 987. 1008 is greater than 1000 and 987 is less than 1000, so 1008 is greater than 987).

Method 3: Infiltrate similarity numbers for comparison (not demanding too much, but focusing on cultivating students' sense of numbers) (for example, 895 and 806, through which students think that 895 and 806 are close, the similarity number of 895 is 900, and the similarity number of 806 is 800, so 895 is greater than 806). ...

Step 3 estimate

Let students estimate independently first, and then organize the exchange of estimation methods, so that students can estimate with their favorite methods, and the results are not required to be accurate and unified. In the process of estimation, guide students to estimate according to certain strategies to avoid unfounded estimation. How many people are doing exercises according to the situation map? Output 20 people first, then circle them and see how much the total is, so that you can estimate the total.

At the same time, add some materials around you, estimate the number of words on a page, the number of second-year students, the number of the whole school … to cultivate students' awareness of estimation.

4. Addition and subtraction of whole hundred and whole thousand

Lecture Notes on Mathematics "Understanding Numbers within 10,000" in Grade 2 of Grade 3 Elementary School

1. It is said that the textbook "Understanding Numbers within 1000" is the first lesson of the fourth volume of primary school mathematics in the compulsory education curriculum standard. It is an extension and expansion of logarithm based on students' understanding of numbers within 100. Because 1000 and 10000 are relatively large numbers, on the basis of students' limited understanding, it is particularly important to let students establish the concept and consciousness of large numbers as soon as possible. According to the requirements of the new curriculum standards, the teaching objectives of this class are determined as follows:

Knowledge and skills:

1. Let students experience the counting process within 1000 in a specific situation by personally operating the counting.

2. On the basis of consolidating the counting digits such as "ge", "ten" and "hundred", further understand the decimal relationship between adjacent counting units, know the counting unit "thousand" and feel the meaning of large numbers.

3. Be sure to read and write within 1000.

Process method:

Let students experience the process of mathematical activities such as observation, conjecture, operation and verification, and feel the meaning of large numbers in combination with realistic materials, and gradually develop students' sense of numbers.

Emotions and attitudes:

1, initially cultivate students' mathematical guessing consciousness and estimation ability, and develop students' sense of numbers.

2. Further understand the close relationship between mathematics and human life, and experience the success and happiness of mathematics activities.

Emphasis and difficulty in teaching:

Counting numbers within 1000 correctly and understanding the decimal relationship between two adjacent counting units are both the focus and the difficulty of this lesson.

Second, oral teaching methods

In the design of this lesson, I mainly adopted the practical inquiry method and the question situational method. This course should be designed on the basis of understanding the number within 100, and strive to promote students to incorporate new knowledge into the original cognitive structure. In the teaching process, we should attach importance to students' hands-on operation, and make it clear that ten ones are ten and ten tens are one hundred by counting them one by one, so as to pave the way for learning one thousand. In the process of practical inquiry, students question and inquire on the basis of guesses and questions. Through cooperation and exploration, mutual communication, and gradually solve the problem. In the whole learning process, teachers give students opportunities to think, do and speak, let them discuss, communicate, ask questions and interact, gradually develop students' sense of numbers, and let students gain rich experience and successful experience in mathematics activities.

Third, theoretical study.

1, learning situation analysis

On the existing basis: some students are familiar with the numbers within 1000 through the accumulation of previous study and life experience.

In the aspect of learning motivation: Senior two students are in the primary stage of intellectual development, with poor consciousness and obvious lack of motivation. It is necessary to stimulate students' initiative and enthusiasm in learning and cultivate their interest in learning mathematics.

In terms of learning ability: the second-year students have not studied for a long time, and their thinking, observation, expression, practice and summary abilities have not yet been formed, which need to be gradually cultivated under the guidance of teachers.

2. Guidance on learning methods

The teacher's task is not only to let students learn, but more importantly, to let students learn. Through the teaching of this course, students should master the following learning methods: students learn to discover and master the law through hands-on operation; Students learn to analyze, synthesize and arrange through observation and comparison.

Teaching plan design:

Regarding the teaching process of this class, I mainly designed the following links:

First of all, review the old knowledge and get ready:

Through counting practice, the order of numbers within 100 is clear, and through multimedia intuitive demonstration, ten ones are ten and ten hundred are further consolidated.

Second, create a situation and ask questions:

Prepare 100 ~ 120 for each group. Let the students estimate first, and then count how many sticks there are in this group. After counting, guide the students to see how to put a pendulum and tie a bundle, so that everyone can see at a glance how many sticks there are in the first group. So as to stimulate students to explore numbers.

Third, the actual operation, questioning the breakthrough:

In this session, let the students practice and make it clear that ten tens are one hundred. Students count by hand. By placing digital boxes, they go through the counting process of decimal into one again and again, and get a preliminary understanding of the decimal relationship between adjacent numbers. Moreover, students easily and happily established counting units such as "one", "ten", "hundred" and "thousand". In the process of counting, they naturally arrange the writing, reading and composition of numbers.

Fourth, close to life and apply new knowledge:

In this link, the data in campus life are displayed through the optical film, such as "the whole class donated 352 yuan and there were 825 boys in the whole school", which stimulated students' interest in learning and made them feel that mathematics is in front of them while enjoying the fun of seeking knowledge.