Mathematical mathematics. .

Teaching plan 1: 1 for the second volume of mathematics in senior one. Let students experience the process of abstracting numbers within 100 from their daily lives and feel the size of numbers within 100. I feel that the numbers within 100 are all around me. 2. Enable students to count 100 objects independently, know that 10 is 10 and 10 is 100, and have a perceptual knowledge of counting units "one (one)", "ten" and "hundred". 3. Make students understand the order of numbers within 100, and grasp that numbers within 100 are composed of ten and one. 4. Cultivate students' interest and awareness in counting. Preparation of teaching AIDS and learning tools: the teacher will make the theme map and exercise 7 and question 2 into courseware. Students prepare 10 rubber band and 100 counting stick (or peanuts, candy, chess pieces, squares, etc. ). Teaching process: 1. Teaching theme map 1. How much has deepened understanding 20. The teacher made the theme map on page 3 1 into a dynamic courseware (or a dynamic wall chart): Cong Cong, an elf, and three children were playing on the endless prairie under the blue sky. At this time, two groups of lambs came from different directions, and the elf and three children were very happy. Cong Cong, the elf, asked, "How many sheep have come?" The three children counted with interest. They counted them in different ways, some one by one, and got ***20 sheep; Some groups (each group 10 sheep) also need ***20 sheep. 2. What is the overall impression of100? Eight groups of sheep (each group 10) appeared one after another at a relatively fast speed. The three children and the elf were surprised and happy. The elf asked, "How many sheep are there now?" The whole class and the three children in the picture participate in the estimation activity. Students may get many answers after estimation, some say more than 80, some say more than 90, and some say "far more than 20" and "100 or so" as shown by friends. 3. Introduce new courses. The teacher took part in the inventory activity and thought that "there is probably 100". Then ask: "Is it 100? Can you count? " This reveals the theme:/kloc-numbers within 0/00. Second, teaching examples 1 1. Count 100 sticks (or 100 peanuts, cubes, etc. ). Ask the students to count 100 sticks (or 100 peanuts) in pairs. One person counts, the other judges, and then communicates. Teachers should pay attention to different counting methods among students when they patrol, such as one root, five roots, 10 10. At the same time, pay attention to remind students that their hands are consistent: the number read in their mouths should be consistent with the number of sticks (or peanuts) actually held in their hands. 2. The process of displaying 100 branches (or 100 peanuts). The teacher praised the students who cooperated well and counted correctly in the counting process, and then asked a student who counted with a stick to show his counting process on stage. When students count, the teacher will guide them: first, 1 1, and each number is 10, and this number will be100; Then 10 10 plot. When the quantity reaches 100, bind 10 small bundles into a big bundle. 3. Guide the students to summarize: 10 One is ten, and 10 Ten is one hundred. Let each student count the sticks or peanuts again. Bundle dozens of pieces into a bundle (or pile 10 pieces into a pile) until the number reaches 100. Then guide the students to observe their own 10 bundles of sticks (or 10 piles of peanuts), and tell each other at the same table: 10 is ten, and 10 is one hundred. After the students finish speaking, the teacher writes on the blackboard, so that students can intuitively perceive the counting units "one (one)", "ten" and "hundred" in the process of counting. 4. Count 100 lambs. Ask the students to count the number of lambs in the theme map, and remind them to circle them with pens every 10, and then count 10 lambs to see if there are 100 lambs in the map. Compare it with the figure you just estimated and see if it is correct. Third, teaching example 2 1. Stretch out thirty-five sticks. Let each student take out thirty-five sticks and think while putting them: how to put them, can you see that they are thirty-five? After setting it up, check with your deskmate and tell them how to set it up, which is also to prepare for the study of Example 3. 2. Then ask the students to count from 35 to 42 independently and say it softly. When you count to 39, ask, "What's the next number?" Let the students understand that when you count to 39, it means three bundles of 9, and if you add 1, there will be 10. If you bundle 10 into a bundle, it will be four bundles, that is, 40. Then the next number of 39 should be 40. 3. Students count from 42 (root) to 5 1 (root). The teacher patrolled and guided some students with difficulties, so that when they counted to 49, they understood that the next number should be 50. 4. Students finish "doing one thing". Take out 56 sticks first, then count to 63, and then count to 72. Then ask two students to go on stage to demonstrate their counting process. Students throw away sticks and count from eighty-eight to one hundred. Work in pairs at the same table. Listen alone, and then they exchange. During the patrol, the teacher grasped the students' counting situation, and finally named two students to go to the stage to count according to the password, saying "eighty-nine" for one life and "ninety" for the other; Say "91" all one's life and "92" all the other, until 100. 6. Grab the game "100". In this password matching method, one person says a number, and another person goes on to say the next number. Whoever says 100 wins. Organize students to play this game of robbing 100. On the one hand, it can improve students' interest in counting, on the other hand, it can help students explore the arrangement law of numbers within 100 in counting activities. Fourth, teaching example 3 1. Let the students put 35 sticks. Then he asked, "How can I tell it is 35 at a glance?" (3 bundles, 5 orders) asked again: "How many tens are there in 3 bundles? How many of the five singles are one? " (3 10 and 5 1) Ask the students to look at the 35 sticks spread out and say softly: there are 3 10 and 5 1 in 35. The teacher took out 57 more sticks. Q: How many sticks are there? How many tens and how many ones? 3. Practice the number of games. Students are in groups of 2~4. A person randomly takes out a small stick representing two digits. Other students took turns to say how many sticks were put, including ten and one. 4. Do the following in Example 3. Ask the students to look at the picture on the left and say how many boxes there are, how many sticks are in each box and how many sticks are outside the box. Then fill in the numbers in brackets. Fill it out and say: four tens, six ones are 46. The exercise process on the right is the same as that on the left. V. Summary Organize students to summarize: "What did you learn in this class today?" By recalling the activity process of this lesson, guide the students to sum up: first count 100, then count no branches, and finally learn the composition of numbers. Know that 10 is ten, and 10 is one hundred; Know how to count100; Know the composition of numbers within 100. Class assignment 1. Do exercise 7, question 2. The courseware shows the "Hundred Balls Diagram". Let the students observe the whole thing first, and then estimate "How many balls are there?" "Think about how to estimate more accurately?" Guide the students to estimate according to the color in the picture or the number of squares in each line. Instruct students to make statistics on the basis of students' estimation. In the words of Cong Cong, the elf, ask, "How is it faster?" Let the students think independently about how to count quickly, communicate with their peers, and then call the students to tell them how they count. For example, the reunion said that there are five groups of red balls with 65,438+00 balls in each group, five groups of blue balls with 65,438+00 balls in each group and ten groups with 65,438+00 balls. For another example, students will say that there are 10 balls in each row; A * * * has a line of 10, and 10 is 100. Guide the students to compare the exact number 100 with their own estimated number. Test the gap between your own estimate and the exact figure. 2. Do Exercise 7, Question 3. Students can be organized to complete this problem in groups of three. For example, one student says "26" first, another student says the last five numbers, and the third student acts as a judge, and then takes turns. The first grade, the second volume of mathematics "Counting and Composition of Numbers" Teaching plan II: Teaching content: Counting and Composition of Numbers Teaching goal: 1, knowing the counting units "one" and "ten". Can skillfully count the number of objects within 1 10 one by one or10. 2. Mastering the number within 100 is composed of several tens and ones. 3. Cultivate students' ability of observation and operation, as well as their ability of communication and cooperation. Teaching emphasis: understanding the composition of numbers Teaching difficulties: understanding the teaching preparation of counting units: 100 wooden sticks, 10 rubber bands, slides. Teaching process: First, review. 1. Look at the slide and answer the question: 1 tens and two ones () 20 is () five tens and 1 tens and () tens 172. Projection shows a picture of 3 1 page. Ask a question: (1) How many children are there on the plane? What are they doing? Count how many sheep there are. What did they say? (Some people say it's about 100, while others say it's far more than 20 ...) Teacher: Are they right? How many sheep are there? Today we are going to learn about counting and the composition of numbers. Second, new teaching. 1, teaching example 1. (1) Teacher: Students take out sticks and count them one by one. Count 10 sticks tied with rubber bands (students make them by hand). 10 How much is it? (10 is ten) (blackboard writing) How many bundles are there? (One bundle) Continue to count 10 bundle. Teacher: If you count nine more, how many are there now? Teacher: Let's count to 29 sticks. If we add another one, how many sticks are there? (30 pieces) Yellow 10 pieces need to be re-bound. How many bundles are there in a * * * now? (3 bundles) (2) Row of wood blocks. How many people are there in the class? (10) How much are three rows of wood blocks? (30 yuan) plus 2 yuan? (32 dollars) and then add 3 dollars. How much is a * * *? (35) (3) Teacher: We counted just now. How many bundles are there in a bundle of 30? (3 bundles) If you add 7 bundles of sticks, how many bundles are there now? How many (10 bundle) 10 bundle? (100) 10 is one hundred each. (Writing on the blackboard) Pay attention to it in teaching. Every time you count to ten, if you count to dozens, you should pause to emphasize it. For example, 29 is followed by 30, 39 is followed by 40 ... At the same time, ask students what to do every ten? Teacher: The number of objects can be 1, 1, and 10, 10. What is the number of ten? (10 ten is 100)2. Teaching example 2. (1) Count the sticks from 35 to 42. Teacher: Please take out 35 sticks and see who can hold them fast (3 bundles of 5 sticks), and then count down one by one until 42 sticks. (Emphasis on counting to thirty-nine, so how much is one) How many bundles are forty-two? (2) Directly from the physical number, from 88 to 100. Teacher: Who knows what eighty-nine is? What is the number of 99? After the students answer, let all the students count together, and then say the names of the numbers. (3) Do "Do" in Example 3 on page 33 of the textbook. Let the students do it independently. Count from fifty-six to sixty-three, and then to seventy-two. Some students may have difficulty in counting after May 9th and June 9th, so the teacher should give them guidance. 3. Teaching example 3. The teacher showed three bundles and five sticks and asked the students how many sticks there are now. (35 sticks) Guide students to observe carefully. How many are 35 10 and 1? (35 pieces are made up of three tens and five ones) How much are three tens and five ones? (3 tens and 5 ones make up 35) Third, consolidate exercises. 1, do "do" on page 33 of the textbook. First, let the students carefully observe the figure composed of ten and one. After you finish it independently, tell your classmates what you think. 2. (Echo from beginning to end) Then project the picture of 3 1 page. Ask individual students: What are the children doing in the picture? How many sheep are there? 3. In pairs, tell each other your student number, and then say the composition. A: This is 15. Fifteen is composed of 1 tens and five ones. B: I'm number 50. Fifty is made up of five tens. C: I'm number 32. Thirty-two consists of three tens and two ones. The teaching goal of teaching plan 3 of mathematics "Counting and Synthesis of Numbers" in the second volume of senior one is 1. Guide students to count the numbers within 100, know the composition of these numbers, feel the role of "ten" in counting, know that 10 is 100, and feel "ten" and "hundred". 2. Combined with specific things, let students feel the meaning of numbers within 100 and make a simple estimation. 3. Enable students to express and communicate with numbers, and cultivate students' feelings for numbers. Teaching emphasis: be able to count the numbers within 100 skillfully, feel the size of the numbers within 100, and initially establish a sense of numbers. Teaching difficulty: when the number is close to the integer ten, how much is the next integer? Teaching AIDS: teaching situation map, projector, multimedia courseware. Teaching process: First, read and know the numbers within 100. Teacher: We already know the numbers 0-20. Can you count from 1 to 20? The teacher presents 1-20 with the students' answers. Teacher: Some new friends came today (above pictures 45, 70, 98). Do you know each other? Teacher: Seeing that everyone knows each other, there are more friends coming (showing digital pictures). Teacher: It seems that everyone knows these figures. Today we will continue to learn the numbers within 100. Second, count and feel how big 100 is 1. Estimation and statistics, preliminary understanding 100. Teacher (showing a picture of a hundred sheep): There are a flock of sheep on the green grass. Please estimate how many sheep there are. Teacher: How many sheep are there? In order to solve this problem, I invited an old friend (10 posted on the blackboard), who is our good friend when counting! Teacher (circled 10 on the hundred sheep map): I circled 10. Now, please estimate how many sheep there are on the grass and tell me what you think. After the students answer, form a circle with 10 animals and count them. Teacher: Everyone counted correctly. This is 100 sheep. 100 There are so many sheep! How do you think 100 compares with the 20 we knew before? 2. Understand the numbers in counting and break through the counting difficulties. Teacher: Please take out 265,438+0 sticks from the school box and put them on the table. You can tell at a glance that they are 265,438+0 sticks. Organize students to exchange and show, and ask questions in time according to students' works: Can you see that it is 2 1? Who did he invite to help? Teacher: Yes, he asked for help 10. This is 10, this is 10 and this is 1. You can quickly see that this is 2 1. 2 1 consists of ten and one. Teacher: OK, we count 100 sticks one by one on the basis of 2 1 stick. The teacher instructed the students to continue counting one by one on the basis of 2 1. After counting the laps, the teacher asked the students to stop and ask, for example, "What is 29 plus 1?" Tie the new number of 10 into a bundle, and then ask the students to talk about the composition of 30. Continue to count and do the same: 35 compositions; 1 how much is added to 39, and how many are 4010; What are the numbers after 39, 49, 79 and 99? 3. Feel 100 and understand the relationship between "ten" and "hundred". Teacher: How much is 99 plus 1? Teacher: Yes, 99 plus 1 is 100. Then we put 10 in a bundle and 10 in a bundle. 10 How much is a bundle? Teacher: Yes, 10 bundle 10 is 100. Teacher: This bundle of sticks is 100. Who can tell me how many are in 100? Teacher: 10 How much is ten? Teacher and students answer the blackboard together: 10 Ten is one hundred. 4, 1.1 combination, multi-angle feeling 100. Teacher: Now, please put two bundles of 10 sticks together. How many sticks are there? Teacher: How many twenties are there in 100? Please combine the sticks into two bundles and see how many 20 yuan ones are in 100. Teacher (showing unbound 100): Now this pile is 100. Can you find a way to take out about 50 sticks from 100? Students operate and teachers patrol. Teacher: 100 How many 50 s are there? 5. Teaching example 2. Count the activities of the stick and know the counting units: 1, 10, 100. Teacher: Please take out 70 sticks from the school box and figure out how to count them quickly and accurately. Students count sticks independently, and teachers patrol and guide them. Teacher: Who can tell me how you count? When students report, the teacher points out that every 10 can be tied into a bundle when counting. 70 is followed by 7 bundles of sticks, which is 7 10. Teacher: Can you take out 46 sticks quickly? Talk to your deskmate. How did you get it? There are () ten and () one in 46 students' responses. Third, solve problems and further understand the meaning of numbers Teacher: Just now, we learned numbers within 100 with the help of school tools. In fact, numbers within 100 are often encountered in our lives. 1. Finish "doing" the teacher's second question (showing the situation map of the second question): Can you quickly see how much it is? Teacher: What should I do to quickly see how many bubbles there are? Student: Please help Ten. Teacher: OK, let's ask Ten for help! The students actually made a circle and counted 10 bits. Teacher: Why do you see so much after a lap? 2. supplementary exercise 1 teacher (show the picture below): how many apples did the pig collect? Teacher: How did you know how much it was at once this time? Teacher: So ten is helping again. Ten is really our good friend! 3. supplementary exercise 2 teacher: I want to invite you to watch a more interesting competition-Hercules brick-moving competition. Look! How many bricks did the elephant move? Teacher: How many bricks did the elephant move? Teacher: How did you count it out so quickly? Teacher (showing the picture below): How many pieces is elephant mobile 100 short? what do you think? Teacher: Oh! Originally 10 was 100. Teacher: Students, we counted the numbers within 100 in this class. What did you get? How do you feel? Student exchange report.