1. 1 knowledge and skills: by filling in the hundred tables, let students know the arrangement order of numbers within 100, know the odd and even numbers, and find some arrangement rules implied in the hundred tables.
1.2 process and method: We can solve some simple problems according to the meaning and discovery law of numbers, and further feel the meaning of numbers within 100.
1.3 Emotional attitude and values: Explore laws in the process of independent thinking and cooperative communication, cultivate the spirit of independent exploration and innovative consciousness, and further cultivate students' sense of numbers. Further use numbers within 100 to express things in daily life, which can make simple communication and cultivate students' thinking ability.
Emphasis and difficulty in teaching
2. 1 teaching emphasis: understand the numerical order within 100, and solve some simple problems according to the numerical order.
2.2 Teaching difficulties: explore and discover the hidden laws in the hundred tables.
2.3 Analysis of test sites: Be familiar with the numerical order within 100, and prepare to fill in the gaps according to the hundred-digit table.
teaching tool
Courseware.
teaching process
Number sequence in 100
Review bedding
1. Review the knowledge of the number table and the representation on the counter according to the number of sticks.
2. Review the composition, writing and reading of 100.
3. Review the composition of numbers. (Fill in the blanks)
There are three digits in ten, and six digits in one. This number is (36).
The unit is 3, one tenth is 6, and this number is (63).
One place is 4, ten places are 7, and this number is (74).
Ten digits are five, one digit is nine, and this number is (59).
4. Check the sorting rules of numbers:
Digital classification:
Starting from the right, the first number is one, the second number is ten and the third number is one hundred. The farther to the left, the higher the number, the higher the number, the higher the number.
Situation introduction
(1) Situation creation:
1. Show pictures of students lining up neatly when doing the problem. Let the students say: Do they line up neatly? Why can they be arranged so neatly? Lead the students to say: That's because they line up from low to high.
2. Teacher: Actually, we have to do a lot of things in a certain order.
Introduce new courses:
1. Teacher: So is our study, especially our math study. Orderly thinking is particularly important.
2. Teacher: Look, I heard that our children are waiting in line, and several babies also want to perform. In this lesson, we will learn the numerical order in 100.
Design intention: introduce the situation of students queuing, so that students can feel it? Batman? The importance of solving problems, and the introduction of topics can also effectively stimulate students' interest in learning.
Explore new knowledge
The courseware shows one hundred tables.
(A) to guide the inquiry
1. Explore? 2、4、6、8、 10? And then what? 1 1、 13、 15、 17、 19? The law of:
(1) The courseware presents the first and second lines of one hundred tables. Let the students talk about their findings.
(2) Guide the students to say that the number of five in the first row is singular, while the number of five in the second row is even.
2. explore? 1 1、22、33、44、55、66、88、99? Law. (The courseware hides the first and second horizontal lines and presents this diagonal line from the upper left to the lower right. )
(1) Ask the students to fill in one of the numbers (77).
(2) Let the students talk about what rules have been found.
(3) Guide students to find that every number on this diagonal has the same number as the tenth number.
3. explore? 19、28、37、46、55、64、73、82、9 1? Rules: (The number of this diagonal line is given in the courseware)
(1) Let the students discuss in groups: What is the rule of this diagonal row?
(2) Exchange report: select several group representatives to talk.
(3) Teacher-student * * * Same induction: On this diagonal line, the tenth digit number starts from 1 and gradually increases to 1 until 9, while the single digit number is the opposite. (In induction, use courseware to demonstrate step by step)
Design intention: Divide these four groups of numbers into three levels, from simple to complex, and each level should be in-depth, effectively activating students' thinking, stimulating students' enthusiasm for exploring new knowledge and cultivating students' sense of numbers.
(2) Special perception
1. Fill in the hundred forms, and have a preliminary perception:
(1) Let the students complete hundreds of forms independently, and the teacher will patrol and guide them.
(2) collective correction, comment, if there are any mistakes, correct them in time.
(3) Color the number green with three digits; The number with the unit of 3 is yellow; Numbers that are the same as the ten digits are colored pink. What did you find?
2. Deconstruction step by step, layered perception:
(1) Let students speak freely: What other rules have you found?
(2) Let's look at the second line horizontally. What did you find? Is there such a rule in other industries? Guide the students to find that from the second line, the ten numbers of the first nine numbers are the same number, and the numbers in each number are different by one.
(3) Looking vertically: Look at the third column first. What did you find? Are all the other columns the same? Guide the students to find that the numbers in each column are the same, and the numbers in the tenth column differ by one place.
(4) Guess: Show an incomplete watch, point out a number at will, and let the students tell what it is. What is the number 8 in the fourth line? What is the number 8 in the fifth row?
3. Break the whole into parts, deeply touched
(1) Think about it: What are the upper, lower, left and right numbers of 22? What about 64? What about 86?
(2) Say: What did you find?
(3) Teachers and students * * * sum up the law:
① The number above a number is smaller than it10;
② The number below a number is greater than it10;
③ The number on the left of a number is smaller than it1;
④ The number on the right of a number is larger than it1;
(4) Practice:
Complete P4 1? Do it. . Xiao Ming only remembers one number when he looks at the hundred tables. Can you help him find other figures?
4. Help me find it? Home? , overall perception
(1) displays 100 tables. Only the numbers in the first row and column are left in the hundred tables, and all other positions are empty.
(2) Game: Help find the number? Home? .
Help 15, 27, 32, 48, 59, 64, 73, 82, 95 find a home first. After the students find the position of this number, let them talk about how they think.
Design intention: Let students deconstruct hundreds of tables through various activities, construct the relationship between numbers, further familiarize themselves with the number order within 100, and establish a sense of numbers.
practical application
1. Line up as required.
(1) in descending order: 57, 23, 96, 69, 72, 25, 38. (23 25 38 57 69 72 96)
(2) descending order: 26, 46, 56, 16, 96, 36, 76. (96 76 56 46 36 26 16)
2. The courseware presents the second question of P44 exercise 9.
Guide students to observe the characteristics of the number axis;
(1) from left to right, increasing in turn;
② The distance between two adjacent numbers is equal.
Students fill in numbers in the blanks on the number axis.
Is 77 closer to 70 or 80? Why? What about 72? (77 is closer to 80 because it is separated from 80 by two numbers. 72 is closer to 70 and separated from 70 by 1 number. )
Design intention: through interesting exercises, stimulate students' interest in learning, consolidate the number order within 100, and cultivate students' sense of numbers through the combination of numbers and shapes.
Summary after class
In this lesson, we learned the numerical order within 100. By filling in the hundred tables, students learned the numerical order within 100, knew the odd and even numbers, and found some arrangement rules implied in the hundred tables. Can solve some simple problems according to the meaning of numbers and the law of discovery, and further feel the meaning of numbers within 100.
Write on the blackboard.
Number sequence in lesson 1 lesson 100
1. After observing 100 tables, what rules did you find?
2. Fill in one hundred forms.
3. Horizontally, every line from the second line down, the first nine digits are the same, and the difference between each digit is one.
Vertically, the single digits of each column are the same, and the tenth digit differs by one.
Compare the size of the number of teaching plans (2) teaching objectives
1. Learn to compare numbers within 100 and solve some problems in life.
2. Let the students experience the specific situation, and explore the method of comparing the numbers within 100 with the help of calculator and abstract comparison.
3. Cultivate students' good habits such as careful observation, positive thinking, correct comparison and good cooperation and communication with others.
Emphasis and difficulty in teaching
1. Learn to compare numbers within 100 and solve some problems in life.
2. Let the students experience the specific situation, and explore the method of comparing the numbers within 100 with the help of calculator and abstract comparison.
teaching tool
Ppt courseware
teaching process
First of all, wonderful introduction (making courseware)
Students, how many friends did the teacher bring you today? Guess who it is? It turned out to be a bear. The courseware shows that two bears are arguing. The standing bear said that I am 15 years old, older than you. Sitting bear said: I am 8 years old this year, older than you; They argued on the grass. Students, do you know which of them is older? (15 > After a while, the elephant came. It says here that I am 32 years old, older than all of you. Bear said, how is that possible? I should be older than you. They are quarrelling again. Students, who do you think is the oldest? (Elephant is the biggest) Why? You will know after learning this lesson. ) These figures are all within 100 just now. Today we are going to learn: the size comparison of numbers within 100.
Second, the game competition, learning new knowledge (computer recording)
So how do you compare the sizes of two numbers? Let's play a game on this question.
Prepare two sets of digital cards (0-9)
Previous single wheel
Tell me the rules of the game:
1. The class is divided into two teams, and each team sends a representative to draw lots.
2. The number of the first draw is in single digits, and the number of the second draw is in the tenth place.
Which team with big double digits will win.
When the result can be determined, the game is over.
During the competition, the teacher kept interviewing students.
Second round
Tell me the rules of the game:
1. The class is divided into two teams, and each team sends a representative to draw lots.
2. Put ten digits for the first draw and one digit for the second draw.
Which team with big double digits will win.
When the result can be determined, the game is over.
Third round
1. The class is divided into two teams, and each team sends a representative to draw lots.
It's up to you to decide which number to put these two numbers on.
Which team with big double digits will win.
When the result can be determined, the game is over.
The teacher guides the students to summarize the methods of comparing sizes. (How to show the courseware after students answer)
First, if you look at the number of digits, the number with more digits will be larger. If the number of digits is the same, it will be larger than the number in the tenth place, and this two-digit number is even larger. The number of ten digits is the same, and then it is bigger than the number of one digit and one digit, and this number is even bigger.
5. Now do you know why the elephant is the biggest? (Because of 32 digits? 3? , ten places higher than 15? 3? Large, so 32 is greater than 15)
Third, apply knowledge and consolidate practice.
1, do 39 pages. (Computer demonstration)
2. Textbook thinking questions. (Computer demonstration)
3. Use a counter to compare the size of two numbers.
The teacher dials a number on the counter first, and then asks the students to dial a number larger or smaller than it.
4. Guess what is hidden in the box. 25 >； 246<6 (computer demonstration)
5. Messenger game.
Numbers greater than 60 and numbers less than 60.
Fourth, the whole class reviews and summarizes the gains.
What have we learned in this class and what have you gained?