As an excellent people's teacher, you usually need to use lesson plans to assist teaching. Writing lesson plans helps to accumulate teaching experience and continuously improve teaching quality. So do you know how to write a formal lesson plan? The following is the "6 selected articles from the whole volume of the first-grade mathematics teaching plan" compiled by me for everyone, for reference only. Welcome to read this article. Part one: The second volume of the first grade mathematics teaching plan is selected by People's Education Edition

Teaching content

? Compulsory education textbook, first grade, second volume, unit X, page X, example X, exercise X, X.

teaching objectives

1. Students can initially understand the idea of classification and cultivate their preliminary classification ability through one-point activities.

2. By operating the classification method, you can choose certain standards to classify objects and make simple statistics on the classified objects. Initially develop the habit of thinking about problems and sorting things out in an orderly way.

3. Let the students realize that there is mathematics everywhere in their lives, form an organized living habit, and use the knowledge they have learned to solve practical problems in their lives.

what's more difficult? Learn how to classify problems and make simple statistics. Let students realize that there is mathematics everywhere in life.

preparation of teaching AIDS: courseware and various magnetic patches.

preparation of school tools: white paper and pencil.

Teaching process

First, create situations and introduce new lessons

Children, do you have many toys at home? How many are there? On the day of xx, xx, teacher XX saw a news on the Internet: the XX-year-old grandmother collected more than xxx toys (with words and pictures). So my toys, does this old lady's house look particularly messy?

Actually, Ms. Fangfang also has a collection of toys. You may not have Europe!

second, the new award

(1), pick and choose.

(Invite X children and take out plush toys one by one: cuttlefish, flounder, camel and devil fish. )

Who can choose the different toys from these X toys? (divided into two categories)

(2), one point.

1. where should I put another deer?

2. This is a dwarf. Where can I put it?

3. So, now that I mix these X toys together, how can I divide them into three categories?

4. Summary: The children are great. The "one point" just now is actually the "classification" (blackboard writing) that we are going to learn today. Classification means putting the same kind of things together, and different standards have different classification results.

(3), learn to classify according to different standards.

1. Here are four PPT. Let's take a closer look. Let's think about how to classify them.

2. It can be classified by "color", "shape" and "quantity". We realized that different classification standards produced different classification results at one time!

(4) Simple sorting after learning classification

1. So what is the phenomenon of "classification" in life? (PPT)

2. What's the use of classification?

3. Next, let's watch it together (PPT): Here are Chinese, math and English books. How many are there? How to classify? Let's sort it out like this, so that we can see it easily and clearly. Let's count again, add one, and match the data just counted, so as not to miss or repeat.

4. The teacher asked:

(1) Who has the most? Who has the least?

(2) What other mathematical questions can be asked?

5. This finishing process is another content we will learn today, namely "finishing" (writing on the blackboard).

(5), learning simple pictographic statistical charts

(teaching aid patch) Here are several kinds of plane figures we learned the other day. Do you recognize them all?

1. First, let's count how many * * * there are?

2. Can you classify them? (Invite children to operate the patch on the blackboard)

3. Are there any different points?

4. Who has the most? Who has the least? How did you see that? Emphasize "one-to-one correspondence".

5. how many figures are there for each type? Record it in the way you like (take photos and upload it immediately).

6. do some calculations. has the total quantity changed after the distribution?

7. how can I divide it? (Repeat steps 4, 5 and 6)

Third, summarize the whole class

What did you learn today, children? When you get home, will you tell your parents what you learned today? Part II: Selected Mathematics Teaching Plans for Grade One Volume II

Teaching objectives

1. By filling in hundreds of tables, students can clearly understand the arrangement order of numbers within xx, construct the relationship between numbers, deepen their understanding of the concept of logarithm and cultivate their sense of number.

2. Through observation and analysis of hundreds of tables, explore the law of numbers within xx, cultivate students' interest in inquiry and develop their thinking.

Teaching emphases and difficulties:

1. Discover the general rules of the arrangement order of numbers within xx.

2. preliminarily construct the relationship between numbers and establish a sense of numbers.

Teaching process

First, create a situation to reveal the topic

A treasure map brought by the elf leads to a "hundred tables"

Second, deconstruct the hundred tables and explore the rules of numbers

1. Observe the hundred tables and find the rules.

Show the numbers given in the first and second lines of the hundred tables on page xx, and observe: What are the characteristics of these numbers? Can you fill in the numbers between them in this order?

What's so special about showing two special teams (two diagonal lines) in turn?

can you fill in the rest? Students fill in the hundred tables in a certain order.

2. Colour and find the rules.

(1) Complete the coloring activity of Example x(x) on page xx. And exchange the rules found in coloring.

(2) Have you found any new laws?

observe and think for yourself.

talk to the children at the same table or at the front and back tables.

class communication.

3. class summary.

Third, according to the law, expand and improve

1. Find a home for the numbers:

(1)34 and 56

(2)78 and 45

2. Finish "Do it" on page xx

Fourth, summarize the whole class

What have we learned in this lesson? What did you get? Part three: the second volume of mathematics teaching plan for grade one, a selection of the whole volume of People's Education Edition < P > I. Teaching content < P > Textbook xx, xx pages and xx pages.

Second, teaching objectives

1. Count the numbers within 1 correctly and know that these numbers are composed of tens and ones. Learn the order of numbers within 1.

2, can estimate the number of objects within 1.

3. Cultivate students' ability of observation and operation, as well as the ability of communication and cooperation among students.

Third, the emphasis and difficulty in teaching

I will count the numbers within 1 and find out the composition of the numbers.

fourth, teaching methods

demonstration method, hands-on operation method.

5. Emphasis and difficulty in teaching

I will count the numbers within 1 and find out the composition of the numbers.

VI. Teaching process

(I) Introduction of scenes

Teacher: Boys and girls, how many sheep are there? (1) Then tell the teacher, how did you count them? (One by one, five by five) < P > Teacher: How many sheep are there here? (2) Please raise your hands and tell the teacher how you count. (One by one, five by five, ten by ten)

Teacher: In our mathematics kingdom, numbers can usually be counted one by one, and five by five can also be counted ten by ten.

Teacher: Now the students count the number of sheep on page xx of the book and circle them. Then please discuss with each other at the same table and tell each other how you count them.

(2) Explore new knowledge

1. Count within 1 (following the teaching PPT)

Teacher: Students, we saw 1 sheep on the vast prairie before. Now please follow the teacher and count from to 1.

(Teacher-student interaction: , 1, 2, 3 ... 98, 99, 1)

Teacher: We tie 1 sticks together to represent a 1, and two bundles of sticks represent 2, so how many are three bundles of sticks? (Four bundles, five bundles, six bundles ... What about ten bundles? )

teacher: so there are 1 tens in 1.

blackboard writing: 1 tens is 1.

teacher: the students are all great. Let's follow the teacher and raise their thumbs and say to themselves: Great, I'm great!

2. Practice consolidating

Do X questions on page xx of the book.

3. Composition of Two-digit Numbers (Teaching Example 2)

Teacher: As we just said, one bundle represents a 1. What about seven bundles? (Seven tens, 7) What about four bundles? (4)

Teacher: So, students, tell the teacher what the numbers are in the two pictures? (7, 46)

4. Practice and consolidate

Do some work on page xx of the book

7. Reflection on teaching

In the course of teaching Understanding Numbers within 1, I pay great attention to strengthening the connection between mathematics and life. In order to enable students to correctly count items with a quantity of 1 and cultivate good counting quality, I have prepared various items with a quantity of more than 1 for each student (including peanuts, lucky stars, beans, sticks, rubber bands, etc.). Choosing so many rich materials is to make students realize that mathematics is very close to life, and the second is to give full play to each student's subjective initiative, because different people have different methods of goods, and different methods of goods with the same number of people are also different. These rich learning tools themselves stimulate students and arouse their desire for knowledge. The third is to exchange the number of items, so that each student can have a more specific experience, and only with experience can he express his thoughts and communication be implemented. Especially in the process of checking other people's counting, students are more careful and have their own opinions, and they will choose a better way to count. Part 4: Selected Mathematics Teaching Plan for Grade One, Volume II, PEP Edition

Teaching objectives

1. Students can initially understand the idea of classification and cultivate their preliminary classification ability through activities of dividing points.

2. By operating the classification method, you can choose certain standards to classify objects and make simple statistics on the classified objects. Initially develop the habit of thinking about problems and sorting things out in an orderly way.

3. Let the students realize that there is mathematics everywhere in their lives, form an organized living habit, and use the knowledge they have learned to solve practical problems in their lives.

focus on difficult points

learn how to classify problems and make simple statistics. Let students realize that there is mathematics everywhere in life.

Preparation of teaching AIDS: cards, forms, courseware, etc.

Teaching process

First, create situations, review and introduce

courseware to show pictures of situations.

The definition of classification is derived from various pictures. (Putting things of the same kind together is called classification)

2. Teaching interaction

1. Group cooperation uses cards distributed by teachers to classify

2. The practice of fruit diagram in use case 1 uses pictographic statistical diagrams and simple statistical tables to indicate the classification. Results.

(1) Show the fruit map.

(2) Guide the students to the stage and show the results with pictographic statistics.

A, according to the types of fruits. Courseware demonstrates the statistical process, students summarize the statistical results and guide to record the statistical results.

B, according to the graphic shape. Courseware demonstrates the statistical process, students summarize the statistical results and guide to record the statistical results.

(3) Students try simple statistics to show the results.

a. Statistics by fruit type.

B, according to the graphic shape statistics.

(4) Work in groups to complete the card records distributed by teachers before class.

(5) classification phenomenon in life.

(6) Summary:

A. What is classification?

B, when classifying, you can use charts to represent the classification results.

C. when classifying, different classification standards will lead to different classification results.

Third, homework: practical use

Students tidy up their schoolbags. Chapter 5: Selected Mathematics Teaching Plan Book II of Grade One

Teaching objectives

1. Learn to compare numbers within 1 and solve some problems in life.

2. Cultivate students' good habits such as careful observation, positive thinking, correct comparison, and being good at cooperation and communication with others.

Teaching focuses on difficulties

Learn to compare the sizes of numbers within 1

Teaching process

1. Review and lead-in to reveal topics

1. Talk lead-in: Students, I know that you have learned the composition of numbers, the reading and writing of numbers and the order of numbers. The teacher wants to test you. Do you dare to accept the teacher's test?

(1)

8 of (2) and 28 is in the () position, which means () (); 2 In the () position, it means () ().

(3) and 36 are composed of () tens and () ones; The number consisting of four tens and five ones is (); There are () tens and () ones in 99, followed by ().

(4) Fill in the numbers in the order of data:

34, 35, (), 37, 69, 7, (), 72

2. The students have learned really well. Let's take a look at these two questions again.

(1) Fill in ">" in ○. 、“<” 、“=”。

15 ○ 2 ○ 11 ○ 98 ○ 8

(2) Among the numbers 66, 25, 9, 89, 75 and 1, the smallest is (), and the other is ().

After the student answered, he asked, "How can you know which number is the smallest and which number so quickly?" Guide the students to say that one digit is smaller than two digits, and two digits are smaller than three digits. Finally, it is concluded that the number with more digits is larger.

3. Practice in real time.

4. If they are both double digits, can we compare the sizes so quickly? In this lesson, we will continue to learn the comparison of numbers within 1. (blackboard writing topic. )

2. Explore new knowledge

1. Let's play a game. The teacher has some cards with two digits. Let's ask two groups to send a representative to pick out the cards and see which group has more cards.

start swimming.