Teaching design of comparative number in primary school mathematics

The following to provide you with the size of primary school mathematics teaching design__ Teaching plan__ For your reference only.

** [brief explanation of teaching materials]**

In the textbook, the example focuses on the comparison of two digits and two digits. First, look at the number on the ten, and the number on the top of ten will be larger. Let students compare the size of the corresponding number by counting and several tens. In "try" and then use the size of the number represented by the comparison counter to reveal the other two situations: the size of the comparative number is first compared with the number of digits, the number with more digits is larger, and the number with fewer digits is smaller. When the ten digits are the same, it is larger than the one digit, and the larger one is. Then in "think about doing", compare the number directly. In this way, from concrete to abstract, it is convenient for students to understand and master the method of comparing numbers[ Target preset]

1. Knowledge objective: to make students master the order of numbers within 100; Learn how to compare the size of two numbers within 100.

2. Ability objective: to cultivate students' comparative ability.

3. Innovation goal: to cultivate students' ability to explore laws.

4. The goal of moral education: to make students realize the beauty of logic in the internal relationship between mathematical knowledge.

** [key points and difficulties]**

** Teaching emphasis:**

Organize students to talk about how they compare and think, and turn life experience into mathematical knowledge. Teaching difficulties:

** Master the method of comparing size**

** [design concept]**

This class is based on the independent exploration, cooperation and communication, practice and innovation of teaching and learning methods advocated in the "mathematics curriculum standard". It emphasizes that starting from the actual situation and the existing knowledge of students, it provides students with opportunities to fully engage in mathematical activities and exchanges, and promotes them to truly understand and master basic knowledge and skills in the process of independent exploration, At the same time, a wide range of experience in mathematical activities has been obtained.

** [design ideas]**

In the teaching design, it is the idea to provide students with realistic and interesting mathematics learning contents and students' self-learning learning methods. In teaching, we should pay attention to the cultivation of students' ability of observation and comparison and abstract generalization, and grasp the order of "digit" and "digit" to compare the number. In teaching, I mainly use the method of conversation introduction and guidance discovery, and organize students to discuss learning, group cooperative learning and independent inquiry. In the whole teaching process, purposefully and consciously arranged activities such as looking, speaking, comparing and comparing. The combination of observation, thinking, discussion and practice is carried out to give full play to the advantages of multimedia teaching, assist verification, and help students to obtain the method of comparison of relevant numbers, so as to truly enable students to participate in the whole process of acquiring knowledge.

** [teaching process]**

** 1. Introduce the conversation and reveal the topic**

1. Conversation: yesterday, the teacher asked everyone to go back to find out the age of their families. Who would report it£¨ By name)

2. Just now ¡Á¡Á¡Á Children say his father is 36 and his grandfather is 63. Do you know whose age is 1?

3. To compare the size of age, that is, to compare the size of numbers, we will learn the size of numbers today£¨ Blackboard writing topic: comparing the size of numbers)

** Second, cooperative learning, exploring new knowledge**

Level 1: compare the size of the number, first compare the number of digits, the number of more digits is larger, the number of less digits is smaller

** (1) classify the numbers by digits**

Multimedia display: students answer, teachers show courseware

** (2) ratio size**

Multimedia display:

One digit and two digit ratio, students' oral answer, teacher's multimedia display

Multimedia display:

** (3) practice and summary**

Show the questions in the courseware and indicate the students' answers,

What did you find?

Summary: compare the size of the number, first compare the number of digits, the number of more digits is larger, the number of less digits is smaller.

Level 2: for example, compare two digits with two digits. First look at the number on the ten, and the number with the largest number on the tenth digit will be larger.

** (1) show the multimedia theme map**

** Teachers tell stories:**

On a sunny afternoon, after the tide receded, beautiful shells appeared on the beach. After a while, the little squirrel and the rabbit picked up a basket of shells. The little squirrel counted and said, "I picked up 38 shells." The rabbit counted and said, "I picked up 46." "I picked up a lot," said the little squirrel "I picked up a lot," said the rabbit Who picked up more? Can you judge them?

2. Who picked up more squirrels and rabbits? Why? Please tell your idea to your deskmate.

3. Communicate with the whole class, encourage students to express their ideas, and praise the children who are right.

4. Point out: compare the size of 38 and 46 when comparing the two small animals£¨ There are many ways to compare the size of two numbers. The relationship between the size of two numbers can be expressed by the learned mathematical symbols. Who will write it?

5. Read after naming the blackboard.

6. Summary: To compare two digits with two digits, first look at the number on the ten, and the number with the largest number on the tenth digit will be larger. Level 3: compare the size of two digits with that of two digits. When the ten digits are the same, they are larger than the one. The number with larger one is larger.

1. Multimedia display 63068:

Summary: comparing the size of two digits and two digits, when the ten digits are the same, it is larger than the one, and the number larger than one is 3.

2. Have a try (show the counter)

(1) look at the counter and write the number£¨ 53¡¢56; 100¡¢98)

(2) can we compare the size of these two groups£¨ Students complete in books)

(3) what do you think? Sum up the method of comparing two numbers.

** Third, organize practice to deepen and improve**

1. Think about doing it

2. Think about doing it

(1) in the group, each of them should write down one two digit number of six, and compare the two digits of six, which one is the largest and which is the smallest. Remove the repetitive ones and arrange them in a row. How many are the two digits of six? Which ones are they?

(2) in the group, each person should write a double digit number of 6 in the tens. Which is the largest and which is the smallest?

3. Think about doing it

(1) look at the picture. The mother rabbit took three pictures of the little rabbit

Guess what season they are? The temperature of each season is also different. After looking at the thermometer, the teacher wrote three numbers indicating the temperature: 2 degrees, 20 degrees and 35 degrees.

(2) can you use symbols to indicate the size of three numbers?

4. Think about doing it. 6: do it independently and check at the same table.

5. Write a number game: students write a number at will.

(1) take small groups as a unit and line up from small to large.

(2) the numbers larger than 30 and smaller than 60 stand up and line up.

(3) the number of 7 stands up in line.

(4) numbers greater than 60 stand up and line up.

** 4¡¢ Lesson summary**

Did you enjoy your math class today? What did you get?

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