How to design the lesson plan of the number 1o, and the lesson plan of the correct way to write the

The detailed steps are as follows: "1" is written from near the upper right corner and diagonally to the bottom left corner.

There are several types of numbers, with Arabic numerals being the most prevalent. Arabic numerals were not invented by Arabs but by Indians, and should actually be listed as Indian languages, but they were first transmitted to Arabia and then to the world, so they are called "Arabic numerals".

A number is a written symbol used to represent numbers. Different counting systems can use the same number.

Arabic numeral.

Arabic numerals originated in ancient India and were not invented by the Arabs. The numbers were later mastered by the Arabs for business purposes and spread to the West.

Westerners, who first came into contact with the Arabs and used these data, mistakenly thought that they had invented them, so they called these numbers Arabic numerals, causing this historical misunderstanding.

Later, with the widespread spread around the world, everyone agreed with the term "Arabic numerals", which made people in many parts of the world mistakenly believe that the Arabs invented the numbers, in fact, the Arabs began to use numbers extensively. After it was spread to Europe, Europeans were very fond of this set of convenient and applicable numeric symbols, and although people later learned the truth of the matter, they never corrected it because they got used to it.

Objectives:1 Children continue to recognize, familiarize themselves with, and distinguish the numbers 1-10.

2 Correctly perceive numbers such as 1 to 10. Sort.

3. Cultivate children's interest in numbers.

4. Guide children to actively interact with materials and experience the fun of math activities.

5. Stimulate children's interest in learning and experience the joy of mathematics activities.

Event Preparation:1 Big Number Cards 1-10

2 Four physical cards.

3 Toddler number cards 1-10.

Activity process:1 Review the numbers 1 to 10 by appreciating the Number Song.

2 Review the numbers 1-10

1) The teacher shows the number card for the children to read.

Teacher: Let's get a few digital friends and see who they are.

2) The teacher shows the physical card, and asks the children to find the corresponding number of number cards and paste them.

Teacher: How many apples are there? How many numbers do you denote? Please find it out.

3 Play the game "Digital Squat".

1) Introduce the gameplay: the teacher selects 10 children to take the number cards from 1 to 10, and the teacher holds the number card 1 at the beginning of the game, such as "number 1 squat, number 1 squat, number 1 squat after the number 2 squat", "number 2 squat, number 2 squat, number 2 squat after the number 3 squat" and so on, until all 10 children squat.

2) Ask all children to take the number cards from 1 to 10 respectively, form a circle, and play the number squat game together.

End of event

Objectives:

1. Learn to read 10 numbers through observation, games, and hands-on operations.

2. Develop children's observation and sensitive thinking skills.

Event Preparation:1. Teaching courseware.

The number of 10 and the strawberry card.

Activity process:1. Review the numbers 1-9

1. The teacher shows the number and guides the children to say the number on the picture, and says the pictogram corresponding to the number, such as: 1 is like a pencil, 2 is like a duckling. Deepen children's understanding of numbers.

2. The teacher shows the number magnetic teaching aids 1-9 and asks the children to guess which number baby is missing.

Second, learn the number 10

1. The child is serious, and the teacher asks questions.

And show the number 10. (Read, 10 is made up of a 1 and a 0, with 1 in front and 0 in the back).

2. Beautiful flowers attract a lot of butterflies, how many butterflies do you count? (The teacher shows 10 butterflies).

3. Give children the correct counting method.

4. Talk about the objects in life that are represented by the number 10.

Teacher's summary: 10 can mean all things whose quantity is 10.

5. Children's operation.

3. The fruit in the orchard is ripe, so let's come and transport the fruit.

Teacher: The fruits in the orchard are all ripe, what do you see the teacher has brought you to transport the fruits? (Train) Yes, it's a train, and let's see what's on the train car that the teacher brought? (number).

1. Ask the children to review the numbers 1-10 on the train carriage together.

2. Each child has a strawberry fruit card, please count how many strawberries there are in your card, and then put the fruit card into the number car specified by the teacher, if the teacher says to put the strawberries into the No. 6 car, the child with 6 strawberries will put the strawberry card into the No. 6 car. Until the toddler puts all the fruit cards into the car.

3. The teacher said the car number, and the children said how many strawberries were in the car. Repeated practice deepens children's understanding of numbers.

1 Teachers' writing of teaching cases is a way for teachers to continuously reflect on and improve their own teaching, which can promote teachers to have a deeper understanding of the key points and difficulties in their own work, and this process is the process of teachers' self-education and growth.

2 The process of teachers writing teaching cases is the process of transforming external educational theories with internal teaching theories that guide their own teaching practice, which can provide rich practical situations for the teaching of new teachers and in-service teachers, which is conducive to integrating theory with practice in teaching and cultivating the ability to analyze and solve problems.

3 Teaching cases are the true and typical records of teachers' teaching behaviors, as well as the true embodiment of teachers' teaching concepts and ideas, so they are valuable resources for education and teaching research and an important medium for communication between teachers.