Teaching objectives:
1. Take "windmill" and "goldfish" as situations, guide students to ask and solve problems in situations, initially infiltrate the idea that "mathematics comes from life", and cultivate students' awareness of applying mathematics.
2. Pay attention to the communication and cooperation between the group and the whole class, so that students can experience the diversity of calculation methods of more than ten MINUS eight, seven and six, guide students to compare and optimize methods, and cultivate students' communication skills and sense of cooperation.
Teaching emphasis: Understand the arithmetic of "ten minus eight, seven and six" and correctly calculate "ten minus eight, seven and six".
Difficulties in teaching: understanding the calculation of "more than ten MINUS eight, seven and six"
Teaching tools: language cards, physical projection, pictures, 20 sticks.
Teaching process:
First, let's review:
1、( 1) 16-6-2=() 13-3-4=()
(2) 10-8+4=() 10-7+7=()
(3)8+()= 12 7+()= 13
2, show the flower map.
Q: 1) 12 flowers take 9. what do you want to do? Why?
2) How many flowers are left?
(Design concept: 1, let students calculate the number of divisions and prepare division and addition and subtraction of more than ten MINUS 8, 7 and 6. 2. Let students deepen the arithmetic of breaking ten and continuous subtraction again, so that students can consciously understand the diversity of calculation, so that when talking about 8, 7 and 6, students will naturally think about algorithms in various ways and cultivate their migration ability. )
Two, the new award more than ten minus eight (Example 2)
Example 2 Topic Map
1. Collect information and answer questions.
1). What do you know in the picture? Can you point to the front?
2). What are the necessary questions?
3). Can you fully explain the meaning of this picture?
4). Can you answer the question "How many are left"?
5). How did you work out the answer? Compare your algorithm with the children at the same table.
Say, you can also wear it with school tools.
2. Independent exploration and comparative optimization.
1) Let students report their ideas to the whole class on their own initiative, and teachers can also guide students in time by combining courseware (see courseware).
2) Let the students tell themselves: Which method is better? Which one do you like?
3) Teacher's summary: Breaking ten methods, addition and subtraction, addition and subtraction all have their own advantages, which method is faster for children.
4) Choose a way you like to talk with your deskmate.
3. Independent application of new knowledge and practice (on page 13)
1) Do 1 problem.
Question: (1) What was the result?
(2) Why do you turn around like this?
2) Do the second question.
Question: 1) Thinking while calculating, what do you find?
2) Can you write three more sets of questions according to the pattern? Tell it to your deskmate.
3) Do the third question.
Q: What did you find?
Third, the new appropriation is more than a dozen MINUS 7,6.
Show theme legend 3.
1. Collect information and ask questions.
Question: 1). According to the picture, can you ask a math question? Think independently first, then communicate at the same table.
2). Who will tell me what questions you asked?
3). Can you give an answer according to the questions raised?
4) How to calculate?
2. Independent inquiry, migration and so on
1) discuss the algorithm freely in the group first.
2) Communicate and report this group of algorithms and express your own ideas.
3) According to the students' reports, the teacher guides the students to sort out the following algorithms of ten MINUS eight: (see the courseware)
Design concept: the teacher's enlightening summary shows that he is inspired by everyone's speeches and is willing to use the method of "homesickness deduction", but he must also affirm the rationality of the method of "breaking ten deductions". )
3. Independent application of new knowledge and practice (on page 14)
1) Do 1 problem.
Can you fully explain the meaning of this picture?
How to calculate it?
2) Do the second question.
Question: Thinking while calculating, what did you find?
3) Do the third question.
What did you find?
Four. Summary and homework
What did you learn in this class?
Homework: Exercise 3, 15 pages 1 to 4 questions.
Teaching objectives of "more than ten MINUS eight, seven and six" teaching plan 2 in the second volume of mathematics in grade one
1. Make students master the calculation method of subtracting 8, 7 and 6 from more than ten, and calculate the abdication subtraction of more than ten correctly and quickly.
2. Train students to find out the connection between knowledge, so as to carry out the enlightenment education of dialectical materialism "universal connection of things".
teaching process
First, review.
Textbook P 15 question 4
Second, classroom exercises
1. Complete question 7 on page P 16.
First, help students understand the meaning of the problem and write the subtraction formula in the exercise book. Teachers should give hints during the inspection, give timely guidance when problems are found, and remind students not to omit writing.
2. Complete question 8 on page P 16. Students finish independently, the whole class corrects, and ask students to tell the thinking process about individual subtraction problems.
3. Complete question 9 on page P 16.
Students finish independently and revise collectively.
Third, math games.
Teaching material p/kloc-page 6, question 6. Teachers should prepare two sets of cards with different colors, one set is 14-8, 12-5, 12-4, 16-9, 15-8,1/kloc. A set of cards with numbers 5, 6, 7, 8, etc. Start the "find friends" game.
At the beginning of the game, the teacher first assigns a student with a digital card to the podium, such as 5. The student asked the class with a card in his hand, "5, 5, where is your friend?" The students holding the cards "14-9" and "13-8" went on to say, "Five friends are coming." As he spoke, he ran to the podium, stood on both sides of the students with five cards, and then asked the students under the stage, "Are we right?" The whole class replied, "Yes, yes, yes." Followed by warm applause.
Other questions are also carried out according to the above method.
Fourth, blackboard design: more than ten exercises MINUS 8, 7 and 6.
14 - 8 = 6 12 - 5 = 7
4 10
2 10
2 5
16 - 9 = 7 13 - 8 = 5
6 10
3 10
Reflection after class:
Senior one, Book Two, Mathematics "Ten Minus Eight, Seven, Six" Teaching Plan Three Teaching Contents: Ten Minus Eight, Seven, Six.
Teaching objectives:
1. Understand the arithmetic of "ten minus several", learn the oral calculation method of "ten minus several", and correctly calculate the topic of "ten minus several".
2. Experience the close relationship between mathematics and life and explore the fun of learning.
Teaching emphasis: master the oral calculation method of more than ten MINUS several, and correctly calculate the questions of more than ten MINUS several.
Teaching difficulties: can use a variety of methods for oral calculation with high accuracy.
Teaching aid preparation: wall chart
Teaching process:
First, review old knowledge and communicate with each other.
Let me see the verbal calculation:
8+5 7+8 7+6 6+8 5+7 5+9 13-9 16-9 18-9 15-9 17-9 14-9 13+7 12-8
(Practice with the whole class and revise collectively)
Second, explore independently and learn new knowledge.
1, showing pictures of goldfish in the fish tank. First of all, please explain what you see and ask the students to describe the scene to arouse their interest.
2. The students found that the kitten on the left has "13 goldfish, 8 flowers and a few black ones" on its mouth. Text. At the same time, there are "13 goldfish, 5 black ones and a few flowers" on the right kitten's mouth. Text.
3. Guide the students to say the meaning of the dialogue between two kittens and make clear the problems to be solved.
4. Inspire students to think about how to solve the problem according to the meaning of the picture and the problem to be solved.
5. Organize group discussions and express opinions widely.
6. Organize the whole class to exchange and comment on various methods.
On the basis of group discussion, various methods are widely embodied. Teachers should praise students' many ways of thinking and be able to express their views independently. Then, please tell the students which method they like when solving problems, and explain the reasons.
7. Guiding summary
In the participants' language, teachers show that they are inspired by everyone's speeches and are willing to use "addition and subtraction", but they must also affirm the rationality of "breaking ten and subtracting" and other methods.
Third, consolidate the calculation method.
1. Finish the first question of "doing" in the book first. Ask students to talk about the relationship between the upper and lower questions, and give examples to test other students orally. On the one hand, expand the amount of practice, on the other hand, improve interest.
2. In order to change the way, make the second question of "doing one thing" into a card. In the way of "finding friends", say the addition problem first, then the subtraction problem, practice with each other, enliven the atmosphere and improve the practice speed.
Fourth, integrate with reality and solve problems.
Exercise 3: Questions 1 and 2 are completely left to the students to complete independently. When you are finished, talk about your thoughts when you solve the problem. It can also be divided into groups, and the group leader will organize students to exchange. Take care of everyone when communicating, especially similar people. Teachers should strengthen patrol, actively participate in some group exchanges, understand the situation and help students with learning difficulties.
Five, the class summary:
Today, we learned the abdication subtraction of more than ten subtraction methods, and found it easier to use the methods of "breaking ten" and "adding and subtracting if you want".