Article 1 Teaching objectives:
Knowledge and skills: knowing odd and even numbers; Understand the relationship between odd and even numbers.
Process, ability and method: cultivate students' scientific spirit of exploration, conjecture and verification.
Emotion, attitude and values: cultivate the spirit of cooperative learning through hands-on operation and group discussion.
Teaching emphases and difficulties:
Explore the relationship between odd and even numbers.
Teaching process:
First, know the odd and even numbers.
1. Scene introduction.
Teacher: It's spring, and several babies line up hand in hand to play in the forest.
(The blackboard shows the theme map)
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Ask students to compare the similarities and differences between the two teams.
Teacher: If dots are used to represent the number of babies, then a square figure arranged in two rows like this is called a number diagram.
2. pendulum diagram.
(1) The teacher demonstrates the pendulum diagram on the grid.
(2) Students' hands-on operation: put a few numbers on the square paper with a small disk.
3. Find features and classify. Work together at the same table to find out the characteristics of placing graphics, and then classify these graphics according to their shapes. Show (or demonstrate) the classification results on the blackboard.
Teacher: The numbers with dashed lines on the right are singular, and the numbers with straight lines on the right are even. It says on the blackboard: odd and even.
4. Feedback exercise: Requirements: First, judge whether the number graph represents a singular number or a double number, and then tell what it represents.
Second, explore the relationship between singular and even numbers.
1. Questions and guesses
Teacher: Let the children guess first: If you randomly take out two figures and put them together, what will be the result? Then work in groups. Each person takes two numbers to spell and lists the corresponding addition formulas. Then observe the puzzles of four people in the group and ask the students what rules they have found.
2. Practice and verification
The group reports while operating on the blackboard.
For example:
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6+4= 104+5=93+5=8
Teachers can write on the blackboard according to students' reports and remind students to read. Think about why these three results occur.
(blackboard writing: odd+odd = even+even = even+even = odd)
3. Consolidate the first line of the second question in the workbook (look at the picture and write the formula).
Third, practice and application.
1. Calculation: (third)
(1) Judge what sum is before calculation.
4+86+82+ 19+39+59+79+9 10+9
(2) Independent calculation.
Step 2 Show Question 4
Answer: The large groups look for a regular solitaire competition, and each group drives a train to pick up five numbers.
2、4、6、(8、 10、 12、 14、 16)
1、3、5、(7、9、 1 1、 13、 15)
20、 18、( 16、 14、 12、 10、8)
19、 17、( 15、 13、 1 1、9、7)
The group sent a representative to tell us what the figure is.
3. Counting the baby who wants to go home and rest after playing tired, the two teams should go back as a team. Think about it, are there any singles on their team? Explain it with what you learned today.
Fourth, summary and evaluation.
Teacher: What did you learn today? What do you think of your performance? Who performed best? And is even, and is singular.
(Students speak freely)
Chapter II Teaching Objectives:
Knowledge and skills: master the calculation method of triangular disk, add small disks (or numbers) in adjacent areas, and split the given "result number".
Process, ability and method: Cultivate students' ability to observe figures carefully and solve problems flexibly.
Emotion, attitude and values: stimulate students' interest in learning mathematics and cultivate students' good learning attitude.
Teaching focus:
The number of adjacent areas is added.
Teaching difficulties:
Split the given Number of Results.
Teaching AIDS:
Triangular plate, small plate, number plate, etc.
Teaching process:
First, understand the triangle number diagram
Introduction to 1. Triangular Number Graph
(Write on the blackboard to show the triangle disk and small disk, and then show 1 1. )
Teacher: This is a triangular figure. Today, we will learn "Calculating Triangle" together.
(blackboard writing topic).
Q: What secrets did you find in this triangle figure? Students communicate in groups on the basis of independent thinking.
Teachers and students * * * the same summary: the triangle figure has three parts, each part has a small disk, and the number of small disks in adjacent parts is added up, and the result is written on the side.
2. Feedback exercises
Teacher: How to fill in the other two spaces in the triangle figure? Why?
Step 3 play "triangle" at the same table
(One person puts a small dish on the triangle, and the other person puts several cards according to the put small dish. )
? In the process of "playing with triangles", students further consolidated the characteristics of triangle graphics and really learned while playing. It is suggested that teachers give students more time to "play" in this session. ?
Second, explore the triangle number diagram
1. Variant exercise
Teacher: Which part of this triangle do you fill in first? Why? Students examine the questions independently and set them on a triangle. Is there any good way?
(5+? = 1 1 1 1-5=? )
2. Digits instead of chips
On the basis of the topic just now, change the small disc into numbers, and let the students finish the exercises in the book independently and check in groups.
Summary: By addition and subtraction, the result can be calculated quickly.
Consolidation exercise
Complete the exercises in the book independently.
Students who have difficulties can use small disks and triangular disks to assist them.
Third, expand the practice.
? How many parts do you need to fill in for group cooperation? what do you think?
If students have difficulties in practice, teachers can give hints:
(1) Guess the number that can be filled in three parts.
(2) Put the inferred number into the triangle number graph for verification.
? (3) If it does not meet the requirements, it can be adjusted appropriately.
Fourth, summary.
Teacher: What did you gain today? What skills have you learned?
Article 3 Teaching objectives:
1. can increase the number of small wafers in adjacent areas.
2. A given "result number" can be divided into two appropriate numbers.
3. Feel the relationship between the three numbers in the triangle and the three result numbers by putting the disc and filling in the appropriate numbers.
Teaching focus:
A given "result number" can be divided into two appropriate numbers.
Teaching difficulties:
The relationship between three numbers and three result numbers in a triangle.
Teaching aid preparation:
Magnetic blackboard, triangle disk, loose leaf, digital card
Teaching process:
First, find the pattern.
1. Look at the picture to find the rules: Xiaohe is playing a game. Put a triangle in the middle and put the small disks in three areas respectively. Can you see the rules of the game from the picture?
2. Show a triangle and put a small disc in each area. The teacher will put the first score card without explanation.
3. Put Question 2 in the book on a triangle board with a small disk and a digital card on it. Then the students get a sketch of calculating the triangle, put Question 2 out, find out the result number and fill it in.
Second, the improvement process
1. Question 3: Only one result number is given, and no area is laid out. The teacher took out the triangle and asked question 3, Can you fill it out? Give the reason why you filled in this way.
5+()= 1 1 1 1-5=()
2. Abstract molecules: Can they be directly represented by numbers? Question 4-5: How did you work it out and what method did you use?
Third, explore
1. Question 6: Put out the triangle of question 6. Teacher: Can you try it out with a small disc? Discuss with students and try to solve the problem.
Try one: first put three on the top, then how to put it in the bottom left or right. Discussion: Is this OK? If not, why? Tell me why.
Try two: put four on it, and how do you put the rest? Q: Did it succeed this time? Tell me why it is right this time.
2. Test: 4+3=73+5=85+4=9 Abstracts the small disk into numbers and fills them in the questions.
Fourth, the exercise of the workbook.
1. Add the adjacent area to the simple question and write the result on the card.
2. Increased difficulty: 2 areas are empty. Teacher: Can you tell me how you worked it out? If necessary, ask students to put it on a small CD. )
3. Find the answer through experiments. Left: Please try. Can you know what these three areas are? (Put it on a small disk) Right: Please put it on a small disk and see what's the difference in this question.
4. Find a pattern.
Verb (abbreviation of verb) course summary
A little.