People's Education Edition, the second volume of the first day, "Two plus one, the whole ten" teaching plan.

Teaching objectives of "two digits plus one digit, integer ten" (1)

1. Knowledge and skills objectives

(1) Let students find problems through the situations in their lives. In the process of solving mathematical problems, they can use the method of adding two digits to one digit and rounding ten digits to solve problems in their lives. And understand algorithms and logic.

2. Process and method objectives

Let students gradually enrich their thinking development process from abstract to concrete through independent thinking, hands-on operation, learning assistance and formula comparison. To understand arithmetic and get the algorithm.

3. Emotion, attitude and values goals

Cultivate students' awareness of inquiry, the ability to think and solve mathematical problems independently, and the awareness of cooperation and communication among students.

Emphasis and difficulty in teaching

Teaching emphasis: master the oral calculation method of adding two digits to one digit and integer ten.

Teaching difficulty: understand the algorithm of adding the same numbers.

Test center: add and subtract whole ten words.

teaching tool

Teaching AIDS: courseware, sticks, counters; Learning tools: sticks, counters.

teaching process

(a) review of the introduction

1 figure

(1) Show me 53.

(1) This is a two-digit number, where the tenth 4 means () and the last () means ().

(2) If you use a stick, how do you put this number?

If it's on the counter, how do you dial this number?

2. Oral calculation questions

40+20 50+30 40+2 50+3

(B) the discovery of information, complete expression

1. Teacher: (Showing the theme map) In the writing class, Xiaolin and Xiaohong are also talking about their finished homework.

2. Discover information.

Teacher: What information do you find from the picture? (Teacher writes on the blackboard)

Health: Kobayashi has written 25 big characters, and he has to write 2 more. Xiaohong wrote 20.

3. Teacher: According to the information provided in the picture, what math questions can you ask?

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Health 1: How many words should Kobayashi write?

Health 2: How many words did Xiao Lin and Xiao Hong write?

4. Try this formula.

Teacher: How to solve these problems?

Students say the formula, and the teacher writes on the blackboard:

25+2= 25+20=

1. Independent inquiry and hands-on operation

Teacher: 25+2=? , can you count? Shake it with your school tools.

(1) Students begin to operate and use learning tools to verify.

(2) Student reporting process.

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(1) stick placement. Show me first? 25? Put two bundles, then five bundles, then two bundles and two bundles.

② Counter dial. Leave 25 first, then add 2, then leave 2 in the unit, and finally leave 27.

Understand arithmetic

Summary: two digits plus one digit (without carry): one digit plus one digit, and ten digits remain unchanged.

Explore two digits plus the integer ten.

1. Independent inquiry and hands-on operation

Teacher: 25+20=? Can you calculate? Shake it with your school tools.

(1) Students begin to operate and use learning tools to verify.

(2) Student reporting process.

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(1) stick placement. Show me first? 25? Two bundles and five bundles, two bundles and 20.

② Counter dial. First set aside 25, then add 20, then set aside 2 out of the 10 quota, and finally 45.

Understand arithmetic

Summary: 25+2 is two digits plus one digit (no carry): one digit plus one digit, and the ten digits remain unchanged.

25+20 is two digits plus integer ten (not carry): ten digits plus ten digits, and the single digit remains unchanged.

3. Compare the results.

Teacher: What's the difference between these two questions in calculation?

Health: two digits plus integer ten digits (not carry): ten digits plus ten digits, single digits remain unchanged.

(5) Integration of applications

1. Oral calculation

2. See who can calculate quickly

3. Little monkey picks apples

4. Let me try.

5+3= 2+6=

35+3= 2+46=

35+30= 20+46=

Summary after class

25+2 is two digits plus one digit (no carry): one digit plus one digit, and the ten digits remain unchanged.

25+20 is two digits plus integer ten (not carry): ten digits plus ten digits, and the single digit remains unchanged.

Teaching plan "Two digits plus one digit, integer ten" (2) Teaching objectives

1, know the oral arithmetic method of two digits plus one digit and two digits plus integer ten without carrying.

2, can correctly calculate two digits plus one, and two digits plus whole ten.

Emphasis and difficulty in teaching

1. Initially establish the concept of numbers.

2, can correctly calculate two digits plus one digit, two digits plus whole ten.

teaching tool

Wall chart

teaching process

First, review.

Calculate the following questions orally and tell the calculation process.

40+20 40+2

50+30 50+3

Compare the differences between the above two formulas.

Second, reveal the topic.

Third, create scenarios and explore independently.

1, show the courseware, Xiao Lin and Xiao Hong are writing. What math questions would you ask? (Guide students to observe the wall chart carefully)

How many words do Xiao Lin and Xiao Hong want to write? How many words did Xiao Lin and Xiao Hong write? )

2. Students independently look for data and information needed to solve problems from charts.

Blackboard: 25+2 25+20

What about 25+2 and 25+20?

3. Four people discuss and exchange various calculation methods.

Swing with sticks: first put 5 sticks and 2 sticks to get 7 sticks, and then add them to 2 bundles of sticks to get 27 sticks.

Count the sticks, 27, 45.

4. What do you think are the differences and similarities between the above two formulas?

The teacher leads the students to the conclusion that the calculation method of two digits plus one digit and integer ten is that the same point is the addition of the numbers on the same number.

Let's take a look at the party. Students want to drink. How many bottles do they need for a drink? What about 24+9?

Let's swing it with a stick and calculate it again.

Think about it, what are we first, and then what are we?

We can calculate 24+6 first and then 30+3. We can also calculate 4+9 before 10+ 13. What else can students do? Think about it.

Fourth, practice.

1, page 64 of the book? Do it. .

They can be reduced to two digits plus an integer of ten digits or one digit for calculation.

2. Exercise 15 1~3.

Summary after class

What did you learn in this class? Please evaluate yourself. Did you succeed in your study today?

homework

Classroom testing and evaluation.