Teaching plan and teaching reflection on the composition of mathematics 6 and 7 in the first volume of the first grade of primary school by People's Education Press

Section 2 Composition of Class 6 and Class 7

Teaching objectives:

1, master the composition of 6 and 7.

2. Cultivate students' observation ability, hands-on operation ability, oral expression ability, migration ability and analogy ability.

Teaching emphasis and difficulty: master the composition of 6 and 7 regularly.

Preparation of teaching tools: teaching wall charts, digital cards and small blackboards.

Teaching process:

First of all, an exciting introduction.

1, in turn, 1? 7. The countdown is 1? seven

2. Number filled: 0 1 () 3 () 5 () ()

3. Guess the number game: Who is behind 5? Who's behind six?

4. Compare and fill in:

3( )2 5( )7 7( )6

1( )0 6( )4 5( )5

4( )7 1( )6 6( )3

Second, explore new knowledge.

1, learn the composition of 6: and 5, focusing on 5 and 1, 4 and 2, and 3 and 3 form 6 respectively. 12 and 4 form 6, which can guide students to deduce directly from the corresponding composition in front.

(1) Color P44 wafer.

(2) Report different coloring methods. What do you mean by naming? That is, how much is six divided into and how much? Which method do you like? Why?

(3) Talk about the composition of 6 and read it together.

(4) Tell me what good ways you have to remember the composition of 6.

(5) Use your favorite methods (sticks, digital cards, flowers, etc. )

To represent the composition of 6.

2. Composition of learning 7:

(1) You try to learn the composition of 7 by learning the composition of 6. (Students set their own learning tools)

(2) Name it? How many parts do you divide 7 into? How much and how much make up 7? (Composition of Teacher's Blackboard 7)

(3) Remember the composition of 7 in your own good way.

Thirdly, the drilling rig has been improved.

1, find a good friend: the game can be varied.

Teacher:? Let's look for the composition of six. ?

Teacher:? Where are the friends of 1? Where are they?

Life (sticking out five fingers) right: 1' s friend is here, here. 1 plus 5 equals 6. ?

(7 Consolidate exercises in the same way)

2. Do it: P48 Exercise 7 Question 1

Fourth, summarize and expand.

What did you learn in this class? What do you remember?

After-class notes: students are very familiar with these graphics and it is easy to learn.

Teaching plan of "67 composition" in the first volume of senior one mathematics published by People's Education Press (II)

Teaching content: Examples on page 44 and questions on page 48 of the textbook 1.

Teaching objectives:

1, through the learning process of hands-on practice, independent exploration and cooperative communication, master the composition of 6 and 7, and deepen the understanding of the number within 10.

2. Cultivate the initial practical ability, language expression ability and awareness of cooperation and communication.

Teaching emphasis: understand the composition of 6 and 7.

Teaching difficulties: how to put out the five composition methods of 6 in an orderly way.

Teaching aid preparation: digital card with stick and disc (17)

teaching process

First of all, create situations and create problems.

1. Students lead their children to play games. I ask you to answer the games. The child asks you how much 5 can be divided into, and the teacher tells you that 5 can be divided into 4 and 1.

2, we play 4 or 5 pairs of passwords, I give 1, I give 3, 1 and 3 make 4.

Design intention: Review passwords to make the boring digital composition exercise interesting, and the old knowledge becomes a solid foundation for learning new content.

3. Teacher: We made two new friends, aged 6 and 7. Please find out which objects around us can be represented by 6 or 7.

Health: Freedom of speech: There are 7 days in a week, 6 birds and 6 peaches.

4. Teacher: There are indeed many objects in our life, and their number can be represented by 6 or 7. Are you happy that the little monkey in the mathematics kingdom will study the composition of 6 and 7 with us today (blackboard writing project)

Design intention: String a story situation with a little monkey that students like, so as to ask math questions and let students explore the composition of 6 independently.

Second, discuss communication and solve problems.

Composition and learning of 1

(1), study the composition of 6.

Teacher: Look, here he comes. Show me the projection (P44 example).

The little monkey saw these? ○? He didn't like it, so he put 6 in the first line? ○? After painting five, there is still 1 (projection demonstration). He wants to ask you a question. How many shares can six be divided into?

six

Write on the blackboard: () ()

Student: The teacher pointed at the picture. Students say that reading 6 can be divided into 5 and 1.

Teacher: The little monkey drew a few more lines, and there are still a few left (projection demonstration). Six can be divided into several and several. There is a certain regularity in drawing these circles. Can you guess how many lines the little monkey wants to draw and how many lines are left? Discuss at the same table

Health: The little monkey drew three in the third line, and the remaining three (projection demonstration).

Teacher: You are so clever that everyone praises him.

Teacher: Who guessed? Please raise your hand. It's really great. Do you want to draw it yourself?

Health: Yes.

Teacher: OK! Please turn over the gift that the little monkey gave us and draw the third, fourth and fifth lines according to certain rules. Let's compare who draws the most beautifully and sits in the most correct position.

Health: Tu

Design intention: let the students count by themselves? ○? Chess, points? ○? Film, smear? ○? The film fully shows that teachers give students time and space to study and truly regard students as the masters of learning.

Teacher: Patrol. If you can't draw a deskmate, you can discuss it. You can also raise your hand and ask the teacher.

Health: Report.

6 6 6

Teacher: Write 3 3 2 4 1 5 on the blackboard.

Teacher: Observe (the teacher points to the blackboard). What did you find?

Health: The number of colored descending lines is less than that of the previous line 1, and the number of uncolored descending lines is more than that of ascending lines 1.

Health: 6 decomposition, the number on the left is 1 less than 1, and the number on the right is 1 greater than 1 (the teacher points to the blackboard).

6 6

The numbers of 1 5 5 1 are the same, but the positions of 1 and 5 are different.

6 6

Teacher: You are great! Then when we write 5 1, we can think of another 1 5.

6 6

Health: 4 2 2 4 The two numbers are the same, that is, 4 and 2 are reversed.

Teacher: You are really something. Look at what the little monkey is thinking and show it (projection show)

6 6 6 6 6

5 1 1 5 4 2 2 4 3 3

Student: Read together.

Design intention: The little monkey thinks of another way when he sees one way, which is convenient for students to remember.

(2) Consolidate the Group of Six.

6 6 ( ) 6

Teacher: Projection demonstration: 1 () 3 () 2 4 () ()

Guide students to play finger games. 6 can be divided into 1 and 5, 6 can be divided into 3 and 3, 2 and 4 form 6, 6 can be divided into 5 and 1 or 4 and 2, emphasizing that writing is not allowed as before.

Design intention: As a finger game to consolidate the composition of 6, it conforms to the age characteristics of lower grades and stimulates children's interest in learning mathematics.

2. Composition of Study 7

(1) Study the composition of 7 with the little monkey.

Teacher: Put the prepared learning tools on the table, and divide the seven learning tools into two piles to see how many ways there are. Tell your deskmate the result while dividing (please sit up straight after dividing).

(2) Find out the different points and put them on the blackboard to summarize the composition of 7.

Teacher: Please talk about your own point of view. Blackboard writing:

Health 1: put 6 on the left side of 7 blocks, and 1 on the right side, that is, divide 7 into 6 and 1.

Health 2: Putting 5 on the left and 2 on the right of 7 blocks means dividing 7 into 5 and 2.

Health 3: Put 4 on the left and 3 on the right of 7 blocks, that is, divide 7 into 4 and 3.

Teacher: What do students think of when they see these three points?

7 7

Sheng 1: See 6 1, Si 6 1 6.

7 7 Health 2: See 5 2, Think 2 5.

7 7

Health 3: Look at 4 3, think 3 4.

Teacher: You are really a group of elves. We can quickly remember the composition of 7 by looking at a record of two.

(3) Composition 7 read at the same table.

Design intention: Through the deskmate cooperation activities of operating learning tools, exchange reports, and actively discover the composition of 7, cultivate students' abilities of independent learning, independent inquiry, cooperative learning and hands-on practice, and help students build confidence in learning mathematics well.

(4) Consolidate the composition of 7

Teacher: Show me the magic box. There are seven flowers in the magic box. Take out some flowers and ask the students to guess how many flowers are left in the box. Explain why. Let the person who sits best guess.

Teacher: We did magic just now, and we guessed very carefully. See whose little ears can hear clearly and listen carefully.

Teacher: clap two hands and clap four hands. Ask the teacher to take a few shots first and then a few shots.

Health: Take two pictures first, then four.

Teacher: Who can tell what constitutes what with what they have learned today?

Health: Two plus four equals six.

Teachers, students, students play password games (I give 1, I give 6, 1, 6 makes up 7).

Design intention: Primary school students' attention is unstable and persistent, which is closely related to their interests. Play with it? Guess and listen? The way of presentation, students' interest is quickly stimulated, and the classroom atmosphere is pushed to a climax again. Make their eyes, mouth, hands and brains really move, and make students comprehensively use existing knowledge and experience to solve problems in new situations, thus cultivating their practical application ability.

Third, consolidate the application and improve the internalization.

1, create a crab-eating game (class assignment) 6 and 7.

Teacher: The student's password is so good that the little monkey is very happy. He prepared many big crabs for us. Let's see how to eat crabs.

Projection demonstration (question on page 48 1)

Health: Divide the number on the crab into two numbers on the pliers.

Health: Combine the two numbers on the pliers into one number on you.

Teacher: Great! Whoever fills in the crab correctly will eat it. Finally, it depends on who eats more crabs!

Student: Write homework paper (homework paper prepared by the teacher)

Teacher: Who will eat the first crab first (Health Report)

2. Find friends to play games

Each team sends a representative to the front. The blue team said the composition of 6, the green team said the composition of 7, the red team said the composition of 6 and the yellow team said the composition of 7. Other students put them on the table (the rule is to take two numbers from the digital card of 17, and these two numbers can form 6 or 7. )

Design intention: Interesting games in real situations, open activities and the composition of comprehensive exercises 6 and 7 in practical work further strengthen the training of knowledge, skills and process methods, so that students can feel interesting, useful and challenging again in mathematics learning and gain positive emotional experience again.

Fourth, review and improve.

Teacher: You learned to play the blackboard with your hands and brain. Who can tell me what you learned today?

Answer freely.

Teacher: Today, the students had a good time and learned knowledge. The teacher is also happy for you. The teacher also has a small request. Please take the games you learned and played today home to play with your parents, ok? That's all for this class. Goodbye, children!

Design intention: simple classroom summary, so that students' sense of accomplishment in learning can be satisfied again; Teachers' after-class requirements skillfully extend learning activities from in-class to out-of-class, from books to life.

Blackboard Design: Combination of 6 and 7

Teaching reflection

General Comment: The composition of 6 and 7, the design of this class, reflects the design intention of the textbook from help to placement. Take the composition of 6 as an example, string together a story situation with the monkey that students like, so as to ask mathematical questions and let students explore the composition of 6 independently. What is the composition of 7? Try it? As a practical form, through students' hands-on operation, game activities and cooperative learning, students can actively participate, improve their interest in learning, cultivate their abilities of independent learning, independent inquiry, cooperative learning and hands-on practice, and help them build up confidence in learning mathematics well.

The new curriculum emphasizes experiential learning. Students should not only think with their own brains, but also see with their eyes, listen with their ears, speak with their mouths, operate with their hands, experience with their bodies and feel and experience with their hearts. One of the important ideas is to provide students with? Do math? Opportunity. In the consolidation exercise, give full play to students' multiple senses, and combine knowledge with games according to children's age characteristics, so that children can concentrate and have a strong curiosity and thirst for knowledge about mathematics. Let the students consolidate the knowledge of 6 and 7 in the game activities. By reviewing the digital composition in the form of password, students are very interested and stimulate their enthusiasm for learning.

Colour the books according to the requirements, and let the students communicate in groups first, and then in class.

(The number of coatings per line is different.)

Let the students memorize the composition of 6 in their favorite way.

Show me the little blackboard:

1. How many fish do you need to have seven fish in each fish tank? Write the answer in the box.

2. Guess how many apples there are in the teacher's left hand, and the right hand and left hand add up to six. Do you know how much he has in his right hand?

3. Students interact, one student gives birth to three fingers, and the other student gives a number to form 6(7) with him.

Reflection after teaching:

The compositions of 6 and 7 are based on students' study of 25. In teaching, I ask students to explore the decomposition and synthesis of 6 and 7 by using the decomposition and synthesis method of learning 25. Students can get the results quickly according to their existing knowledge and experience. From the students' reports, we know that students are decomposed in a certain order, which has penetrated into the teaching reference? Batman? Thought. And students can write formulas according to the fractional method. But infiltration is needed in teaching? Presumption? Thinking requires deriving another formula from one composition formula, and students get the formula according to their own division. So in teaching, I ask students at the same table to observe a pendulum from different angles, so that students can draw two combinations from a pendulum, thus infiltrating? Presumption? Thought.