One day, as soon as Little Bear set up the fish stall, the fox, the black dog and the old wolf came. When the bear saw a customer coming, he hurriedly called, "Buy fish? I just caught this fish. How fresh! " The fox turned the fish over and asked, "How much is a kilogram of such fresh fish?" "Bear grinned:" Cheap, four yuan a catty. The old wolf shook his head: "I am old and my teeth are falling out." I just want to buy some fish. "The bear looked reluctant:" I sold the fish to you, and who sold the fish head and tail? The fox wagged his tail and said, "Yes, no one wants to buy the leftovers, but Uncle Wolf has bad teeth and can only eat some fish. To tell you the truth, Black Dog and I are very good to each other. If you buy fish heads and tails, won't you help Uncle Wolf and Brother Xiong? "The bear clapped his hands, but he hesitated." Good, but at what cost? ""The fox rolled his eyes and replied, "2 yuan is 1 kg, and fish head and tail are 1 yuan 1 kg. Isn't it 4 yuan 1 kg? "The bear drew a picture on the ground with a stick, and then patted his thigh:" OK, let's do it! " "The four of them started work together, and in a short time, the head, tail and body of the fish were separated. The bear said that the fish's body weighed 3 Jin 6 yuan. Fish head 1 kg 1 yuan, fish tail 1 kg 1 yuan. The wolf, the fox and the black dog quickly ran to the Woods with the fish, matched the head, the body and the tail, and then divided them equally.
On the way home, Bear thought: My 5 kg fish should be sold to 20 yuan according to 4 yuan's 1 kg, and now it is only sold to 8 yuan ... Bear can't figure it out.
Do you know what this is about?
The story of cultivating mathematics in the first grade of primary school. Problems are the core of mathematics, as Einstein said: "It may be more important to find problems and explain them systematically than to get answers." The new curriculum emphasizes that students can initially learn to ask and understand questions from the perspective of mathematics, and cultivate students' problem consciousness. Therefore, cultivating students' ability to collect information and ask questions in classroom teaching has become the focus of problem-solving teaching.
The cultivation of students' questioning ability cannot be achieved overnight, but it is a gradual process, which must be carried out in a planned and conscious way from the first day of students' enrollment. However, the first-year students are not focused and persistent, and their ability of observation, analysis and expression is weak. How can we make them learn to ask questions smoothly and cultivate their questioning ability effectively? I adopted the teaching method of combining static and dynamic, which was divided into four steps and achieved good results.
The first is dynamic demonstration, which allows students to find mathematical information and perceive mathematical problems.
In teaching, we may make use of the advantages of multimedia courseware to present the information in the problem situation one by one, so that students can find information and ask questions by observing intuitive and dynamic demonstrations. For example, a playground appeared first, and two children came out of the classroom with a burst of laughter. The teacher asked, "What do you see?" Then tell the students that "there are two children on the playground" you found is a mathematical message, and write this message on the blackboard. Then the courseware continued to demonstrate, and three children walked out of the classroom. The teacher asked, "What do you see?" Or tell the students that the "third watch" you found is also a mathematical information. Write these two mathematical information together. Now, can you try to ask a question based on these two mathematical information? Students may say various ideas: "How many people are there in the classroom?" "How many people are there on the playground?" Wait a minute. On this basis, teachers guide students to think: to know the question "how many people are there in the classroom", you must count them carefully in the classroom to get the answer. It is impossible to know from these two pieces of information. How many people are there in the playground * * * can be calculated according to the first two pieces of information. This is a mathematical problem. In the future, we will be able to calculate the proposed mathematical problems according to the existing mathematical information like this. Then the teacher asked the students to link two mathematical information with a mathematical problem and repeat them to form a complete "mathematical story". In the narration of mathematical stories, students initially perceive the difference between mathematical information and mathematical problems.
Second, there is stillness in the movement, which allows students to capture mathematical information and experience mathematical problems.
After students know that a "math story" is at least composed of "two math information and 1 math problem", teachers can consider appropriately reducing students' dependence on dynamic demonstration and cultivating students' ability to capture information and ask questions by combining static and dynamic methods.
Or use the colorful characteristics of CAI courseware to attract students' attention: a child holds seven balloons of different colors and only hears a few crunches, but three balloons fly away in his hand by accident. Now it is clear that there are four balloons left in his hand. Compared with the first level, the design of animation situation no longer adopts the way of single fragment appearing one by one, and the hint is not so obvious. The element of "holding seven balloons" is closer to the static problem situation. For students, the difficulty of capturing information also increases accordingly. At this time, the teacher asked the students to tell a "math story" consisting of "two math information and 1 math problem" according to the scene they saw. Based on the first "math story", students initially know the meaning of math information and math problems, and through their own independent thinking, they find small partners to talk to each other. In fact, they make up two different "math stories": "I have seven balloons, and three have flown away. How many are left? " "Xiao Ming has seven balloons, some fly away, and there are four left. How many flew away? " These two "short stories" clearly contain two valuable mathematical problems, which shows that students have a clearer understanding and experience of "mathematical problems"
Third, using teaching materials, let students extract mathematical information and cause mathematical problems.
Through the dynamic demonstration of CAI courseware and the presentation of the problem situation combining static and dynamic, students have a clear understanding of the structure of "mathematical short story" I think it is unnecessary to continue using multimedia teaching at this time, and it is inevitable to fall into the trap of abusing courseware. Instead, it is necessary to open the teaching materials so that students can learn to extract mathematical information from purely static problem situations through observation and cause mathematical problems.
I asked the students to observe the situation map in the textbook [see the textbook of Senior One of Jiangsu Education Publishing House (Volume I)]:
Considering that it is the first time for students to come into contact with static problem situations, I take a step-by-step guidance method to "help" students learn to look at pictures and ask questions, so that students can understand the stories shown in the pictures independently first, and then think while observing: What two mathematical information can you find from this picture? Can you ask a math question based on these two math information? Who can tell this "math story" in three sentences? Who can solve this problem?
Then I asked the students to observe another scene in the textbook (see the textbook of Senior One of Jiangsu Education Publishing House (Volume I)):
This is the second time for students to look at pictures. I didn't give too many hints, but threw the question directly to the students: What math questions can you ask according to this situation map? In order to stimulate students to actively understand the meaning of pictures, extract information sensitively and form a complete mathematical problem.
Fourth, return to life, let students mine mathematical information and ask mathematical questions.
Mathematics comes from life and serves life. Linking mathematics teaching with students' life experience is helpful for students to better understand mathematics. After students can find math problems from the specific situations given in textbooks, I began to guide students to find math problems from life with critical eyes: "Math problems exist not only in our textbooks, but also around you and me, in our schools, in our homes … everywhere! Can you find them out and tell them in the form of' mathematical stories'? " Encourage students to extend the tentacles of mathematical problems from class to extracurricular, from static books to dynamic real life, so that students can actively use mathematical knowledge to analyze life phenomena and solve practical problems in life independently.
"A good beginning is half the battle." In the above four links, the presentation of problem situations is from dynamic to static and then to dynamic, and students' understanding of mathematical problems is from ignorance to a little knowledge and then to ease, and mathematical thinking has experienced a spiral and steady upward process. With this process, students' ability to ask valuable mathematical questions has been effectively developed and cultivated, laying a solid foundation for further study and problem solving in the future.
About the first grade mathematics 6+3+3 =126+3 = 9 6 = 6 3 = 3 3-3 = 0, I hope to adopt it.
The concept of mathematics in the first grade of primary school? Area of triangle = base × height ÷2. The formula S= a×h÷2.
Area of a square = side length × side length formula S= a×a
Area of rectangle = length× width Formula S= a×b
Additive commutative law: Two numbers are added to exchange addends, and the sum keeps the same position.
2. Law of additive combination: When three numbers are added, the first two numbers are added first, or the last two numbers are added first, and then the third number is added, and the sum remains unchanged.
3. Multiplication and exchange law: when two numbers are multiplied, the position of the exchange factor remains unchanged.
4. Multiplication and association law: When three numbers are multiplied, the first two numbers are multiplied, or the last two numbers are multiplied first and then the third number, and their products are unchanged.
How to make up a short story about Math 32 and Math 4 1 2 in the first grade of primary school? Xiao Ming has three apples and Xiao Li has two apples. How many apples do they have? Xiao Ming has four apples and Xiao Li has two apples. How many apples does Xiaoming have?
Look at the picture and write a story about the bridge in the first grade of primary school. In the forest, there are many small animals. Every time they visit, they will pass a river. There is a bridge made of elephants and giraffes' noses. Everyone calls it "Animal Bridge". This animal bridge has a little story!
It was a long time ago. At that time, there were no bridges on the river. Small animals visit each other and have to be carried by grandpa turtle. But after a few years, Grandpa Tortoise is old and has no strength. One night, the elephant saw that everyone was asleep, so he went to the giraffe's house to wake the giraffe and said to it, "Sister Giraffe, we are the two biggest animals. Let's build a bridge! " "What can we do without tools?" Said the giraffe. The elephant said, "Oh, I can put my nose on your head!" " The giraffe said, "Very good." "
So, they started to act. The next day, the little animals saw the "bridge" they built and quickly said "thank you" to them countless times. And named the bridge "Animal Bridge".
Write a short article (5 sentences) about the May Day holiday of the first grade in primary school. Today is May Day, and I have been looking forward to it for a long time. I came to my grandmother's house in high spirits. As soon as I entered the door, I saw my grandmother's amiable face and bent her head to concentrate on sweeping the floor. Seeing me coming, I looked up with a smile and asked me something that concerned me.
I saw a few drops of sweat on grandma's head running down her cheeks. When I saw this moment, I quickly took her broom and said, "Grandma, let me help you sweep." Grandma said, "Never mind, you'd better do your homework!" " I must insist: "Today is Labor Day, so let me have a chance to perform!" " "I let my grandmother rest while sweeping the floor seriously. Where is my grandmother? Sitting on the sofa, looking at me, as if to say: "You really grew up! We raised you in vain. Having done this, I did another job. Grandma smiled from ear to ear. Although cleaning is very tired, my heart is always sweet. After I finished, I walked on my way home. The sky seems bluer and the flowers are more energetic. There are white clouds floating in the sky, like smiling faces, as if to say to me, "Be helpful, good boy, be helpful, good boy." I heard it from my mouth.
Ah! This may day labor day is so meaningful. It taught me a truth-labor is happy, so we should all work hard! Although I have only done some trivial work, labor has brought me unparalleled happiness.
I would like to ask the fairy tale and short story 0 "Is the number 10 about the first grade of primary school important?"
In the digital kingdom, all numbers have to compete to see who is of great use and who can be king in the digital kingdom.
On the day of the game, the numbers were all talking. What do you want to ask? Of course, I mean for my own use. Everyone didn't notice that the "0" baby at the beginning of the number was omitted, and all the numbers were ignored. There are only two digital babies left in the final, one is "9" baby and the other is "0" baby.
Now the question is: Add "9" baby and "0" baby after the number 100 to see which number is bigger. "9" the baby said firmly, "My side is big." So, we put them together. After 100, adding 9 equals 1009, and after 100, adding 0 equals 1000. Indeed, this side of "9" is bigger than "0". So, the "9" baby sat on the throne.
Baby "0" ran away from home in anger. One day when Xiaohong was doing arithmetic, she couldn't work out a problem, 3× 8-24 =? how much is it? Because "0" baby left the digital kingdom, the child can't write. So all the characters in the digital kingdom went out and searched for three days and nights, and finally found the "0" baby. However, what if the "0" baby refuses to go home? Ha, the smartest scientist in the digital kingdom, Baby No.8, has an idea. It said, "Let's have a game! Baby won't go back if she loses. If it wins, it will go back with us. " After the king's baby "9" and baby "0" competed, baby "0" won. The original "8" baby said: "10-() =? If you have to count who is big, who will win. " 10-9 = 1,10 =10, of course, baby 0 won. "8" The baby also said, "Look, no matter which number the baby 0 stands on the right, which number is enlarged by 10 times." When the "3" baby and the "7" baby did the experiment, it was really like that, and it suddenly became 30 and 70!
"0" baby finally returned to the digital kingdom with everyone, but it was ashamed of running away from home and blamed itself for being too headstrong and not striving to be king. "9" baby became a minister.
Son, do you think "0" baby is important?
Find a small number of friends.
One day, Shu was bored at home and wanted to go out to find friends, so he sneaked out.
It came to the grass in front of the door and met the equal sign. The decimal shouted, "Who are you?" When the equal sign heard this, he proudly said, "I am the creator of every formula in the kingdom of mathematics." For example: 5×3= 15, 8+4 = 12, 4÷2=2, 20-8 = 12 and so on. I created so many numbers. Now you know who I am! "Decimal shook his head and said," You are not the friend I am looking for. " Said, and ran away.
Decimal came to the windmill village, and the wind from the windmill almost made the decimal stand unstable. At this time, he saw the greater than number and asked, "Who are you?" "You don't even know me," said the symbol of Bigger. "I'm a little famous in the kingdom of mathematics. I am greater than the symbol greater than and less than the symbol greater than! " For example, many numbers are cited, such as 5 > 2,10 > 5,60 > 59. Decimal shook his head and said, "You are not the friend I am looking for." So, the decimal is gone again.
The decimal jumped to the pond. At this time, it saw the score and asked happily, "Who are you?" The music score says, "My name is music score. I can divide a thing into many parts! " "For example, the score lists many scores such as 3/ 10, 25/ 100, 17/40. Decimal looked at the score and thought, huh? How do I feel deja vu when I look at these numbers? At this time, I ran over, saw the scores and decimals, and said happily, "So you are all here, you two are twin brothers!" " "Decimals and fractions are surprised:" Why? " You see, 3/10 = 3 ÷10 = 0.3,25/100 = 25 ÷100 = 0.25, 17/. In fact, we are all family, but our faces are different. Although we look unremarkable, the kingdom of mathematics cannot be separated from us. "Take a closer look at decimals and fractions, ah, really. If the mathematics kingdom lacks fractions and decimals, it will all become integers!
Therefore, decimals and fractions have become inseparable friends.
The new curriculum of southern mathematics in the first grade of primary school is flexibly determined according to the content of teaching materials, teaching plan and total class hours.
If you think the answer has solved your problem, please accept it. Thank you. You can keep asking questions. If you haven't answered this question, you may not be there.
Fill in the numbers in the first grade of primary school mathematics according to the law: 1.4.7 (). ().().() 5 → ( 10? )、(5? )→ 10,? The rule is that the figures behind the arrow add up by themselves, and you can get the data in front of the arrow.