Teaching plan of "ten MINUS eight, seven and six" in the second volume of mathematics in the first grade of People's Education Press.

The Teaching Goal of "Ten Minus Eight, Seven and Six" (1)

1, through students? Windmills and goldfish? Put forward and solve mathematical problems with scene diagrams, and master the calculation method of subtracting eight, seven and six from more than ten on the basis of understanding.

2. Pay attention to the communication and cooperation with 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, and cultivate their communication skills and sense of cooperation.

3. In the process of solving problems, let students have a new experience of the significance of subtraction and feel that mathematics comes from life.

2 Analysis of academic status quo

Emphasis and difficulty in teaching

Teaching emphasis: master the arithmetic and calculation methods of more than ten MINUS eight, seven and six, and be able to correctly calculate more than ten MINUS eight, seven and six.

Difficulties in teaching: to further understand the meaning of subtraction and gain a new experience of the meaning of subtraction.

teaching process

First, activate the old knowledge.

Last class, we learned more than ten MINUS nine. Can the students calculate? Next, I will test you. Please look at the big screen. (Courseware shows oral calculation questions, students answer first, and teachers encourage them in time)

Oral contest:15-9 =17-9 =12-9 =13-9 =

8+6= 8+3= 8+7= 7+6=

12= 10+ () =8+ () 15= 10+() =8+()

You guys are great. You can calculate correctly and quickly. So in this lesson, let's discuss the calculation method of subtracting 8, 7 and 6 from a dozen.

Second, explore new knowledge.

Teach ten MINUS eight.

1. Create a situation and ask questions.

Today, the teacher took everyone to the amusement park. Look! Panda boss is selling windmills. Tell me what you see in the picture. Try to ask a math question.

Let the students talk about the conditions and problems completely. Panda boss * * * has 12 windmill. We want to buy eight windmills. How much is left?

Student formula: 12? 8.

2, operational communication, understanding of arithmetic.

Can you show or draw your ideas with school tools?

Group students exchange ideas with each other, demonstrate, observe and patrol with teachers, and give timely guidance.

(3) Organize students to exchange ideas.

Students may have the following methods. Students demonstrate while reporting: Count: Take 12 sticks one by one 1.2.3. * * * Take eight, and there are four left.

Ten-break method: divide 12 branch into two parts, 10 branch and 2 branches, and subtract 8 from 10 branch. Combine the remaining 2 and 2 into 4.

Consecutive subtraction: take 2 pieces from 12, take 6 pieces, and there are 4 pieces left.

(4) Teachers demonstrate with courseware? Violation of the Ten Laws? Calculation process.

(5) let students according to? Calculate first, then calculate? Fill in the missing numbers in the boxes of the following formula.

，first -8= then +2= so 12？ 8=(

(Play the courseware)

3. Review the algorithm and summarize the algorithm.

Just now, we calculated a dozen MINUS eight and the ten MINUS nine we learned last class, and divided the minuend into 10 and several, both of which were calculated first. 8 or 9, do you remember this method? - ? Violation of the Ten Laws?

There is another method (courseware playing) because 8+( )= 12, so 12? 8= (), called? Want to add and subtract?

The teacher summed up: breaking the ten methods, addition and subtraction, and addition and subtraction all have their own advantages. Which method can children use faster?

4. Small exercise (playing courseware)

(1) Textbook 13 Page 1 Question

② Textbook 13 Page 2 Question

(3) 10-8 1 1-8 12-8 13-8 14-8 15-8 16-8 17-8 18-8

The teacher focuses on this problem, so that students can find the law from it. )

How was the last 1 question worked out? Observing these formulas, what do you find?

Students find: (1) 10 is the first one? 8=2. If you subtract 8 from a dozen, how much can 2 add?

(2) When the minuend is increased by several, the minuend remains unchanged and the difference is also increased by several (from top to bottom).

Teach more than ten MINUS seven, six

1. Show the chart and write the chart of addition and subtraction.

Can you write an addition formula and two subtraction formulas from this picture? 8+6= 14 14-8=6 14-6=8

The students behaved so well that the teacher continued to take us to the amusement park. Look, there are two children watching goldfish by the fish pond. (Example 3 on page 14 is displayed)

There are 13 goldfish in the fish pond. How many black and red goldfish does Feifei find? Can you make a list for Feifei? 13-7

There are obviously six red ones and several black ones. Can you help Mingming make it? 13-6

Think about how to help them find the number; Tell me how you worked it out. (Complete answer, reflecting the diversity of algorithms)

(Play the courseware) You can also calculate it like this: 7+6= 13.

13-6=7

13-7=6

3, exercises more than ten MINUS 7.6. Consolidate (courseware)

(1) Look at the picture and write the formula from 2 to subtraction.

(2)8+9= 9+6= 7+9=

17-8= 15-9= 16-7=

17-9= 15-6= 16-9=

(3)7+( )= 1 1 8+( )= 13 ( )+6= 12

1 1-7=( ) 13-8=( ) 12-6=( )

Third, consolidate and deepen the exercises.

(This session is divided into two groups, boys and girls, in the form of competition, and the winning group will be rewarded. )

1, find a seat game. (The courseware shows the picture of the title on page 15 1 in the textbook, and appropriately modifies the title on page 15 1 and 4 titles to become one title. You can design more questions, 6 students at a time, 3 men and 3 women. If you are right, you will give extra points to your group, and if you are wrong, you will give extra points to the other party. )

Let me test you. Write the questions on the card, and the boys and girls will randomly name each other for the exam. If they get the right answer, they will give their group extra points, and if they get the wrong answer, they will give each other extra points. )

12-7= 18-9= 14-6= 1 1-8=

16-7= 8+9= 13-6= 7+5=

1 1-6= 15-7= 17-8= 15-9=

Step 3 find friends. (Play the children's song "Finding Friends" and change the sixth question on page 16 appropriately. Look for 7 men and 7 women. Each student takes a card to find a friend. )

4, textbook 17 Page 7, 8 questions (play courseware, watch the time, if time is not enough, do one less. )

5, intellectual surfing

Add 7 to a number, and its number is less than 15 and greater than 1 1. What could this number be? (Play the courseware)

"More than ten MINUS eight, seven, six" teaching plan (2) teaching objectives

1. Through practice, students are required to master the calculation method of subtracting more than ten, and skillfully use this method for correct and skilled calculation.

2. Cultivate students' good learning methods and sense of numbers.

3. Cultivate students' good thinking mode and ability to solve problems in various ways.

Emphasis and difficulty in teaching

Master a variety of calculation methods, calculate correctly and skillfully, and improve the accuracy of calculation.

teaching tool

Calculation card

teaching process

First, the game is imported.

Look, Brother Panda has many windmills. Let's go and buy it!

Brother Panda has 12 windmill. We want to buy eight windmills. How much is left?

12-8=

Students discuss and analyze how to calculate.

We can think like this: 10-8=2, 2+2=4, so 12-8=4.

You can also think of it this way: 8+4= 12, so 12-8=4!

Look, there are goldfish sellers ahead! There are 13 goldfish in the fish tank, 7 in black and how many in red? If there are six red ones, how many black ones are there?

13-7=

13-6=

How do we calculate this?

We can do the same calculation as the above algorithm. Let's have a try.

Second, consolidate practice.

1, find a seat (exercise 3, question 1)

(1) Give each student a formula card and show five chairs with cards 3, 4, 6, 7 and 9. Let the students put the cards on the corresponding chairs and compare them to see which student put them correctly and quickly.

(2) Are there any cards?

Do you want to find a home with them? Please try to find a home for it. (Student activities)

2. Find friends (Exercise 3, Question 6)

Activity requirements: First, the teacher will show the questions in the book on the blackboard, and then let eight children compete in two groups to see which group of children can find the right one quickly. (collective revision, encourage fast teams to do it)

Summary after class

Through today's practice class, I hope you can improve your computing ability and apply what you have learned to your life.

homework

First, oral calculation.

6+7= 12-7= 7+8= 14-8= 9+6=

16-8= 5+6= 12-8= 9+5= 13-7=

2. Is the number in □ correct? Yeah, painting? , wrong painting? .

13-6=5( ) 15-7=9( ) 1 1-2=9( )

6+9= 15( ) 16+4=20( ) 13-2=5( )

Third, fill in the number as required.

15-8=( )

(1) Want to add or subtract: Want: 8 plus () equals 15,