Lecture Notes on Addition and Subtraction of 8 and 9 1 I. Textbooks
1. teaching content: the standard experimental textbook of compulsory education curriculum, page 57 of the first volume of primary school mathematics of People's Education Press and related exercises.
2. The position and function of the textbook: This lesson is the content of page 57 of Unit 5 of the first volume of primary school mathematics in the first grade of People's Education Press. I learned the applied mathematics of addition and subtraction of 6 and 7: I taught it after the golden autumn. As we all know, the "applied mathematics" in the new textbook is similar to the applied problems in the old textbook. Through the teaching of Applied Mathematics, students are not only required to find the answers to questions, but also to master the quantitative relationship and structural characteristics of application problems in the process of solving problems, so as to lay a good foundation for learning more complex application problems.
3. Teaching objectives:
(1) Knowledge objective: To enable students to master arithmetic correctly and choose appropriate calculation methods according to the relationship between known quantities and question marks.
(2) Ability goal: to cultivate and improve students' ability to solve practical problems by using what they have learned.
(3) Emotional goal: let students experience learning mathematics, use the fun of mathematics, and feel the education of loving nature and protecting the environment in learning.
4. Teaching emphasis: Let students solve simple practical problems with what they have learned.
5. Difficulties in teaching: Students learn to choose methods to solve problems.
Second, oral teaching methods
This lesson is to cultivate students' sense of mathematics, observation ability, thinking ability, oral expression ability, study habits and cooperative communication ability through various scenarios, so that students have a strong interest in mathematics, and at the same time encourage students to learn useful knowledge in their favorite way, carry out effective ideological and moral education for students, and initially understand certain learning methods and thinking methods.
Third, theoretical study.
In this class, I adopt the learning mode that students think independently, then cooperate with each other at the same table and then communicate with the whole class. Through hands-on, brains and deskmate writing, I actively acquire knowledge and cultivate and improve students' ability to solve practical problems with what they have learned.
Fourth, talk about teaching procedures.
According to the knowledge structure of the textbook and the cognitive law and development level of primary school students, in order to optimize the teaching process and realize the classroom teaching requirements of "respecting students, paying attention to development, taking teachers as the leading factor and taking students as the main body", the program arrangement of this lesson is as follows:
(A) create a situation to guide new knowledge
Teacher: Students, there are many small animals living in the beautiful forest. They live happily. Now let's go and have a look! (showing the theme map), what are they doing?
Who wants to talk?
You have observed it carefully, but when animals are playing, they encounter some problems. Now let's use what we have learned in mathematics to help them solve it!
Exhibition topic: using mathematics.
(Design intention: At the beginning of class, the teacher creates a pleasant teaching atmosphere, so that students and small animals can walk into the "beautiful forest" together, and make psychological preparations for the later study, which greatly mobilizes students' interest in participation)
(2) Cooperative exploration and experience discovery.
1, (learning example 1) Look at the picture carefully. What do you see?
Health: I saw nine deer grazing on the grass, and then three deer left.
Teacher: You observe very carefully. A * * * has nine deer. Did the teacher show it? (Courseware demonstration: braces and 9 pieces. Who can tell me what this brace means?
2. Teacher: Then can you help the deer ask a math problem? Please think for yourself first, and then raise your hand and say the math problem you found (there were 9 deer, 3 ran away, how many are left? )
How many deer are left on the grass? (Courseware demonstration:? Only)
Teacher: Your question is really good. Think carefully about how to solve it.
Discuss with each other how to calculate at the same table.
Teacher: Who can tell me how to get into determinant?
Health: The formula is: 9-3 = 6, and there are 6 deer left on the grass.
Teacher: Tell me what you think (tell me more students' names).
How much is left?
4. Teacher's summary: The students are really smart. It's amazing that you helped the deer solve the problem so quickly. The teacher is so happy.
(Design intention: The visual situation with mathematical problems will cultivate students' problem consciousness, guide students to think, ask questions and solve problems from multiple angles, and change "let me learn" into "I want to learn". The teaching of this link should give full play to students' individual potential, and look for knowledge rules and methods to solve problems. )
(3) Transition: Look at the white rabbit coming from the big forest. What is it doing? (Originally picking mushrooms) What's wrong?
1, Question: Look at this picture, what can you find? (Courseware demonstration: mushroom pictures)
Now the students ask, "There are six mushrooms on the left and two mushrooms on the right. One is * * *. How many mushrooms are there?"
Who knows what this little question mark asks?
Health: A * * *, how many mushrooms?
Teacher: Who can say this question again?
Let more students talk, guide and tell the conditions and questions of the picture and meaning completely.
2. Teacher: It's very kind of students to make this problem so complete. Then will you solve this problem?
The students do it in their exercise books.
Who can tell me how you set it up? Tell me what you think?
Can you list another formula? Speak your mind.
Teacher: Students are good at thinking! Good, too. The teacher really admires you
Design intention: through observation, improve students' ability to find, understand and solve problems, and cultivate students' rigorous learning attitude and research methods. )
(d) Consolidate practice and deepen understanding.
Courseware demonstration: white goose map and monkey map.
1, Teacher: You helped the rabbit solve the problem. He came to the river happily. Look, who does it see?
Teacher: It turned out to be a group of lovely big white geese. There is also a math problem here. The teacher sees who has the brightest eyes. What did he find? Tell your deskmate what you found.
(Name two students to report)
Try to list the formulas yourself. , AC algorithm.
Five big white geese went ashore happily. They saw a group of monkeys. Please observe carefully. Can you solve this math problem?
Students list their own formulas. Collective communication.
3. Question 3 of question 12 ..
(1) Students do it independently.
(2) The booth displays excellent homework.
Say: Why does Penguin use "subtraction" in the first picture and "addition" in the second picture?
Design intention: Through practice, students can have a deeper understanding of this lesson, further grasp the significance of addition and subtraction, and choose the appropriate calculation method for formulaic calculation. )
(5) Blackboard design
Application of addition and subtraction of 8 and 9
9-3 = 6 (only) 6+2=8 (only) 8-3 = 5 (only)
Verb (abbreviation of verb) summarizes the harvest and permeates the connection.
Teacher: In this class, we help small animals solve many problems and gain a lot of knowledge. In fact, we will encounter some problems in our life. I hope the students can be good at observing and thinking, and be conscientious people.
(Design intent: Let students learn to solve problems in life with their own mathematical knowledge)
Sixth, express reflection:
This lesson is to further understand and understand the significance of addition and subtraction on the basis of looking at the picture format and teaching braces and question marks. Therefore, I will teach from the following points in this class:
First, create a life situation to stimulate interest in learning. According to the psychological characteristics and age characteristics of junior children, I tell stories throughout the class. For example, after learning the deer map, I picked mushrooms from white rabbits and taught them the mushroom map. Later, I combined the situation of white goose map and monkey map to make them feel the usefulness of mathematics and consolidate the new lesson. At the same time, I also designed a lively and interesting "small competition" exercise, so that children can further understand and master new knowledge in play and enjoy the joy of success.
Second, explore independently and experience the charm of mathematics. Through vivid and interesting storylines, we can attract and guide students to think, find and solve problems by themselves, and experience the charm of mathematics in the teaching situation. Therefore, children's attention is highly concentrated and excited in the whole class, and they also master it well.
However, in practice, I found that some students still don't understand what they want, and take the problem as a condition to reduce points. Therefore, in the future teaching, we should repeatedly emphasize the understanding and interpretation of pictures and meanings.
The teaching content of the second handout "Addition and subtraction of 8 and 9";
Textbook pages 56-57.
Tell the teaching objectives:
1. Be familiar with the addition and subtraction of 8 and 9, and master the tabulation process in Figure 4.
2. Through observation and comparison, let the students know that the digits of the exchange addend remain unchanged.
Tell the main points of teaching:
Master the addition and subtraction of 8 and 9.
Preparation of teaching AIDS and learning tools: the teacher prepares the projector. Students prepare sticks.
Say schedule:
1 class hour
Talking about the teaching process:
First, check the import:
Drive a train and do math. After the calculation, please tell the students how to calculate an addition and a subtraction.
Last class, we learned that 8 can be divided into several and several. Can you fill it out? What else can you think of when you see this? What about the composition of 9?
Today we are going to learn addition and subtraction related to 8 and 9.
Second, the new curriculum teaching:
(1) Learn a number four.
Learn to write two addition formulas according to a picture.
The teacher showed eight pears on the blackboard, two on the left and six on the right.
Can anyone look at the picture and ask questions? Can you make it different?
The rest of the students write formulas according to the questions. 2+6=86+2=8
Why write two different formulas according to the same picture?
Please observe, what are the characteristics of these two formulas?
2. Learn to write two subtraction formulas based on a picture.
Ask the students to write on the blackboard according to the teacher. Write the questions in different places, and the rest of the students write formulas.
8-2=68-6=2
What is the connection between these two formulas?
3. How many formulas have we written in this picture? Who are they? What did you find? According to a picture, we can write four formulas, two additions and two subtractions.
Can you write four formulas according to a picture? Please take out five small red discs and four small yellow discs and put them like me. Can you write four formulas based on these small pieces? Communicate your results with your deskmate. Someone reported it.
(2) Addition and subtraction in 8 and 9 teaching.
Show pictures of P57 posing. The two children are also posing in the garden. They wrote four formulas. Do you think it's right?
Can you work out the answers to these formulas? You can put a small garden like these two children, or you can calculate it in other ways. Who wants to report your method?
Show me P57 and think about it. Can you do it? Talk to your deskmate about the calculation method.
Third, consolidate the exercises:
Show the bar chart and let the students calculate continuously.
Oral feedback. 4+5=95+4=99-4=59-5=4
It seems that children can forget it, so let's take a small train.
Game (modeled after P63 16). Do it in the whole class and in groups.
Fourth, summary:
What skills did you learn today?