Learning content of the first grade mathematics courseware template (1):
Page 46 of the first grade mathematics textbook published by People's Education Press, as well as "doing" and exercises 10/topic.
Analysis of learning situation:
Students learn this lesson on the basis of knowledge of 6-7 and addition and subtraction. They will not find it difficult to understand the situation provided by the textbook, but they will be confused about expressing conditions and problems with mathematical symbols. Because of the curly braces and question marks in the textbook, it is the first time for students to learn. Combining the situation described by language with mathematical symbols will cause students' thinking obstacles. Teachers should take this as a breakthrough in teaching.
Teaching objectives:
1, let students know braces and "?" Number, will choose the correct calculation method to answer.
2. Learn to use mathematical knowledge to solve simple practical problems in life and feel the existence of mathematics in our lives.
3. Cultivate students' observation ability and oral expression ability.
Teaching focus:
Learn to use mathematical knowledge to solve simple practical problems in life and feel the existence of mathematics in our lives.
Teaching difficulties:
Understand the meaning of the problem through picture situations and mathematical symbols.
Teaching aid preparation:
Wall charts and courseware
Teaching strategies:
Cultivate students' ability to observe, analyze and solve problems. When teaching "6, 7 problem solving", let students observe the pictures first, don't let them fill in the questions, just say what is in the pictures, brackets and "?" What does the number mean and how to calculate it? Then ask the students to list the formulas. Finally, ask the students to say the meaning of each number in the formula. Let students fully understand the reasons of their own formulas and check whether their formulas meet the meaning of the questions, which can greatly reduce the learning difficulty and make students learn easily and effectively.
Teaching process:
First, situational introduction.
Let's see who is better.
1, courseware demonstration (addition formula within 7)
2, courseware demonstration (theme map)
Today Tutu wants to ask us to help them solve their problems with math knowledge. Do you want it? Then let's act quickly (blackboard topic: solving problems)
Second, explore new knowledge.
Children, let's see what math problems Xiaotu has encountered. (courseware shows pictures)
1. Guide observation and ask questions.
Please look at the picture from a mathematical perspective. What mathematical information can you find? (roll call) (4 rabbits on the left, 2 rabbits on the right ...)
Watch this, children. Here are two new friends. Do you know their names?
2, a preliminary understanding of braces and question marks.
① Display "}" and "?" . Description: "brace" means let's put the rabbits on both sides together and add a "?" Below. Let's see how many rabbits are in a * * *. )
② Discuss the names and meanings of new symbols at the same table.
③ Students report the situation of learning symbols. (Answer by name)
Conclusion: The brackets indicate that the left four and the right two are together (the teacher gesticulates while talking), and the following "?" "Only" means let's find out how many rabbits are in a * * *. Come on, kid, talk and act.
⑤ Name and tell the meaning.
Who (named) told you?
Who can fully tell what this painting tells? Ask for what? (name, speech, line).
3. Column problem solving (blackboard writing: how to answer)
(1) What method? Why? (Name)
Answer the teacher's blackboard according to the students: 4+2=6 (only)
(2) Because the lambs on both sides are put together (teacher gestures), it is addition calculation. What do 4, 2 and 6 in the formula mean? (Name)
(3) Who said that and how do you check it? After discussion at the same table or in a group, say their names. )
If there are four sheep on the left, write 4; if there are two sheep on the right, write 2. Then, let's see if the number is six. Students sign in in this order, and we won't be tigers. Ok, let's answer together (teacher's blackboard: one * * *, a total of six).
⑤ Summary: Now let's follow the teacher to recall what steps we went through when we solved the problem just now. Look at the picture first, find out the mathematical information and required questions, then enter the determinant to solve and check, and finally don't forget to answer. Step by step: the main step to solve the problem
Third, consolidate practice. (Courseware demonstration)
1, complete the example independently. (collectively revised by teachers and students)
2. "Do it" on page 46
3. Exercise 65438+ 0 of ten.
4. I will be a little teacher, and I will call the roll, and the teachers and students will correct me collectively.
Class summary: What have you learned through today's study, children?
Blackboard design: solving problems
What's in the picture?
How to answer? 5+ 1=6 (only)
Is the answer correct?
One * * * has (6).
Senior one (2) teaching target mathematics courseware template
1, master the calculation method of "one dozen plus several (no carry) and one dozen minus several (no abdication)".
2. Know the names of the parts of addition and subtraction.
3, can quickly and accurately calculate the addition of a dozen plus a few (no carry) and the subtraction of a dozen minus a few (no abdication).
4. Cultivate students' habits of positive thinking, cooperation and communication. Further improve students' computing ability.
Core questions raised by teachers
1, "How many seagulls are there in the sky?" What method do you think should be used for calculation? Why?
2, 12+3=, which method is the easiest to calculate?
3. "How many barrels of grain are left to solve?" In what way? Why?
4. 17-4=, which method is the easiest to calculate?
Infiltration thinking method
Students' main training points calculation methods and writing habits
Teaching link
First, review the old knowledge.
1, oral calculation.
2. Fill it in.
(1) 1 Ten digits and five digits are ().
(2) 19 has () tens and () ones.
(3) 17= 10+( ) 13=( )+3 12= 10+( )
Secondly, create a scene:
Teacher: The seagulls are back, and the children are so happy. On Sunday, Xiaoming and his mother went to the seaside to feed seagulls with their favorite food. We also went to have a look.
Third, explore new knowledge:
1, show the scene diagram. What do you see in the picture?
2. What math questions can you ask according to the pictures?
The students said that the teacher wrote a valuable problem of addition and subtraction calculation.
3. How many seagulls are there in the sky?
(1) What information do you need to know to solve this problem?
(2) What method do you think should be used for calculation? Why?
" 12+3= "
(3) How to calculate? What algorithm can you think of?
Teachers instruct students to use learning tools to make a pendulum and make calculations.
Group discussion, teacher guidance.
Group newspaper: ① number receiving method: 13, 14, 15.
② Because 2+3 = 5, 10+5 = 15, 12+3= 15.
③ Because 15 can be divided into 12 and 3, 12+3= 15.
④ Because 15-3= 12, 12+3= 15.
Advocate algorithm diversification and pay attention to algorithm optimization.
(4) Teacher: How can we calculate the number of seagulls in the sky?
Blackboard: 3+ 12= 15
4. How many barrels of food are left?
The problem of "17-4=".
(1) shows the theme map of "seagulls on rocks"
Name the students to explain the meaning of the pictures and list the formulas. Teacher's blackboard: 17-4=
(2) Teacher: Who can figure out how much 17 minus 4 is? How to calculate?
Group discussion, teacher guidance.
Group report: ① Methods of subsequent reduction: 16, 15, 14, 13.
② Because 7-4 = 3, 10+3 = 13, 17-4= 13.
③ Because 17 can be divided into 13 and 4, 17-4= 13.
④ Because 13+4= 17, 17-4= 13.
Advocate algorithm diversification and pay attention to algorithm optimization.
5. The names of each part of the teaching addition and subtraction formula.
The teacher shows the formula: 12+3= 17-4= After the students calculate, the teacher explains the names of the addition and subtraction parts and introduces the sideboard:
12 + 3 = 15 17 - 4 = 13
Addendum and negative difference
6. Summary: Today, we are studying the addition (no carry) and subtraction (no abdication) of a dozen, both of which are to add or subtract one digit first, and then close the ten digits.
Fourth, practice:
1, independent exercises 1 and 2.
Pay attention to the calculation process while doing it.
2. Do the third question of independent movement.
3. Do the fourth question of independent exercise.
Count and fill in the blanks. The formula 1 1+5= 16 is also acceptable.
4. do the sixth question of independent exercise.
Attention, this is the first time to contact with "word application questions", so students must be guided to read more questions and fully understand the meaning of the questions. Recursive calculation: 17-6= 1 1 (bars)
5, compare, see who is fast for whom!
14+3= 20- 10=
15-5= 15+3=
15- 10= 5+ 12=
6+ 13= 16+3=
2+ 15= 10+7=
18- 10= 15-3=
Verb (abbreviation of verb) summary: What did you learn in this class? What did you get?
Teaching effect (teacher's self-evaluation)