10 internal addition formula table
1+ 1= 2
1+ 2= 3 2+ 2= 4
1+ 3= 4 2+ 3= 5 3+ 3= 6
1+ 4= 5 2+ 4= 6 3+ 4= 7 4+ 4= 8
1+ 5= 6 2+ 5= 7 3+ 5= 8 4+ 5= 9 5+ 5= 10
1+ 6= 7 2+ 6= 8 3+ 6= 9 4+ 6= 10 5+ 6= 1 1 6+ 6= 12
1+ 7= 8 2+ 7= 9 3+ 7= 10 4+ 7= 1 1 5+ 7= 12 6+ 7= 13 7+ 7= 14
1+ 8= 9 2+ 8= 10 3+ 8= 1 1 4+ 8= 12 5+ 8= 13 6+ 8= 14 7+ 8= 15 8+ 8= 16
1+ 9= 10 2+ 9= 1 1 3+ 9= 12 4+ 9= 13 5+ 9= 14 6+ 9= 15 7+ 9= 16 8+ 9= 17 9+ 9= 18
Addition formula table within 20
1+ 1 1= 12 2+ 1 1= 13 3+ 1 1= 14 4+ 1 1= 15 5+ 1 / kloc-0/= 16 6+ 165438 +0= 17 7+ 1 1= 18 8+ 1 1= 19 9+ 1 1=20
1+ 12= 13 2+ 12= 14 3+ 12= 15 4+ 12= 16 5+ 12= 17 6+ 12= 18 7+ 12= 19 8+ 12=20
1+ 13= 14 2+ 13= 15 3+ 13= 16 4+ 13= 17 5+ 13= 18 6+ 13= 19 7+ 13=20
1+ 14= 15 2+ 14= 16 3+ 14= 17 4+ 14= 18 5+ 14= 19 6+ 14=20
1+ 15= 16 2+ 15= 17 3+ 15= 18 4+ 15= 19 5+ 15=20
1+ 16= 17 2+ 16= 18 3+ 16= 19 4+ 16=20
1+ 17= 18 2+ 17= 19 3+ 17=20
1+ 18= 19 2+ 18=20
1+ 19=20
Subtraction formula table within 10
1- 1=0
2- 1= 1 2-2= 0
3- 1= 2 3-2= 1 3-3= 0
4- 1= 3 4-2= 2 4-3= 1 4-4= 0
5- 1= 4 5-2= 3 5-3= 2 5-4= 1 5-5= 0
6- 1= 5 6-2= 4 6-3= 3 6-4= 2 6-5= 1 6-6= 0
7- 1= 6 7-2= 5 7-3= 4 7-4= 3 7-5= 2 7-6= 1 7-7= 0
8- 1= 7 8-2= 6 8-3= 5 8-4= 4 8-5= 3 8-6= 2 8-7= 1 8-8= 0
9- 1= 8 9-2= 7 9-3= 6 9-4= 5 9-5= 4 9-6= 3 9-7= 2 9-8= 1 9-9= 0
10- 1=9 10-2=8 10-3=7 10-4=6 10-5=5 10-6=4 10-7=3 10-8=2 10-9= 1 1 10- 10=0
Subtraction formula table within 20
1 1- 1= 10 1 1-2= 9 1 1-3= 8 1 1-4= 7 1 1-5= 6 1 / kloc-0/-6= 5 1 1-7= 4 1 1-8= 3 1 1-9= 2 1 1- 10= 1
12-2= 10 12-3= 9 12-4= 8 12-5= 7 12-6= 6 12-7= 5 12-8= 4 12-9= 3 12- 10=2
13-3= 10 13-4= 9 13-5= 8 13-6= 7 13-7= 6 13-8= 5 13-9= 4 13- 10=3
14-4= 10 14-5= 9 14-6= 8 14-7= 7 14-8= 6 14-9= 5 14- 10=4
15-5= 10 15-6= 9 15-7= 8 15-8= 7 15-9= 6 15- 10=5
16-6= 10 16-7= 9 16-8= 8 16-9= 7 16- 10=6
17-7= 10 17-8= 9 17-9= 8 17- 10=7
18-8= 10 18-9= 9 18- 10=8
19-9= 10 19- 10=9
20- 10= 10
Extended reading:
Nursery rhymes of addition and subtraction (1)
19 19 years of good friends, hand in hand,
Three, seven, three, seven, seven, seven, so close. Let's go together, four, six, four.
Make a pair of hands in half.
Addition and subtraction rhyme (2)
Think of 1 when you see 9, and think of 2 when you see 8.
Think of 3 when you see 7, and think of 4 when you see 6.
When you see the big corner decimal system, switch the two numbers first.
Model essay on addition teaching plan
Teaching objectives:
1. Understand the meaning of addition through operation and demonstration; Can read the addition formula correctly; There are many problems in life that need to be solved by addition.
2. Cultivate hands-on operation ability and language expression ability through operation and expression; Form a preliminary mathematical exchange.
3. Experience the connection between mathematics knowledge and life, stimulate learning interest, actively participate in mathematics activities, gain successful experience and enhance self-confidence.
Teaching emphasis: understanding the meaning of addition.
Teaching difficulties: being able to correctly observe the realistic situation map, dictate the meaning of the questions and list the formulas.
teaching process
(A) in the context of understanding the merger
1. game import
(1) video demonstration (3 students are playing games, and l students are coming again. Four classmates together).
Teacher: Please observe carefully and tell us what you see.
Teacher: Who wants to tell you what you see? (according to the students' speeches, complement each other. )
Teachers standardize students' language: three students are patting the ball, and l students come again, a total of four students. Let the students say it again and again. )
2. Action demonstration
(3 strokes and 1 stroke are the process of 4 strokes. )
Teacher: Tell me what you see. Tell your deskmate what you see. (make a request)
Students communicate with each other.
Teacher: Can you tell the meaning of this picture? Can you show it by gesture while you are talking?
3. Understand the merger in operation
(1) swing. (I say, you do)
Teacher: Please take out three CDs first, and then take out 1 CD, which makes four CDs.
Teacher: Can you talk to your deskmate about your swing?
(2) Revealing addition and understanding combination in the formula.
Teacher: Just now, we watched the process of students playing games, combining pencils and arranging CDs together. They all combine the two items and work out what a * * * is-as long as they are added, the formula is 3+ 1=4. (blackboard writing: 3+ 1=4. )
Teacher: Can you read this formula? If there is a student union, let the students try to read: 3 plus 1 equals 4.
Teacher: Do you know "+"? What do you mean? (:plus sign, indicating merging. )
Teacher: What does 3 mean? (3 students, 3 Red Balloons, 3 CDs. )
Teacher: What do I mean? (1 student, l blue balloons, l CDs)
Teacher: (For example, 3+ 1=4 means three pencils and 1 pencil add up to four pencils. ) Who can say that like me?
Who can tell the meaning of this picture like a teacher?
(3) Consolidate exercises
1. Look at the picture and talk about the meaning of the formula. (Do the first question)
Teacher: Say, what do you see?
Teacher: What does 1+2=3 mean? (1 female classmate, 2 male classmates are origami cranes, so there are three classmates.
Teacher: Can you still find the meaning of l+2=3 in this picture? (Students folded 1 blue paper crane and 2 yellow paper cranes to make three paper cranes. )
Tell stories and choose pictures.
Teacher: The students spoke very well just now! To reward students, let's play a little game. The teacher tells you a story first. He said cards, not stories. Please find out which one from the formula quickly.
Teacher: There are three squirrels in the tree, and two more come, making five squirrels in all. Think about it, which formula can you find from it?
Teacher: Please speak out the formula you found.
Teacher: Who can tell me what this formula you found means?
Teacher: On weekends, the teacher goes to the park. Found four cars in the parking lot. At this moment 1 the car came. There are five cars in the parking lot now!
(4) class summary
Teacher: What did you learn from today's study?
(5) Transfer
Teacher: In your life, you have encountered the merger of two parts. Do you know what symbols are used to express them?
2+2=4 Please make up a math story according to the formula and draw your story into a picture.