Subtraction meaning: "total-part number = part number" and "total-remaining parts = removed parts".
Question 2: What is the significance of subtracting 28 from 42 in the first grade of primary school?
42 minus 28 means:
How much do you get if you subtract 28 from 42?
Question 3: How to explain the addition and subtraction problems in the first grade of primary school to children, and how to explain them to children:
First, let children understand the meaning of addition and subtraction:
Addition: two or more numbers and quantities are calculated into one number and quantity.
Subtraction: The operation of subtracting one quantity from another is called subtraction.
Second, compare the sizes of three numbers.
Three, fill in the guidance method of addition and subtraction:
1. If the independent number on the right (or left) of the equal sign is greater than the two numbers on the left, fill in a plus sign.
2. If the independent number on the right (or left) of the equal sign is smaller than the two numbers on the left, fill in the minus sign.
3. If one of the two numbers on the left (or right) is 0, you can fill in a plus sign or a minus sign.
4. If it is addition and subtraction of three numbers, first add the first two numbers to get a number, and then add and subtract the following numbers by the above three methods. If you can't figure it out, subtract the first two numbers and then calculate.
Question 4: How can first-year students quickly remember the addition and subtraction within 10? First of all, the addition and subtraction within 10 is the basis of addition and subtraction calculation in primary school mathematics, just like the "small ninety-nine" in multiplication and division calculation, which needs children to remember. Then for children who have just entered school, there may be a phenomenon that they cannot concentrate and enter the learning state. This requires cultivating children's interest in learning, from passive learning to active learning. Because children are still young, they may not understand the true meaning of learning, so let's start with interest! A lot of contact with reality (knowledge comes from life) because the knowledge in books is processed and summarized, there will be some abstraction. It is also easier to accept some common things in life. For example, you ask your child, "How many sheep and wolves are there in Joy and Big Big Wolf?"
I think he will tell you.
Question 5: How to teach first-grade children to learn addition and subtraction in 20 years? In view of this situation, I think your child is still in the stage of adding and subtracting in kind. After all, when the teacher first taught addition and subtraction, he used apples and pears instead. After all, children are familiar with these fruits, and they love to eat them. Really want to get rid of this stage. I think children should be really familiar with what these numbers represent, and then what's the point of combining these numbers? You can ask your child's teacher again. Her advice is also very important.
Question 6: How to cultivate students' sense of numbers in the first grade of primary school? Observing the sense of numbers is a basic accomplishment of people, and it is the attitude and consciousness of people to understand and use numbers actively and consciously. The sense of number is mainly
It is manifested in: understanding the meaning of numbers, expressing numbers in various ways, mastering the relative size relationship of numbers in specific situations, expressing and exchanging information with numbers, choosing appropriate problem-solving algorithms, estimating operation results and comparing results.
Explain the rationality of. To cultivate junior middle school students' sense of number, we should pay attention to life and concreteness, cultivate students' sense of number in calculation and estimation, and enhance students' sense of number in cooperation and exchange and activity experience.
Sense of number is a concept that we are both familiar with and unfamiliar with. In people's life and study, we often have to deal with various numbers.
When interacting with people, people often consciously associate some phenomena with quantity. Therefore, establishing a sense of numbers can help us learn to understand and explain practical problems by mathematical methods, which is very valuable for people's lives and work. New curriculum standard of mathematics
It is pointed out that the sense of number is a basic accomplishment of people, and it is the attitude and consciousness that people actively and consciously understand and use numbers. The sense of number is mainly manifested in: understanding the meaning of number, expressing number in various ways, and grasping the relative size of number in specific situations.
The system can express and exchange information with numbers, choose appropriate algorithms to solve problems, estimate the results of operations and explain the rationality of the results. The new curriculum standard of mathematics takes cultivating students' sense of numbers as an important goal, which is mathematics.
The need of curriculum reform is also the training goal of students in compulsory education stage.
Therefore, in teaching, students should be guided to get in touch with concrete and interesting things around them through observation, operation and understanding.
Solve problems and other rich teaching activities, feel the meaning of numbers, understand the role of numbers in expressing and exchanging information, and initially cultivate and establish digital consciousness. Then, how should teachers cultivate students' sense of numbers in teaching? Combining with my own teaching practice, I will
On how to cultivate students' sense of number in mathematics teaching in the first grade of primary school.
First, from the experience, the sense of number is life-oriented.
Mathematics is a science that people qualitatively grasp and quantitatively describe the objective world. It originates from life and ultimately serves life. Mathematics teaching should be closely linked with students' real life, and only by building abstract mathematics on students' vivid and rich life background.
In fact, it can stimulate students' interest in learning mathematics and generate motivation to learn mathematics well. The sense of number needs to be cultivated slowly, so that students can actively perceive and explore, and let them realize that mathematics is in the surrounding life, and life can be solved with mathematical knowledge.
Mathematical phenomena and problems make students feel the fun of learning mathematics. In this way, students can not only learn knowledge, but also cultivate their ability and sense of numbers.
For example, when teaching "small shops", I first asked the children to make some handmade products at home as commodities and bring them.
In math class, in this way, math class has become a "small shop". Then let the children take turns to be salespeople and customers.
Carry out commercial activities. Before the activity, let the children prepare learning tools for RMB samples of various denominations. During the activity, I asked: use 10.
Yuan money depends on who buys more things and buys better things. After buying it, let the children evaluate each other. Complete the activity.
After collective discussion, let them talk about what they bought, how much each item cost, how much they spent and how to calculate it. Through this activity, the children learned more about RMB and mastered the exchange of RMB better. he
Students also deeply feel the close connection between mathematics knowledge and life, and feel that mathematics is in the life around us, so as to perceive the sense of numbers.
Second, hands-on operation, the number is concrete.
Piaget once said: "Children's thinking begins with action. If we cut off the connection between action and thinking, thinking will not develop; " The flower of wisdom is in your hand. "Hands-on activities can show students' learning process and make students' experience continuous.
Change and upgrade. Paying attention to hands-on mathematics classroom will become a paradise for students to explore and a cradle of innovation. Therefore, the cultivation and development of number sense can not be separated from hands-on operation.
For example, when teaching "knowing numbers within 100", I asked the children to take out 35 math sticks. So, I watched how the children accepted it. I found that some students counted one by one, counting to 35.
Pile them behind the roots. At this time, I asked: If others want to see you put 35 quickly, how should you put it? Li Ke, a classmate, expressed his opinion and said: 10 blocks are tied into a bundle and placed ... >>
Question 7: Ten or twenty additions and subtractions will not count. How to teach can be taught in kind first, so that children can understand the meaning of addition and subtraction Practice makes perfect, don't be anxious.
Question 8: Teacher J should teach students how to read calculation formulas when teaching continuous addition and subtraction in senior one. First, organically combine the meaning of operation, calculation methods and the teaching of applying operation to solve practical problems, and implement them in every example and many exercises to give play to the interdependence and mutual promotion of knowledge. Understand the meaning of operation, you can know what to think when calculating; Using the division and combination of numbers to calculate can also strengthen the feeling of operational significance. Another example is to put the teaching of operation knowledge in the situation of solving practical problems, which can not only use the existing life experience to understand the meaning and method of operation, but also feel the role and practical significance of learning operation knowledge. Secondly, based on the characteristics of students' cognitive level, the teaching content of the whole unit is divided into six parts to gradually improve cognitive requirements and cognitive depth.