Summary of mathematics knowledge points in the first grade of primary school
1, number: according to the number of objects, it can be represented by 1 1-20.
2. Sequence: 1 1-20 The sequence is: 1 1, 12, 13, 14, 15,/kloc.
3. Comparison size: comparison can be made according to the order of numbers, and the number at the back is always greater than the number at the front, or according to the composition of numbers.
4. Composition of the number 1 1-20: All of them are composed of 1 tens and several ones, and 20 is composed of two tens.
Such as: 1 ten and five 15.
5. Number of digits: the first digit on the right is one digit, and the second digit is ten digits.
6. 1 1-20 How to read each number: read dozens of digits from high places and several digits. Pronunciation of 20, 20 is pronounced: 20.
7. Write numbers: When writing numbers, write against them. If there are 1 tens, write 1 on the ten, and if there are two tens, write 2 on the ten. If there are several 1, write a few on each bit, and if there is no unit on each bit, write a 0.
8. Ten plus several, ten plus several and the corresponding subtraction.
(1), 10 plus several and the corresponding subtraction calculation method: 10 plus several to get ten, ten minus several to get ten, and ten minus ten to get several.
For example, 10+5= 15,17 =10, 18- 10=8.
(2) Calculation method of ten plus several and corresponding subtraction: When calculating ten plus several and corresponding subtraction, you can use the composition of numbers to calculate, or you can add or subtract the numbers in units of one and then add the whole ten.
(3) Add and subtract the names of each part:
In the addition formula, the numbers before and after the plus sign are called addends, and the numbers after the equal sign are called sums.
In the subtraction formula, the number before the minus sign is called the minuend, the number after the minus sign is called the subtraction, and the number after the equal sign is called the difference.
9. Solve the problem
To find how many numbers are between two numbers, you can use counting method or graph method. You can also use the calculation method (subtract large numbers from 1).
The knowledge point of "understanding numbers within 100" in senior one mathematics.
1, from the right, the first digit is one, the second digit is ten, and the third digit is one hundred.
Reading and writing methods: both reading and writing should start from the high position.
2. Singular number: a natural number with the unit of 1, 3,5,7,9.
3. Even numbers: natural numbers with units of 0, 2, 4, 6 and 8 (except 0).
4. Integer: a natural number with the unit of 0 (except 0).
Five tens and five ones make fifty-five. (Five decimal places means five tens, and five decimal places means five ones. )
Reading: 55 (writing Chinese characters) Writing: 55 (writing mathematical characters)
6, 10 one is ten, 10 ten is one hundred. (One, ten and hundred are counting units. Write Chinese characters)
Composition of numbers: (Pay attention to different ways of asking questions)
Example: 68 consists of six tens and eight ones; 68 consists of 8 1 and 6 10.
There are (6) tens and (8) ones, and (68) ones.
The decimal digit is 6, which means 6 tens (writing Chinese characters), and the unit digit is 8, which means 8 ones (writing Chinese characters).
7. The method of comparing the size of two digits: look at the ten digits first, and the bigger the number, the bigger it will be. If the ten digits are the same, if you look at one digit, it will be bigger. (The opening faces a large number and the tip faces a decimal number. )
8. When the difference between the two quantities is large, it can be described as "much more, much less"; When there is little difference between the two quantities, it can be described as "more, less".
9. The smallest three digits are100; The two digits of are 99; The smallest two digits are10; One digit of is 9; The smallest number is 1.
Math learning methods in the first grade of primary school
Learn math in detail situations.
"Let students learn mathematics in vivid and meticulous situations" is one of the important ideas put forward by the new curriculum standard, and it was also pursued by teachers in the curriculum reform at that time. The first volume of the textbook for Senior One plans learning materials and activity scenarios full of children's interests, such as 6-7 pages of pigs helping rabbits build houses, 14- 15 pages of wildlife parks, 18 pages of queuing to buy tickets, and 29 pages of monkeys eating peaches ... These are all familiar and approachable for children. In education, static text resources should be processed into dynamic mathematics learning resources, and demand and practice should be combined. For example, in education, we should make full use of the theme map to tell students the fairy tale of "Piglet helps Bunny build a house".
Let students walk into the situation, ask and compare carefully, and realize "more", "less" and "same" For another example, teachers can write multimedia animation courseware according to the theme map of 29 pages: little monkeys play, little monkeys go home, little monkeys eat peaches, and stimulate students' learning and love with vivid and humorous situations. After asking the little monkey about eating peaches: there are two peaches on the plate, the little monkey ate one after another, and there was none on the plate ... Understand the change from scratch and perceive the meaning of 0. The situation carefully created by teachers can integrate the day with mathematics and make students' mathematics learning process lively and humorous.
Let students acquire common sense automatically.
The essence of mathematics learning is students' re-invention. The new curriculum standard particularly emphasizes: "Mathematics education activities must be based on students' knowledge and common sense experience … to provide students with sufficient opportunities to engage in mathematics activities", "It is an important way for students to learn mathematics … Mathematics learning activities should be a vivid, automatic and distinctive process".
In education, in the spirit of "students are the masters of mathematics learning", we should provide students with sufficient time and space for exploration, operation, thinking and exchange activities in the lecture hall, so that students can learn mathematics through their own discoveries and gain common sense.
(A) let students gain common sense of mathematics through their own research.
For example, when teaching "the beginning of three-dimensional graphics", prepare various shapes for students before class, so that students can rely on the experience of shape perception to inquire and communicate what the shape of objects is, and put objects with the same shape together. Then talk about "what are the similarities between these items" and understand the characteristics of the shape of the items ... Students make an in-depth investigation according to the accumulation experience in daily life and their feelings about the actual situation, further summarize the rational experience and open up the concept of space.
(B) Let students gain common sense of mathematics through hands-on operation.
The thinking of first-year students is inseparable from images and movements, and hands-on operation is an important way and method for students to learn mathematics. For example, when teaching "9 plus several", on the basis of students' communication with different algorithms, students are required to introduce their ideas to students by the operation of "putting 1 box making 10", so that students can intuitively understand the process of making 10. Then, arrange activities such as "pendulum, calculation", "circle, calculation" and do accounting while practicing operations. The detailed and vivid operation process corresponds to the general bookkeeping process one by one. Explicit actions drive connotative ideological activities, and students feel and understand new accounting methods in the process of operation.
Summary of knowledge points at the end of the second volume of senior one mathematics;
★ Key summary at the end of the second volume of mathematics in the first grade of primary school.
★ Summary of knowledge points in the second volume of senior one mathematics.
★ Summary of the key points at the end of the second volume of the first grade primary school mathematics published by People's Education Publishing House.
★ Summary of compulsory knowledge points in first grade mathematics.
★ Summarize the knowledge points of mathematics in the second volume of senior one.
★ Summary of Key Knowledge Points of Senior One Mathematics in People's Education Edition
★ Knowledge points of the second volume of mathematics in the first grade of primary school
★ People's Education Edition, Grade One, Volume Two, Mathematical Knowledge Points Induction
★ Knowledge points in the first volume of first grade mathematics
★ People's Education Edition always reviews the teaching plan of the second volume of the first grade mathematics.