The teaching goal of the first grade mathematics teaching plan 1 for picking pinecones;
1. Further understand the significance of addition and subtraction in specific situations.
2. Explore and master the calculation of adding and subtracting one digit from two digits (no abdication and no carry).
3. Experience the commutative law of addition.
Teaching focus:
Explore and master the calculation of adding and subtracting one digit from two digits (no abdication and no carry).
Teaching difficulties:
Explore and master the calculation of adding and subtracting one digit from two digits (no abdication and no carry).
Teaching process:
First, create a situation.
1. Show the theme map and introduce the topic.
Q: What animal is in the picture? What are you doing? Mother squirrel and little squirrel are picking pine cones. ) In this class today, we are going to learn how squirrels pick pinecones.
2. Observe the theme map and ask questions.
Can you look at the picture and ask math questions? Write on the blackboard according to the students' answers:
Mother squirrel picked 25, and little squirrel picked 4. How much did a * * * pick?
Mother squirrel picked 25, and little squirrel picked 4. How much more did the female squirrel pick than the squirrel?
Second, answer the question.
1. How many can I choose according to "one * * *"? "How much more did the female squirrel pick than the squirrel?" List formulas?
Students say, blackboard writing: 25+4= 25-4=
how much is it? what do you think? Group discussion, report.
2. Operational verification.
(1) Swing stick: 25 sticks on the left, 4 sticks on the right, 5 sticks and 4 sticks together make 9 sticks, 20 plus 9 equals 29, and blackboard writing: 5+4=9 20+9=29.
(2) Sticks: 25 sticks on the left and 4 sticks on the right. 5-4= 1 20+ 1=2 1
3. Look at the formula to dial the counter.
32 + 4 = 26 + 3 = 54 + 4 =
48 – 5 = 87 – 7 = 66 – 5 =
Third, homework.
1. Ask questions by drawing. There are 19 strawberries. I ate nine strawberries. How many are left?
Formula:19–9 =10 (unit)
2. Question 2: What are the rules for obeying the formula?
(two digits plus one digit, exchange the positions of the two addends, and the sum remains the same. )
Calculate and write a set of such formulas.
3. According to "How many meters is the big dinosaur longer than the small dinosaur?" This problem is formulated.
25-2 = 23 (m)
4. Complete questions 3 and 5 independently.
The first grade mathematics teaching plan 2 teaching content: integer even number increase or decrease.
Teaching objectives:
1. Make students learn the method of adding and subtracting the whole decimal, and further consolidate the method of adding and subtracting the whole decimal.
2. Cultivate students' computing ability.
3. Educate students to calculate by heart.
Teaching emphasis: oral arithmetic methods of adding and subtracting integer tens and adding and subtracting integer tens.
Teaching difficulties: oral arithmetic methods of adding and subtracting integer tens and adding and subtracting integer tens.
Teaching tool: stick
Teaching process:
First, review and check:
2+ 1+43+ 1+59-2-3
30+6030+5040+50
90+ 1060-3090- 10
80-20xx-7030-20
Second, learn new lessons:
1, learning and adding
First calculation: 3+2+4
Recalculation: 30+20+40
What is the calculation method for students to discuss in groups?
Discussion: Similarities and differences between integer decimal serial addition and 10 internal addition.
2. Learning continues to decrease:
Student probation: 80-20-30
Calculation method of student report
(8 minus 20 equals 60 minus 30, 1 is 30)
Third, consolidate the exercises:
(1). Say the number directly after showing the card.
(2) for the red flag
Verb (abbreviation for verb) class assignment:
20+50+ 107090- 10-20xx
20+60+ 108080-40-20xx
40+ 10+209070-50- 1060
Six, blackboard design:
Picking pinecones
20+50+ 107090- 10-20xx
20+60+ 108080-40-20xx
40+ 10+209070-50- 1060
3、
4、
The third category
Teaching goal: 1, to stimulate students' interest in learning.
2. Students learn the addition of two digits and one digit without carrying.
Students learn to subtract one digit from two digits without giving up.
Teaching emphasis: 1, students learn two digits plus one digit without carrying.
2. Let students learn to subtract two digits from one digit without abdicating.
Teaching difficulty: correct oral calculation
Teaching tool: stick
Teaching process: (1) Review check:
30+6030+5040+5090+ 1060-3090- 1080-20xx-70
34 is made up of () ten and () one.
79 is made up of () ones and () tens.
(b) New lessons:
5. Show the wall chart by projection, observe the pictures and ask questions.
In the big forest, the mother squirrel collected 25 pine nuts and the little squirrel collected 4 pine nuts. How much did a * * * charge?
25+4=29
205
Please tell me how you worked it out.
7, group activities, discuss the algorithm
8. Put a pendulum with a small stick and talk about the process of pendulum respectively.
9. Ask questions according to the known conditions in the picture.
How much does mother collect more than the little squirrel? How many squirrels do you choose less than your mother?
25-4=2 1
205
(2) Group discussion, how to calculate two digits minus one digit.
(3) Collective induction
(3) Consolidate exercises
1, graphic calculation:
Fill in the appropriate figures.
Step 2 write the answer directly
32+542+784-475-3
75+264+372-238-3
3. What numbers can I fill in each of the following ()?
10+30〉()20+()〈2525+()=25-()
Blackboard design:
minuend
46
96
28
36
subtrahend
four
five
seven
five
poor
Teaching objectives of pine cone teaching plan 3 in grade one mathematics;
1, in specific situations, further understand the meaning of addition and subtraction, and feel the connection between addition and subtraction and life.
2. Explore and master the calculation method of adding and subtracting one digit from two digits (no carry, no abdication) and calculate correctly.
3. Have a preliminary understanding of the exchange law of addition.
4. Experience the process of communicating algorithms with others, and cultivate the awareness and ability to cooperate with others.
Instructional design:
(A) create a situation to stimulate interest
Teacher: Today, the teacher brought us a beautiful animation. Please read it carefully and make up a nice story for you. (Play multimedia animation, and finally freeze it into the picture of the theme map of the teaching material. )
Health: In the dense forest, the mother squirrel is teaching the little squirrel skills. Look, how hard the squirrel learns to jump, climb trees and somersault! Mother squirrel said, "Don't you like eating pine cones best?" Shall we pick pine cones? ""well, let's see who picks the most. " The little squirrel said and climbed up the tree. Finally, the mother squirrel picked 25 pinecones, and the little squirrel only picked 4 pinecones. There was warm applause in the classroom and the students smiled happily. )
Teacher: What do you know after hearing such a beautiful story? What mathematical information did you find?
Health 1: I know the little squirrel is a good boy who loves to work. Health 2: I know that female squirrels pick more pinecones and little squirrels pick less pinecones. Health 3: Mother picked 25 pinecones, and the little squirrel picked 4 pinecones. Health 4: There are two squirrels. Health 5: There are two digital cards and many big trees.
(2) Discussion and exploration
1. Ask questions
Teacher: What questions will you ask?
Health 1: What are Mother Squirrel and Little Squirrel saying?
Teacher: Who is willing to help him solve this problem?
Health 2: Mom said, "You are really a good boy of mom."
Health 3: The little squirrel said, "Mom, I can help you with your work."
Teacher: Are you satisfied with their answers?
(1 smile and nod. Student Qi said, "Satisfied." )
Health 4: My question is: How many pinecones did Mother Squirrel and Little Squirrel pick?
Health 5: Excuse me, how many more squirrels did the mother squirrel pick than the little squirrel?
Health 6: How many pinecones does the squirrel pick less than his mother?
Health 7: I have another question: How different is the pine cone picked by the little squirrel from that picked by her mother?
Teacher: The students are amazing! Put forward so many math problems.
The teacher will write the questions of students 4, 5, 6 and 7 on the blackboard. )
2. Explore the calculation method of addition.
Teacher: Let's solve the first question, "A * *, how many pinecones did you pick?" Who knows how to make a formula?
Health: 25+4=? Most students have been able to tell the results. )
Teacher: Students are so clever! Discuss in groups how you arrived at these results. Students who are temporarily out of fitness can use sticks and counters in their hands, or ask their classmates for help. (Students explore, discuss and communicate with each other; Teachers patrol and participate in guidance in time. )
(Students report their own calculation methods. )
Health 1: I dialed the counter. First dial the tenth two beads, the unit is five beads, that is, 25, and then dial the unit is four beads, so the unit is nine beads, that is, 29.
Health 2: I put a stick. I put two bundles first, then five bundles, which is 25, and then four bundles next to the five bundles, which is 29, which is 25+4=29.
Health 3: I worked it out by mouth. 5+4=9, plus 20 equals 29.
Health 4: I also worked it out by mouth. Look at 25, just add 4 to unit 5, and it will be 29.
Health 5: I count vertically. My mother taught me. Let me show you your vertical posture. ) Health 6: I worked it out by mouth. Anyway, I can tell at a glance that 25 plus 4 equals 29.
Teacher: Students are so clever! Can come up with so many algorithms. So what do you think we should pay attention to when calculating?
Health 1: Look at the numbers on each number clearly, and don't make a mistake.
Student 2: one plus one, not ten.
Health 3: Everyone should be careful and not careless.
Teacher: These algorithms that everyone thought of just now: dial counter, verbal calculation, swinging stick and vertical arrangement, are all good calculation methods. Which method do you think is the simplest?
Health 1: I think oral calculation is the simplest.
Health 2: I also think it's easy to use my mouth, because I'm not very good at vertical columns.
3. Explore the calculation method of subtraction by analogy.
Teacher: Just now, through our efforts, we solved the first problem, and there are still three problems. Students can choose one of them as a group and solve them together. Students can freely choose, discuss and solve problems in groups. Teachers participate in the activities of one group and keep an eye on the activities of other groups at any time. )
Teacher: Please report the research results of your group to everyone.
1 group: the problem we solved is "how many squirrels are picked by the female squirrel than the little squirrel", and our formula is 25-4=2 1. Directly use 5-4= 1, 20 plus 1 to get 2 1.
Teacher: Who understands the meaning of their group? Can you explain it to everyone?
Health 1: They mean that 5 minus 4 is enough, and the remaining 1, 20 is not needed at all. So 25-4=2 1.
The second group: the problem we solved is "how much the little squirrel picks less than her mother", and the formula is also 25-4=2 1, which is also calculated by mouth.
The third group: We have solved the problem of "How much is the difference between the little squirrel and his mother", and the formula and oral calculation method are the same as their group.
Teacher: Have you ever wondered why the solutions to three different problems are the same?
Health 1: Because everyone is counting the difference between a female squirrel and a baby squirrel.
Health 2: Because there are more mothers than little squirrels, there are fewer little squirrels than mothers.
Teacher: What's the difference between the calculations learned today and those learned before?
Health: It's two digits plus or minus one digit.
Health: It can also be one digit plus two digits.
Health: As long as you can work out the addition and subtraction within 10, you can work out the formula you learned today.
(3) Consolidate and deepen, and apply new knowledge.
1. Question 1 (show the situation map).
Teacher: What do you know from the picture? Can you solve this problem by yourself? Give it a try. Students look at pictures independently, solve problems and communicate with the class. )
Health: 19-9= 10 (pieces).
2. Question 2 (Show the situation map).
Teacher: Let's see who is the first to figure out how many meters the big dinosaur is longer than the small dinosaur.
Health: 25-2=23 (meters).
3. Question 3: Students calculate independently and communicate in groups.
4. Question 4: Think about it and fill it in.
Teacher: Look at the two formulas in each group carefully. What did you find?
Health: I found that the number of two formulas in each group is the same.
Health: I found that the numbers on both sides of the plus sign of each group of two formulas have been reversed.
Teacher: Can you try to write several sets of such formulas yourself?
Students give positive examples:
( 1)34+5=39,5+34=39;
(2)2 1+7=28,7+2 1=28;
(3)83+4=87,4+83=87;
(4)52+7=59,7+52=59; ……
Teacher: If you don't need to calculate numbers, can you give a similar formula quickly?
Health 1: 47+68 =, 68+47=.
Health 2: 395+ 126 =, 126+395=.
Health 3: 1000+800 =, 800+ 1000=. ……
(D) class summary
Teacher: The students are amazing! Not only can you find and solve problems by yourself, but you can also find the laws that exist among them. So what do you think of your performance in this class?
Student 1: I speak very actively in this class.
Health 2: I am the fastest in the group.
Health 3: I don't think I speak very actively. I will try my best.
Teacher: Group members evaluate each other.
Students evaluate each other in groups. )
Teacher: In this class, everyone is doing well! Be able to think seriously, speak actively and cooperate effectively. I hope to continue to work hard next class.
The teaching goal of pine cone teaching plan 4 in the first grade mathematics;
1. In the process of solving practical problems, further understand the significance of addition and subtraction.
2. Explore and master the calculation method of adding and subtracting one digit from two digits (no abdication and no carry).
2. Master the calculation method and gradually improve students' calculation ability.
2. Cultivate students' interest in learning and applying mathematics.
Teaching preparation:
Courseware, stick, counter.
Instructional design:
First, preparation before class
Test you. Teachers say numbers, students say numbers.
Second, create situations and introduce topics
Show the situation map. Mother squirrel and little squirrel pick pinecones and ask math questions according to math information.
Third, solve the problem and explore the algorithm.
1. How many pinecones did the little squirrel and its mother pick?
25+4=29 (piece)
Through multimedia demonstration, students put sticks and dial counters. , so that students can experience the arithmetic of adding two digits to one digit without carrying.
Exercise: 32+5= 5+74= 74+3=
2. How many pinecones did the female squirrel pick more than the little squirrel? How many pinecones did the squirrel pick less than his mother? )
25-4=2 1 (piece)
I tried to summarize the algorithm of subtracting one number from two numbers without abdicating.
Exercise: 38-6= 77-3=
Fourth, complete the exercises and consolidate the new knowledge.
Students independently complete the fourth question on page 52 of the textbook and collectively correct and revise it.
Mobile homework: textbook questions 1 and 3.
Verb (abbreviation of verb) course summary
Talk about the gains of this lesson.
Blackboard design:
Picking pinecones
How many pinecones did a * * * pick? How many pinecones does the female squirrel pick more than the little squirrel?
25+4=29 (pieces) 25-4=2 1 (pieces)