Qingdao Edition Primary School Grade One Mathematics Volume II Teaching Plan (1) Teaching Objectives:
1, combined with the specific situation, further understand the meaning of addition, and master the oral calculation method of adding two digits to one digit (carry) within 100.
2. Through the process of solving problems, exploring and exchanging algorithms, the diversity of algorithms is reflected, and the ability of abstraction, generalization and reasoning is cultivated.
3. Be able to apply what you have learned, ask simple practical questions, cultivate a preliminary sense of application, and experience the close relationship between mathematics and life.
4. In learning activities, let students enhance their awareness of environmental protection. Further cultivate the sense of cooperation and enhance the confidence of learning mathematics well.
Teaching focus:
Carry addition of two digits plus one digit.
Teaching difficulties:
Understanding in carry addition of two digits plus one digit.
Teaching hours: 2 hours.
Lesson 65438
Teaching process:
First of all, introduce a new lesson: last lesson, we learned about campus greening protection. Through learning, we know that we should care for everything around us from childhood, surrounded by green, starting from now, starting from me. We also learned how to add and subtract a digit with two digits in 100 and how to add and subtract an integer ten digits with two digits. How much more (less) than a number? Mathematical problems.
Second, review the old knowledge:
Calculate the following questions orally to see who can calculate them quickly and accurately.
20+5= 62+6= 66+3= 50+40=
99-90= 48-7= 4+64= 43+50=
Third, learn new knowledge.
Teacher: Students, you have been studying and living in school for more than one semester. Who took the initiative to pick up garbage on or off campus this semester?
Student: (Raise your hand)
Teacher: Praise in time, and guide students to observe the scene map carefully, see what the children are doing in the picture, and encourage students to ask questions boldly.
Teacher: Just now, by looking at the pictures, we know that children are picking up rubbish and protecting the environment. What math questions can students ask by looking at the pictures?
Student: How many plastic bags did the two children pick up?
How many cans did a * * * pick up?
How many batteries did a * * * pick up?
Teacher: The questions asked by the students are very good. So, how to solve them?
Teacher writes on the blackboard: How many plastic bags did the two children pick up?
Teacher: Can that child list formulas?
The students said that the teachers were all listed on the blackboard: 25+7=□ (each)
And praise the students who listed the formulas.
Teacher: Can the child work out the result?
Teachers guide students to solve problems in their own way by proposing, thinking, discussing and talking, and praise them as long as they are reasonable.
Then, the teacher wrote on the blackboard: How many cans did a * * * pick up?
How many batteries did a * * * pick up?
Let the students finish it independently.
After the students finish speaking, teachers and students compare the differences and connections between the above three questions and the calculation in the previous section.
Consolidation exercise:
35+6= 46+5= 57+4= 68+3=
79+2= 24+7= 77+6= 84+8=
Class summary: summarize the main contents learned in this class and praise the students.
Qingdao Edition Primary School Grade One Mathematics Volume II Teaching Plan (2) Teaching objectives;
1, combined with the specific situation, further understand the meaning of addition, and master the oral calculation methods of adding and subtracting one digit from two digits and adding and subtracting ten digits from two digits within 100, which can be correctly used for oral calculation.
2. Through the process of solving problems, exploring and exchanging algorithms, the diversity of algorithms is reflected, and the ability of abstraction, generalization and reasoning is cultivated.
3. Be able to apply what you have learned, ask simple practical questions, cultivate a preliminary sense of application, and experience the close relationship between mathematics and life.
4. In learning activities, let students enhance their awareness of environmental protection. Further cultivate the sense of cooperation and enhance the confidence of learning mathematics well.
Teaching focus:
The oral calculation method of adding two digits to one digit and integer ten.
Teaching difficulties:
Cultivate a preliminary sense of application and experience the close relationship between mathematics and life.
Teaching process:
First, introduce the new course:
Students! Spring is coming. The young trees on campus just woke up and put on bright green clothes; Grass also slipped out of the soil; Flowers are in full bloom in the flower bed! The campus is really beautiful! In order to protect this beautiful campus, we should carry out a green action.
Second, the new lesson learning
An activity
Teacher: Little friend, do you want to join us? Green campus? Action? Do you know what to do during the operation?
The students answered, and the teacher wrote on the blackboard: put up a sign and water the flowers.
Activity 2
The teacher shows the scene map and guides the students to observe the map.
Teacher: According to the situation diagram, what questions can you ask?
Students may ask many questions. Teachers praise students, sum up the questions raised, and then solve them from easy to difficult according to the teaching objectives of this section.
For example, how many brands should a * * hang?
First, guide students to list formulas: 26+3=□ (each)
Then guide students to explore the algorithm. Students may have many algorithms, so praise them as long as they are reasonable.
Small exercise:
Can you solve these two problems in your favorite way?
2 1+8= 4+53=
Teacher: One question, it's amazing that children can come up with so many calculation methods. Can you introduce your favorite calculation method to everyone? Why do you like this algorithm?
(praise or reward students' performance immediately)
? We have solved the problem of how many brands to hang through our own efforts. Which one do you want to solve?
Health: I want to know? How many flowers are there in a * * *?
Teacher: How should I know? How many flowers are there in a box?
List the formulas: 23+20=□ (tree) or 20+23=□ (tree)
Teacher: Do you know how to calculate? Please share your calculation method in the group! (Students communicate, teachers guide in time)
Teacher: Who will tell you your calculation method?
(1) 23+20=43 (2) Ten numbers 23,33,43
Small exercise:
Children, can you solve these two problems in your favorite way?
45+30= 10+36=
Who wants to tell you your calculation results? How to calculate it?
Teachers guide students to complete the following questions:
How many more than the person who watered the flowers?
Guide the students to compare with the method of putting small sticks, and then list the formulas for calculation.
How many fewer people watered the flowers than listed?
Who wants to tell you your calculation results? How to calculate it?
Activity 3
Summary:
Please observe these two questions on the blackboard carefully. What features did you find?
(Guide students to find that two digits plus one digit is bit addition; Two digits plus a whole ten is the addition of ten digits.
Third, classroom exercises:
1, you are great, and the teacher really admires you! What should we do for the green action in our class? (Label, water, plant and dig holes for young trees)
(1), listing: The school wants to list some small trees. Now 32 brands have been made, and there are still 6 unfinished brands. Do you know how many small trees we want to list?
(2) Planting trees: If all of us plant trees, there will be 20 male students and 0/8 female students. If a person planted a tree, how many trees would he plant?
(3) Digging: To dig 38 holes, boys dug 26 holes and girls dug 10 holes. Have we dug enough holes?
First, discuss at the same table
B, class communication
2. See who is faster.
5+30= 53+40= 72+6= 65-2= 69-7= 45+3= 58-30= 85-50= 87+ 10= 53+40= 66+3= 75+4= 46-4= 38-6=
Fourth, the class summary:
What did you learn today, little friend? (student exchange)
You are really something. You can not only calculate the addition and subtraction of two digits within 100, but also come up with so many calculation methods. Teacher is really proud of you! I hope the children will continue to work hard and believe that you will be better!
& gt& gt& gt Click the next page and there are more math teaching plans for the first grade of Qingdao primary school.