1, learn to divide 9 into two different parts in order and feel the division and combination of 9.
2. Continue to perceive the complementary relationship between the two parts.
Activity preparation:
Teaching aid: If 9 flowers are different in size and color, the number and opening and closing number.
Learning tools: children's operating materials.
Analysis of key points and difficulties:
Key points: Guide children to learn to divide 9 into two different parts in order and feel the division and combination of 9.
Difficulties: continue to perceive the complementary relationship between two partial numbers on the basis of the last lesson.
Activity flow:
1, review the composition of 8 and learn the composition of 9. In order to solve the key problems.
"Kid, last class, we learned the combination of 8. Who can omit several related combinations through exchange? " "Children, what do you see on the blackboard? What is the difference? How many do they have? " (Guide children to observe and distinguish from the aspects of size, color and orientation, such as the top flower and the bottom eight flowers. ) "Who can record what they just said in order?" For example, (the top flower, the bottom eight flowers, 9 can be divided into 1 and 8, etc. ) "Let's check whether it is orderly. What kind of order is this?" "Please read the split type." Continue to perceive the complementary relationship between two smaller numbers. "Look at these two tied numbers", such as (9/ 1 and 8, 2 and 7). "Where is the extra 1 in front and the extra 1 in the back?"
2. Let the children only record the combination of 4 components when recording the combination. Solve difficult problems. 9 < 1 and 8, 2 and 7, 3 and 6, 4 and 5.
3. When perceiving the complementary relationship, the teacher should guide the children to observe the two groups of parallel combinations, and let the children know that the part where the number in front increases is the part where the number in the back decreases.
4. Children practice operating materials. The teacher makes comments.
Activity content: Mathematics "Composition 9"
Activity objectives:
1, learn to divide 9 into two different parts in order and feel the division and combination of 9.
2. Continue to perceive the complementary relationship between the two parts.
Activity preparation:
Teaching aid: If 9 flowers are different in size and color, the number and opening and closing number.
Learning tools: children's operating materials.
Analysis of key points and difficulties:
Key points: Guide children to learn to divide 9 into two different parts in order and feel the division and combination of 9.
Difficulties: continue to perceive the complementary relationship between two partial numbers on the basis of the last lesson.
Activity flow:
1, review the composition of 8 and learn the composition of 9. In order to solve the key problems.
"Kid, last class, we learned the combination of 8. Who can omit several related combinations through exchange? " "Children, what do you see on the blackboard? What is the difference? How many do they have? " (Guide children to observe and distinguish from the aspects of size, color and orientation, such as the top flower and the bottom eight flowers. ) "Who can record what they just said in order?" For example, (the top flower, the bottom eight flowers, 9 can be divided into 1 and 8, etc. ) "Let's check whether it is orderly. What kind of order is this?" "Please read the split type." Continue to perceive the complementary relationship between two smaller numbers. "Look at these two tied numbers", such as (9/ 1 and 8, 2 and 7). "Where is the extra 1 in front and the extra 1 in the back?"
2. Let the children only record the combination of 4 components when recording the combination. Solve difficult problems. 9 < 1 and 8, 2 and 7, 3 and 6, 4 and 5.
3. When perceiving the complementary relationship, the teacher should guide the children to observe the two groups of parallel combinations, and let the children know that the part where the number in front increases is the part where the number in the back decreases.
4. Children practice operating materials. The teacher makes comments.
Reflections on composition after class 9;
First, the success of this course.
1, which fully embodies the idea that mathematics is the teaching of mathematical activities.
In this class, I started from children's life experience and existing knowledge, combined with children's life reality and age characteristics, created vivid and interesting situations, and guided children to carry out vivid and interesting activities such as watching, speaking, playing, filling in and guessing. Pay attention to children's active participation, let children learn and think in mathematics activities, master basic mathematics knowledge, stimulate their interest in mathematics and learn mathematics well.
2. Create situations to stimulate children's interest in learning.
The research of educational psychology shows that if the thinking process is "integrated" into the situation, children will have a direct and strong interest in mathematics activities, and interest is the source of children's active learning. With interest, learning will not be a burden, but a persistent pursuit. With interest, children will take the initiative to explore, take the initiative to ask questions, creatively use knowledge, and turn pain into pleasure. To stimulate children's interest in mathematics, it is necessary to make mathematics teaching full of charm, which requires teachers to organize effective teaching activities and create positive thinking scenes for children, so that the teaching process will always attract students and such classes will be vivid and delicious. From the performance of children's interest and active participation in class, we can see that they like this course so much. Steward, a German educator, pointed out that the art of teaching lies not in the ability to impart, but in inspiration, awakening and encouragement, and creating teaching situations is also an art of inspiration, awakening and encouragement. So, at the beginning of the class, I designed an interesting and challenging scene of "Ask the singer Penguin to sing for everyone, but you must learn to compose music for 9". This scene (and the whole class) tightly "tied" the children's hearts and aroused their strong interest in learning.
3. Take the competition as the driving force to guide children to operate and explore independently.
Hands-on operation and independent inquiry are the best ways for children to gain experience knowledge directly, which can inspire children to actively participate in thinking and stimulate their interest in mathematics and desire to explore. In teaching this lesson, I asked the children to take out nine sticks and divide them into two parts. I let two people work together. One person divides them and the other takes notes. Find out how many points there are and see which one is the best. Through operation and cooperative exchange activities, children can experience the process of knowledge formation, experience the joy of learning and improve their ability.