Sorting out the knowledge points of mathematics in the first grade of primary school
1, the understanding of rectangle, square, triangle and circle can distinguish four basic graphics.
2, learn to observe, can find out the basic shape of life, will give examples.
3. Be able to distinguish the relationship between face and body and realize that "face is in the body".
4, can find out the rules of a set of graphics.
5, can find out the basic graphics in complex patterns.
Do it by hand (1)
Students can fold, cut and spell their favorite patterns by themselves.
Learn more about plane graphics through origami, cutting and other activities.
Simple graphics are decomposed and repaired by origami.
Hands-on Practice (2)
Understand the composition of jigsaw puzzles. Through the activities of jigsaw puzzles, I am further familiar with the plane graphics I have learned.
A preliminary understanding of parallelogram can only make students intuitively understand the shape and name.
Hands-on operation (3)
By appreciating and designing patterns, we can learn more about squares, rectangles, triangles and circles.
Small sports meeting
1, the calculation method of carry addition and abdication subtraction within 100 should be used for correct calculation.
2. Through the process of communicating my own algorithm with others, I realized the diversity of algorithms.
3. Experience the ubiquitous rectangles, squares, triangles and circles in life.
4, can use graphics to design beautiful patterns.
People's education edition: the first book of mathematics knowledge points in the first grade of primary school
Understanding of graphics
1. Know solid figures such as cuboids, cubes, cylinders and spheres. Know rectangular, square, triangle, circle and other plane graphics, and can identify and distinguish them.
2. Let students feel the characteristics of various graphics through spelling, swinging and drawing.
classify
1. Objects can be classified according to a given standard or a certain standard (such as quantity, shape and color).
2. You can choose different standards and different classification objects.
3. In the classification activities, experience the consistency of classification results under a single standard and the diversity under different standards.
Mathematics paradise
1, "Mathematical Maze" 1. Review and consolidate the numerical order within 10 to cultivate the flexibility of thinking; Second, it provides rich resources for students to think about problems from multiple angles and explore ways to solve them.
2. "DUI password" allows students to further understand the composition of numbers within 10.
3. Messenger games let students understand the meaning of cardinal number and ordinal number.
4. "Throwing game" allows students to visually compare the difference between Dobby and two numbers in the activity, and at the same time allows students to learn Jane initially.
The Sharing of Mathematics 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.
(c) Let students acquire common mathematics knowledge through cooperation and communication.
For example, when math is "9 plus a few", after putting forward math problems in the detailed situation of "campus sports meeting", give the "task" of solving problems to each group to complete. Let the students think independently first, and discuss ways to communicate and solve problems in groups. Every student thinks in his own way according to his own life experience, and there will be many accounting methods such as "counting one number", "next number" and "complement 10". Then, please introduce each group to the class to show its research role. Let students know the different methods found by others and themselves, so as to understand that there are different ways to deal with the same problem. Together, in the communication, students appreciate their own discoveries, the role of the group, the various methods discovered by the whole class, and constantly experience the joy of success. It is helpful to cultivate students' basic knowledge and love and enhance their knowledge of cooperative learning.
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