Unit 3 Addition and subtraction (1)
How many class hours are there in * * * 13?
Teaching content: the first volume of the first grade primary school mathematics textbook published by Beijing Normal University, with 24~26 pages, "How many are there in one * * *".
Teaching objectives:
1. Combine the familiar life background and existing life experience to understand the meaning of addition.
2. In the activities of observation and operation, explore the addition of numbers within 5.
3. Under the guidance of the teacher, learn to ask and answer addition questions from specific situations.
Teaching emphasis: understand the meaning of addition and the connection between calculation and life.
Teaching difficulty: understanding the meaning of addition.
Teaching process:
First, the situation introduction (pencil situation).
Teacher: Today, the teacher invited a good friend from our math kingdom to have a math class with us. Do you want to know who she is?
Health: Yes!
Teacher: OK! Please look at the big screen. (first put the picture 1. ) Look, class. Do you remember her?
Health: Yes, it's a smile!
Teacher: Yes! Students are great! Then let's have a look. Smile, what's in your hand?
Health: Pencil.
Teacher: Good! Please take a closer look at how Xiaoxiao holds a pencil.
Health 1: There are three pencils in one hand and two pencils in the other.
Teacher: That's good! Students, look again. What do you know from this picture?
Health 2: Xiaoxiao put the pencils on both hands together.
Teacher: Great! Next, please count "How many pencils does Xiao Shao have in her hand when she puts them together".
Health: A * * * has five pencils.
Teacher: OK! Students are great! Next, please use your own sticks instead of pencils and follow the teacher to make a smile!
Student: (The teacher and the students imitate the laughing scene together and say as they do: three in one hand and two in the other. Put the sticks with both hands together, and one * * * has five sticks. )
Teacher: Yes! The students just performed very well! Everyone is full of energy! I hope the students can perform better next!
Teacher: Speaking of which, some students may have guessed that the topic of our math class today is more or less a * * and more or less a * *.
Teacher: Next, please follow the teacher to the park and see what the little panda is doing there.
Second, teach new lessons.
1. Observe the situation diagram and describe its meaning (panda situation)
Teacher: Look, class, what is the panda doing?
Health 3: There are three pandas eating bamboo and two pandas playing with balls.
Teacher: Yes! Great!
Teacher: Next, will the teacher invite them to our blackboard instead of pandas?
Health: Good!
Teacher: Next, please think about it: "How many pandas are there in the park?"
Teacher: Can you all answer this question?
Health: A * * * has five pandas.
Teacher: Good! Our classmates are all great! Just say the answer. Let's see if there are five pandas in a * * *. Move two disks to three disks, that is, put them together, and then let the students and the teacher count together. )
Teacher: It seems that our classmates were right just now! Great!
Teacher: The teacher has one more question. Would you like to help the teacher?
Health: Yes!
Teacher: Yes! Very good! It seems that our classmates are happy to help others. Actually! The teacher is thinking, can we use the figures we just gave to solve our problems?
Health: Yes!
Teacher: Yes! Students are great! First, let's see which number can be used to represent the three pandas who eat bamboo. (roll call answer)
Health 4: represented by the number 3.
Teacher: Yes! Great! Which number should the two pandas playing with the ball represent?
Health 5: represented by the number 2.
Teacher: Yes! Well said! Next, ask how many pandas are there in a box. What are we going to do?
Health: Combine three pandas who eat bamboo with two pandas who play with balls.
Teacher: Hey, let's think about it. How can we be together? (hey! By the way, we need to use a symbol "+"in math.
Teacher: Do you know this symbol?
Health: Yes, plus sign (blackboard writing)
Teacher: Yes! There are five pandas in all. (blackboard writing "=5")
Teacher: Please have a look. This is an addition formula. Can you read it? (Instruct students to read "3 plus 2 equals 5" twice)
Teacher: OK! Think about it, what else can you think of besides the panda in our park and the addition formula of 3+2=5? (Let's talk about life freedom)
Teacher: Yes! The students are great! It seems that our classmates have mastered all the knowledge just now. Now the teacher will give you a test. Please read it clearly.
2, put a pendulum, calculate.
Teacher: (Show the title of "Put a pendulum and calculate" on page 24 of the textbook), let the students put a pendulum and say it with a stick according to the situation in the picture.
Third, practice consolidation (exercise 1 and 2 on page 25 of the textbook) requires students to open books and complete them independently.
Fourth, class summary.
Teacher: Here, our math class will be over today. Who will say, "What did you gain in this math class today?"
Blackboard design:
A * * * How many?
3+2=5
Reading: 3 plus 2 equals 5.
Reflection after class:
First-year students are young, active, curious, fun and interested in mathematics learning, so they like to operate learning tools, say and calculate, so as to gain an understanding of the meaning of addition. However, due to the differences in students' life background, knowledge and experience, there is a certain gap in students' understanding and calculation ability of addition. Some students have been able to quickly calculate the addition within 10, but some students have not attended preschool, and their calculation ability will be slightly worse.