The lesson preparation process of 1 for the teaching design of mathematical calculation in grade one is a hard and complicated mental labor process. With the development of knowledge, the change of educational objects and the improvement of teaching efficiency, as an artistic creation and re-creation, lesson preparation is endless, and the design and selection of an optimal teaching scheme is often difficult to be completely satisfactory.
One: The textbook schedule is too tight. There is not enough teaching time for textbooks in senior two. There are two classes in the first section, the second section and the third section of the function, and the class hours are too few. This section should be supplemented with a review class.
Second, the teaching content is not easy to handle.
"There is a translation problem in 2. Images of linear functions ".
1.( 1) Shift the straight line y=3x down by 2 units, and get the straight line _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _;
(2) Move the straight line y=-x-5 up by 5 units to get the straight line _ _ _ _ _ _ _ _ _ _ _.
After discussing with many teachers, we use the study plan (table below) to deal with it, so that students can have more perceptual knowledge and less theoretical conclusions.
2. There is no influence of B on the image of the function in The Properties of Linear Functions of One Variable, but there is one in the title, which needs to be supplemented.
Link 2: Summarize the properties of linear function images.
The linear function y=kx+b has the following properties:
(1) When k >: 0 and y _ _ _ _ increases with X, then the image of the function goes from left to right _ _ _ _ _;
(2) When k < 0 and y _ _ _ _ _ increases with X, then the image of the function goes from left to right _ _ _.
(3) when b>0, when the intersection of the function image and the y axis is:
(4) When b>0, when the intersection of the image of the function and the Y axis is:
It is too difficult to introduce the method of undetermined coefficient with "the length of spring y (cm)". Let's talk about "Do it" in the book: "Know the image passing point (-1, 1) and point (1, 5) of the original function y = kx+b."
Third, the difficulty is not easy to deal with:
For example, when we are talking about the definition of function (the first category), we add an example: When the function y= is known, when the value of m is taken, is y a linear function of X? When m takes what value, y is the proportional function of X. "
It is difficult for students to understand. Personally, I think it is too difficult, which is beyond the students' understanding ability. On the contrary, in a specific linear function y=-2x+3, there is not much emphasis on the number of k and b.
Teaching design of mathematical calculation in grade one and grade two of senior high school;
People's Education Press, Volume II, Page P57, Grade One, Unit 5, Examples 5 and 6 and related exercises.
Analysis of learning situation:
Freshmen are young, lack of social experience and less shopping in the market. They only have a preliminary understanding of RMB, and only have a preliminary understanding of the principle of equivalent exchange of the complement that money is needed to buy things. However, most students are no strangers to RMB. They have been exposed to RMB in their lives and have some simple life experiences, which are the basis for students to learn this lesson well. Life experience cannot completely replace students' mathematics learning experience, and it is still difficult for some students to upgrade their life experience to mathematics knowledge. The teaching of this course will make students have a further understanding of RMB, and it is to let students perceive the value of RMB and its commodity function in simple activities.
Teaching objectives:
1, knowledge and skills
(1) Understand the addition calculation method of elements and angles, and do some simple calculations.
(2) Understand the commodity price expressed in yuan with two decimal places, and try to solve some simple problems about the addition calculation of yuan and angle.
(3) Cultivate students' observation ability, hands-on operation ability and language expression ability.
2. Process and method
Through the formation process of yuan and angle addition calculation method, we can understand the role of RMB in social life and commodity exchange.
3. Emotional attitudes and values
Feel the connection between mathematics and real life and cultivate students' cooperative spirit.
Teaching emphases and difficulties:
Key points: Simple conversion between RMB units and calculation method of unified units.
Difficulties: unified calculation method of units.
Teaching preparation:
Example 5 Example 6 Teaching wall chart, simulating RMB and commodity price tag.
Teaching methods:
Teaching, talking, discussing, etc.
Process teaching
First, review the old knowledge.
We have learned about RMB, so please recall it today. Show different denominations of RMB for students to review. )
(1). What are the units of RMB?
(2) What are the two kinds of RMB by texture?
(3), 1 yuan = () angle 1 angle = () points.
(4) Write down the following amount
1 piece of 50 yuan, 2 pieces of 20-angle and 1 piece of 50-angle writing: ()
1 20 yuan, 1 dollar coin, 1 corner and 1 corner writing: ()
1 dime, 1 dime, 1 one-dollar, 1 dime and 1 nickel writing: ()
Teacher: Children, your answers are wonderful! So today, let's continue to understand RMB-a simple calculation. (blackboard writing topic)
Second, explore new knowledge.
(1) Conversion between RMB units
Teaching example 5.
Teacher: The teacher wants to test you. Who can help the teacher take out 1 yuan 20 cents as quickly as possible, and then quietly raise your lovely little hand?
Teacher: Our children will take out 1 yuan and 20 cents. Now please put your RMB sample in the drawer and tell the teacher in the right posture?
1, theme map of Example 5,
Teacher: The teacher took out 1 yuan and 20 cents like this. Please look at the big screen.
1 yuan 2 angle = () angle. (blackboard writing)
Teacher: What do you think?
The teacher instructs the students:
1 yuan is 10 angle, and 10 angle plus 2 angle equals 12 angle. That is, 1 yuan 2 angle = 12 angle.
2. Continue to guide students to think reversely.
18 angle = () yuan () angle. (blackboard writing)
Think about it: divide the 18 angle into 10 angle and 8 angle, because 10 angle = 1 yuan, and 8 angle =8 angle.
So: 18 angle =( 1) yuan (8) angle.
3. Complete the "do" question 1 independently and express your thoughts.
(2) Calculation of addition and subtraction of elements and angles
Teacher: Little friend, you just helped the teacher solve the problem. Now you can use the knowledge you have to solve the problems in life together.
1, theme map of Example 6.
Teacher: What mathematical information do you know from the picture? (Let the students stand up and talk)
Teacher: What math problem can you ask from the picture? (Then students are free to ask questions and answer freely, and unreasonable teachers will correct them. )
Teacher: You raised a lot of math problems just now, and the teacher chose three problems to solve.
Three questions:
(1), how much does it cost to buy a round balloon and a love balloon?
Teacher: Can you list the formulas yourself? Please finish it in your exercise book. After listing the formulas, please discuss and communicate at the same table: "How do you calculate?" (Group report. )
Blackboard: 5+8= 13 angle
Teacher: In daily life, when the angle reaches 10, it is converted into yuan, then the angle 13 = () yuan ().
Blackboard: 13 angle = 1 yuan 3 angle.
Summary: Company names are all "horns", which can be calculated directly.
(2) How much is it more expensive to buy smiling balloons than to spend them?
Teacher: Who can read the topic aloud?
Teacher: What do you mean by "expensive"? (expensive is more, how much is more. )
Teacher: Can you list the formulas yourself? Please finish it in your exercise book. After listing the formulas, please discuss and communicate at the same table: "How do you calculate?" (Group report. )
Blackboard: 1 yuan = 10 angle 10-6=4 angle.
Teacher: Why did you change 1 yuan into 10 angle?
Health: 1 yuan MINUS 6 angles, the two units are different, and the unit can only be calculated if it is the same, so 1 yuan is changed to 10 angle.
Summary: If the company names are different, the same company name should be converted before calculation.
(3) How much does it cost to buy smiling balloons and swan balloons?
Teacher: Who can tell us how you worked it out?
Blackboard writing: 1 yuan +3 yuan 1 angle =4 yuan 1 angle.
Teacher: Who will talk loudly about your calculation method?
Health: 1 yuan plus 3 yuan equals 4 yuan, plus 1 angle, so 4 yuan equals 1 angle.
Summary: When calculating RMB, you must pay attention to the company name! (Read aloud by the whole class)
2. Finish the second question of "doing" independently and express your thoughts.
Teacher: Please open the textbook on page 57. Today, we will learn case 5 and case 6. Let's fill in the blanks above.
Third, the use of knowledge.
Teacher: We learned the simple calculation of RMB. Now, the teacher wants to test you Are you willing to accept the teacher's challenge?
A triangular cake, 5 yuan, a rectangular cake, 6 yuan 50.
A bottle of plastic orange juice, 3 yuan, a box of orange juice, 3 yuan.
Teacher: Who will tell you what kind of cake and drink you bought? How much did it cost? (report by name)
Verb (abbreviation for verb) class summary:
Teacher: What did we learn in this class? What did you get?
Homework after class: exercise 13, question 1
Teaching design of first-year mathematical calculation: 3 active and standby personnel;
Time:
Class type: practical activity class
Teaching content: textbook 80-8 1 page.
Teaching objectives:
1, let students know the structure of track and field events through mathematical activities and learn how to determine the starting line of track and field events.
2. Combining with specific practical problems, through observation, comparison, analysis, induction and other mathematical activities, students can improve their ability to solve practical problems through independent thinking and cooperative communication.
3. In the process of actively participating in mathematics activities, let students really experience the fun of exploration and feel the extensive application of mathematics knowledge in life.
Teaching emphasis: through the calculation of the track perimeter, we can understand the track structure of track and field sports and solve the problem of determining the starting line according to the learned knowledge.
Teaching difficulties: comprehensively use the knowledge of circle to answer practical problems encountered in life and explore what the starting line position is related to.
Teaching process:
First, create a scenario and ask questions:
1, the men's 100 meter final of the 20xx World Athletics Championships was held on the spot, and Bolt set a new world record in 9.58 seconds.
Teacher: Why do so many people cheer for 9.58 seconds?
Talk to the students about the fair topic in the competition. )
2. Play the men's 400m final in the 20xx World Athletics Championships.
Teacher: After watching two games, what did you find and what did you think?
Student communication: ① 100 meters runners stand on the same starting line, but why do 400 meters runners stand on different starting lines?
(2) What is the starting line position of the 400-meter race? Is it fair for the athletes on the runway outside to stand at the front?
Today, we walked into the playground with these questions. (blackboard writing topic)
Second, observe the runway and explore the problem:
(a) observation and thinking, find out the key to the problem.
Teacher: Look at the runway map. Is the length of each runway lap equal? What is the difference? How did you solve this problem in the competition? How can we be fair?
(two) analysis and comparison, to determine the solution to the problem.
1. Group talk: Observe the runway map and tell which parts each runway consists of. How is the difference between the inner runway and the outer runway formed?
Students fully communicate and come to the conclusion:
① The length of a runway lap = the length of two straights+the circumference of a circle.
② The length of the inner and outer runways is different because the circumference is different.
2. Group discussion: How to find the gap between two adjacent runways?
① Calculate the length of each runway separately, that is, calculate the sum of the length of two straight lines and the circumference of a circle, and then subtract it, which is the gap between two adjacent runways.
(2) Because the length of the runway has nothing to do with the straight road, as long as the perimeter of each circle is calculated, and then the difference between the perimeters of two adjacent circles is how many meters, it is the difference between adjacent runways.
(3) Calculation and verification to solve the problem:
Teacher: What do you need to know to calculate the circumference of a circle?
Health: diameter
Teacher: The diameter of the first lane is 72.6 meters. What is the diameter of the second pass? What about the third way?
(Ask students to choose their favorite method for calculation)
Method 1: Calculate the following table.
Method 2:
75.1× 3.14-72.6× 3.14 = 7.85 (m)
77.6× 3.14-75.1× 3.14 = 7.85 (m) ...
Teacher: Just now, we all know that the length of two adjacent runways in the 400-meter race is about 7.85 meters, which means that the starting lines of adjacent runways should be 7.85 meters apart. Which method is faster and simpler?
Health: The second method is relatively simple.
Teacher: If we calculate the circumference directly with π, what do you find?
(72.6+ 1.25×2)π-72.6π
=72.6π-72.6π+ 1.25×2×π
= 1.25×2×π
(75. 1+ 1.25×2)π-75. 1π
=75. 1π-75. 1π+ 1.25×2×π
= 1.25×2×π ……
(The difference between the starting lines of adjacent runways is "runway width ×2×π")
Teacher: It can be seen from here: What is the most closely related to the determination of the starting line?
Health: It is most closely related to the width of the runway.
Summary: The students finally found the secret of determining the starting line through hard work! In fact, as long as we know the width of the runway, we can determine the starting line.
Third, consolidate application and form skills:
The width of the track of the primary school sports meeting is narrower than that of the adult competition. If a primary school sports meeting is to be held, can you help the referee calculate how many meters the starting line of two adjacent tracks should be different? 400 m race, runway width 1 m. How many meters should the starting line advance in turn? What about runway width1.2m?
Fourth, review and summarize, experience and gain:
Tell me about it. What did you learn from this course?
Teaching Design of Mathematical Calculation in Grade One 4 Teaching Purpose:
1, sorting out the calculation rules of fractional multiplication and division, and being able to skillfully calculate fractional multiplication and division.
2. Understand the relationship between the result of fractional multiplication and division and the second factor and divisor.
3. Simple decimal multiplication and division can be performed by using the algorithm.
4. To understand the meaning of cyclic decimals, we should use cyclic decimals to express quotient.
Simple practical problems can be solved by one-step method and ending method.
Teaching process:
First of all, talk about introduction.
Students, starting from today's class, we will have a general review of what we have learned this semester. In today's lesson, let's review the calculation of decimal multiplication and division first. [blackboard writing topic]
Second, organize review.
1, oral calculation:
(1) Page 120 Question 1
Fill in this book.
(2) What are the similarities and differences between decimal multiplication and division and integer multiplication and division?
After the students answer, the teacher makes a brief summary.
2. Understand the laws in calculation.
( 1)4.05×2
1.84×3.7
7.55÷0.25
15.75÷0.63
Students calculate independently, name the chessboard and perform collectively.
(2) What should I pay attention to when calculating fractional multiplication and division?
3, the operation is simple
Page 123 Question 2
When correcting books collectively, teachers guide students to recall the operation law of multiplication.
(2) Calculation by simple method.
0.25×32× 1.25
10. 1×85
2.85×5.2+2.85×5.8-2.85
3.6÷0.25÷0.4
3. How many methods can approximate the calculation results?
4. What is a recurring decimal?
Second, distinguish concepts in judgment.
1, both factors are two decimal places, and its product is two decimal places.
2. The product of 2.M×0.98 must be less than m. 。
3,3.636363 is a cyclic decimal.
4.2.5×17+2.5×13 = 2.5× (17+13) uses the multiplicative associative law.
5. The kitten reads a story book with 120 pages, and reads 35 pages every day for 4 days.
Third, master the methods in application.
Teacher: Learn decimal multiplication and division, and learn to use knowledge to solve some problems in life.
Page 1, 120 Question 2
When students examine questions, answer questions independently, and revise collectively, they should express their thoughts.
2. Question 4 on page123
Independent formula calculation, collective correction.
Miss Li spent 200 yuan to buy a dictionary, each of which cost 40.8 yuan. How many books can she buy?
4. There are 17 1 ton goods on the construction site. How many times will a car with a load of 8 tons be transported?
Fourth, review summary
What did you review in this class today? Is there a problem?
Fifth, homework.
Questions on page 123 1 3, questions on page 125 13 and 15.
Reflection after class
This class is divided into two classes. The first lesson mainly completed the review of calculation (including oral calculation, written calculation and approximation of calculation results) and the judgment of related concepts. In the second class, I will complete the review of simple calculation and solving practical problems in life.
In the first class, students are advised to choose several types of questions that are easy to make mistakes in writing for targeted practice. Common mistakes are mainly as follows: after conversion to integer, it is a decimal multiplication of two digits multiplied by three digits. Such as: 1.4 times1.32; Multiplication of an integer and a decimal, with zero at the end of the integer. Such as: 140 times1.3; There is a fractional division of 0 in the middle of the quotient, such as: 89.44÷43.
Teaching design of mathematical calculation in the teaching content of senior one five
Teaching objectives
1. Knowledge and skills
Can use the algorithm to explore the parenthesis rule, and use the parenthesis rule to simplify algebraic expressions.
2. Process and method
By analogizing the operation of rational numbers with brackets, the law of symbol change after removing brackets is found, and the law of removing brackets is summarized, thus cultivating students' ability of observation, analysis and induction.
3. Emotional attitudes and values
Cultivate students' awareness of active inquiry, cooperation and communication and rigorous learning attitude.
Key points, difficulties and key points
1. key point: removing the rules of brackets and applying the rules accurately will simplify the algebraic expression.
2. Difficulties: When there is a "-"in front of the brackets, remove the brackets, and the symbols in the brackets are easy to make mistakes.
3. Key: Understand the rules of removing brackets accurately.
training/teaching aid
multimedia courseware
teaching process
First, the new appropriation.
Polynomials can be simplified by combining similar terms. In practical problems, the listed formulas often contain parentheses. How to simplify them?
On the Golmud-Lhasa section, if it takes t hours for the train to pass through the frozen soil section, it will take (t-0.5) hours to pass through the non-frozen soil section, so the distance between the frozen soil section and the non-frozen soil section is 120(t-0.5) km. Therefore, the total length of the railway section is
100 ton+120 (ton -0.5) km ①
The difference between frozen and unfrozen areas
100 ton-120 (ton -0.5) km ②
The above formulas ① and ② have brackets. How should we simplify them?
Train of Thought Guidance: Teachers guide and inspire students to operate analog numbers and use the distribution law. After the students practice communication, the teacher summarizes:
Using the distribution law, you can delete brackets and merge similar items, and get:
100t+ 120(t-0.5)= 100t+ 120t+ 120×(-0.5)= 220t-60
100t- 120(t-0.5)= 100t- 120t- 120×(-0.5)=-20t+60
We know that to simplify algebraic expressions with parentheses, we must first remove the parentheses.
The deformation of the above two types of brackets is as follows:
+ 120(t-0.5)=+ 120t-60③
- 120(t-0.5)=- 120+60④
Comparing ③ and ④, can we find out the law of symbol change after removing brackets?
Idea: Encourage students to describe the rules of removing brackets in their own language through observation, and then the teacher will show them on the blackboard (or screen):
If the factor outside the brackets is positive, the symbols of the items in the original brackets are the same as the original symbols after the brackets are removed;
If the factor outside the brackets is negative, the symbols of the items in the original brackets are opposite to those after the brackets are removed.
In particular, +(x-3) and -(x-3) can be regarded as 1 and-1 multiplied by (x-3) respectively.
Using the distribution law, you can remove the brackets in the formula and get:
+(x-3)=x-3 (brackets are gone, and each item in brackets has no sign change)
-(x-3)=-x+3 (brackets are missing, and the symbol of each item in brackets has changed)
To accurately understand the law of brackets removal, we should consider the symbol of each item in brackets when removing brackets, so as to change everything; If you don't change, no one will change; In addition, after removing the brackets, there are still several items in the brackets.
Second, learn by example.
Example 1. Simplify the following categories:
( 1)8a+2 b+(5a-b)； (2)(5a-3b)-3(a2-2b)。
Idea: When explaining, let the students decide what kind of brackets to remove first. Do you want to change the flag after removing the brackets? What is the original symbol of each item in brackets? When deleting brackets, you should also delete the symbol before brackets. In order to prevent mistakes, in question (2), -3(a2-2b), multiply 3 by brackets first, and then remove the brackets.
The process of answering questions is based on textbooks, which can be dictated by students or written on the blackboard by teachers.
Example 2. Two ships set out from the same port at the same time and sailed in opposite directions. Ship A goes downstream, while ship B goes against the current. The speed of both ships in still water is 50 km/h, and the current speed is 1 km/h.
(1) How far are the two ships after two hours?
(2) How many kilometers did Ship A sail more than Ship B after 2 hours?
The teacher operates the projector and shows Example 2. Students think and communicate in groups to find solutions.
Idea: According to the following: sailing speed = still water speed+current speed, sailing speed = still water speed-current speed. Therefore, the speed of ship A is (50+a) km/h, and the speed of ship B is (50-a) km/h/h. After two hours, the journey of ship A is 2(50+a).
The answer process is according to the textbook.
When deleting brackets, emphasize that each item in brackets should be multiplied by 2. When there is a minus sign in front of the brackets, each item in the brackets should change its sign after removing the brackets. To prevent mistakes, you can multiply the number 2 by the items in brackets, and then remove the brackets. After proficiency, you can omit this step and remove the brackets directly.
Third, consolidate the practice.
1. Exercise on page 68 of the textbook 1 and 2.
2. Calculation: 5xy2-[3xy2-(4xy2-2xy2)]+2xy2-xy2. [5x 2]
Psychological counseling: generally remove the brackets first, and then remove the brackets.
Fourth, class summary.
Bracket removal is a common method in algebraic transformation. Remove brackets, especially when there is a "-"in front of brackets, remove brackets and the "-"in front of brackets, and change the symbol of brackets. The rule of removing brackets can be simply written as "-"changing to "+"unchanged, all changing. When there is a number factor in front of parentheses, this number should be multiplied by each item in parentheses, so don't omit multiplication.
Verb (abbreviation for verb) assignment
1. Textbook Page 765438 +0 Exercise 2.2 Questions 2, 3, 5 and 8.
Sixth, blackboard design
Seven, teaching reflection
1. Start with interest and pay attention.
Reflections on the teaching of life stereogram
Junior high school mathematics deepens, expands and enriches the content of primary school mathematics, which can be realized from this lesson. Therefore, it is necessary to guide students to make a smooth transition to junior high school, and to make students realize the role of mathematics in real life and let them experience the beauty of geometry. According to students' age characteristics and hobbies, I designed five modules in the courseware, such as observation room, activity room, competition room, training room and inquiry room, interspersed with many pictures and cartoon characters that students are familiar with and love. When using the courseware, students' enthusiasm for participation is high and the classroom atmosphere is good, which not only captures students' attention, but also improves students' interest in learning, making them willing to learn and like learning.
2. Cultivate ability and develop in an all-round way.
We should also develop students' abilities in teaching. In teaching, I created a platform for students to fully show themselves, guided them to observe carefully, and then encouraged them to speak their views boldly. They participate in discussions and competitions with students in the activity room and competition room. They drew many creative three-dimensional figures (such as ink bottles, cone-shaped ice cream, straw hats and some simple buildings), and I gave them full praise and enhanced their self-confidence. This virtually exercises students' observation ability, language expression ability, practical ability, creative ability and aesthetic ability.
3. Three problems that need to be improved.
(1) Although students have certain ability to read pictures, they still lack drawing ability. For example, when drawing, I don't know how to express three-dimensional graphics, so I can only draw flat, which makes me realize that the starting point of students should not be limited to the study of knowledge points, but also involves many aspects such as the starting point of skills. In the future teaching, I will standardize drawing and teach some three-dimensional drawing methods.
(2) When I asked, "Can you classify these three-dimensional figures we learned today?" Students feel a little confused and at a loss, and have no clue for a long time. Only then did I know that they had never been exposed to the classification of geometry before, so they didn't know from what angle to think, which was the difficulty of learning. It will be much better if we point out in teaching that "classification is based on plane and surface (or column, cone and ball)".
(3) There are many activities designed in this class, and time is tight. Students already know some basic geometry in primary school, so they are no strangers to this. Before class, they can be arranged to go back and make the geometry they have learned and record the geometry they have observed in their lives, so that there will be more content to say in the activity room and more time in the training room and the inquiry room!
Teaching objectives of mathematics calculation teaching design 6 in senior one;
1, so that students can experience the process of communicating their respective algorithms with others, and can skillfully calculate the abdication subtraction of more than ten MINUS nine.
2. Let students learn to use addition and subtraction to solve simple problems.
3. Cultivate students' ability of active exploration, cooperation and communication.
Teaching emphasis: master the algorithm of subtracting nine from ten.
Teaching difficulty: master the algorithm of subtracting nine from ten.
Preparation of teaching AIDS and learning tools: teachers: theme maps and courseware on page 9 and 10; Student: Stick.
Teaching process:
First, review: show the verbal card.
9+4= 9+8= 9+6= 9+2=
9+9= 9+5= 9+3= 9+7=
Second, learn new knowledge:
1, import:
Students, do you like playing in the park? Some children also like to play in the park. What are they doing? The courseware shows the scene map of the park, highlighting the balloon part first.
2. Can you ask a question according to the balloon part? What about the windmill part?
3. Balloon layout: 15-9=
Windmill chart type: 16-9=
Summary: Just now, students raised questions and listed formulas through careful observation.
4. What are the children doing in another corner of the park? (Quiz, ringtone) What questions can you ask?
Formula: 13-9= 14-9=
5. Observe the listed formulas and guide the students to say what they have found.
Exposed topic: In this lesson, we will learn more than ten MINUS nine (blackboard writing topic)
6.( 1) 15-9 How to calculate a simple pendulum with the learning tool (stick) in your hand? Is there any other way?
(2) The group communicates their own methods.
(3) Students report. Teachers write down various methods on the blackboard to guide students to observe these methods carefully, choose what they like, and talk about why in the group.
(4) Summary: The child has chosen his favorite calculation method, so can you use your favorite method to calculate the remaining problems and talk about your thoughts?
(5) Do you still know the formula of ten minus nine?
(6) The teacher writes the formula on the blackboard, names the words and tells me what you think.
(7) Summary: Just now, the children calculated these problems in their favorite way. Let's play a game of dividing fruit.
Third, practice:
1, do the second question; Practice the second question.
2. Courseware exercise: jump stakes (the number of stumps minus the number of rabbits).
3. Courseware exercise: Help the little ants go home.
Fourth, summary:
What did you learn in this class? What did you learn from this lesson?
Task:
Blackboard design:
Ten MINUS nine
15-9=6 16-9=7 13-9=4 14-9=5
1 1-9=2 18-9=9 17-9=8 12-9=3
Liberal arts examination subjects
The subjects of liberal arts examination in senior high school are Chinese, liberal arts mathematics,