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Teaching content: addition and subtraction of "8" and "9". This lesson is based on the addition and subtraction of 3, 4, 5, 6 and 7 that students have already learned, and further learn the addition and subtraction of "8" and "9", and list the addition and subtraction of "8" and "9" according to the next lesson, so this lesson does not require each student to write all the formulas independently, and this lesson arranges skipping activities to lead to the calculation of the number "8".
Teaching objectives: learn the formulas of "8" and "9", calculate correctly, develop students' observation and classification ability, and feel the beauty of life mathematics.
Teaching methods: explanation, discussion and practice.
Teaching preparation: projection, each student has a card with a ratio of 1 8 (distributed to students before class).
Teaching process:
First, import
Teacher: "Students, have you ever played skipping rope?"
Student A: Combining life to stimulate interest.
Teacher: "skipping rope is a very interesting sport." Look at that.
How interesting these children are playing! "
Teacher: Show me the skipping projection.
Second, new funding.
1, jump rope
Teacher: "Several children are skipping rope".
Health: "8"
Teacher: "Look, can you divide these eight blackboard writing: four boys m-girls into two groups? For example, you can divide it like this: 1 child with hat, 7 friends without hat and 7 children without hat. " Three wear skirts and five wear pants. Two rope throwers and six rope jumpers.
Students observe and discuss.
Feedback: Students say that the teacher summed it up and wrote it on the blackboard.
Teacher: "We say that the two groups are additive synthesis. Can you make an equation based on the results just now? "
Students calculate the formula, the teacher summarizes it and writes it on the corresponding position on the blackboard. Let the students answer, as long as there is one of them.
2. Draw a picture and work in pairs at the same table. One person draws pictures, the other records recipes, and then organizes class exchanges.
The answer can be different, but you should be able to understand the formula.
Feedback: Projection shows the corresponding colors and formulas.
Students check for themselves, as long as there is one.
3. Try it. Students perform on the blackboard.
7+2=() 6+3=() 5+()=8
Collect first, then release.
Other students did it independently.
Third, practice.
The first question: the teacher explains the meaning of the picture clearly, and the first picture is summarized. These two parts should be merged. The second picture is separate, and any one can be regarded as a question of requirement.
Question 2: Students finish independently, and the teacher answers the questions. (Students' answers can be diversified)
Feedback and correction.
Question 3: The whole class plays games and finds friends (Supplement 9)
Question 4: Math story, students' observation. Guess how many watermelons the pig ate and tell me what he thought.
Students speak and discuss.
Develop students' imagination, stimulate students' interest in learning, and learn to ask questions from the perspective of mathematics.
Summary: Discuss "What have we learned in this class?"
extreme
First, the teaching content analysis
"Skipping rope" is the teaching content of pages 34-35 in the first volume of the first grade of the compulsory education curriculum standard experimental textbook (Beijing Normal University Edition). I mainly study the addition and subtraction of "8" and "9". At the same time, combined with some daily activities of students, the idea of solving problems is also permeated in the study of calculation. Starting from familiar examples, the textbook creates problem situations to make students realize the need of learning addition and subtraction, thus generating motivation and interest in learning addition and subtraction.
Second, student analysis
Before this lesson, students have known 0- 10 and mastered addition and subtraction within 7, and have the ability to solve some simple practical problems. Moreover, most students in this class have attended preschool classes, and the composition of numbers is basically known; Most students can look at pictures and say formulas. Therefore, the focus of this lesson is to cultivate students' ability to ask related subtraction questions, organize students to exchange addition and subtraction formulas and experience the relationship between addition and subtraction.
Three. learning target
1. Knowledge and skills
(1) will correctly calculate the addition and subtraction of "8" and "9".
(2) According to the information provided, different formulas can be listed.
2. Process and method
(1) Cultivate students' awareness and ability to ask mathematical questions according to different situations.
(2) Experience the process of writing four different formulas on a picture, and experience and understand the relationship between addition and subtraction.
3. Emotions, attitudes and values
Gradually develop good study habits of observation, thinking and hands-on operation.
Fourth, the teaching process
Activity 1: Talk about it.
I went to physical education class, and many children jumped rope together. (Courseware demonstration)
1. What mathematical information can students find from the pictures? Tell me.
4 boys and 4 girls; 1 with hat, 7 without hat; Three wear skirts and five wear pants.
Then complete the relevant formula: □ +□ =□
Please look at this picture carefully. What other addition and subtraction formulas can you name? (Work together at the same table, talk and write, and the teacher will patrol and guide)
3. Teachers and students * * * sort out the summary together. [Primary School Teaching Design Network -wwW.xxJxsJ.cn- More Mathematics Teaching Plans]
Design intention: By letting students see, speak and write, let students experience the process of knowledge formation while learning knowledge, and cultivate students' sense of cooperation intentionally.
Activity 2: Draw a picture.
(Through hands-on practice, initially cultivate students' awareness of independent inquiry. )
1. The teacher knows that children like painting. Today, we will be a little painter with the elephant. Let the children take out the prepared school tools ("little painter" card), first look at how the elephant draws squares and help it fill in the formula completely; Think about how many different paintings and formulas you can have. Please finish them on the card.
2. Group communication. (Teachers patrol, participate in communication and evaluate in time)
3. Summary:
The children are really smart and capable. They not only painted the squares beautifully, but also listed many different addition and subtraction formulas. Children, do you want to show your skills again? Ok, now let's practice on page 35 of the textbook. (See who does it quickly and correctly)
Design intention: This link is to let students draw squares first, then make formulas, and then communicate in groups. Not only let students learn to think independently, but also let students learn to communicate and cooperate.
Activity 3: Practice.
(through practice, further consolidate new knowledge. )
1. Say and fill in. (1 is an open exercise, which should be encouraged as long as students' explanations and imagination are reasonable. )
2. Calculation (comprehensive exercise)
3. Math Game: Finding Friends
Design intention: Let students practice and consolidate the decomposition and composition of 9 easily in the game situation of finding friends. ]
Activity 4: Try it (page 34)
Through the "try it" learning activities, the computing ability is further improved. )
1. The children did a good job just now. Now the teacher wants to test everyone to see who is the cleverest. Would you like to?
2. The teacher shows the card and tells the answer.
Such as 8+□=□ or □-4=5 (The teacher can ask: What do you think? )
Design intention: By giving it a try, we can exercise the flexibility of students' thinking and initially cultivate students' divergent thinking.
Activity 5: Math Story
There are pictures of Bajie eating melons on page 35 of the courseware.
Let the students use what they have learned and make up stories by looking at the pictures.
Design intention: to improve students' interest in learning mathematics and cultivate their language expression ability.
Course summary:
In this class, all the children are doing well. When you get home, will you tell your parents what you learned today?
Tisso
Teaching requirements:
1. Learn the addition and subtraction of "8" and "9" in specific situations.
2. Instruct students to think and express in an organized way.
Teaching focus:
Learn addition and subtraction of "8" and "9".
Teaching preparation: projection
Teaching time: 1-2 class hours.
Teaching process:
First, create situations and introduce new lessons.
Show the situation map and tell me what you see and find from it.
Second, ask questions and discuss.
1, the observation chart raises questions.
2. Name and list the formulas.
3. Group communication algorithm.
Third, draw a picture.
1. Work in pairs at the same table, with one person coloring and the other recording the formula.
2. Organize the whole class to communicate and sort out the formulas.
Fourth, practice.
1. Say and fill in. Let the students fill in the list independently first, then call the roll and give the reasons for this list.
2, oral calculation, see who is fast.
3, add up to 9, first guide the students to understand the meaning of the topic, and then check the results at the same table.
Fifth, expand exercises and math stories.
Organize students to discuss in groups, guess how many watermelons Bajie ate, and talk about his ideas.
Sixth, extracurricular expansion.
After school, think and write the addition and subtraction formulas of "8" and "9" as much as you can.