The first step: let the children learn to count skillfully. Requirements are:
1, and can count down from "1" skillfully.
2. Be able to count skillfully from a certain number in the middle. For example, the teacher said: count from 4; Count from 12.
3. Be able to count down from a certain number in the middle skillfully. Example: The teacher said: Count down from 4, and count down from 12.
Counting is the learning content of small classes, and our teacher thinks that every child should know it. However, we ignore that many children only start counting from "1". If you ask him to count from a number in the middle, they may not know how to count. Or children don't know how to jump out of integers like 9- 10, 19-20, 29-30.
The second step: let children master the relationship between numbers skillfully;
For example, what is in front of 5? What's behind? 8 What's ahead? What's behind? Counting forward from 5, counting backward, counting from
1 1 Count forward and count backward.
The third step is to let children master the relationship between numbers: for example, which is bigger, 7 or 8? 12 or 4, which is bigger?
The fourth step is to let the children learn to read the questions. Many children can read the questions, but they can't understand them. Children know the methods of "+"and "-",
But I don't know how to read. Let the children read it out and use it in the next calculation. Tell the children that when you read "add", it is.
Count backwards. When you read the minus sign, you count forward.
The fifth step is to teach children to know the unit and ten, so that children can skillfully say what the unit and ten in two digits are.
For example: 15, the unit is 5, and the decimal number is 1.
The sixth step is to teach children to calculate:
1, plus or minus hand index:
Addition, such as: 15+2= We tell children: Keep the big number 15 in mind and point out the small number 2 with your fingers (let children
Put your finger out), there is a "+"in the middle, that is, point your finger from the number after 15, and then follow 15.
It is 16, which means 16 and 17, so it is 15+2= 17.
Subtraction, such as: 15-2= We tell our children: Believe in big numbers 15, and point to small numbers 2 with your fingers (let children
Put your finger out), there is a "-"in the middle, which means counting down from the front of 15, and before 15 is 14.
The last two fingers are 13, so 15-2= 13.
2. Number and decimal addition and subtraction:
Addition, for example: 15+2= We tell children that the sum of one digit and one digit is 5+2=7, and the sum of ten digits is.
1, then 15+2= 17.
Subtraction, such as: 15-2=, we tell children that the subtraction between one bit and one bit is 5-2=3, and the subtraction between ten bits and ten bits.
1-0= 1, then 15-2= 13.
Relatively speaking, "counting fingers" only applies to the addition formula in which one of the two numbers is singular, because if both numbers are even, then there are not enough fingers; Although "addition and subtraction of numbers" is difficult to learn, it is applicable to all formulas. From the perspective of sustainable development, I suggest "addition and subtraction of numbers".