Design scheme of first-grade mathematics teaching plan 1
Teaching objectives
The addition within 1.5 will be calculated correctly.
2. Let students realize that it is the easiest way to calculate the addition within 5 by "the composition of numbers".
3. Through observation, operation and expression, let students actively participate in mathematics activities, experience the calculation process of addition, gain successful experience and enhance their self-confidence.
4. Initially cultivate students' awareness of mathematical cooperation and communication.
course content
Page 24 of the textbook.
Prepare teaching AIDS and learning tools
A stick or disk.
Throw _ Theme Tula Ring), Tu Tu, opening materials (red flowers, green leaves, envelopes).
Teaching design
Innovate the situation and introduce new lessons
(Projection shows the theme map: from the exterior of the beautiful big forest to the interior of the grassland, and then to the birds flying down the grassland for food. )
Teacher: Today, the teacher took you to the beautiful big forest. Please observe carefully and talk about what you see, think and friends in the group.
△ Communication report:
Health 1: Four birds are eating millet, and another 1 fly. A total of five birds are eating millet. ...
Health 2: I saw four birds in the big forest. 1 came. There are five birds in all. The formula is: 4+ 1=5.
According to the students' answers on the blackboard: 4+ 1=5.
Mathematics situation is an important source for students to master knowledge, form ability and develop psychological quality, and it is a bridge between real life and mathematics learning. Teacher Jia makes the static textbook into a dynamic projection, which makes the situation active, enables students to understand the picture and meaning in the process of watching, thinking and speaking, and stimulates their enthusiasm for learning. ]
Cooperation and communication, exploration and discovery
1. Think independently and explore independently.
Teacher: "4 plus 1 equals 5. How did you work it out? " ? You can put your school tools on the table, or you can think about it and talk about it.
2. Communicate in groups and explore various algorithms. (The teacher participates in the discussion. )
3. Communicate with the whole class and report to the representative.
1: I counted 1, 2, 3, 4, 5 from the picture. (counting method. )
(Draw the blackboard according to the answers)
Health 2: I count four first, then 1, which is five. (then calculate. )
S3: I can do mental arithmetic.
Health 4: I can count my fingers or sticks.
Health 5: First four birds, then five birds flew in. 4 plus 1 equals 5, so 4+ 1=5. )
4. Teacher-student evaluation.
A. teacher: there are so many algorithms for a problem. Please tell me which algorithm you like best? Why?
A brief review of life. )
B. The teacher introduces his favorite methods and explains the reasons.
[This link clearly shows that the role of teachers has begun to change, and it is no longer a simple knowledge imparting, but a guide for students, guiding students to participate in the calculation process and giving full play to students' subjectivity. Teachers respect students' ideas, allow students to use different methods to calculate, and respect students' own choices, which well embodies the basic concept of standards. ]
Practice in layers, analyze and calculate.
1. Do it, page 24, question 1.
A. carefully observe, analyze and explain the meaning.
B. communicate with the class and report the formula. According to the students' answers, 3+2=5.
2+3=5
C. Tell me about your calculation method.
D. Look at these two questions carefully. What did you find?
(Let students have a preliminary perception: exchange two addend groups, the same law)
2. "Do it" question 2 on page 24.
A. students pose as required.
B. oral formula.
C. Open page 24 of the book and fill it in.
Combine practice with fun, consolidate and deepen
Carry out the activity of "Red Flowers and Green Leaves" in groups.
A. Requirements: Find the corresponding "safflower" answer from the formula on "green leaves".
B. Activity mode: Work in groups to compare which group found the most answers and the most beautiful pattern design.
C. Student-to-student evaluation: Award "Star of Unity and Cooperation" and "Star of Wisdom" to the winning team.
Teacher Jia designed open exercises, which fully mobilized the enthusiasm of students to participate in cooperation and arouse the enthusiasm of students' thinking. Through calculation, imagination and spelling, he consolidated his knowledge in an all-round way and infiltrated aesthetic education imperceptibly. ]
Expert evaluation
The design of this lesson embodies the word "openness".
1. Open thinking mode in teaching. When discussing the calculation method of "4+ 1=5", change the teacher's instilled space-time structure and let students think independently and communicate in groups. Due to the differences of students and different thinking angles, the methods adopted must be diverse. Teacher Jia respects students' ideas and their own choices.
2. Teaching evaluation tends to be open. The calculation method of teacher-student mutual evaluation and the opening of the evaluation form of student mutual evaluation group have effectively established the students' dominant position.
3. Open the exercise. Because the green leaves are redundant, students have to go through observation, oral calculation and other thinking processes to match the red flowers in the stamens with the green leaves, and then combine the aesthetic views of the group students to put on various tricks. At the same time, all kinds of addition arithmetic within 5 are basically calculated orally. With the opening of exercises and students, students will have the possibility of multiple choices, thus developing themselves.
Design scheme of mathematics teaching plan for senior high school students.
Teaching objectives:
1。 Enable students to correctly calculate the number of 1 1-20 objects.
2。 By looking at pictures and counting, students can initially cultivate good observation habits such as orderly observation and classified observation.
3。 In the specific situation of learning mathematics, let students fully realize that there is mathematics everywhere in life.
4。 Through observation, operation and other activities, we can consolidate the knowledge of sequence, infiltrate the diversity of algorithms, let students experience the process of cooperation and communication with others, and cultivate the awareness of cooperation and communication and the ability to actively explore and find problems.
Teaching focus:
Correctly grasp the order of numbers 1 1-20 to cultivate students' observation ability.
Teaching preparation:
multimedia courseware
Teaching process:
First, create situations, ask questions and stimulate interest.
Example 6 is illustrated in the courseware. Question: What information do you learn from the pictures?
Praise the students for their careful observation and seeing the problems that need to be solved.
What's the problem?
How to answer this question? Organize students to discuss
Second, group discussion, cooperative exploration and understanding of new knowledge
Ask the students to report the results of the discussion.
The teacher affirmed the methods put forward by the students.
Third, simulation training, consolidation and deepening, application and expansion
1. Textbook Page 79 "Doing"
2。 Exercise 18 questions 5 and 6
Design scheme of mathematics teaching plan for grade one 3
Teaching objectives
1. Let students and their peers experience the process of subtraction within 5, and use their own algorithms to correctly calculate the subtraction within 5.
2. Make students realize that many problems in life can be calculated by subtraction, further understand the significance of subtraction, and feel the fun of exchanging ideas with peers.
3. Cultivate students' habit of thinking actively and listening carefully to others' ideas, cultivate students' hands-on operation and language expression ability, and improve students' awareness and interest in participating in mathematics activities.
4. Infiltrate environmental education and ideological education of observing public order in combination with classroom teaching.
course content
Page 25 of the textbook.
Preparation of teaching aids and learning tools: multimedia courseware.
Teaching design
View import
Review the composition of numbers within 5, which can take the following forms.
1. Check the password.
Teacher: I said 1.
Health: I said 2 1 plus 2 equals 3.
At the beginning of the course, three forms of password matching are adopted, so that students can review the composition of numbers within 5 with their hands and brains. The form is flexible and effective, and the review effect of students is good. ]
2. Clap your hands for the password.
3. Make a mark on the password.
Create situations and explore new knowledge.
1. The teacher projected the beautiful lake and described the creative situation in words: in the sparkling beautiful lake, three beautiful cranes were singing happily. After a while, 1 a crane spread its wings and flew away. (The teacher showed three paper cranes, and then slowly moved away 1 paper crane. Teachers guide students to observe carefully and exchange experiences.
2. Students follow the teacher and take out three folded paper cranes. Hands-on demonstration, three cranes fly away from 1 crane, that is, 1 crane is removed from the three cranes. To remove by subtraction, use a "-"sign to indicate the number after removal, that is, the number is the number. The teacher explained the equation of blackboard writing: 3- 1=2. (Students can experience the meaning of subtraction, and also express their meaning by putting pictures. )
3. Students try to read the formula. Teachers inspire students to tell other examples that can be expressed by 3- 1=2. Students give other examples that can be expressed by subtraction.
In the beautiful situation of projection and teacher's language description, students use paper cranes to demonstrate in kind, which makes them feel more intuitive and friendly, and they can participate in the demonstration in person, which fully embodies the students' main role and deepens their understanding of subtraction. ]
example
1. courseware demonstration, create a problem scene: after the rain, five mushrooms grew on the grass, and the white rabbit picked two mushrooms. Please describe the situation and try to ask questions. The teacher led the students to ask, "How many mushrooms are there on the grass?" problem Teachers should give more encouragement when students ask questions. Then ask: how to format? After the students answer, the computer shows: 5-2=?
2. Teacher's question: What is 5 minus 2? How to calculate it? Students communicate in groups, and teachers patrol and guide. Then let students with different ideas talk about their own calculation process. The teacher encouraged both the counting method and the composition calculation of numbers. Then ask: if you don't look at the picture and count your fingers, will you count? Use the composition of numbers to guide students to calculate: 5 can be divided into 2 and 3, so 5-2=3.
[Example] Use multimedia courseware to demonstrate students' favorite image of rabbits picking mushrooms, and students are happy to participate in teaching activities. Under the guidance of the teacher, they actively explored the mathematical problems in the story. Teachers encourage students' various algorithms to protect the diversity of students' thinking. Then guide the students by comparison, and it is easier to calculate the subtraction with the composition of numbers. ]
Consolidation exercise
1. Show the courseware 1. The dynamic display shows that there are four frogs on the lotus leaf, 1 jumping into the water. Students talk about the meaning, restatement and communication algorithm of the problem.
2. Show the courseware 2. The students said there were four loofahs on the shelf. Take off two. How many are there on the shelf? Then the students complete the formula and exchange opinions in groups.
3. Students take out five paper cranes prepared by themselves. Can you make several different subtraction formulas with these five paper cranes? Give it a try and see who puts more.
4. Ride game: Five students are ticket inspectors, holding the car number, and each of the other students has a ticket. The ticket number is the bus number to take. The game begins, please get on the bus quickly. After the ticket inspector checks the ticket, the classmate who got on the wrong bus will give you a performance.
[Consolidate exercise questions 1 and 2, demonstrate with courseware, and improve students' interest in practice: Exercise the third question, give full play to students' active exploration ability, and let students try to put different formulas with five paper cranes, so as to spread students' thinking and improve students' understanding of subtraction. Riding games, students are most interested and enthusiastic, and activities that students are interested in are effective. ]
Summary evaluation
1. Students recall and summarize the content of this lesson, and talk about their main gains and existing problems in this lesson.
2. The teacher summarized the lesson according to the students' performance.
arrange work
1. Students prepare paper cranes, school tools and digital cards;
2. Go home and think about it and see where subtraction is used in life.
Instruction design description
The key for primary school students to participate in mathematics teaching activities is to stimulate students' interest in mathematics learning activities. In the whole class, I make full use of the lively problem situations created by various means, so that students are infected in the lively problem situations, become interested, consciously participate in teaching activities, and then experience the happiness of participating in learning and achieving success.
In this lesson, I first designed three password checking activities for students to check with their mouths and hands. The students were very interested and actively participated. They reviewed the composition of numbers within 5 and prepared for the calculation of subtraction within 5 for the composition of numbers used in this class. Then I described it in words and demonstrated it with paper cranes: "Three cranes in the lake have flown away 1. How many are there?" Create problem situations to guide students to further understand the significance of subtraction. Then use courseware to demonstrate the second question situation example: "Five mushrooms, the white rabbit picked two", and guide the students to try to ask: "How many mushrooms are there on the grass?" After listing the formulas, students discuss how to calculate in groups, so that students with different algorithms can express their ideas. Then through comparison, guide students to use the composition of numbers to calculate, and let students try to write some such subtraction formulas themselves to give play to their initiative. Consolidation exercise 1, 2 demonstrate with courseware, step by step, let students say the meaning of the question first, then calculate it in the form of columns, and communicate and modify it in groups; Another exercise is for students to do it by themselves. Five paper cranes can put forward several different subtraction formulas to give full play to students' active exploration ability. The most important thing to practice is riding games, which can play at the low point of students' learning excitement, so as to improve students' interest in learning and let students play in middle school and school.
The first grade mathematics teaching plan design scheme 4
Teaching objectives:
1. Guide students to experience the process of abstracting mathematical problems of mixed addition and subtraction from actual situations, and intuitively understand the significance of mixed addition and subtraction.
2. Master the calculation order of addition and subtraction, and correctly calculate the addition and subtraction within 10.
3. Learn to use mixed addition and subtraction to solve some simple practical problems in daily life, and experience the close relationship between mixed addition and subtraction and life.
Prepare teaching AIDS and learning tools:
1. Teachers prepare courseware. There are two questions on page 75.
2. Students prepare learning tools, such as sticks and CDs.
Teaching process:
First, review preparation
Calculate the following questions first, and then talk about the calculation order.
3+2+ 1=5+3+2=
8-2-3= 10-5-3=
After the calculation, let the students talk about what to calculate first and then what to calculate when calculating 5+3+2 and 10-5-3 respectively, and then let them focus on which two numbers to add in the second step when calculating 5+3+2 and which two numbers to subtract when calculating 10-5-3.
Second, the introduction of new courses.
The fifth part of the design scheme of mathematics teaching plan for the first grade
First, consolidate the old knowledge and pave the way.
1, oral arithmetic exercise (show oral arithmetic problem card)
10+2= 4+ 10= 13-3= 12- 10= 6+ 10= 10+5= 15-5= 17- 10=
Please tell one or two students how you calculate how much a ten and several ones add up, and how much is left after one ten and several ones are removed.
2. Composition of the number of exercises.
What is the sum of six tens and two? How much are eight singles and five tens?
How many tens and ones are there in 46? How many of 28 are 1 and 10?
[By consolidating what you have learned, you can pave the way for new knowledge]
Second, create a situation
1. Used for animation demonstration: Xiaoming invited many classmates for his birthday, and his mother took Xiaoming to the mall to buy yogurt. (It shows the scene where mom takes Xiaoming to the mall. ) The assistant aunt first gave her mother 30 bottles (30 bottles of yogurt are shown on the left), and then gave Xiaoming 2 bottles (2 bottles of yogurt are shown on the right), asking: Who can work out a math problem?
[Let the students observe the yogurt they want to buy, how to put it, and guide the students to see the rows, each row 10 bottles, three rows of two bottles]
2. Solve 30+2.
The teacher and the students solved the problem together: How many bottles of yogurt did you buy? The teacher doesn't write the formula on the blackboard of the exercise book, but uses a stick: 30+2=32. what do you think? Why do you want to use addition calculation?
[Add 30 and 2 together, according to the composition of percentage: three tens and 2 add up to 32]
3. How can I use a formula to solve 2+30?
Teacher's blackboard writing: 2+30=
After thinking independently, write it in the exercise book, express your opinions and communicate with the whole class.
Consolidation Exercise 30+3= 6+20= 70+8= 9+40=
4. Solve 32-2.
The teacher asked: Now we know that mother bought 32 bottles of yogurt for Xiaoming. Look at the picture carefully. What's the matter (Xiaoming took two bottles)? How many bottles are left? Please list the formulas, students answer orally, and the teacher writes on the blackboard: 32-2=30. Can you tell us how it is calculated?
Point out: Why do subtraction? Then, according to the meaning of subtraction, remove 2 from 32 and calculate the result of 32-2. According to the knowledge of the composition of numbers, 32 has three tens and two ones. If two ones are removed, three tens remain, which is 30. You can also think of it this way: subtraction is the inverse of addition. Three tens plus two add up to 32, 32 MINUS two ones, and the remaining three tens are 30.
Consolidation Exercise 63-3= 57-7= 48-8= 29-9=
Ask some students to talk about how to calculate and strengthen new knowledge. Let the students understand the arithmetic of integer ten plus one digit and the corresponding subtraction]
Third, using practical operation,
1. Put it on the table, calculate it, and tell me how you worked it out.
Let one student put a stick on the physical exhibition platform, and let other students put a stick together as required. After careful observation, students ask questions and write corresponding formulas in their exercise books. Students talk about how to calculate.
Put five bundles first, then six bundles (how many bundles are there? )
50+6=56 6+50=56
Put 44 first, then take 4. (How many are left? )
44-4=40
2. Fill in one and fill in one company
Do the first question in the textbook and fill in the blanks. Individual students will show it on the exhibition platform and modify it collectively.
The second math game: connect the lines in the textbook and show the pictures of corn to the right people on the display platform.
I am a little judge.
4+60=46 4+60=64
Four ones and six tens add up to 644 ones and six tens add up to 46.
65-5=60 65-5=6
Five tens and seven add up to 575. Ten and seven add up to 75.
74-4=? 90+6=?
[Show rabbits and kittens the same question, and the results are different. Students use gestures to indicate whether the rabbit is right or the kitten is right. It is easy for students to make mistakes to let all students participate together. Students choose the right one after understanding the logic and carefully observing and comparing it. The last set of problems requires students to solve them themselves.
Fourth, solve the problem (question 6 on page 43. )
First of all, I will show you a scene of traveling in spring. When spring comes, the teacher takes the students for a spring outing. There is a little problem on the trip that needs you to solve. Show the scene of two people talking in the textbook with multimedia (3 teachers, 40 students, 45 bottles of mineral water enough? ), after reading it, discuss and express your opinions at the same table first. Students who can use formulas can list formulas. Ask individual students to report the results of the discussion. ﹙40+3=4343<； 45 is enough.
Verb (abbreviation for verb) class summary:
What did we learn today? What we learn is the subtraction of adding one to the whole dozen and subtracting dozens. After class, the students give each other questions and count each other. When they got home, they gave each other questions and counted with their parents, which improved the speed and accuracy of calculation.
1. Next to the two questions behind the review questions, show the following two formulas.
5+3-2 10-5+3
Guide the students to observe and compare the last two questions with the above two questions in the review questions to see what is the difference.
2. The teacher said: The above two questions have both addition and subtraction. We call this calculation mixed addition and subtraction, and we will learn this calculation in this lesson.
3. blackboard writing topic: addition and subtraction mixing
Third, learn new knowledge.
1. Learning example 1.
(1) There are four swans in the lake, and three swans fly in.
Teacher: What is reflected on the screen? What math problems can you ask from the screen?
Student: There are four swans in the lake, and three swans fly in. You can ask the question "How many swans are there in the lake?" .
Teacher: How to calculate the number of swans in the lake?
The teacher writes on the blackboard according to the students' answers: 4+3.
(2) There is a scene on the screen where seven swans fly away from the lake.
Teacher: What happened to the number of swans in the lake? How many swans are there now?
The teacher writes "-2" after "4+3" with the students' answers, and writes the formula 4+3-2 completely.
Teacher: Why do you subtract 2 from 4 plus 3?
Student: Because there are four swans in the lake, three fly in and two fly out. Only by subtracting the two flying out from the original sum of four and then subtracting the three flying in, is the remaining number.
(3) Guide students to talk about the meaning of Formula 4+3-2 with pictures appearing on the screen (or with illustrations in the textbook example 1).
(4) Learn the calculation order of 4+3-2.
Guide the students to discuss: according to the changing process of swan number in the lake reflected on the screen, determine what to count first and then what to count.
Students report and discuss, and say the order of calculation. The formula on the screen shows the students' narrative process. "
4+3-2 "indicates the calculation order, and flashes" "and" "in turn.
Teacher: Step two, subtract two. Why is this number reduced by two?
Student: The second step is 7 minus 2, because the second step is the sum of the two numbers in the first step minus 2, so it is 7 minus 2.
2. Research Example 2.
(l) There is a picture on the screen, which reflects the continuous change process of "there are four swans in the lake, and after two swans fly away, three swans fly back".
(2) Instruct students to write formulas according to the pictures on the screen.
Ask the students to say what is reflected on the screen in their own words. The teacher wrote on the blackboard according to the students' narration: 4-2+3=.
Teacher: What should be considered first and then what?
Student: Calculate subtraction before addition.
Flash ""on the screen to match the students' narrative.
Teacher: Why do you have to do subtraction first?
Student: Because only by subtraction can we figure out how many swans are left in two lakes after four swans fly away, and then we can figure out how many swans are left in the lake after three swans fly away.
Teacher: What are the two numbers added in the second step?
Student: The second step is to add the numbers "2" and "3" in the first step "4-2".
Fill in "2" in the box in front of the formula according to the students' answers and flash "2" on the screen.
(3) Guide students to summarize the operation sequence of mixed addition and subtraction.
Teacher: Please recall the calculation process of the above two questions. Who can tell us the order of calculation?
Student: We all count from left to right.
Fourth, consolidate practice.
1. Complete the "Hands-on" exercise on page 75.
(l) Guide students to put sticks. First put seven sticks on the table, then take three and add four.
(2) Let the students fill in the formula 7-□+□=□ according to the process of swinging and fill in the numbers in the last box.
(3) Let students talk about the meaning and calculation order of formula 7-3+4=8 in combination with the process of swinging.
2. calculation.
5-2+3=8-7+8=
First of all, students should finish it independently. After completion, students are assigned to talk about the calculation sequence and the second step.
Verb (abbreviation for verb) class assignment
1. Finish the exercise 12, question 1.
(1) Students observe the illustrations in the question 1 in groups and talk about the contents reflected in the pictures (focusing on the changing process that the number of ducklings first increases and then decreases).
(2) Let the students fill in the formula independently according to the picture content and calculate the numbers.
(3) Students communicate the calculation process (focusing on the calculation order).
2. Complete question 2 of exercise 12.
Let the students observe the illustrations first, make clear the requirements, and then connect the formulas with the numbers with lines.
3. Complete question 3 of exercise 12.
Students do it independently, and the teacher checks and instructs the students to write the formula format.
Sixth, the class summary
1. The teacher guides the students to summarize what they have learned in this lesson and the operation order of mixed addition and subtraction.
2. Students exchange learning experiences in this class (first in groups, then in the whole class).
3. The teacher summarizes the students' learning situation and puts forward some problems that should be paid attention to.
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