The teaching goal of preschool mathematics 1 teaching plan "increasing with decreasing";
1, know the meaning and operation order of addition and subtraction formulas.
2. Be proficient in oral calculation of continuous addition and subtraction.
3. Initially perceive the connection between continuous addition and subtraction problems and daily life, learn to express and communicate, and cultivate students' ability to observe and solve simple practical problems.
Teaching emphasis: combine with practice, understand the significance of continuous addition and subtraction, and understand the operation order.
Teaching difficulties:
1. In the process of learning, students learn how to express mathematical problems in words, and learn to listen, communicate and cooperate.
2. Understand the meaning of continuous reduction.
Teaching process:
First, situational import
1, courseware demonstration situation diagram (smart house)
Teacher: Today, we are going to play in the Math Intelligence Room. There are many smart questions in the smart room. Let's see who is the cleverest in our class. Look, four small animals come out to welcome us first. See what problems they have brought us. (courseware)
Giraffes, puppies, turtles and kittens
2+3 4+0 9-3 8- 1
5+4 4+3 6-2 9-0
Teacher: Who do you want to make friends with, even if it brings you a topic! (Please ask four students to answer)
2. Summary
Teacher: Today, we solved the problem of small animals with mathematical knowledge. You are really something. I hope you can learn more math knowledge in the intelligent room.
Second, explore new knowledge.
(A) explore and even supplement
1, say the meaning of the picture. The courseware demonstrates the chicken diagram (dynamic). Please observe carefully.
(1) Teacher: Chicks also want to make friends with us. What do you see in the picture?
There are five chickens eating rice. First, two chickens come, and then one comes. )
(2) Teacher: According to what you see, what math questions can you ask? How many chickens are there? )
Students retell the pictures, say the names, say them at the same table and say them together.
2. Try this formula.
Teacher: How many? What can we do? (Supplementary) Why?
(1) Students' oral statements. 5+2+ 1=
(2) read the formula. Teacher: The child reads really well. Please read after him. )
(3) comparison is different. Please observe, what is the difference between this formula and what we learned before? -There are three numbers, two plus signs)
(4) Summary: Adding three or more numbers together like this is called continuous addition. (Board of Directors: Jia Lian)
3. Be reasonable.
Teacher: Can you calculate this formula? (Name: 5+2 equals 7, and then 7+ 1 equals 8)
Let the students say, say it together and say it at the same table.
(2) Explore continuous reduction
1, say the meaning of the picture.
Teacher: You helped the chicken solve the problem. They are very happy. After a while, what happened?
There are 8 chickens. Three of them escaped first, then two. How much is left? )
Name the painting (with Jia Lian).
2. Write the formula.
(1) Teacher: What method should be used to solve this problem? -Subtraction, why?
Student form. (Blackboard: 8-3-2=) Formula for simultaneous reading.
(2) Teacher: What's the difference between this formula and the previous subtraction? Can you give it a name? (blackboard writing: continuous restoration)
(3) Summary: In this way, a number is continuously reduced by removing several numbers.
3. Be reasonable.
Teacher: Can you calculate? (First 8-3 equals 5, then 5-2 equals 3)
The classmate said, Qi said, and the deskmate said.
(3) summary.
Today, we learned addition and subtraction. When calculating, we usually calculate from left to right.
Third, practice consolidation.
Teacher: There are still many clever questions in the smart room that our children need to answer. Please help these small animals.
1. There are pictures of swallows and pigs eating watermelon in the courseware. Please repeat the meaning of the picture, and then calculate and explain it in the textbook. )
2. The courseware shows the histogram and triangle diagram. (The method is the same as above)
3. Formula (folding card). -Students talk about the calculation process.
3+4+ 1 6+4+0 4+3+2 2+2+4
8-5-3 9-5-4 10-6-2 8-0-6
4. apply.
There are also many math problems in the shop of intelligent classroom. Let's go and have a look.
Courseware display form.
food
ham sausage
jelly
bread
cola
QQ sugar
Fried potato chips
unit price
2 yuan
4 yuan
1 yuan
3 yuan
1 yuan
5 yuan
1. How many kinds of food do you choose? How much do you need? Use what you learned today to solve it. (Jia Lian. Write the formula on the homework paper. Then communicate with the whole class)
2. What do you want to buy if mom gives you 10 yuan? How much is left?
(continuous reduction. Discuss and write down the formula in groups of 4)
Pre-school mathematics teaching plan 2 "continuous increase and decrease";
On the basis of teaching addition and subtraction within 10, continuous addition and subtraction enables students to further understand the significance of addition and subtraction, further master the oral calculation of addition and subtraction, learn to solve slightly complicated practical problems, infiltrate the operation order of addition and subtraction, and prepare for learning addition and subtraction within 20.
Teaching objectives:
1. Through hands-on operation and cooperation and communication, I initially understood the meaning of "continuous increase and continuous decrease" and mastered the calculation method of "continuous increase and continuous decrease".
2, can systematically express the process of thinking and solving problems.
Teaching process:
First, create a situation and have a preliminary experience.
Introduction: Today, Teacher Sun asked Teacher Tang several questions. I want you to help me solve them. Would you like to?
1, formula solitaire
Show me the little blackboard:
Teacher: Teacher Sun also asked me what I found from these two groups of questions. Can you help me find the connection between the two questions in each group?
(Name the students to answer)
Teacher: The number in the first formula is exactly the number at the beginning of the second question. Teacher Sun said that two formulas can be written according to these four questions. Do you want to have a try?
(Group discussion, report formula:)
Teacher: A formula like this contains two plus or minus signs, which we call "continuous addition" and "continuous subtraction" respectively.
(blackboard writing topic)
Let's further study "continuous increase and continuous decrease"
Second, actively explore and understand.
1, teaching examples 1:
Teacher: Now the teacher lets you enjoy a story.
On Sunday, Xiaohong went to grandma's house in the suburbs to play. She saw her grandmother picking some big, red pumpkins. Xiaohong thought: I have grown so big, and it's time to help my grandmother do some housework. So, she found a cart and took the pumpkins picked by her grandmother home. Send four for the first time, two for the second time, and Xiaohong send the biggest one for the third time. How many did Xiaohong send?
Have you heard the story clearly?
Look at a wall chart and answer the question: (1) What did Grandma choose?
(2) Who helps grandma transport pumpkins?
(3) How many did Xiaohong bring for the first time?
(4) What about the second time?
(5) How much is the third shipment?
(6) How much did Xiaohong get?
The last question is discussed in groups and formulas are listed.
Students answer: 4+2+ 1=7.
The teacher writes on the blackboard.
Teacher: What does "4" mean? What does "2" mean? What about "1" Who can say it completely, what counts first? What is it?
On page 58 of the book, consider doing the second question.
Student: There used to be four birds in the tree. Three birds flew in for the first time, and three more flew. How many birds are there now?
(Students finished the performance independently and named it "4+3+3= 10")
Teacher: What is the first question? What is it?
3. Teaching Example 2
Give an example of 2 wall charts.
Students talk and say what they mean.
Student: There used to be eight loofahs on the loofah rack. My brother picked three for the first time and 1 for the second time. How much is left?
Student report formula "8-3- 1=4"
Teacher: What does "8" mean, "3" mean and "1" mean? What is this formula first, and then what?
On page 58 of the book, consider doing the third question.
Student: There are 9 ducklings in the pond. The first time two ducklings swam away, and the second time four ducklings swam away. How many ducklings are left in the pond?
Students independently perform "9-2-4=3" all their lives.
Teacher: What is this question first, and then what?
Third, consolidate and deepen, and expand applications.
Teacher: Today, our children study very hard. Now the teacher will see if our children have really learned.
1. Page 58 of the students' independent exercise book, think and do the questions 1, and revise them together.
2. Show the small blackboard: connect
Name the students and answer them.
Fourth, class assignments.
(Think about doing questions 4, 5 and 6)
V. Thinking about problems
Find a rule for filling numbers: 1, 2, 3, 5, 8, ()
Fill in the number in □ so that the sum of the numbers on the horizontal and vertical lines is 10.
Sixth, the class summary
Teacher: What new content did we learn today? What should be calculated first? What is it?
Teaching postscript
Teaching begins with the game of "addition and subtraction within 10" that students have mastered. Combine students' real life, create problem situations, and constantly stimulate students' interest in learning. Teachers always pay attention to keep close and harmonious relationship with students, respect every thought of students and fully show their time and space. It avoids "static" indoctrination, mechanical memory and repeated exercises in computing teaching, allows students to observe and think, experience the process of the occurrence, development and formation of knowledge, and enables students to learn new knowledge through entertaining.