The Teaching Plan of "Ten Minus Nine" in the Second Volume of Mathematics in the First Grade of Primary School

The Teaching Content of "Ten Minus Nine" in the Teaching Plan of the Second Volume of Mathematics in the First Grade of Primary School

Ten MINUS nine

Teaching objectives

1, so that students can master the thinking process of abdication subtraction more than ten MINUS nine, and can do oral calculations more than ten MINUS nine.

2. Through independent thinking, group cooperation and classroom communication, let students know that the calculation methods of ten MINUS nine are diverse. In a variety of methods, choose your favorite algorithm.

3. Cultivate students' ability to think and solve mathematical problems independently and their awareness of cooperation and communication.

Important and difficult

Master the thinking process of abdication subtraction from more than ten to nine.

training/teaching aid

2 bundles of multimedia courseware and sticks.

teaching process

First of all, review oral calculations.

9+9= 9+7= 9+6= 5+9= 4+9= 9+3=

Second, create situations and lead to topics.

Students, do you like playing on the playground? Some children also like to play on the playground. Let's have a look. What are they doing? (Courseware shows the theme map)

According to the students' answers, define the activities: selling balloons, selling windmills, playing football and playing hoop games.

Teacher: Have you ever played these activities? Can you ask a math question in any activity?

Combine the students' answers and guide the students to ask questions.

( 1)

(2) Originally, there were 14 rings, and the floret had nine rings. How many people haven't?

(3) The giant panda originally had 12 windmills, and sold 9 of them. How many have not been sold?

Just now, the students raised some math questions from the garden activities. These problems need to be solved by calculation. Can you list the formulas? (According to the answer sheet15-9 =14-9 =12-9 =)

Everyone's formula is very good, it's really amazing! Now look at these formulas and see what they have in common. (It's all the subtraction of more than ten MINUS nine)

The students speak very well. In this lesson, we will learn the formula of 10 minus 9 (blackboard title: 10 minus 9).

Third, students seek solutions to problems and actively explore new knowledge.

(1) Let's look at the problem first (1). Just now, the students have listed the formula for solving this problem, that is, 15-9 = now discuss it with your deskmate. Is there any way to work out this formula?

(2) Report:

A, facing the map, one by one. 1, 2, 3…9, take 9, 1, 2, 3, 4, 5, 6, leaving six windmills.

B, because 9+(6)= 15, 15-9 =(6).

C, put a stick.

(1) Divide 15 into two parts, one part is 10 and the other part is 5. First, take out 9 branches from 10, and the remaining 1 branches and 5 branches add up to 6 branches, so 15-9=6.

Teacher: Who else has the same method as him? Let me say it again.

Teacher: How do you get nine out of several?

Health: Nine of them were taken from 10.

The teacher wrote down the calculation process on the blackboard according to what the students said:

15 - 9 = 6

5 10

(2) Divide the 15 branch into two parts, one part is 10 branch, and the other part is 5 branches. Take five first, then take four from 10, and the rest is six. So 15-9=6.

Teacher: How did this method take away 9 pieces?

Health: Take five first, and then take four from 10.

Teacher: Yes, he divided the nine pieces in half.

The teacher wrote down the calculation process on the blackboard while talking:

15 - 9 = 6

5 4

(3) Divide the 15 rod into two parts, one with 9 rods and the other with 6 rods. Take away 9, leaving 6, so 15-9=6.

Teacher: How many points does this method divide 15 into?

The teacher wrote down the calculation process on the blackboard according to what the students said:

15 - 9 = 6

6 9

(Students separate the sticks and take away nine sticks reasonably by themselves, and the teacher gives corresponding hints and guidance, so that students can gradually understand the calculation process of 12-9=3 through the process of throwing sticks. )

The students are really good. They came up with so many ways to calculate the formula of 15-9 =. There are so many ways up there. Please choose the one you like and talk to your deskmate.

Through the research just now, do you know how many balloons the clown has left to sell? (6)

Fourth, students consolidate the calculation method of ten MINUS nine in solving situational problems.

Next, let's solve the problem that pandas sell windmills and students play with hoops. Will you solve these two problems through the study just now?

Discuss with your deskmate and talk about your calculation method. After the students communicate, please ask the students with a little inferiority to answer. )

Five, the use of new knowledge, independent practice

1, textbook page 10, do 1 topic.

Students cooperate in groups, and teachers collectively check and revise.

2. Students independently complete the second question on page 10 of the textbook.

Sixth, summary, communication between teachers and students

What did you learn today?

Let's review the formula of ten MINUS nine that we learned today. Ask the students to say the numbers by driving the train.

10-9= 1 1-9= 12-9= 13-9= 14-9= 15-9=

16-9= 17-9= 18-9= 19-9=

Why is the calculation faster and faster? Can you find anything else from these formulas?

Students can find a rule, but they can't find a rule that teachers can dial appropriately according to the situation: the number of ten MINUS nine is one more than the single digit that has been reduced, or ten MINUS nine plus one. )

Write on the blackboard.

? Ten MINUS nine

The teaching plan of the second volume of mathematics in the first grade of primary school "ten MINUS nine" The second class type: new teaching

Teaching time: the first class every week

Teaching content: page 9~ 12 of the textbook.

Teaching objectives:

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

The third teaching goal of "ten MINUS nine" in the second volume of mathematics teaching plan for the first grade of primary school

1. Students are required to master the calculation method of ten MINUS nine through practice, and can use their favorite method to calculate correctly and quickly.

2. Cultivate students' sense of numbers and excellent quality of cooperation and communication with others.

3. Through practice, each student can use several different methods to calculate, and at the same time penetrate the ability of solving problems by various methods.

Emphasis and difficulty in teaching

Cultivate students' ability to solve problems in different ways and be able to calculate in different ways.

teaching tool

A set of computer courseware, many cards for oral calculation.

teaching process

1. Guide observation and ask questions.

Show the P9 theme map.

There are so many people here. Look, what are they doing?

Teacher: Do you want to ask a question? Let the students play freely and ask various questions about addition and subtraction. )

Teacher: The clown's balloon is really beautiful. Let's go and have a look. What are the clown and the children talking about? Please read it.

Teacher: Yes, how many balloons are still unsold? How to solve this problem?

(Design intent: Let students find and ask questions in the situation map of the amusement park, so that students can feel the close connection between mathematics and life: mathematics comes from life, and mathematical knowledge can solve practical problems in life. )

2, group communication, explore the algorithm.

Teacher: How about 15-9? Children, think about it. What methods have we used in the previous calculation?

Instruct students to learn algorithms.

What is 15-9? How did you know? (or how to calculate? ) Tell your friends in the group your good method. Compare and see which group of children speak seriously, listen carefully and use the most methods.

Give students time to communicate in groups, and teachers participate in listening, guiding and communicating.

3. Collective report

Teacher: The children communicate well. Would you like to show your method to the class? Please report to the students in this group. Children in other groups, what about you and the teacher? Listen carefully! )

Algorithm 1: 9+6= 15 15-9=6.

Algorithm 2:10-9 =11+5 = 6.

Algorithm 3:15-5 =1010-4 = 6.

Algorithm 4:15-10 = 515-9 = 6.

(Design intention: The new curriculum standard advocates the diversification of algorithms, and students explore various algorithms for computing 15-9 through group cooperation. Through such inquiry activities, students can build their own knowledge system, master inquiry methods, know the diversity of non-strategies to solve problems, and effectively expand their thinking. )

4. Summary

Just now, children used to put a stick, count, add and subtract from the picture, take out 15, subtract 9 from 10, and add it. They learned that the clown had 15 balloons and sold 9 and 6 more.

5, the application method

Teacher: There are children in the amusement park who buy hoop, windmill and crossword puzzles. Where are you going? Raise your hand if you want to see the ferrule! Raise your hand if you want to see the windmill! Raise your hand if you want to watch crossword puzzles!

How many laps did the little boy throw? How many people are trapped? How many people are missing?

Is there any way to quickly know how many of them have missed the trap?

6, recess activities

The children study hard, so let's relax. The small train has brought us so many good friends. Let's sing and dance together.

7. Consolidate exercises

(1) Do it

The first question. See the requirements of the topic together. How to set and calculate 1 1-9? Blackboard: 1 1-9=2. What is 16-9=7?

Question 2: Please look at the second question. The teacher reads the questions. Who can tell me how you circle it? Please take out your books and tell everyone.

(2) Presentation topic: Children, let's read these formulas on the blackboard. Look at these formulas carefully. What did you find? By the way, the minuend is more than ten, and the minuend is nine. Today we are going to learn the subtraction of more than ten MINUS nine.

8. Competition

Teacher: The children are learning really well. The teacher will reward you with an interesting game-playing balloons (a topic of ten MINUS nine). Children who are willing to participate can stand up and answer first.

Summary after class

In this lesson, you learned the subtraction of ten MINUS nine. What did you get? You can think of it this way. I want to add when I see subtraction. You can also use the method of "breaking ten" to continuously subtract ... The difference between more than ten MINUS nine is 1 greater than the counted digits.

homework

First, the preparation questions

9+()= 1 1 9+()= 14

9+()= 15 9+()= 17

15-9=□

Think: 9 plus () gets 15.

17-9=□

Think: 9 plus () gets 17.

18-9=□

Think: 9 plus () gets 18.

Second, do it.

9+()= 13 9+()= 16

13-9=() 16-9=()

Third, calculation

1 1-9= 14-9= 17-9=

12-9= 15-9= 18-9=

13-9= 16-9= 19-9=

13-9-2= 19-9-6=

18-9-5= 16-6-9=

Write on the blackboard.

Ten MINUS nine

The fourth teaching goal of "ten MINUS nine" in the second volume of mathematics teaching plan for the first grade of primary school

1. On the basis of existing knowledge and experience, students can further experience the calculation process of more than ten MINUS nine through observation and operation, master the calculation method of more than ten MINUS nine skillfully, and can calculate correctly.

2. Encourage students to explore a variety of calculation methods through independent thinking and cooperative communication, and use their favorite methods to calculate the formula of more than ten MINUS nine, so as to infiltrate the ability of solving problems in a variety of ways.

3. Guide students to use the calculation method of "ten minus nine" to solve practical problems, so that students can initially realize that there is mathematics everywhere in their lives, thus cultivating their awareness of using mathematics.

4. Cultivate students' sense of cooperation and communication skills.

Teaching focus

Guide students to solve practical problems with their favorite calculation method of ten MINUS nine.

Teaching difficulties

Experience and explore the thinking process of calculating more than ten MINUS nine.

Teaching preparation

Multimedia courseware, oral calculation card, stick

teaching process

First of all, the warm-up match

①8+9= 15-9= 17-9= 6+7= 13-9=

②7+9= 18-9= 9+5= 14-9= 1 1-9=

(1) collective modification

(2) Comment: Please tell me how you worked out 17-9.

(3) Do students have different ideas about their own algorithms?

(4) Teacher: Just now, we reviewed several methods of subtracting nine from ten that we explored together, so the teacher hopes that everyone can do the questions in their favorite way in the future study process. Ok, let's enter our practice class of ten MINUS nine today. (blackboard writing topic: practice class with more than ten MINUS nine)

Second, imports:

Teacher: Do the students like Pleasant Goat?

Health: Yes.

Teacher: Teachers like it too. They are very happy to come to our classroom today. Let's say hello to them!

Health: Hello.

Teacher: The village head of Lanyangyang called everyone together early this morning and gave them an important task. It turned out that the wolf stole Yangcun's treasure while everyone was not paying attention. The task now is to find the lamb. Of course, there are many difficulties along the way. Are you confident to help them get their treasure back?

Health: Yes!

Teacher: OK, let's enter our competition.

1, high-speed combat

Teacher: Let's compare the speed with Pleasant Goat.

12-9 = 16-9 = 14-9 = 18-9 =

17-9 = 1 1-9 = 16-9 = 13-9 =

Use your favorite algorithm to calculate 18-9= ()

2. Look at the picture and write the formula

Teacher: Running so fast, everyone must be thirsty. Look, class, we are in strawberry fields.

3. Fight with great strength

Teacher: The students are full. Tiger brothers, Hercules, want to compete with us (circle with greater than, less than or equal to).

4+3 〇 17-9 15-9 〇5+97+8 〇9+6

4-9 〇 15-5 16-9 〇 13-9 12-9 〇9+4

4, mining war (want to add and subtract)

Teacher: Students should be careful not to step on mines.

9+( )= 12 9+( )= 18 9+( )= 159+( )= 1 1

12-9 = ( ) 18-9 = ( ) 15-9 = ( ) 1 1-9 = ( )

5. Look at the pictures and tell stories

Teacher: We walked safely through the minefield. Now let's take a break and tell a story.

Three. activity

Teacher: Students, with the help of your intelligence, Pleasant Goat has successfully regained the treasure. Look, they came to thank us! To celebrate, they invited us to dance together. Are you ready? (Music: Finding Friends)

Fourth, practice

Teacher: Pleasant Goat has finished their task, and they are going back to Yangcun to continue their life. They want to buy some presents for everyone. Now please go to the supermarket to help them choose gifts!

(1) Mom gave it to you 16 yuan. What do you want to buy most, and how much money is left?

(2) If you could buy two kinds, what would you like to buy? How much is left?

Verb (abbreviation of verb) asks questions

After learning several calculation methods of ten MINUS nine, can you tell me how to calculate 15-8 and 13-7 in my favorite way?

Sixth, talk about harvest.

What did you gain from this class?

Teacher: in this class, we learned a lot, such as telling stories, the calculation method of ten MINUS nine and so on. We also use the calculation method of subtracting nine from ten to deduce how to calculate eight from ten and seven from ten, which we will learn next time.

Seven. abstract

Teacher: Do you like Big Wolf?

Health: No, he is always doing bad things.

Teacher: Yes, the wolf always likes to sabotage, but the teacher thinks the wolf has one advantage. Although he failed every time, he never gave up. We should learn from him. Then this lesson depends on the wisdom of all of us Pleasant Goat defeated Big Wolf again and again. Grey Wolf failed again and again, and we won. We are pleasant goat!

Finally, the teacher gave the students a sentence: failure is the mother of success (big screen display)