Three pieces of mathematics courseware for the first grade of primary school

# Courseware # Introduction Courseware is a course software made according to the requirements of the syllabus, through the determination of teaching objectives, the analysis of teaching contents and tasks, and the design of the structure and interface of teaching activities. It is directly related to the course content. Using courseware can attract students' attention, improve their learning mood and stimulate their interest in learning. Below is the courseware channel.

Mathematics courseware for the first grade of primary school

Teaching objectives

1. On the basis of existing experience, students can independently explore various methods to calculate the addition of 8, 7 and 6; Make students further understand the method of adding to ten, and add a few words to 8, 7 and 6 correctly and skillfully.

2. Cultivate students' preliminary observation, comparison, abstract generalization, hands-on operation and analogy ability of knowledge transfer.

3. Cultivate students' awareness of cooperative learning and mathematics application.

course content

Textbook page 103 ~ 104: 8, 7 and 6.

teaching process

First, create a situation to stimulate the desire for knowledge

The video shows that eight children went to the park to buy tickets, and then five children came. )

1. The teacher creates a situation: Sunday morning, the weather is fine, and eight children, including Xiaowen, Xiaoli and Xiaoming, go to the park to play. They came to the gate of the park and were about to buy tickets when five of their classmates came. How many children are there at the moment? How many tickets should I buy? They want to ask their classmates to help them calculate. Do students want to help? Let's discuss how to solve this problem in the group first, shall we?

2. Group discussion.

3. Group report and communication.

Health 1: We count these children. There are 13 people.

Health 2: Our group thinks so. Eight people came for the first time, and then count down, 9, 10,1,12, 13, and 13.

Health 3: We made up 10 from two of the five children who came later, 10 and the remaining three. A * * * is 13 people.

Health 4: We divide eight children into five children and three children groups, and then add these five children and five later children to make up 10, 10 and the remaining three people, and one * * * is 13.

Teacher's summary: These methods that students come up with are all good. Which of these four methods do you like best?

Second, hands-on operation, self-awareness and exploration of new knowledge.

1. After the students answered, the teacher pointed out: If you use the calculation method, how should you formulate the formula?

The students answered, the teacher wrote 8+5 on the blackboard.

Teacher: How to calculate 8+5? Let the students swing with sticks in the group.

Group report and exchange, because students have the basis of 9 plus a few, it is easy to think of making up 10 to solve this problem.

Health: Our group will set up eight branches first, then five branches, and then take out two of the five branches and put them into eight branches to make up 10, 10 plus the remaining three branches, which is equal to 13.

The teacher asked several groups to explain how they did it.

According to the reports of several groups, the teacher summarized the operation while writing on the blackboard: the students were so clever that they all thought of taking out two of the five sticks, using eight sticks to make 10, 10, and the remaining three were equivalent to 13. This method is really good.

Do other groups have different calculation methods?

Because of the foundation of several plus nine, other methods, such as counting method and connecting method, no longer appear or rarely appear.

2. Teacher: Just now we put a stick and worked out 8+5= 13. Now we don't put a stick, just look at the formula. Can you work out the results of 8+4, 7+6 and 6+5?

Students reflect that because students have learned to calculate 8 plus 5 by inserting rods, there should be no problem in calculating the three formulas of complement 10. Teachers should let more students speak their minds at this time.

On the basis of students' reports, the teacher summed up the method of rounding ten: students just add 8, 7 and 6 to 10 respectively, and then add the remaining numbers to 10. This is the main content of our study today.

(Teacher's blackboard writing topic)

Consolidate internalized and divergent thinking

Teacher: It's not easy for students. They figured out a way to add a few questions on the basis of 8, 7 and 6. What does this method have to do with the method of adding a few to nine that we have learned? That teacher has a topic 8+9 here. See which student thinks the most ways?

Student report:

Students 1:9 take 2 and add 8 to get 10, and 10 plus 7 equals 17.

Health 2: Take out 1 from 8, use 9 as 10, and 10 plus 7 equals 17.

Health 3: I think because 9+8= 17, 8 plus 9 equals 17.

The teacher affirmed all three methods, especially praised the third method. Teachers infiltrate and exchange the position of addend, and get the law that the number is invariant. Teachers demonstrate the thinking process of 9+8= 17 and 8+9= 17 with courseware to help students realize the transfer of learning.

Third, apply new knowledge to solve problems.

1. (courseware presentation) Circle and calculate.

2. (Courseware shows) 1 There are 6 people on the bus and 7 people got on it. How many people are there on the bus at this time?

3. (Courseware display) Rabbits find a home: every rabbit has a recipe and every hut has a number. After the students do it right, the rabbit can go home.

4. (Show the courseware) Write the formula. Write the formula according to the situation in the picture to see which student writes more and better.

The second part of mathematics courseware for the first grade of primary school

Teaching objectives:

1. Make students go through the process of calculation method and calculate correctly.

2. Make students gradually cultivate the consciousness and habit of exploration and thinking in observation and operation. Cultivate students' innovative consciousness through algorithm diversification.

3. Enable students to use knowledge to solve practical problems in life, understand the role of mathematics, and initially cultivate the application consciousness of mathematics. Teaching process:

First, the game guides people and stimulates interest.

Do you like playing games, children? Now let's play, shall we?

The teacher clapped his hands and said rhythmically, let me ask you, little friend, how much is 9 plus 10?

Student: Miss Shao, I tell you, 9 plus 1 equals ten.

[Comment: The relaxed and pleasant classroom atmosphere has laid a good foundation for the teaching of the new curriculum. The composition of 10 not only reviews password games, but also provides a basis for students to explore the algorithm of 8 plus 7. ]

Second, the operation of inquiry, learning new knowledge

1. Teach trumpet drawing.

(1) Question: This is a thumbnail. Who can explain the meaning of this painting?

Can you ask a question of addition calculation? How to form?

[Comment: Let students talk about ideas first and then ask questions, aiming at cultivating students' ability to collect information and ask questions. ]

(2) Question: What is 8+7? Can you see it from the picture? Talk about it in the group.

(3) Who will tell me what you think?

Students may have the following ideas when communicating:

(1) One by one.

② Eight plus two on the left is 10, 10 plus five is 15.

③ Seven plus three on the right is 10, 10 plus five is 15.

(4) There are 20 boxes * * *, and now 5 boxes are empty, which is 15.

⑤8+7=8+2+5= 15。

⑥8+7=7+3+5= 15。

Students demonstrate the process of trumpet movement through computer animation when communicating the second and third methods.

[Comment: Teachers make full use of thematic maps to let students explore 8+7 calculation strategies independently. The above different algorithms reflect students' three cognitive levels: the first algorithm shows a tendency to grasp actions, and the cognitive level needs to be improved; The second algorithm shows a tendency to grasp graphics, and such students have strong observation and imagination for graphics; The fifth algorithm shows a tendency to grasp symbols. These students have abstract thinking ability and high cognitive level. ]

2. Teaching stick figures.

(1) The children have come up with many ways to calculate 8+7= 15. Want to know what small green peppers and mushrooms think?

Put a stick on the small green pepper. Please talk in the group. What's it thinking? Say its name.

Animation demonstration, students fill in the numbers in the box.

(2) The ideas of small mushrooms and small green peppers are a little different. Please talk in the group. Communicate by name.

[Comment: Setting up the situation of helping small green peppers and mushrooms, and asking students to fill in the numbers in the box is conducive to cultivating students' virtue of helping others, and at the same time making students' cognitive level develop on the original basis. ]

(3) What's the difference between these two methods? Like what? Summary: These two methods are all ten methods.

3.( 1) Think about doing the 1 problem in teaching.

Please put it with your school tools before calculating. Students talk after they finish speaking.

(2) (The computer shows it, thinking about doing the second question) Let's play a circle ten game. Circle 10 first, then calculate.

(3) Thinking teaching. Question: Do you think so without looking at the picture or putting a stick? Please fill in this book.

Question: What other related formulas can you think of when calculating 8+9?

Somebody say something. Students may think:

① Because 9+8= 17, 8+9= 17.

② Because 9+9= 18, 8+9= 17.

③ Because 8+ 10= 18, 8+9= 17.

④ Because17-9 = 8,8+9 =17.

[Comment: Let different students show different thinking processes, let them have a positive learning experience, feel the happiness of success, and further develop their creative thinking. ]

(4) Summary: When we calculate 8+9, we can think of the formula we learned before. This method is really good. (The computer shows it, thinking about doing the fourth question) Can you calculate the number of these questions quickly?

Students answer orally.

[Comment: Through the comparison of problem groups, students realize that if a small number is added to a large number, the number can be directly calculated by the formula they have learned, and at the same time, they realize that the two numbers are added, the positions are exchanged and the sum is unchanged. ]

Third, look for laws and consolidate new knowledge.

1. The computer shows the question of 8 plus a few, and the students answer it orally, leading the students to find that if you divide the added number by 2 plus a few, you will know that the number is greater than ten. Summary: If this rule is discovered, it will be correct and soon.

[Comment: Providing students with rich learning materials, let them observe and compare, and find out the law of 8 plus several, which can not only improve students' oral calculation speed, but also cultivate students' habit of inquiry and thinking. ]

2. The computer shows 7+ children's problems. Question: So, is there such a rule that seven plus several? Who can quickly calculate the number of these questions?

3. Organize an oral contest, with one representative for each boy, one representative for each girl and the rest gesturing.

Fourth, contact life and solve problems.

Question: It's not enough to know what it is. We should learn to use our brains and use what we have learned to solve problems in life. You see, there are three bags of bread in the bakery. The first bag has nine bags, the second bag has eight bags and the third bag has six bags. Aunt Wang in kindergarten is going to prepare snacks for the children in the class 15. Which two boxes do you think are more suitable? Organize students to communicate on the basis of independent thinking.

Conclusion: Applying mathematical knowledge can solve problems in life. Moreover, as long as you are willing to use your head, there are often more than one way to solve the problem.

[Comment: The teacher raised a challenging question from real life, which requires students to make analysis, estimation and judgment in specific situations. The process of solving problems makes students get the joy of success, at the same time, it also enhances their confidence in learning mathematics, develops their thinking of seeking differences, and cultivates their attitude of seeking truth from facts and innovative spirit. ]

General comment: There is no rigorous explanation of calculation methods and repeated standardized arithmetic language training in this course. Teachers allow students to think in a form suitable for their own thinking characteristics, explore calculation methods, and form general strategies to solve problems. Students have acquired basic mathematics knowledge and skills, and at the same time fully developed their emotions and attitudes. Students' learning activities are a lively and personalized process.

The third part of mathematics courseware for the first grade of primary school

Teaching objectives:

1. In the case of visiting the park, the calculation methods of 8 plus a few, 7 plus a few and 6 plus a few are explored, and the calculation can be flexible.

2. Through operation, discussion and communication, cultivate the ability of independent inquiry and transfer reasoning, and optimize the algorithm.

3, stimulate interest in learning, feel that you want to learn, like to learn, you will learn.

Teaching emphasis: be able to correctly calculate 8 plus several, 7 plus several and 6 plus several, and master the oral calculation method.

Teaching difficulty: developing the ability of transfer reasoning.

Teaching preparation: each person has 10 injection package, stick learning tool, answer sheet, exercise paper, 8 plus several, 7 plus several, and 6 plus several three turntables.

Explain the design description:

The teaching in this section is divided into two parts. Part of it is the oral calculation of 8, 7 and 6. The key to this part of teaching is to master the oral calculation method and be flexible in oral calculation. In the design, through the deepening of teaching links, students can feel "seeking differences over many, seeking common ground over excellence". For example, when playing roulette, I realized the convenience of "ten-point method", and then I felt that I chose flexible methods to optimize the oral calculation method according to different topics in "using my brain". The teaching of oral arithmetic is quite boring. In the design, we can stimulate the interest in oral calculation through vivid practice forms and be proficient in oral calculation at the same time.

The second part is "using mathematics", and the teaching design of this part strives to embody: ① making full use of situation diagram to let students learn and use mathematics; (2) Guide students to carefully observe the meaning of pictures and experience the same problems. Different observation angles will lead to different formulas; In the process of solving practical problems, I further realized the means of collecting information.

Teaching process:

First, create a problem situation.

Xiaohong gave you a test: 9+5=

This paper focuses on the process of "supplementing ten methods". Why do you divide 5 into 1 and 4?

Today's weather is really good. Xiaohong and her friends go to the children's park to play. Tell me what you see. The courseware dynamically shows the scene of buying tickets on page 103 of the textbook.

What math questions will you ask? (It is estimated that students can come up with a * * * How many people will buy tickets? This leads to the formula 8+5=? )

Second, explore new knowledge.

(a) for example, 8, 7, 6 plus a few (preliminary perception calculation method)

1, teach 8+5.

(1) Group discussion: How to know the number the fastest. Talk to each other, and then write your thoughts on the answer sheet. If you have difficulty, you can use an injection bag. Teachers participate in group discussions. )

(2) When students report, there are many kinds of oral calculation methods, with the emphasis on "adding ten methods" and naming answers.

8+5= 13 Why do you want to divide 5 into 2 and 3?

1023

(3) Summary:

Just now, the students came up with a quick and good method to calculate 8+5= 13. The teacher is really happy for you, and the students are really amazing!

2. Small contest: Turn the turntable (teaching example 2-highlighting the advantages of the ten-point method)

1, teach 7 plus a few and 6 plus a few, the first feeling of the benefits of ten methods.

(1) Look at a large green meadow. Flowers nod to us and birds smile at us. Sit down and have a rest! What math problems can you ask from this picture? How to solve it?

There are seven birds in the sky, and five others are flying. How many birds are there in the sky?

There are six flowers on one side and five on the other. How many flowers are there on the grass?

Blackboard writing formula: 7+56+5

(2) Now please use the fastest method to calculate 7+5 and 6+5.

(3) Ask students to introduce oral calculation methods.

7+5= 12 Why do you want to divide 5 into 3 and 2?

1032

6+5= 1 1 Why should 5 be divided by 4 and 1?

104 1

(4) Summary: It seems that the ten-point method can not only add a few points to 9, but also add a few points to 8, 7 and 6.

(2) teach 8, 7 and 6 to add a few.

1. Grouping carousel. (8 minutes)

(2) The number of reports made by the group that writes more and writes faster (only 8+4 and 8+8, 7+6 and 7+8, 6+6 and 6+8 are needed),

(3) Tell me how to calculate orally quickly and accurately.

3. Use your head (Teaching Example 3)

(1) can be added to ten to calculate 8+9. Can you think of a faster way? Students can answer freely.

①8+2= 10、 10+7= 17

②9+ 1= 10、 10+7= 17

③9+8= 17、8+9= 17

This paper focuses on the calculation method ③. When two addends are the same, the positions of addends can be interchanged and the sum is unchanged.

(2) Can you use the fastest method to calculate 7+9 and 6+9?

Third, consolidate the practice.

1, circle, count.

Textbook page 104, title 1.

2. Say and calculate.

Textbook page 104, question 2

Step 3 take the train

Everyone has a ticket (oral card), and three formulas on the ticket must be calculated before boarding. Then get on the train according to the number on the ticket (there are four trains, namely 15, 14, 13, 12). The teacher chooses a question from 8, 7, 6 and several points and talks about his own views.

Fourth, expand and extend.

What two kinds of carrots can a white rabbit eat? What about the gray rabbit?

Students' games include the "Star of Wisdom" and the patrol guidance of teachers.

Verb (abbreviation of verb) abstract

Today we learned "8 plus a few, 7 plus a few, 6 plus a few". What method is used in the calculation?

(Add up to ten methods; Swap the positions of addends and get the law of number invariance)