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Excellent lecture notes on "Adding and Subtracting Whole Tens to Tens"
As a teacher, you are usually required to write lecture notes, which can better organize teaching activities. So how should the course manuscript be written appropriately? Below is a sample of excellent lecture notes on "Adding and Subtracting Whole Tens to Whole Tens" that I have carefully compiled. It is for reference only. I hope it can help everyone.
1. Teaching content: Pages 62-63 of the second volume of the first-grade mathematics of the New Curriculum Standards People’s Education Press. Example 1. Do one and practice questions 1-2 of ten.
2. Teaching objectives:
Knowledge and ability objectives:
1. To enable students to understand and master the calculation methods of adding and subtracting integers to integers, Able to add and subtract whole tens within 100 orally.
2. Enable students to understand the arithmetic of adding and subtracting numbers in the same digit.
3. Enable students to learn to use the knowledge they have learned to solve practical problems.
4. Cultivate students’ ability to observe, analyze and solve problems.
Process and method objectives:
1. Enable students to experience the summary process of calculation methods for adding and subtracting whole tens and experience the diversity of calculation methods.
2. Cultivate a sense of autonomy, cooperation, and inquiry, and improve the ability to use mathematical language to describe thinking processes.
Emotional attitude and value goals:
1. Let students feel the close connection between mathematics and life, and further stimulate students' interest in learning and intimacy with mathematical knowledge.
2. By creating situations, give students a learning space for independent exploration, cooperation and communication, so that students can develop good learning habits of independent exploration, cooperation and communication.
3. Allow students to master algorithms through hands-on operations, independent exploration, cooperative communication and other methods, improve their enthusiasm for learning, and enhance their interest in learning mathematics.
3. Analysis of academic situation:
After one semester of study, students have mastered the reading, writing and composition of numbers within 100, including integers plus one digit. And the knowledge of corresponding subtraction, continuous addition, continuous subtraction, and mixed operations of addition and subtraction. Students' study habits and learning abilities also have a certain foundation, and they can use the knowledge they have learned to study simple mathematical problems. The most common psychological characteristics of lower grade primary school students are characterized by concrete image thinking, short attention span, and love to talk and move.
4. Content analysis:
1. Status function:
Adding and subtracting whole tens is when students have basically mastered the reading of numbers within 100. The teaching is based on the method, writing and number composition, as well as the addition of whole tens and one-digit numbers and the corresponding subtraction. This will provide the basis for learning addition and subtraction within 100, as well as learning multi-digit addition, subtraction, multiplication, and division.
2. Analysis of teaching materials:
The quality of learning this part will have a direct impact on the accuracy and speed of future calculations. Because the calculation of adding and subtracting integer tens is based on addition and subtraction within 10, but the counting unit is different. It uses "ten" as the counting unit, which penetrates the meaning of adding and subtracting the same digits. Lay the foundation for further learning of two-digit addition and subtraction in the future.
3. Important and difficult points in teaching:
Based on the teaching objectives and the above analysis of teaching materials, I have determined the following teaching priorities:
Teaching focus: Make students understand And master the calculation methods of adding and subtracting whole tens.
Based on students’ existing learning experience, as well as students’ cognitive abilities and psychological characteristics, the cognitive characteristics of lower-grade students are a process of development from concrete to abstract, and from low-level to advanced. The content of adding and subtracting integers to tens is an abstract knowledge cognitive process for students, so the following teaching difficulties are determined:
Teaching difficulties: To enable students to understand the numerical ability of the same digits Arithmetic of addition and subtraction.
5. Teaching suggestions:
(1) Teaching methods:
In order to achieve the teaching goals, effectively highlight the key points and break through the difficulties, I I use courseware and create situations to guide students to explore independently, ask and solve problems on their own, and then explore a variety of different algorithms. I am just a guide and organizer in the entire teaching process.
1. “Calculation” is often associated with “boring” and “mechanical repetition”. In teaching, students can learn to add and subtract integers by taking them to see flowers in vivid situations. Put it into an exploration with things, situations and plots, so that calculations contain rich and vivid specific content. Students learn easily and happily, and effectively achieve teaching goals.
2. When exploring the calculation methods of adding and subtracting integers, through discussion, communication and hands-on operations, students can explore independently and display different algorithms, which embodies the "encourage students to be independent" in the "Course Standards" Thinking and promoting the diversification of calculation methods" concept.
3. Practice in the form of games and competitions that students like, diluting the traces of “practice”, consolidating and practicing relevant knowledge and skills, and developing mathematical thinking abilities.
(2) Learning methods:
The teaching targets of this lesson are first-grade students. They are young, active, playful and curious. They are easily tired and distracted during the forty-minute teaching. According to this characteristic, in order to capture their interest and stimulate their curiosity, I mainly adopt a pleasant teaching method, using the textbook to see flowers, so that students can learn happily in an immersive situation. The curriculum standards believe that hands-on practice, independent exploration, cooperation and communication are important ways for students to learn mathematics. During the teaching process, students are asked to take a look (look at pictures), think about it (think about problems, algorithms), count, talk about it, and place it (putting out small sticks), etc. Actively use your eyes, ears, brains, and mouths to guide students to learn new knowledge through their own learning experience, and actively carry out teaching activities in this lesson. Adopting a learning method of group discussion, cooperation and communication, allowing students to independently observe and discover hands-on operations and express verbally, fully mobilize students' enthusiasm for learning, let students experience the sense of success in independent learning, and also cultivate students to be good at observation, diligent and diligent It focuses on the study habits of thinking, and more importantly, it achieves the purpose of cultivating students' comprehensive abilities. Encourage and guide students to think about calculation methods, and organize students to exchange calculation methods, so that students can understand calculations and master algorithms through independent exploration and cooperative exchanges. It fully reflects the principle of students as the main body and teachers as the leader. It embodies the function of "students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning".
(3) Teaching design:
1. Create situations and introduce new lessons.
Teacher: What season is it now, students?
Born in: Spring.
Teacher: Spring is the season when flowers bloom. The weather is really nice today. The teacher wants to take you to the garden. Do you want to go? (Thinking), there will be some difficulties on the way to play, and the teacher only wants to take students who love to use their brains and are brave. Do you dare to accept the teacher's challenge?
(1) The courseware provides review questions.
(2) The courseware introduces whole tens.
The design intention is to create a vivid situation of taking students to see flowers to stimulate students' interest and desire to learn. Let students experience the joy of success and enhance their self-confidence in learning.
2. Explore new knowledge.
(1) Explore the calculation method of adding integers to integers
A. Create scenarios and obtain information
(1) Enter the scenario. Classmates, just now the teacher promised you to go on a trip together, let’s set off now. Video display: There are many flowers in the garden, with flowers in full bloom and butterflies flying, creating a charming scene. By enjoying the view, who can discover mathematical information and ask mathematical questions.
(2) Students: Observe the situation and collect numbers (there are 10 pots of red flowers, 20 pots of yellow flowers, and 30 pots of purple flowers.)
(3) Discover problems and clarify them. (How many pots are there of red flowers and yellow flowers? Let students read together and then dictate the question themselves.)
(4) Try to solve the problem. Write on the blackboard based on the students’ answers: 10 20
B. Cooperate and communicate, and explore algorithms. (How to calculate 10 20= orally?)
(1) Group cooperation and communication of algorithms.
(2) Exchange and display, understand arithmetic.
a. How to count: 10, 20, 30
b. Arrange small sticks: first place one bundle of small sticks, then two bundles of small sticks, one *** is 3 bundles of small sticks, so 10 20 = 30
c. The composition of numbers: 10 and 20 form 30
d. Calculation method: Because 1 2 = 3, so 10 20 = 30
e. Use tens as the unit: there is 1 10 in 10, and there are 2 10s in 20. The total is Three 10s, which is 30.
C. Many in one side, optimization algorithm.
Students took the stage to demonstrate: emphasizing the calculation method using ten as the counting unit. 10 20, 1 tens and 2 tens together make one ***, which is 3 tens, which is 30. And then write on the blackboard:
10 20 = 30
↓ ↓ ↑
1 tens, 2 tens, 3 tens
Summary : Add whole tens to whole tens, add as many tens as you want.
(2) Explore the calculation method of subtracting an integer from an integer
A. Scene reproduction. Show the picture of purple flowers and talk to the worker uncle: We still need purple flowers to decorate the flower bed. If I move 10 pots, how many pots of purple flowers are left? Let students identify the problem to be solved.
B. Student report. Write on the blackboard based on students’ reports: 30-10
C. Pay attention to experience to add and subtract. Communicate the algorithm of 30-10 based on experience in calculating integers.
Student 1: I use the method of placing small sticks. Three bundles minus one bundle will leave two bundles. Two bundles are 20.
Student 2: I use the method of watching and subtracting. I want to calculate it by adding, because 10 20=30, so 30-10=20
Student 3: 3-1=2, 30-10=20
D. Students took the stage to demonstrate: emphasizing the calculation method using tens as the counting unit. 30-10=20. And then write on the blackboard:
30 — 10 = 20
↓ ↓ ↑
3 tens, 1 tens, 2 tens
Summary: Subtract whole tens from whole tens. Subtract as many tens as you think of. The design intention is that students discover and raise a variety of mathematical problems through observation while admiring flowers in the garden, and then organize students to think about calculation methods and then communicate with each other. This arrangement allows students to understand the overall situation through independent exploration, thinking and cooperative communication. The calculation method of adding and subtracting tens to whole tens leaves students with time and space to explore, think, speak, and do things, broaden students' ideas, and cultivate students' cooperative spirit. At the same time, table discussion and group communication methods are used to embody the "interaction" of the "Hele Classroom" model research, and "generate" different calculation methods for adding and subtracting integers to integers, embodying the "encourage" in the "Course Standards" Students think independently and promote the concept of algorithm diversification."
3. Consolidation exercises
Questions 1 and 2 on page 62 of the textbook
The teacher said: So many difficult problems have not troubled you. It seems that you have mastered them. After learning today’s knowledge, I hope you will review it carefully after class.
4. Review summary.
The teacher guides students to summarize. What knowledge did we learn in this lesson? What to think when adding or subtracting whole tens orally.
Guide students to read the summary on the blackboard. (To add integers to integers, think of tens and add tens. To subtract integers to integers, think of tens and subtract tens.)
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