First grade "9 plus a few" lecture notes

As a people’s teacher who works tirelessly, you always have to prepare lecture notes and carefully draft lecture notes. So have you ever understood the lecture notes? The following is a sample of the first-grade "9 plus a few" lesson notes that I collected and compiled. It is for reference only. Let's take a look at it together. First grade "9 plus a few" lecture notes 1

1. Teaching materials

Carry addition within 20 is the basis for subtraction within 20 and multi-digit calculations. This part of the study The quality will have a direct impact on the accuracy and speed of future calculations. Therefore, carry addition within 20 is also one of the basic skills that must be practiced to further learn mathematics.

2. Talk about the goals

1. Students should understand the "Method of adding ten", initially master the thinking process of carrying and adding 9 plus a few, and be able to correctly calculate the oral arithmetic of 9 plus a few .

2. Cultivate students’ preliminary abilities of observation, comparison, abstraction, generalization and hands-on operation. Preliminarily raise questions and solve problems, diversify students' thinking, and cultivate innovative consciousness.

3. Through the exploration of problem situations, students can come up with various methods of calculating the number of 9 plus a few on the basis of their existing knowledge and experience; through comparison, students can experience simpler calculation methods.

4. Cultivate students’ awareness of cooperative learning and use of mathematics.

The key point is to enable students to use the "ten method" to calculate the addition of 9 and a few.

The difficulty is to let students understand the thinking process of "making ten methods together".

3. Explain learning clearly

Students have already learned the addition and subtraction of numbers within 10 and the understanding of numbers within 20. It should not be difficult for me to add carry within 20. , the end point is to guide students to optimize algorithms and choose a method that suits them.

4. Preaching method

Combining scenario demonstrations with communication with classmates.

5. Teaching procedures

(1) Creating situations

First, the chef sports meeting scene, ask: What do you see in the picture? Please talk to your tablemates Talk to each other.

When the students mentioned the drink picture, the teacher guided: How many boxes of drinks are in the box? How many boxes of drinks are outside the box? How many boxes of drinks are there in that box?

How to solve this problem? Solution? Ask students to think carefully and raise their hands to report.

(2) Explore new knowledge

At this time, students may have three answers:

1. Count. 1.2.3.4.……13.

2. Follow the counting method. ……10.11.12.13.

3. First put in a box to make 10, then add 10 to 3 to get 13.

Then how to calculate the formula?

9 4=13

Now that we have no drinks, we can use small sticks to replace them first. Use 9 small sticks to represent the 9 boxes of drinks in the box. The four small sticks on the right represent the four boxes of drinks outside the box. 9 boxes plus a few boxes make 10 boxes. Then take away the box outside the box and how many boxes are left. (3 boxes) How many boxes are the sum of 10 and the remaining 3 boxes?

Then 9 4 = 13

4 can be divided into 1 and 3, and 9 and 1 make 10. 10 plus 3 is 13

Now let’s talk about our calculation method of 9 4 = 13 again. Talk to your deskmate and correct each other.

6. Talk about exercise design

Doing questions 1.2.3. is a step-by-step process for students to master the algorithm, with levels. Enable students to be proficient in verbal calculations of adding 9 to a few.

7. Talking board design

Add a few to 9

9 4 = 13

4 can be divided into 1 and 3, 9 and 1 To make 10, 10 plus 3 is 13. First grade "How many numbers are added to 9" lecture notes 2

1. Teaching materials

The content of my lecture is "How many numbers are added to 9"? This content is selected from people The teaching version of "Compulsory Education Curriculum Standard Experimental Textbook Mathematics (First Grade Volume 1)" is taught based on students' understanding of numbers from 11 to 20 and the addition of 10. It is also the basis for further learning of other carry additions. Based on the basic concepts of the "Course Standards" and students' existing knowledge base and learning experience, I set the goals of this lesson as:

1. Cognitive goals:

Passed The exploration of problem situations enables students to initially understand the thinking process of adding tens and adding 9 to a few and carry out the calculations correctly.

2. Ability objectives

Initial cultivation of students’ ability to ask and solve problems and their awareness of innovation.

3. Emotional goals:

Through activities such as cooperative communication and hands-on operations, students’ awareness of inquiry and cooperative learning will be cultivated.

Teaching focus: Penetrating and transforming ideas, and applying the ten-to-ten method to correctly calculate the carry addition of 9 plus a few.

Teaching difficulties: the thinking process of making up ten methods.

2. Preaching method:

In order to achieve the above teaching goals, according to the characteristics of the teaching materials and the cognitive rules of the students, in the teaching of this class, I will use multimedia as the main method The teaching method uses group cooperative learning to allow students to complete teaching in practical activities such as hands-on operations, and strives to embody the following points:

1. Create interesting activity situations to stimulate students' desire to learn. Strong interest and motivation.

Due to their young age, first-grade students are inattentive and easily fatigued when studying. Therefore, I use the sports games that students are familiar with as the starting point to integrate mathematical knowledge into activities that interest them, so that , not only stimulates students' interest in learning, but also makes students naturally feel the close connection between mathematics and life.

2. Computing teaching reflects the diversity of algorithms, allowing students to perform calculations using methods they deem appropriate.

In teaching, I do not intend to emphasize the advantages or disadvantages of various calculation methods, nor do I deliberately remind students which method is easier, but let students use their favorite method. Because students' cognitive level has a gradual process.

3. Make full use of teaching resources to initially cultivate students’ ability to ask questions and solve problems.

In order to better highlight the dominant position of students, I try to provide students with opportunities for hands-on operations, independent exploration, and cooperative communication during teaching, so that students can build up the knowledge from what is known to what is known in open discussions. The unknown bridge is used to acquire new knowledge, allowing students to discover the connection between new and old knowledge in the process of asking questions, solving problems and exploring methods, and discover different thinking methods and approaches.

3. Overall design

I have arranged five teaching links for this lesson:

The first link: Create situations and set up questions and excitement

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In this link, I first use the sports games that students are familiar with as the starting point, and use vivid language to stimulate students' interest. Children, April is our school’s sports festival. Our school not only held a grand opening ceremony, but also held a school-wide sports meeting. Look, the game has started, and the sports field is so lively (show the theme picture of courseware one)! The second-grade 60-meter running final is taking place on the track, and competitions such as rope skipping, shuttlecock kicking, and long jump are also being held in the center of the sports field. In the stands around the playground, students are cheering for the athletes participating in the competition.

In order to quench the thirst of the athletes, they also prepared some drinks. They had already drank some. When the game was about to end, Xiao Ming asked: How many boxes are left? (Courseware 2) In this way, questions are directly raised and students are guided to observe the boxed drinks prepared for athletes, which stimulates students' awareness of helping others solve problems.

The second link: independent participation and exploration of new knowledge

This link is the process of acquiring new knowledge. In teaching, I will focus on students’ independent exploration. I will divide this link into three steps to complete.

The first step is to discuss and communicate and come up with methods.

In this part of the content, I focus on using students’ existing knowledge and experience, organizing students to discuss how many boxes are left, allowing students to communicate with each other about their own methods of solving problems, and let students discuss Discuss each method. Praise and encourage students based on their comments. Based on what the students say, various solutions are displayed on the screen one by one. During the communication process, students explored many methods, and their thinking was relatively messy. Possible situations are: (courseware 3)

(1) Count 1, 2, 3, 4, 12, 13 one by one;

(2) Count the boxes first 9 boxes in it, and then count 10, 11, 12, 13

(3) The sum of 9 and 4 is 13

(4) First take a box and put it in the box , make up ten, and then think about 10 3=13

The teacher guides the students to express the thinking process of the fourth method with the following picture, think: 9 plus 1 is 10, 10 plus 3 is 13.

　9 4 = 13 (courseware four)

　1 3

　10

Through intuitive analysis and comparison, students can find what they like method.

The second step is to ask questions and solve them

In order to better involve students in learning activities, I designed a competition link: use theme maps to let group members Ask each other addition problems to see who asks more questions and reward them. Use the questions raised by the children to cleverly and naturally move the questions of adding 9 to the blackboard, for example:

How many people are there in the shuttlecock kicking group and the skipping rope group?

9 3

How many people are there in the shuttlecock kicking group and the long jump group?

　9 7

In the whole process, students independently look for problems to be solved and explore ways to solve them, and teachers only play a guiding role.

The third step is to summarize the algorithm and consolidate the memory

Children’s thinking is inseparable from actions, and operations are the source of intelligence. When guiding students to sum up the ten-method arithmetic, I First let the students do it by hand, using the method of placing small sticks to calculate 9 3, placing 9 sticks on the left and 3 sticks on the right; then let the students recall how many and add a few to make ten, and let the students think of ways to move the sticks according to the students' ideas , fill in the mind map. Students may have two situations. The first is to take out 1 and 9 from 3 to make 10. 10 plus 2 equals 12 (courseware 5)

　9 3 = 12

　1 2

　10

The second method is to take out 7 sticks and 3 sticks from 9 sticks to make 10 sticks. 10 plus 2 equals 12

　9 3 = 12

　2 7

　10

Through students’ hands-on operation of placing discs and calculating 9 7, students may also have two A kind of idea (courseware six)

9 7 = 16 or 9 3 = 12

1 6 2 7

10 10

Here I did not emphasize looking at large numbers and dividing into decimals. Instead, I allowed students to freely choose to divide into decimals or large numbers, as long as they can make ten.

(3) Consolidate new knowledge and look for patterns

First-year students have short attention spans. After overcoming the difficult points, I used multimedia teaching to show a house-building game and combined 9 The formulas for adding numbers are arranged regularly. First, let students discover that the first addend of each formula is 9, which leads to topic 9. Adding numbers, and then let students calculate the result. It not only adjusts students' attention, but also consolidates the knowledge of adding 9 to several. After asking students to calculate the formula for adding 9 to a few, they can then observe the characteristics of the numbers, discover patterns, and look for quick and correct calculation tips. (Courseware 7)

　9 1=10

　9 2=11

　9 3=12

　9 4=13

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　9 5=14

　9 6=15

　9 7=16

　9 8=17

　9 9=18

Based on existing knowledge and experience, students can find that the numbers in the ones digit of the sum are all 1 less than the second addend. Then I will continue to ask, where did this 1 go? Students naturally think that 1 and 9 make 10, which further deepens their impression of the method of making ten.

(4) Apply new knowledge to solve problems

This link is to consolidate the knowledge learned in this lesson and flexibly apply this knowledge to solve problems. I scheduled two exercises. The first exercise is to use multimedia courseware to display brightly colored pictures of pineapples and apples to cultivate students' ability to read addition formulas in pictures. (Courseware 8) makes full use of students' existing life experience and guides students to apply the mathematical knowledge they have learned. Go into life and solve mathematical problems around you. To enable students to understand the role of mathematics in real life.

The second exercise is to fill in the equations according to the diagram. The purpose of this question is to cultivate students' thinking flexibility. First let the students figure out the content of the painting, and then let the classmates discuss with each other and ask questions. You can choose to count the number of bees or the number of flowers. When counting the number of flowers, students may fill in the formula as 6 9 = 15 in order from left to right, and give affirmation; when counting the number of bees, students may also fill in the formula according to the color of the bees. 10 5 = 15. While confirming that the student's calculation is correct, he should also be praised for his ability to think about problems from different perspectives and use the knowledge he has learned previously to solve new problems.

(5) Summary of the whole lesson and improvement of new knowledge

Let me first ask the students to talk about what they learned in this lesson? What is your favorite way to answer these questions? When conducting evaluations, I will use evaluation methods with diversified goals and diversified methods to praise and encourage students, so that students can see that their methods are recognized by the teacher, and their interest in learning will be higher, and they will truly feel that they are the masters of learning. . The above is my analysis and teaching ideas for the content of adding 9 to a few. 1st Grade "How Many Numbers Are Added to 9" Speaking Lesson 3

The topic of my speaking lesson is "How Many Counts Are Added to 9". This lesson is the content of "Carry Addition within 20" in the first volume of primary school mathematics published by the People's Education Press. It includes Example 1 and Example 2 on pages 96-98 of the textbook and the "Do it" after class.

1. Teaching materials

"Adding 9" is the starting lesson of the unit "Addition with carry within 20". Before this, students have already recognized the numbers 11-20 and can accurately calculate the geometric subtraction of addition 10. This knowledge has paved the way for the study of this lesson. The content of this lesson also lays the foundation for learning carry addition of other numbers in the future.

2. Talk about learning objectives

On the basis of carefully studying the "Mathematics Curriculum Standards" and in-depth study of the teaching materials, and based on the students' cognitive structure and psychological characteristics, I designated the following learning objectives Goal: Through exploring the problem situation, use your existing knowledge and experience to find various methods for calculating the number of 9 plus numbers; understand the thinking process of "adding 10" during the process of comparison and observation; and be able to correctly calculate the number of 9 plus numbers. At the same time, in a series of life situations, students deeply understand the close connection between mathematics and life, which greatly enhances their interest in learning mathematics.

The core idea of ??this lesson is to master the "Method of Making Ten" through activities such as independent exploration, cooperation and communication. Therefore, I determined that the focus of this lesson is to use the "Method of Making Ten" to calculate 9 Addition of numbers.

When first-grade children understand things, they mainly think in concrete images. Although they have a certain ability of abstract generalization and have learned some concepts, and can make preliminary judgments and reasoning, their thinking quality is generally poor. It is still very low, and the thinking process often only relies on specific representations, with great dependence and imitation. Therefore, the difficulty in learning this lesson is to understand the thinking process of "Getting Ten Methods Together".

3. Teaching method and learning method

In order to allow students to understand the key points, break through the difficulties, and more efficiently complete the preset learning goals of this lesson, I use the teaching method Careful arrangements were also made for teaching and studying the Fa.

Teaching methods: The "New Curriculum Standards" point out that mathematics teaching activities must be based on students' cognitive development and existing knowledge and experience. In teaching activities, it is necessary to stimulate students' enthusiasm for learning, provide them with sufficient opportunities to participate and learn, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods, and acquire knowledge in the process of independent exploration and cooperative communication. Extensive experience in mathematical activities.

In the teaching of this lesson, boldly let students operate, take students' independent exploration as the main theme, combine with interesting situations, stimulate students' interest in learning, and let students learn through observation, discussion, group cooperation and other methods. Students personally experience the formation and development of mathematical knowledge in practical activities, so that every child can gain the joy of success in the world and become the master of learning in a true sense.

In terms of learning methods: First-grade children are young, active, and have poor self-control. In addition, they have not been in school for a long time, and they are easily annoyed by classrooms full of constraints. Although children They have these small flaws, but their expressiveness and curiosity are worthy of our surprise. The "New Curriculum Standards" point out that effective mathematics learning activities cannot simply rely on memory and imitation. Hands-on practice, observation and comparison, and cooperation and communication are important ways for students to learn mathematics. In this lesson, I guide students to use independent exploration and hands-on practice activities to obtain various methods of adding extreme 9s. Then, through observation, comparison, discussion, group cooperation and communication and other activities, they will understand the thinking process of "adding ten methods" and be able to calculate. The question of adding a few to 9 breaks through the key points and difficulties of this lesson.

4. Preparation for teaching

In order to allow students to have a deep understanding of the "Ten Methods of Making Up", I have prepared visual multimedia courseware for this lesson, and each student has prepared 18 small sticks. .

5. Talking about the teaching process

The teaching process is a reflection of students’ cognition and the presentation of the entire teaching activity. I have designed the following four links for the teaching of this class.

The first link: Create situations, stimulate interest and raise questions

The mathematics classroom under the new curriculum standards should reflect the characteristics of "mathematics around you". Therefore, I used the sports meeting situations that students are familiar with as the starting point, used courseware to show photos of the wonderful performances of our school students at the sports meeting, and used lively language to stimulate students' interest. Then ask the children if they want to continue visiting, thus stimulating students' enthusiasm and curiosity. At this time, the students must be in high spirits. Driven by strong curiosity, students are allowed to accept the challenge. If the challenge is successful, they can continue to visit.

The purpose of the challenge is to review.

"Reviewing the past and learning the new can serve as a teacher." This is the importance of reviewing old knowledge in the courseware. The review process mainly includes the following steps. First, use oral arithmetic cards to show 9 ( ) = 10 and related exercises for calculating how many 10 plus numbers. Then use the form of sky to help students review "a number can be divided into 1 and how many". Finally, let students count 9 1 1 = ( ) 9 1 orally. 5 = ( ) 9 1 3 = ( ). The content of these three challenges is set up step by step, which prepares you for learning the carry addition of 9 plus a few in this lesson. Children who successfully pass the test must be very excited. Use language to control the students' emotions in a timely manner, and let the children visit the scenes of the sports meeting from a mathematical perspective.

The second link: independent attempts and exploration of algorithms

This link is the process of acquiring new knowledge. When teaching, I combine Example 1 and Example 2 to allow students to explore independently. Lord, I will teach this session in three steps.

The first step is to discuss and communicate and come up with methods. Deep in the human soul, there is a deep-rooted need, which is the desire to feel that oneself is a discoverer and researcher, and in the spiritual world of children, this need is particularly strong. In this step, I focus on using the students' existing experience, organizing students to discuss the problem of "how many boxes of drinks are there?", allowing students to share their own methods of solving the problem through mutual communication, and let students discuss each method. .

Learning is an individual cognitive process. Since each child’s cognitive level, way of thinking, and problem-solving strategies are different, differences will occur when facing a new calculation problem. calculation method. Here, students are allowed to use different methods to calculate the sum of 9, fully respecting students' choices, embodying the new concept of "algorithm diversification", and providing timely encouragement and affirmation based on students' return results. There may be three situations reported by students: (1) counting method, that is, counting 1, 2, 3, 4...12, 13 one by one; (2) counting method, there are 9 boxes in the box, and then Then count 10, 11, 12, 13; (3) First divide the 4 boxes outside into 1 and 3, put one box into the box and the original 9 boxes to make 10 boxes, add the 3 boxes outside, 10 3 = 13. Through intuitive analysis and comparison, students can find their favorite method.

In order to allow students to have a deeper understanding of the thinking process of "Gathering Ten Methods", I arranged the steps of "raising questions and solving problems". At the beginning of the teaching, I asked the students to observe the theme picture of Example 1 from a mathematical perspective, and asked them to talk about the mathematical information contained in the picture, and ask questions based on the mathematical information. Use the questions raised by the children to naturally add 9. Put the question on the blackboard. For example:

How many people are there in the group of shuttlecock kickers and rope skippers?

9 3 =

How many people are in the group of shuttlecock kickers and long jumpers?

How many people are there?

　9 7 =

When solving these two problems, boldly let students do the operation, so as to summarize the algorithm and consolidate memory. This is also the last step of this link. According to the thinking characteristics of first-grade children, it is difficult to deeply understand the process of "making up the ten methods". This abstract process must be visualized and transformed into one's own time in order to achieve the desired effect. At this time, I combined the solution of these two problems with the hands-on practice of Example 2, allowing students to choose the problem they want to solve, put it out with the learning tools in their hands, report after the activity, and ask students to come to the podium to talk about it. The process of operation. Finally, guide students to summarize: when calculating 9 3, 3 can be divided into 1 and 2, 1 and 9 make ten, 10 2 = 12; similarly, when calculating 9 7, 7 can be divided into 1 and 6, 1 and 9 Make ten, 10 6 = 16. (Write on the blackboard) At this time, there are three calculation formulas on the blackboard. Guide the students to say that these three calculation formulas are all about the addition of 9 and how many, thereby revealing the topic.

(Blackboard writing topic)

During the teaching process, students may have the idea of ??"dividing into decimals". This kind of daring to think and speak out should be encouraged, and students can be allowed to use methods like those shown on the blackboard To verify whether the idea of ??"dividing into decimals" is feasible.

The third link: Consolidate new knowledge and apply it flexibly.

Through the consolidation exercises in this link, teachers can truly grasp students' understanding of the newly taught knowledge, so as to carry out the next step of teaching. First-grade students are competitive and have a high desire for performance, but they have poor self-control and lack of concentration. Based on this feature, I arranged 3 exercises. First of all, the courseware is used to show the physical pictures of pineapples and apples. The brightly colored fruits immediately attract the students' attention. Through this question, students can cultivate their ability to see the addition equations in the pictures, make full use of the students' existing life experience, and guide the students to use all the methods. Learn knowledge to solve problems in life and experience the close connection between mathematics and life. In the second exercise, students write calculations based on the diagrams. First, let students explain the meaning of the problem to each other, and then ask and solve the problem. When dealing with the third exercise, I arranged the simple calculations in a regular manner, and then placed them on the background of the "ladder" clip art, and asked the students to use the "ten method" to perform calculations. Then let students look for patterns and guide them to say that the first addend is always 9. The number in the ones digit of each equation is 1 less than the second addend in the equation. Ask where the 1 goes when appropriate. Gone? Students naturally think that 1 and 9 make ten, thereby deepening their understanding of the "method of making ten".

The fourth link: summary of the whole subject, improvement and improvement.

The new curriculum standards point out that students are the main body of learning, and teachers play the role of collaborators, organizers, and guides in teaching activities. For the ladies in this class, I also tried to get students to participate. By talking about the gains from this lesson, students summarize the content of this lesson to facilitate future review, and at the same time, it also improves students' ability to summarize and generalize.

6. Writing on the Blackboard

All the writing on the blackboard for this lesson has been presented on the blackboard. When designing the writing on the blackboard, I strive to be focused, concise and easy to understand.