Add some teaching videos to 5432.

Add some teaching videos to 5432. Please refer to this video link.

Teaching goal: To enable students to master the addends of 5, 4, 3 and 2, which can be calculated by exchanging addends and thinking about big corner decimals. Cultivate students to learn the calculation of 5, 4, 3 and 2 plus several skills of 9, 8, 7 and 6, thus improving students' knowledge transfer and calculation ability.

Instructional Design: Creating Situations Teacher: Do you like watching cartoons, children? Today, Mr. Zheng invited the protagonist in your favorite cartoon. Do you want to see who they are? (Courseware presented one by one: Robot Cat, Snoopy, Crayon Shinchan, Pikachu) Teacher: Today, these four guests brought us many math problems. Are you confident to solve them?

Revising: Whose problem should we solve first? Let the children decide, no matter who they choose, they will be displayed in a certain procedural order. ) See what problems the robot cat has brought us? (Courseware shows: warm up by oral calculation first) Say the formula and report the figures directly. (In order: 9+58+39+38+5)

Just report it directly and see who responds the fastest, okay? (Show them in turn: 9+47+56+58+47+48+9) (The picture stays at 8+9) What about 8 plus 9? Expose the topic. Teacher: That's good. We learned 9, 8, 7, 6 and a few words the other day. Today we will learn 5, 4, 3 and 2 to add some words.

How much is the new teaching 5+7 (four animated characters with courseware pictures coming back here)? What do children at the same table think? Feedback: How much is 5 plus 7? what do you think? He thinks that the same or different can be said. )

Students write on the blackboard as they talk: a. Make 5 10, divide 7 by 5 and add 2, 5 and 5 equals 10, 10 and 2 equals 12. Make 7 10, divide 5 into 2 and 3, 3 plus 7 equals 10, 10 plus 2 equals 12. Because 7+5 = 12, 5+7 = 12.