Summary of basic knowledge points of first grade mathematics

Learning requires making detailed plans. The plan itself has a strong binding and supervisory effect on everyone. The plan not only guides but also promotes learning. Developing a good study plan is an important means to improve work efficiency. Below are some first-grade mathematics knowledge points that I have compiled for you. I hope it will be helpful to you.

Knowledge points of first-grade mathematics "Subtraction within 20"

Method 1:

"When doing subtraction, you want to add" or "When you want to add, you want to subtract" because 8 7=15, so 15-8=7, 15-7=8.

This calculation method of "subtracting and adding" or "adding and subtracting" seems simple, but it requires students' thinking ability. First of all, students are required to be proficient in addition within 20 in order to quickly apply "subtracting". Want to add" or "Want to add and subtract".

Method 2:

"Broken Ten Method" 12-5=10-5 2=7

If the calculation method of "Broken Ten Method" allows students Think about the calculation method yourself, it is an unpopular method. This method can only be mastered by students who learn under the guidance of teachers. First, tell students not to subtract when 3 is not enough to 5, and then borrow 1 from the tens place to turn it into a 10-5 to get the number 5, and then combine it with the remaining 2 to form the number 5. 7.

Method 3:

"Flat Ten Method" 14-5=14-4-1=9

"Flat Ten Method" is also called "Continuous Subtraction" "Its characteristic is that it first splits the subtrahend into the ones digit of the subtrahend and another number. For example: split 5 into 4 and 1, then 14-3=10, and finally 10-1=9. This method The difficulty lies in splitting the subtrahend into two other numbers, which must be split correctly.

Method 4:

"Multiple subtractions and additions" 13-9=13-10 1=4

Characteristics of the method "Multiple subtractions and additions" The trick is: first round up the subtraction to 10, then subtract the complement of the subtraction and add the number 1 that sums up to 9 to make 10, such as: 9 1 = 10, and then 13-10 1 = 4.

Method 5:

"Complement the minuend's digits to a number that is sufficient to subtract" 13-5=15-5-2=8

The method of "filling up the ones digit of the minuend to a number large enough to subtract" is to fill up the ones digit of the minuend to a number that can be subtracted by the minuend, and then subtract the complemented number. For example: 13-5 becomes 15-5-2=8, which will be easier for students to master.

Knowledge points of "Understanding Figures" in first-grade mathematics

1. Figures can be divided into (1) plane figures; (2) three-dimensional figures

1. Plane figures Graphics: square, rectangle, triangle, circle, parallelogram

2. Three-dimensional graphics: cuboid, cube, cylinder, sphere

2. Assembly of graphics

1. Two identical triangles can be assembled into a parallelogram; two identical triangles can be assembled into a parallelogram, a rectangle, or a large triangle.

2. At least 4 small squares are needed to make a big square, and at least 8 small cubes are needed to make a big cube.

3. Two rectangles can be combined into one large rectangle. (Two special rectangles can be combined into a large square), and 4 rectangles can be combined into a large cuboid.

Learning process

1. The teacher leads the students to recall the characteristics of three-dimensional graphics

2. Play the micro video and the students watch it

(courseware Show: cuboid, cube, cylinder, sphere and triangular prism, play the process of "extension" of plane figures from three-dimensional figures)

3. Organize students to use the different shapes of the learning tools prepared before class to practice in the exercise book Trace, draw, print, and develop flat graphics. Students who draw well and quickly can share their works with Teacher Mai.

4. Recognize rectangles, squares, circles and triangles

5. Recognize parallelograms (guide students to observe a parallelogram formed by two identical triangles)

Teacher: Can you fold a square, rectangular or parallelogram piece of paper into two identical parts? How many folding methods are there? Who would like to introduce how they fold it? What is the shape that comes out? Please tell me. Give it a try. If you are ready, students can contact Teacher Mai

6. Classification and sorting

(1) The courseware presents multiple graphics, allowing students to talk to their parents respectively. What kind of shape is each one?

(2) Tell me: How do you remember what each shape looks like?

Mathematics learning methods and skills

Carefully plan mathematics activities

The new curriculum standards are particularly focused on: "Let students personally experience the process of abstracting practical problems into mathematical models and then explaining and applying them." The emphasis on the formation process of mathematical knowledge was the result of the transformation of mathematics projects at that time An important idea.

In order to allow students to bring their original knowledge and experience into learning activities, actively construct and understand mathematical concepts, acquire mathematical methods, gain understanding of mathematical research, and enhance their determination to learn mathematics well,

For example, in “Knowledge of 1 to 5”, the teaching material first shows the abstraction of numbers from the real world, and then allows students to further understand the meaning of cardinal numbers by placing small sticks; to understand objects and graphics, the teaching material first starts with “making the shapes the same” "Putting them together" improves students' intuitive understanding of the shape of objects, and then three-dimensional figures appear to elicit the names of the shapes of objects. Then let students try to use the mathematical knowledge they have learned to describe the living space... In education, it is necessary to use the basic information and learning activity levels provided by the textbooks to plan mathematical activities such as inquiry, operation, consideration, and communication for students, so that students can experience The process of knowledge formation.

For example, when educating "Knowings 1 to 5", students can create a situation of "going to a safari park" based on examples of students who have been to a park or zoo. Ask students to tell their peers about the functions of inquiry and counting to the whole class. Through the activities of inquiry, counting, and talking, students can abstract numbers from 1 to 5 from the real world. Then, let the students place the sticks according to the numbers, or choose their favorite learning tool cards to place. During the operation, students make general numbers detailed and deepen their understanding of the cardinal meanings of numbers 1 to 5. Students know the numbers from 1 to 5 through seeing, counting, speaking, and doing various activities, and have experienced the process of forming number concepts. Students not only understand the occurrence and function of numbers and deepen their understanding of the concept of numbers, but also try to look at things around them from a mathematical perspective and gain successful understanding, which enhances their determination to learn mathematics well.

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