Please give me an article about the addition of 3 in kindergarten or primary school mathematics.

Examples, "Try" and "Think and Do" questions 1-6 on page 4 of the textbook.

Teaching objectives:

1. Make students experience the process of writing addition formulas in connection with specific situations and get a preliminary understanding of the meaning of addition; Know the plus sign, read and write addition formulas; Can fill in addition formulas according to specific situations.

2. Make students master the addition calculation method with the number less than 5 through active exploration and mutual communication, and can calculate correctly.

3. Make students learn to explain their own thinking process and calculation method in combination with specific situations, and cultivate their preliminary observation and comparative reasoning ability.

4. Make students have a preliminary understanding of the relationship between mathematics and life, and have an initial interest in learning calculation.

Teaching emphasis:

Know addition and learn to calculate addition within 5.

Teaching difficulties:

Learn to calculate the addition within 5, and learn to write the addition formula.

Teaching preparation:

Multimedia, small blackboard, addition and subtraction formulas.

teaching process:

1. game introduction

today, the teacher plays a quiz game with everyone. Do you want to play? (multimedia presentation)

5 can be divided into 2 and () 1 and 3. ()

() can be divided into 2 and 2 1 and () 2

3 can be divided into () and 2 4 and 1. ()

Ask the students to answer in turn.

2. Understanding addition

1. Creating situations.

Our children have to work as well as study at school, just like last Friday. Look, what are some children doing at school? (multimedia gives example 1 picture)

Q: Tell me what you see? (point out that students are required to complete their words)

2. Know addition.

according to this, what question can you ask? How many people are watering the flowers? )

Do you know how many people are watering the flowers? (Five people) Then how do you know that a * * * is five people? (Add 3 and 2 to make 5)

Description: Add 3 people and 2 people, and we can calculate by addition. (showing blackboard writing: 3+2=)

The teacher points to "+"and asks: Do you know this symbol? It represents a calculation method-addition.

how much is 3+2? (5) How do you know? (Blackboard: 3+2=5)

Who can read this formula? (Read by name)

Name the numbers 3+2=5.

3. Try teaching.

Show me a try-out screen with multimedia and ask: What do you see? Can you ask a question according to the picture? (A * * * How many people are there? )

Question: How about one person on the left and two people on the right to figure out how many people there are?

follow-up: what formula can be written when one person and two people are combined? Ask the students to fill in this formula in the textbook and work out the number.

The teacher writes on the blackboard, asking why the addition calculation is used.

let the students talk about how to calculate, and guide them to say: 1+2=3 because 1 and 2 make up 3.

4. summary.

"3+2" means to combine several and several? What about "1+2" How can we calculate their numbers?

Third, practice

1. "Think and do" question 1.

Small animals see children learning so well that they bring their babies to learn from everyone. Look, who's here? (multimedia shows the first picture)

Q: What do you see? What does 3+1 mean? Can you calculate? Name it and tell me what you think.

show the second and third pictures in turn.

2. "Think and do" question 2.

The little frog saw that everyone was learning, and he wanted to learn knowledge himself. He wrote a lot of formulas when he got home. What was the number? It is calculating by drawing an "O"! (Multimedia shows the first picture in question 2) Do you know what it means?

will you use the same method to help the little frog calculate? Ask the students to calculate and name what they think.

3. "Think and do" question 3.

Show the multimedia in turn and ask the students what the number is. What do you think?

IV. Summary

This is what we are going to learn today, "Addition within 5". Read it all at once.

Fifth, strengthen practice

The little white rabbit sees that everyone has learned so well and is ready to reward everyone! Show Figure 1 of Question 4 and ask: What do you see? What does 2+1 mean? Can you write the number?

Show Figure 2 and Figure 3 and learn in the same way.

Tell me what these formulas have in common, how to get the number, and understand the relationship among the three formulas. Read the three formulas in turn collectively.

Next, let's play a game of delivering letters. There are four mailboxes in the book. See? How many numbers are written on it? Why is 2+2 sent to the mailbox of 4? Name it.

will you deliver it next? Ask the students to answer in turn and connect the lines.

VI. Class Summary

What did we learn today? When do we calculate by addition?

VII. Assignment

Note: When writing the formula, you should write it in order from left to right; The plus sign should be written "horizontal" first, and then "vertical". It should be horizontal and vertical and written in the middle of the grid; Write the number on the right side of the equal sign. Let's describe and calculate the formula of "Think and Do" question 6, and see who can not only write carefully, but also do it right!

Students draw and write independently.

blackboard design:

addition within 5

3+2=5

plus

sign

reading: 3 plus 2 equals 5.