Self-compiled addition word problem lesson plan for large classes

In the actual teaching activities of teaching staff, it is necessary to carefully design a lesson plan. The lesson plan is the main basis for implementing teaching and plays a vital role. So what does an excellent lesson plan look like? The following are the self-compiled addition word problem lesson plans for large classes (selected 9 pieces) that I compiled for you. I hope it can help you. Self-compiled addition word problem lesson plan for large classes Part 1

(1) Activity objectives:

1. Learn to use description and imitation to compile addition word problems within 5.

2. Gain preliminary perceptual experience in editing word problems of addition.

(2) Activity preparation:

(1) Teacher demonstration materials: 1 bear toy, 1 tiger toy, and 4 toy apples.

(2) Each child has a small basket, containing toys within 5 pieces each. For example, some can contain 3 buses, some can contain 4 cars, and some can contain small toys. There are 2 rabbits, some contain 5 fruits, etc.

(3) Group activity materials:

A. There are 5 cars on the table, including buses and cars, red and black cars;

B. There are 4 toy rabbits on the table, including small gray rabbits, small white rabbits, big rabbits and small rabbits;

C. 3 toy bowls are placed on the table. , different sizes and colors;

D. There are 4 apples on the table, different sizes and colors.

(3) Activity process:

1. The teacher describes the objects while operating them.

Teacher: I first bought a bear toy, and then a tiger toy. I bought two toys in one go. What did the teacher say just now? Ask the children to talk about it as the teacher says.

The teacher shows 4 apples and describes them in the same way.

2. Children learn to describe the toys in their own boxes.

(1) Children work in pairs and describe each other based on the toys in the basket, and the teacher listens to the children's compilation of questions.

(2) Sharing and communication between teachers and children: What toys are in the box? What can I say?

3． The teacher imitates addition problems based on the children's descriptions.

(1) Teacher: If "there are three cars in a country" is turned into a question for everyone, how should you ask it? (How many cars are there in a ***?)

(2) Make a request: Ask the children to compile an addition word problem based on the toys in the box.

(3) Children work in pairs and make up word problems based on the toys in the basket.

(4) Sharing and communication between teachers and children: What toys are in the box? How did you come up with the application questions?

4． Group activities for young children to freely compile addition word problems according to the situation.

Introduce each group of materials:

Group 1: There are 5 cars on the table, including buses and cars, red and black cars; Group 2: 4 toy rabbits are placed on the table, including small gray rabbits, small white rabbits, big rabbits and small rabbits; Group 3: 3 toy bowls are placed on the table, with different sizes and colors; Group 4: There are 4 apples on the table, with different sizes and colors.

How to play: Work in groups of two to compile addition problems based on the toys placed on the table. One makes up and the other listens, then switches roles, continues to observe the differences in play, and makes up another addition word problem.

Children are divided into groups to freely compile and add activity application questions. The teacher listens to the children's question writing, especially the last question.

Sharing and exchange between teachers and children: What toys do you choose? How did you compile the title?

(4) Activity extension:

Regional activities: Place toys in the math area and guide children to imitate addition problems based on the characteristics of the toys.

Life activities: Encourage young children to use things in the surrounding environment to compile addition problems.

Lesson Plan for Large Classes on Self-compiled Addition Application Problems Part 2

Activity objectives:

1. Teach children to initially learn self-composed oral application problems.

2. Cultivate children’s thinking flexibility.

3. Develop children’s oral expression ability.

Activity preparation: arithmetic cards, slides, 5 flowers, a drum, pictures (7 ducks), and a set of number cards for each person.

Activity process:

1. 1. Game Sunshine Express, teachers and students review addition and subtraction within 10 in the form of questions and answers, (show addition and subtraction expression cards. For example, 2 3=5 Children, tell me, what time does your car leave? The teacher tells you that my car leaves at 5 o'clock)

Now ask the children to look at the pictures and ask them to solve each addition word problem through observation and thinking. Tell everyone the calculation formula and the result.

Slide 1. On the playground, there are 2 children playing, and two more children came. How many children are playing at the same time?

Slide 2. There are 4 monkeys playing on the grass, and 2 monkeys are eating. How many monkeys are there on the grass?

Slide 3. There are 5 large trucks in the parking lot, and 4 A small truck, how many trucks are there in the parking lot?

The teacher pointed to the picture and dictated. Some children rushed to answer, some competed in groups, and some answered collectively.

2. Teaching new lessons

1. Create scenarios and write questions.

The teacher invites two children to come to the front and asks other children to observe carefully to see what the teacher is doing?

(Teacher performance: first give 2 flowers to a child, and then Give a child 3 flowers) The teacher asked: What is the teacher doing?

Then, the teacher used the matter of giving small red flowers to the children and used the two numbers "2" and "3" to demonstrate the weaving. An addition word question: "The teacher gave out small red flowers to the children. He first gave the children 2 small red flowers, and then gave the children 3 small red flowers. How many small red flowers did the teacher give out in one go? (Children's column) Calculation formula)

2. Explain the method of compiling the question

The teacher asks repeatedly: "What is the question mentioned by the teacher just now? What are the two numbers that are already known? "What question was asked at the end?" Explain to children the basic methods and steps of compiling addition word problems.

3. Consolidation exercises

1. Supplementary problem training, put Slide 4, the teacher made up a question: There were originally 3 planes in the sky and 4 more planes flew in.

Inspire the children to think: Did the teacher just make up a complete explanation of the question? (Also. Ask a question) How should I ask this question? Ask the children to tell the question completely and write the formula on the blackboard.

2. Practice looking at pictures and making up questions.

Show it. Picture (there are ducks in the picture, different sizes, colors, and positions). Ask the children to make up word problems based on the content of the picture, and use cards to make calculations.

3 You make up and I make up.

Two people. In one group, one person makes up the questions and the other makes up the formulas.

IV. Organizational game - passing the ball and making up the questions.

The children listen to the drum and pass the ball. When the drum stops, they get it. The child with the ball runs to the front and makes up an addition word problem for everyone using what he has seen, heard or done. If he makes it right, the teacher will award him a small red flower, and the game is repeated.

5. Summary and Evaluation

Today we learned to compile addition word problems. There are three conditions for writing word problems. One is to say one thing, the other is to have two numbers, and the third is If there is a question, ask the children to use their brains to come up with more and better word problems after they go back.

Self-compiled addition application problem lesson plan for large classes 3

1. Design intention:

In order to develop children's oral expression ability, cultivate children's ability to flexibly use knowledge and flexibility of thinking, I An activity is designed for children to learn the addition word problems of 8. First, set up the scenario "buying fruit" to let the children learn how to compile word problems. Then let the children practice writing oral word problems by combining pictures. Finally, different levels of materials are provided according to the individual differences of the children, and the children are guided to further use the oral method to compile words within 8 The addition word problems progress from easy to deep, and children gain knowledge in a relaxed and pleasant teaching atmosphere. The interesting learning method follows the physical and mental development characteristics and cognitive rules of children in large classes, and is also in line with what is pointed out in the "Outline": "The organization of educational activities should fully consider the learning characteristics and cognitive rules of children, and integrate education into life. , in the game. ”

2. Activity goals:

1. Try to compile corresponding addition problems based on the content of the physical diagram.

2. Preliminarily master the structure of application questions and experience the fun of writing application questions.

3. Be able to express completely and accurately to improve children’s language summary ability.

Key points: Make up your own application questions within 8 seconds based on the diagrams.

Difficulty: being able to express clearly and completely.

3. Activity preparation:

Material preparation: scene layout; fruit supermarket, one operation card per person, several pictures, dice and other materials.

Knowledge preparation: Children have learned the composition of numbers within 8.

4. Activity process:

(1) Review the composition of 8 with the "touch ball game".

(2) Create scenarios to allow children to initially understand the structure of word problems.

1. Instruction: Today, the teacher will take you to the fruit supermarket to buy fruits.

2. Requirements:

(1) Each person can only buy up to 5 pieces, buy them in two times and put them on two plates.

(2) After buying, talk to your companions: What fruits did you buy in the supermarket, and how many fruits did you buy for the first time? What fruit did you buy for the second time? How many fruits did you buy in one day?

3. Game: Buy fruit. The teacher focused on observing the children buying fruits.

4. Individual questions: focus on guiding children to describe completely and accurately.

5. Teacher and student summary: I went to the supermarket to buy fruit. I bought 2 fruits for the first time, 3 fruits for the second time, and 5 fruits for the first time. .

(3) Provide pictures to guide children to explore freely in groups and dictate addition problems within 8.

1. Introduce the materials and make requests.

2. Interactive games: Who is the best?

(1) Make a request:

A. Please observe carefully and use the method just now to explain it completely.

B. After finishing speaking, turn the last sentence into a question to test the children.

(2) Children’s group games: focus on guiding children to observe pictures and describe them completely and accurately.

(3) Ask individual children to speak orally about word problems.

3 Teachers and students *** Summary.

(4) Provide different levels of materials to guide children to further use oral methods to compile addition problems within 8.

1Introduce game materials and requirements.

2 Children’s group activities.

5. Guide the children to find their own guest teacher to dictate the word problem activities freely. Self-compiled addition application problem lesson plan for large classes 4

Activity areas:

Mathematics activities

Activity content:

I can compile addition applications Question

Purpose:

1. Based on the examples and your own experience, you can know how to tell one thing about addition problems, say two numbers, and ask a question.

2. Be able to see real objects, pictures or scenes, and initially learn to imitate addition problems within 9.

3. Be able to use different methods to solve addition problems within 9.

Preparation:

1. Picture cards: red flowers, yellow flowers; addition cards.

2. A teaching wall chart.

3. A number of various physical objects.

Process:

1. Preparatory activities: clapping game

The teacher said: "Children, tell me, 8 can be divided into 2 and how many." Student answer: "8 can be divided into 2 and 6." Then asked: How much is 26? Answer.

2. Introducing excitement: debut questions to test you.

1. Conversation and communication, let the children help the children in the middle class solve problems and provide sample questions.

"Xiao Ming made 5 red flowers and 4 yellow flowers. How many flowers are there in one day?"

2. The structure of application questions. What does this question talk about? Tell us how many numbers? What other questions are asked? Ask the children to think and answer the questions, and perceive the structure of the word problem: to say one thing, two numbers, and to ask a question . 3. Solitaire game: Everyone makes up the questions.

1. Show the chicken picture, the teacher tells the story, and asks the children to ask a question.

2. The teacher shows two short pencils and three long pencils. The children look at them and say one thing and two numbers. The teacher can ask questions.

3. Children work in pairs. One person makes up objects and the other asks questions.

3. Operational activities: Look at the question cards and compile application questions (there are calculation formulas and real objects on the question cards)

1. The teacher guides, read the question cards, such as: 23=? Make up a word problem about pencils.

2. The children at the same table cooperate and look at the question cards in their hands. One person tells the conditions, the other asks the question, and then exchanges questions.

3. Feedback information from children.

IV. I make it up and you do the math

Look at the different things on the picture and make up different addition word problems. Children work in pairs, one person compiles word problems, and the other lists equations on the horizontal line. Self-compiled addition word problem large class lesson plan Part 5

Activity goals:

1. Guide children to learn 9 addition word problems and cultivate their ability to observe carefully.

2. Help children consolidate the addition word problems of 9 through games.

Highlights of the activity: Create and calculate addition problems of 9.

Activity preparation: One set of courseware and cards (animals and calculations) for each person.

Activity process:

1. Questions before class

Review addition problems within 8

Teacher: Children, may I ask you? 5 3=?

Children: Teacher Guo, let me tell you, 5 3=8!

Teacher: Children, let me ask you? 4 4=?

Children: Teacher Guo, let me tell you, 4 4=8!

Teacher: Children, let me ask you? 6 2=?

Younger: Teacher Guo, let me tell you, 6 2=8!

How to play (you can ask individual children after answering the overall answer)

2. Learn the addition word problems of 9 (display courseware)

1. There were originally 8 ducks in the pond, and another duck came. How many ducks were there in one day? (8 1=9)

Teacher: Children, please listen to the music! Our partners are here.

Play the duck music and play the courseware at the same time.

Story introduction. Explain that there were originally 8 little ducks, and one more one came. How many are there in the pond now?

Young: 9.

Teacher: How did you calculate it?

Children: 8 1=9

Praise the children!

2. Butterflies flew into the flowers. First 5 butterflies flew, and then 4 butterflies flew. How many butterflies flew in one ***? (5 4=9)

Teacher: Children, spring is here. Sister Butterfly also flew into the flowers. Look, how many butterflies are there?

Young: 5 butterflies.

Teacher: Yes, there are 5 butterflies. Then children, look at how many butterflies are flying in the distance?

Young: 4 butterflies.

Teacher: Think about it, children, first 5 butterflies flew from the flowers, and then 4 butterflies flew. How many butterflies flew in one day?

Young: 9.

Teacher: How did you calculate it?

Children: 5 4=9

Teacher: Great! Praise and praise yourself!

3. 2008 is the Olympic year, and the little monkeys are exercising. The first time there were 7 little monkeys, and the second time there were 2 little monkeys, and there were several little monkeys in one *** ?

Same as above (the teacher inspired the children to create word problems)

7 2=9

4. There are many bananas on a banana tree. First, 6 bananas grew, and 3 more bananas grew. How many bananas grew in one day?

Same as above (teacher asks, children answer)

6 3=9

3. Operation practice

Give each child a gift (Take out a large gift box and ask the children to draw out their own gifts). The condition is: the children must answer the questions on the gift (the questions are word problems using calculations)

IV. Ending Part

Invite the children to bring their own gifts to their parents to make up application questions (along with music). This lesson is over. Self-compiled lesson plan for addition and word problems for large classes Part 6

Purpose: To allow children to gain perceptual experience in addition, subtraction and word problem structures.

Preparation: 3 red balloons, 2 blue balloons

4 male dolls, 1 female doll

One picture for each person.

Process:

1. The teacher took out 3 red balloons and said: "Children, see how many balloons I have in my hand?" (Answer: 3)

"I just bought 2 more blue balloons. How many balloons do I have now?" (Answer: 5)

"You are so smart, so now Can anyone say it again the way I said it?" (Instruct the children to imitate the teacher's narration and initially learn to describe the word problems.)

2. The teacher took out 4 more male dolls and said: "Here I am. There are 4 boy dolls, and Xiao Ming gave me a girl doll, so do you know how many dolls I have now?” (Please answer the children, praise those who answered well, and encourage those who answered poorly. )

"Just now, several children have imitated my pattern and said it again. Who else wants to try it now? Let’s see who makes up the most interesting ones?" (The guide encourages children to make up questions, I am sure the children are good at knitting.

Put forward a new request: "You all knitted well just now, but now, our kids who are making up the questions don't tell other children how many dolls you have. Test them. Okay?" (Teacher demonstrates once.)

3. Send a picture to each child and let them compile application questions based on the content on Tupai. "Now every child has a picture. , look at what is on it, how many are there, think about how to ask the question, and each person makes up an addition question to test the children next to them (the teacher patrols to check whether the children have learned it, correct the wrong ones, and encourage the correct ones.) Make up your own. Addition word problem lesson plan for large classes Part 7

Activity goals:

1. Help children learn to imitate addition word problems within 3 and understand the meaning of addition.

2. Initial perception of the application methods of addition and subtraction to prepare for learning addition and subtraction operations.

3. Let parent teaching assistants understand the activities of kindergarten mathematics education.

Activity preparation:

Set up a supermarket scene, including a fruit shop, clothing store, vegetable market and bookstore (the items are all in quantity within 3), and invite parent teaching assistants

Activity process:

1. Introduction

1. Today the teacher is going to play the "Supermarket" game with the children. What do you think the teacher has in this fruit shop? (Apples, pears, bananas)

Now the teacher will be the salesperson and invite a child to be the customer.

2. Teachers and students play a "supermarket" game, asking children to choose a kind of fruit and buy it twice.

3. Question: Just now, the child bought 2 apples first, and then bought 1 apple. How many apples did he buy in one go? (3 apples)

2. Children’s imitation of addition word problems

1. What question did the teacher ask the children just now? "How many apples are there in a ***?"

2. How did the children answer? "There are 3 apples in a bag"

3. How do you know that there are 3 apples in a bag?

"Because the teacher told the children that there were two apples missing, and then he bought another apple, so there were three apples in one ***."

4. Teacher summary:

(The teacher will use counting cards to express the numbers of the two purchases, and the questions will be expressed as question marks, and show them on the blackboard)

① Just now the teacher told the children that the customer bought 2 apples (show the number 2),

② Later he bought another apple (show the number 1 again),

③The teacher told you How many numbers? "Two" pairs, two numbers,

④Then the teacher asked what question? "How many apples did you buy in one day?"

3. Children learn to write questions

Just now the teacher asked the children questions, and also asked the children to ask questions for everyone, okay? ? (The teacher provides teaching aids and asks the children to make up questions)

1. Show oranges on two plates, ask the children to make up questions, and ask other children to answer.

2. Show the small fish, ask the children to make up questions, and ask other children to answer.

3. Teacher summary: When the two children were compiling the question just now, they also told others two numbers, and finally asked a question for others to answer.

IV. Putting forward questions-writing requirements for children

1. So many children want to write questions, so today the teacher has prepared a lot of things for the children and invited them to play "Supermarket" In this game, some play the role of salespersons and some play the role of customers. After every child has finished buying the items, they make up questions and ask everyone to see who can make up the best?

2. The children are divided into groups, and the teacher makes a comprehensive observation to understand the children's problem-writing situation, emphasizing that the last sentence cannot tell the answer, but should ask a question.

3. Ask the children to make up questions for their parents.

1. The teacher has a small note here. Each child makes up questions to ask his father and mother based on the items on the small note. , to see who has the best compilation of topics.

2. Ask parent assistants to interact with children. Self-compiled addition application problem lesson plan for large classes Part 8

Teaching objectives:

Knowledge objectives: Master the calculation methods of adding a few to 10 and adding a few to a dozen, and be able to calculate proficiently.

Ability goal: Participate in learning activities and experience the exploration of calculation methods of adding 10 to 10 and adding 10 to a few and the construction process of arithmetic.

Emotional attitudes and values: Understand the diversity of calculation methods, choose your favorite calculation method, and develop good careful and serious study habits.

Important and difficult points in teaching:

Master the calculation methods of adding a few to 10 and adding a few to a dozen, and be able to calculate proficiently.

Teaching media:

Courseware or flipcharts, sticks, teaching pictures, etc.

Learning methods:

Hands-on operation, group cooperation, etc.

Teaching process:

Links teacher activities student activities design intention communication space

Situation creator talk introduction: create a scene of a little doctor posing with a stick: classmates Hey guys, the teacher invited a new friend today. Today, he brought many toys and wanted to play with everyone. (Show the courseware ("Addition within 20" (1)) and show the picture of the sticks laid out by the little doctor: first show 10 sticks, then show 2 sticks). Now, you, too, swing out your little stick like the little doctor did. Students put the sticks in their hands and talk about how to put them. Design activities that students like, stimulate students' enthusiasm for learning, and cultivate students' interest in learning.

Exploration and experience

1. Teacher questions: Based on your operation, what questions can be asked? How to formulate the solution? Talk to the group first and then report. The teacher guided the students to report, asked how to calculate, and wrote on the blackboard: 10 2 = 12. The teacher guides the students to report, affirm these two methods, and choose the method they like best. Teacher: The little doctor gave us another request to put the stick: (Content of the second picture)

2. Teacher: The little doctor not only brought the stick but also the robot cat. Show the clock diagram, look at the picture, tell the meaning of the picture, and then ask questions, parallel expressions.

Teacher: If you don’t look at the picture, how do you think about the value of 12 3?

Students observe carefully, tell the meaning of the picture, ask questions and answer them.

There are 10 strands on the left and 2 on the right. How many strands are placed in one ***? Column formula: 10 2=12.

Students communicate within groups and as a whole class.

①1 tens and 2 ones are 12. ② Count from 10 to 11 and 12.

Students at the same table set up small sticks for each other to practice, and talked about how to place them and how to calculate them.

Report to the whole class.

There are 12 watches in the box and 3 watches outside the box. How many watches are there in a ***?

Column: 12 3=Students first communicate with each other in groups and then communicate with the whole class.

Conclusion: ① Count from 12 to 13, 14, and 15. ②2 plus 3 equals 5, and 10 plus 5 equals 15.

Teachers let students learn by themselves, give them sufficient time and space to operate, communicate, and report, and stimulate students' enthusiasm for learning on the premise of believing in students' abilities.

Allow students to fully communicate their ideas, allow students to use different methods to operate and calculate, experience the diversity of algorithms, and encourage students to calculate using their favorite methods.

Practice and Application Complete questions 1, 2, 3, and 4 in the exercises (using various forms)

For the first question, students are required to look at the picture and explain the meaning of the picture, and then list the formulas answer.

Question 2, design a competition game.

Question 3: Designing a monkey picking peach game is completed.

For question 4, guide students to complete it independently. Two people at the same table use flower pieces instead of mushrooms and compete in a quiz. Whoever gets the answer right can take away a flower piece to see who gets more flower pieces.

The student picked the peach from the peach tree, calculated the number behind the peach, and rewarded him with the peach. Students complete independently and revise collectively. Design a variety of forms of exercises to cultivate students' enthusiasm for participating in mathematics learning, improve students' oral arithmetic skills, and enable students to devote themselves to mathematics learning with great enthusiasm. Self-compiled addition application problem lesson plan for large classes 9

Teaching objectives: to enable students to use the mathematical knowledge they have learned to solve simple practical problems, to train students to use different methods to solve the same problem, and to feel the role of mathematics in daily life Function

Teaching process:

1. Basic oral arithmetic exercises

1. Read the courseware and do oral arithmetic.

8 37 66 58 68 8

7 58 47 76 67 4

2. Listen to the calculation.

　8 29 49 57 38 3

　9 68 76 410 87 5

　2. New Lesson

　1. Show Example 4. Screen display: Lively and cute bunny playing games on the grass. Naturally form two circles (as shown in Figure 4). At this point, the question is asked: How many rabbits are there in a ***? (Text and sound are synchronized)

2. Discuss in groups how to solve problems.

Group of 4 to 6 students, each student participates in the discussion. Teachers patrol, exchange views with students in a timely manner, and give advice.

3. Communicate ways to solve problems.

(1) Invite representatives from each group to speak.

Based on the students’ speeches, the teacher writes on the blackboard each method of solving the problem. For example:

① Count the total number of rabbits. 1, 2, 3...15; 15 pieces per ***.

② Count according to the left and right groups, and use addition. List the formula 8 7=□ (only), and then calculate the result.

(2) If students do not divide the bunnies into two categories according to color, count again. Guide students: Take a look at how many colors of rabbits are there in the picture? Think about how else you could split the bunny into two parts? Make students understand that the bunny can be divided into two parts: white rabbit and gray rabbit.

Next, let students count the number of white rabbits (10) and the number of gray rabbits (5). Then, the students dictate the calculation formula and the resulting number, and the teacher writes on the blackboard:

10 5=15 (only)

4. Summary

(1) Let the students comment Which way to solve the problem is better.

(2) The teacher combined the situation of solving the problem of "how many rabbits are there in a ***", affirmed the solution explored by the students, and emphasized in particular: divide the rabbits into two parts according to the group, and use 8 7 Calculate the result and divide it into two parts according to white and gray. You can use 10 5 to solve the problem. For the same problem, we can observe and analyze it from different angles and find different solutions.

3. Independently use the mathematical knowledge learned to solve problems

Do the first question of Exercise 20.

1. Let students look at question 1 on page 108 of the textbook. The classmates at the table tell each other the meaning of the question. After that, two students are asked to tell the meaning of the question to the whole class.

2. Fill in the calculation independently. 〔8 4=12 (only)〕

3. Communication and evaluation among students. Ask a few students to talk about the problem they solved, how they thought about it, and what the calculation results were. The other students will evaluate who can explain clearly, reasonably, and correctly.

4. Guide students to think about solutions from another perspective.

(1) Inspirational conversation: If you look carefully at the picture, how else can the chickens in the chicken coop be classified? Think about it, how else can you solve the problem of "how many chickens are there in a country?"

(2) Let students find another solution. You can think by yourself, or you can discuss solutions with two or three people.

(3) Communication.

Ask a few students to share their solutions. For example: there are 3 white chickens and 9 flower chickens in the chicken pen. Add 9 to 3 to get the total number of chickens. According to the students’ comments, write on the blackboard 9 3 = 12 (only).

5. Strengthen understanding.

Let students look at the two calculations 8 4 = 12 (birds) and 9 3 = 12 (birds), and verbally explain the thinking process of solving the problem "How many chickens are there in a ***?" . Strengthen students' understanding of these two solutions.

IV. Practice

Do question 2 on page 108 of the textbook.