wholesale sterling silver christian jewelry Large Class Mathematics Photo Compilation Plan

Francisco

November 10, 2022 at 3:44 am

wholesale urban fashion jewelry As a teaching worker, it is always necessary to write lesson plans. Come and refer to the lesson plans you need! The following is the lesson plan of the big class mathematics compilation of the big class. I hope to help everyone.
This Mathematics Figure Compilation Plan 1 Activities:
1. Children tried to use words such as "", together, and left ", and other words and other words.
2. Two groups of pictures are compared, and different questions about the question mark.
3. Participate in the whiteboard operation game, interested in mathematical activities, and experience the fun of oral application applications.
Cope preparation:
1. White board courseware.
2. The child's hand is an abacus.
A activity process:
1. Import.
-Teacher: Children, see if you know this place? (Show Yangcun picture) Today, they want to test everyone to see who is the smartest child?
2. Learn to read the application questions and record the calculation questions.
(1) Question 1.
-Teacher: Let's see who brought the first question? What is the picture?
(Click the beautiful sheep, "Butterfly Question")-Division: What is the question mark brought by the beautiful sheep? (How many butterflies do you have?)-Where do you see the word "together"?
-showing the smiling face of the beautiful sheep, expressing the answer.
(2) Question 2.
-Teacher: Let's see who brought the second question again? Intersection (Click Xiyangyang to show "Bird Question")-Teacher: What is the picture? See what changes have been changed? What is the question mark here to ask you? (How many birds are left?)-Where do you see "this left" from what do you see?
(3) Understand the comparison of two pictures, perceive the different questions of the question mark, and apply application questions for children.
-Teacher: What are the differences in these two pictures?
-Who can connect the three pictures in three sentences?
-Teacher: We tell in three sentences, and the last sentence is to ask a question.
-Who can complete these three pictures in three sentences to compile a application question?
-Teacher: The two question marks here are different. Flying is represented by a total of use, flying away is represented by the remaining left.
-Children are calculated based on application questions: 6 3 = 9, 9-3 = 63. Children's own application questions based on life experience.
-Just looking at the three pictures to compile the application questions, can we now look at the application of the formula?
-Each child per person is an abacus, trying to see the should be compilation.
-children communicate with each other.
4. Ending the activity.
Division: Today we have learned to read the application questions of the three maps, and also learned to read the application questions of the formula. You are really amazing. In fact, we can also use a lot of things in life to make application questions. After we go back, we are trying to edit it, okay?
It class mathematics reading picture compilation plan lesson plans 2 Activity goals:
1. Guide children to preliminary experience to compile a additional application problem, two known numbers (conditions) and one problem, can be in Under the guidance of the teacher, learn the application questions.
2. Develop the ability and imagination of children to analyze problems, and cultivate children's good operating habits.
3. Cultivate children's ability to compare and judge.
4. Develop children's logical thinking ability.
5. Interests of children's learning.
Cope preparation:
This tutor: Courseware n Learning: A copy of the manner.
The activity process:
. The composition of review 5.
1. Teacher: Children, let's review the composition of 5 together.
The teacher: "Hey, how many goals of my 1 goal?" (Hey, your 1 goal is 4 goals.)
Teachers: through the game just now, you know that there are several compositions 5 compositions 5 ? (4) By the way, 5 are composed of 4, which 4 are 5?
Teacher's Board of Board: It's so good, let's read it together.
. Guide children to see the application questions within 5.
1. Teachers click to show pictures one during class to guide children to observe
(1) Teacher: "What's in the box?" (3 candy in the box) can be expressed in numbers? (3)
The teacher: How about it? (2 more candy)
The guidance of children to try to ask questions with "together".
The teacher: Who can look at the picture and ask a question? (How many pieces are there in total?)
Teachers: Now the teacher uses numbers 3 and 2 and the questions you ask to compile a method of additional application. You must listen carefully. (Teacher pointed at the side of the picture) "There are 3 candy in the box. After a while, two pieces of candy are brought. How many candy is there?"
Terer analysis: (Combined with the picture) This question is called application. Application is called application. Title, in this application question, you must talk about one thing. This thing is: candy in the box; there are two conditions that you already know. These two conditions are: 3 candy in the box already knows that you already know that you already know that you already know He has brought 2 pieces of candy that you already know, that is, 3 and 2 are the conditions that you already know. In the end, there is a question, how many candy is there?
(2) Experience the basic structure of application questions.
The teacher: "Now we talk about three sentences together"
"So we compiled a application question."
Application questions? "
Teachers: Who will be calculated? (Children's columns, teachers show 3 2 = 5)
Summary: Let's talk about each part of this plus calculation? (3 indicates that there are 3 candy in the box, and 2 indicates that another 2 pieces of candy, that is, 3 and 2 is the condition that you already know; 5 indicates that there are five pieces of candy; calculation: 3 2 = 5.) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) R n. Teachers click to show pictures two during class to guide children to observe
Teachers: "What are the pictures on the picture?" Teacher: How about it? (3 more strawberries)
The guidance of children try to ask questions with "together".
The teacher: Who can look at the picture and ask a question? (There are a few strawberries?)
Teachers: "Now we talk about three sentences together"
Teachers: Who will be calculated? (Toddlers are calculated, teachers present 3 2 = 5)
3. Show the picture three
Teachers: "What are the pictures on the picture?" Teacher: How about it? (A butterfly flew again)
The guidance of children to try to ask questions with "together".
The teacher: Who can look at the picture and ask a question? (How many butterflies?)
Teachers: "Now we talk about three sentences together"
Teachers: Who will be calculated? List the calculation 4 1 = 5.
three.
The teacher: Please look at the additional calculation in the picture. Just now the children have learned to read the application of the picture and the application of the method. Can you compile the corresponding application questions according to the addition formula? Talk to your partner, (2 minutes)
Teachers: Who thinks? (Teacher repeated) What does this application written by the children of XX? XX represents 4 in the calculation formula, xx indicates 1 in the formula, and there are ... XX in the case of the calculation formula? (Teacher pointed at the side of the picture) It really praises him.
The teacher: Who else came up with different things? (Please try to compile the application questions and check the correctness of the application.)
The teacher summary: Children have learned new skills and will see the should be compiled. Knowing that there are two families and problems that have been known to compile a application question. If there is a number or one problem, this is not easy to make, and there is no way.
. Please look at the application questions freely to read the card.
The teacher: Please take an abacus to compile the application questions (2 minutes)
Is ask the children to share their own application questions with their companions or teachers.
The packaging materials, the event is over.
Activity reflection:
1. As a teacher, you should master the child's speculative ability, analyze it from the perspective of the child, and formulate methods suitable for children to learn and teaching teachers.
2. In this event, the event goals are basically achieved, and children can edit the application questions according to the teachers' requirements.
3. In this section of the columns, it can be seen that children's concepts of calculations and application questions are not very strong, and they can strengthen this exercise in daily activities.
4. In the demonstration section, the operating materials can be demonstrated one by one to make children more clearly at a glance, and it is easier to understand how to compile the application questions.
5. In corrected quantitative words and questions, it takes too long time, the language is not simple enough, and refined. In the future, it will need to be strengthened in the process of mathematics teaching to improve the effectiveness of the language.
It large class mathematics picture compilation plan lesson plans 3 Activity goals:
The understanding of self -editing application questions must have two numbers and one problem, which can compile the number of applications within 7 and say the calculation formula. Experience the success and happiness of the creation process, and improve the ability of language expression.
Cope preparation:
PPT
The activity process:
1. Division: (show PPT) Let's review the division of 7 first, please let me talk about it.
2. Now, who can divide the 1 -in -6 column formula according to 7, remind, this division can list 4 calculations!
1 6 = 7,6 1 = 7 :; 7-1 = 6,7-6 = 1.
Summary: For the addition, small small = large; for the subtraction, the large-small, the corresponding number is the answer.
(Show the second PPT), please take a look, what do you see?
EG: There are 1 yellow butterfly on the grass, and 6 pink butterflies. How many butterflies?
can you still say other application questions? Regarding the emotions of my brothers and sisters, I can design and make small gifts by myself. (Reminder, two methods, two subtraction.),
The first exercise, who can say this by itself.
EG: There are 5 gray rabbits on the grass and two white rabbits. Now there are a total of several rabbits on the grass, 5 2 = 7
(according to the previous exercise Also ask the children to say the remaining three applications)
(Show PPT3) The children just said very well, then let's look at this one now and raise your hand.
The activity extension:
(PPT4) Look at the picture. Who can compile more application questions based on this figure and list more calculations.
(according to: under the tree; the size of the bird; the direction of the tail)
The activity reflection:
The "application question" is a more than a child. How to understand the areas that are difficult and difficult to master, how to let children master the knowledge points in the model of "playing middle school"? I use this as a difficult point in this classroom design. Inspiring the interest of children with the image of animated characters, let the children enter the environment created by my favorite animated characters, and let the children learn intellectual learning on the basis of communicating with the animation characters. When editing should be applied, children can basically compile loudly. It may be the relationship between parents present. The children actively raise their hands and seriously invest in the event. During mathematics practice, parents walked to see their babies doing exercises. This link was a bit messy, but the mood of parents can be understood, so this link ended with the participation of parents.
It class mathematics reading picture compilation plans 4 Activity goals:
1. Guide children to preliminary experience to compile a additional application problem, two known numbers (conditions) and one problem, can be in Under the guidance of the teacher, learn the application questions.
2. Develop the ability and imagination of children to analyze problems, and cultivate children's good operating habits.
3. Let children learn simple mathematical problems.
4. The ability to develop observation, discern, and return.
5. Improve the ability of numbers and active thinking.
Cope preparation:
The teaching aids:
1. It can reflect the background map of a butterfly in the garden and one background map that can reflect four butterflies in the garden;
2 2 , Which can reflect the background map of two birds in the sky and one background picture that can reflect three birds in the sky (there are 2 birds on the tree, three birds fly.) Paste the two -type calculation two. Zhang (1 4 =?, 4 1 =?);
3. Two large question marks. Learn: Learn a box.
The activity process:
. The composition of review 5.
1. Teacher: Children, let's review the composition of 5 together.
The teacher: "I ask you, 5 can be divided into 1 and a few?" (Teacher Xie tells you, 5 can be divided into 1 and 4,) ...
"Hey, you hit 4 goals in 1 goal.) ...
Teachers: Do you know that there are several compositions in 5? (4) By the way, 5 are composed of 4, which 4 are 5?
The teacher's book: It's so good, let's read it together.
. Guide children to see the application questions within 5.
1. The teacher shows the first picture. (There is a butterfly flying in the garden.)
A. Teacher: Children, let's see what is in the garden? Who can say in simple words? (There is a butterfly flying in the garden)
Teachers: It's good to say. Let's say: There is a butterfly flying in the garden.
B. The teacher shows the second picture. (Four butterflies flying.)
Teachers: What happened to see? (There are four butterflies flying.)
Teachers: How many butterflies are there in the garden now? What method do you use? (Children try to tell the calculation method.)
Teachers: He calculated with the addition ... Let's take a look at how this additional method is listed?
C. Teacher's calculation 1 4 =?
Teachers: 1 4 =? How do you know 1 4 = 5? (Guide children to say that 1 and 4 are 5) He said that 1 and 4 are 5, so 1 4 = 5. It's so good, the sound of answering the question is nice and loud.
The teacher: Let's talk about each part of this plus method, what do you represent? (1 indicates that there is a butterfly flying in the garden; 4 indicates that there are 4 butterflies flying; 5 indicates that there are 5 butterflies in the garden; the plus number indicates that part and the other partly meets the addition. 1 4 = 5. )
2. A. Teacher: Who wants to tell you in simple words.
The teacher shows? :what is this? The question number told us not to tell others not to tell others, but to ask a question for others to answer. Think about it, how do you mention this question? (Many young children try to ask)
The teacher: Please give me a child to tell me!
This combined with the knot of young children: Children love their brains and raise such a question: How many butterflies are there in the garden?
B. Teacher: Now the teacher uses numbers 1 and 4 and the questions you ask to compile a method of additional application. You must listen carefully. (Teacher pointed at the side of the picture) "There is a butterfly flying in the garden, and after a while, there are 4 butterflies flying. How many butterflies are there in the garden?"
Terer analysis: (Combined with Figure) This Taoism is called application questions. In this application question, one thing must be talked about. This matter is: there are butterflies in the garden; there are two conditions that have been known. These two conditions are: 1 in the garden in the garden Butterflies are already known and the four butterflies that come again are also known, that is, 1 and 4 are the conditions that they already know. In the end, how many butterflies are there in the garden?
Teachers: Let's talk about this application question together. What method is calculated by this application? (Guide children to say: Whether butterflies in the garden increase or decrease. Because the butterflies in the garden are more increased than before.) So use the addition. Application questions calculated by adding methods are called additional application questions. What is called application question?
3. Show the two birds in the picture to guide the children to read the application questions completely.
A. Teacher: Let ’s take a look at the blackboard again. What did these two pictures say? Who can tell you in simple words? (There are birds in the sky) Which two are the conditions that you already know? (Let's learn together: there are 2 birds in the sky, and 3 birds fly are two conditions that have been known). What about the birds in the sky? (There are more birds in the sky than before.) Everyone thinks about it, how can this question be mentioned? (Show?)
The teacher: Who can fully read the picture to compile a additional application problem. If you think clearly, there are more birds in the sky than before. How do I ask?
The teacher: ×× children compiled like this, (the teacher's fingers, the side). How is the application question just now? (The editor is so good. Send her a top, not only to answer the question, but also loud and nice.)
B. The teacher transforms the bird map.
Teachers: The teacher transforms these two pictures. Can you make another application question? See who loves your brain the most.
The teacher: There are 3 birds in the sky, and two birds fly. How many birds are there in the sky? Let's take a look at XX together; this application question edited by children. What did you talk about? Which two are already known? What kind of question is asked? (It's so good to send her a top。.)
3. Look at the application formula for the additional formula.
The teacher: Please look at this additional method on the blackboard. Just now the children have learned to read the application of the picture and the application. Can you compile the corresponding application questions according to the addition of the addition? Talk to your partner, (2 minutes)
Teachers: Who thinks? (Teacher repeated) What does this application written by children telling about this application? ×× indicates 4 in the calculation formula, ×× indicates 1 in the formula. (Teacher pointed at the side of the picture) It really praises him.
The teacher: Who else came up with different things? (Please try to compile the application questions and check the correctness of the application.)
The teacher summary: Children have learned new skills and will see the should be compiled. Knowing that there are two families and problems that have been known to compile a application question. If there is a number or one problem, this is not easy to make, and there is no way.
. The number of additional calculations should be posted by the digital card should be used to operate the number card.
Teachers: The teacher wants to test everyone. You listen to the application questions edited by the teacher and put on the corresponding formula. Everyone on the desktop has a learning box, and there are 1-10 numbers in the box and ,-, =. The children gently got the learning box and listened to the teacher's application questions to put the corresponding formula. (The speed of additional application questions within 5 of the Teacher News slowly slows down, pay attention to every child, and praise the young children who are quickly packed.)
Teachers: Is it right? The children who are ready to raise their hands will come to see who puts fast and accurate. (Teachers evaluate the results of the children's operation and provide individual guidance to children who cannot be posted quickly.)
Teachers: Children gently send the digital cards and symbols home. After the get out of class, you can create an additional application problem with your parents.
The packaging materials, the event is over.
Activity reflection:
1. The application of the picture is a difficult teaching content in mathematics teaching in large class. It is also the knowledge point that children must master, and it is also an important content for children's logical thinking ability. Therefore, in teaching, teachers work hard to measure the principles of logical thinking training. And penetrate the entire process of teaching. The basic structure of application questions is composed of two things and a basic issue. In order to agree to the question, children must analyze the number of questions to understand the summary of the constituent elements before they can answer. This is the structural training that the application questions must conduct. When the teacher shows the milk bottle diagram, it is easy to stimulate the child's thinking and interest and cause their association. Then the quantitative relationship of "there is a baby bottle, and later sent four", which is based on the structure and integrates in the context. The children understand it in the subtle way. This process is actually the process of analysis and comprehensive thinking, which can not only enable children to achieve the purpose of truly understanding the meaning, but also promote the improvement of preliminary analysis and comprehensive capabilities of children. In fact, children can immediately call out the answer in unison.
, I found that there are many shortcomings in the event: In the next session, I try to let the children come up to create application questions. The details are not experienced. In fact, the first two sentences created by the children are basically a model: there was originally -later came again-. I want to guide children to enrich in this issue in future activities. I also hope that parents will encourage children to create application questions in their lives, and at the same time they can exercise their verbal expression ability.
2. There are 5 young children who do not even ask questions and give the answer directly. When the final computing compilation should be applied, some children are directly calculated alone. I have a little change, so that the children encountered difficulties when completing the columns independently. Children make up application questions in accordance with the method just now. This may be that when the teacher compiled the application questions, I did not summarize it well to help the children sort out. This makes children not be able to master it well while studying. In mathematics teaching, we must guide children to gradually grasp the methods and requirements of transformation. On the one hand, the transformation training is in line with the level and characteristics of children's thinking, and on the other hand, it is necessary to allow children to participate in the entire process of transformation. So as to improve abstract and general abilities. I firmly believe that in the future teaching process, digging the educational value hidden in each education link, and strive to lead children to truly explore and learn.

1 thought on “wholesale sterling silver christian jewelry Large Class Mathematics Photo Compilation Plan”

Francisco
November 10, 2022 at 3:44 am

wholesale urban fashion jewelry As a teaching worker, it is always necessary to write lesson plans. Come and refer to the lesson plans you need! The following is the lesson plan of the big class mathematics compilation of the big class. I hope to help everyone.
This Mathematics Figure Compilation Plan 1 Activities:
1. Children tried to use words such as "", together, and left ", and other words and other words.
2. Two groups of pictures are compared, and different questions about the question mark.
3. Participate in the whiteboard operation game, interested in mathematical activities, and experience the fun of oral application applications.
Cope preparation:
1. White board courseware.
2. The child's hand is an abacus.
A activity process:
1. Import.
-Teacher: Children, see if you know this place? (Show Yangcun picture) Today, they want to test everyone to see who is the smartest child?
2. Learn to read the application questions and record the calculation questions.
(1) Question 1.
-Teacher: Let's see who brought the first question? What is the picture?
(Click the beautiful sheep, "Butterfly Question")-Division: What is the question mark brought by the beautiful sheep? (How many butterflies do you have?)-Where do you see the word "together"?
-showing the smiling face of the beautiful sheep, expressing the answer.
(2) Question 2.
-Teacher: Let's see who brought the second question again? Intersection (Click Xiyangyang to show "Bird Question")-Teacher: What is the picture? See what changes have been changed? What is the question mark here to ask you? (How many birds are left?)-Where do you see "this left" from what do you see?
(3) Understand the comparison of two pictures, perceive the different questions of the question mark, and apply application questions for children.
-Teacher: What are the differences in these two pictures?
-Who can connect the three pictures in three sentences?
-Teacher: We tell in three sentences, and the last sentence is to ask a question.
-Who can complete these three pictures in three sentences to compile a application question?
-Teacher: The two question marks here are different. Flying is represented by a total of use, flying away is represented by the remaining left.
-Children are calculated based on application questions: 6 3 = 9, 9-3 = 63. Children's own application questions based on life experience.
-Just looking at the three pictures to compile the application questions, can we now look at the application of the formula?
-Each child per person is an abacus, trying to see the should be compilation.
-children communicate with each other.
4. Ending the activity.
Division: Today we have learned to read the application questions of the three maps, and also learned to read the application questions of the formula. You are really amazing. In fact, we can also use a lot of things in life to make application questions. After we go back, we are trying to edit it, okay?
It class mathematics reading picture compilation plan lesson plans 2 Activity goals:
1. Guide children to preliminary experience to compile a additional application problem, two known numbers (conditions) and one problem, can be in Under the guidance of the teacher, learn the application questions.
2. Develop the ability and imagination of children to analyze problems, and cultivate children's good operating habits.
3. Cultivate children's ability to compare and judge.
4. Develop children's logical thinking ability.
5. Interests of children's learning.
Cope preparation:
This tutor: Courseware n Learning: A copy of the manner.
The activity process:
. The composition of review 5.
1. Teacher: Children, let's review the composition of 5 together.
The teacher: "Hey, how many goals of my 1 goal?" (Hey, your 1 goal is 4 goals.)
Teachers: through the game just now, you know that there are several compositions 5 compositions 5 ? (4) By the way, 5 are composed of 4, which 4 are 5?
Teacher's Board of Board: It's so good, let's read it together.
. Guide children to see the application questions within 5.
1. Teachers click to show pictures one during class to guide children to observe
(1) Teacher: "What's in the box?" (3 candy in the box) can be expressed in numbers? (3)
The teacher: How about it? (2 more candy)
The guidance of children to try to ask questions with "together".
The teacher: Who can look at the picture and ask a question? (How many pieces are there in total?)
Teachers: Now the teacher uses numbers 3 and 2 and the questions you ask to compile a method of additional application. You must listen carefully. (Teacher pointed at the side of the picture) "There are 3 candy in the box. After a while, two pieces of candy are brought. How many candy is there?"
Terer analysis: (Combined with the picture) This question is called application. Application is called application. Title, in this application question, you must talk about one thing. This thing is: candy in the box; there are two conditions that you already know. These two conditions are: 3 candy in the box already knows that you already know that you already know that you already know He has brought 2 pieces of candy that you already know, that is, 3 and 2 are the conditions that you already know. In the end, there is a question, how many candy is there?
(2) Experience the basic structure of application questions.
The teacher: "Now we talk about three sentences together"
"So we compiled a application question."
Application questions? "
Teachers: Who will be calculated? (Children's columns, teachers show 3 2 = 5)
Summary: Let's talk about each part of this plus calculation? (3 indicates that there are 3 candy in the box, and 2 indicates that another 2 pieces of candy, that is, 3 and 2 is the condition that you already know; 5 indicates that there are five pieces of candy; calculation: 3 2 = 5.) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) R n. Teachers click to show pictures two during class to guide children to observe
Teachers: "What are the pictures on the picture?" Teacher: How about it? (3 more strawberries)
The guidance of children try to ask questions with "together".
The teacher: Who can look at the picture and ask a question? (There are a few strawberries?)
Teachers: "Now we talk about three sentences together"
Teachers: Who will be calculated? (Toddlers are calculated, teachers present 3 2 = 5)
3. Show the picture three
Teachers: "What are the pictures on the picture?" Teacher: How about it? (A butterfly flew again)
The guidance of children to try to ask questions with "together".
The teacher: Who can look at the picture and ask a question? (How many butterflies?)
Teachers: "Now we talk about three sentences together"
Teachers: Who will be calculated? List the calculation 4 1 = 5.
three.
The teacher: Please look at the additional calculation in the picture. Just now the children have learned to read the application of the picture and the application of the method. Can you compile the corresponding application questions according to the addition formula? Talk to your partner, (2 minutes)
Teachers: Who thinks? (Teacher repeated) What does this application written by the children of XX? XX represents 4 in the calculation formula, xx indicates 1 in the formula, and there are ... XX in the case of the calculation formula? (Teacher pointed at the side of the picture) It really praises him.
The teacher: Who else came up with different things? (Please try to compile the application questions and check the correctness of the application.)
The teacher summary: Children have learned new skills and will see the should be compiled. Knowing that there are two families and problems that have been known to compile a application question. If there is a number or one problem, this is not easy to make, and there is no way.
. Please look at the application questions freely to read the card.
The teacher: Please take an abacus to compile the application questions (2 minutes)
Is ask the children to share their own application questions with their companions or teachers.
The packaging materials, the event is over.
Activity reflection:
1. As a teacher, you should master the child's speculative ability, analyze it from the perspective of the child, and formulate methods suitable for children to learn and teaching teachers.
2. In this event, the event goals are basically achieved, and children can edit the application questions according to the teachers' requirements.
3. In this section of the columns, it can be seen that children's concepts of calculations and application questions are not very strong, and they can strengthen this exercise in daily activities.
4. In the demonstration section, the operating materials can be demonstrated one by one to make children more clearly at a glance, and it is easier to understand how to compile the application questions.
5. In corrected quantitative words and questions, it takes too long time, the language is not simple enough, and refined. In the future, it will need to be strengthened in the process of mathematics teaching to improve the effectiveness of the language.
It large class mathematics picture compilation plan lesson plans 3 Activity goals:
The understanding of self -editing application questions must have two numbers and one problem, which can compile the number of applications within 7 and say the calculation formula. Experience the success and happiness of the creation process, and improve the ability of language expression.
Cope preparation:
PPT
The activity process:
1. Division: (show PPT) Let's review the division of 7 first, please let me talk about it.
2. Now, who can divide the 1 -in -6 column formula according to 7, remind, this division can list 4 calculations!
1 6 = 7,6 1 = 7 :; 7-1 = 6,7-6 = 1.
Summary: For the addition, small small = large; for the subtraction, the large-small, the corresponding number is the answer.
(Show the second PPT), please take a look, what do you see?
EG: There are 1 yellow butterfly on the grass, and 6 pink butterflies. How many butterflies?
can you still say other application questions? Regarding the emotions of my brothers and sisters, I can design and make small gifts by myself. (Reminder, two methods, two subtraction.),
The first exercise, who can say this by itself.
EG: There are 5 gray rabbits on the grass and two white rabbits. Now there are a total of several rabbits on the grass, 5 2 = 7
(according to the previous exercise Also ask the children to say the remaining three applications)
(Show PPT3) The children just said very well, then let's look at this one now and raise your hand.
The activity extension:
(PPT4) Look at the picture. Who can compile more application questions based on this figure and list more calculations.
(according to: under the tree; the size of the bird; the direction of the tail)
The activity reflection:
The "application question" is a more than a child. How to understand the areas that are difficult and difficult to master, how to let children master the knowledge points in the model of "playing middle school"? I use this as a difficult point in this classroom design. Inspiring the interest of children with the image of animated characters, let the children enter the environment created by my favorite animated characters, and let the children learn intellectual learning on the basis of communicating with the animation characters. When editing should be applied, children can basically compile loudly. It may be the relationship between parents present. The children actively raise their hands and seriously invest in the event. During mathematics practice, parents walked to see their babies doing exercises. This link was a bit messy, but the mood of parents can be understood, so this link ended with the participation of parents.
It class mathematics reading picture compilation plans 4 Activity goals:
1. Guide children to preliminary experience to compile a additional application problem, two known numbers (conditions) and one problem, can be in Under the guidance of the teacher, learn the application questions.
2. Develop the ability and imagination of children to analyze problems, and cultivate children's good operating habits.
3. Let children learn simple mathematical problems.
4. The ability to develop observation, discern, and return.
5. Improve the ability of numbers and active thinking.
Cope preparation:
The teaching aids:
1. It can reflect the background map of a butterfly in the garden and one background map that can reflect four butterflies in the garden;
2 2 , Which can reflect the background map of two birds in the sky and one background picture that can reflect three birds in the sky (there are 2 birds on the tree, three birds fly.) Paste the two -type calculation two. Zhang (1 4 =?, 4 1 =?);
3. Two large question marks. Learn: Learn a box.
The activity process:
. The composition of review 5.
1. Teacher: Children, let's review the composition of 5 together.
The teacher: "I ask you, 5 can be divided into 1 and a few?" (Teacher Xie tells you, 5 can be divided into 1 and 4,) ...
"Hey, you hit 4 goals in 1 goal.) ...
Teachers: Do you know that there are several compositions in 5? (4) By the way, 5 are composed of 4, which 4 are 5?
The teacher's book: It's so good, let's read it together.
. Guide children to see the application questions within 5.
1. The teacher shows the first picture. (There is a butterfly flying in the garden.)
A. Teacher: Children, let's see what is in the garden? Who can say in simple words? (There is a butterfly flying in the garden)
Teachers: It's good to say. Let's say: There is a butterfly flying in the garden.
B. The teacher shows the second picture. (Four butterflies flying.)
Teachers: What happened to see? (There are four butterflies flying.)
Teachers: How many butterflies are there in the garden now? What method do you use? (Children try to tell the calculation method.)
Teachers: He calculated with the addition ... Let's take a look at how this additional method is listed?
C. Teacher's calculation 1 4 =?
Teachers: 1 4 =? How do you know 1 4 = 5? (Guide children to say that 1 and 4 are 5) He said that 1 and 4 are 5, so 1 4 = 5. It's so good, the sound of answering the question is nice and loud.
The teacher: Let's talk about each part of this plus method, what do you represent? (1 indicates that there is a butterfly flying in the garden; 4 indicates that there are 4 butterflies flying; 5 indicates that there are 5 butterflies in the garden; the plus number indicates that part and the other partly meets the addition. 1 4 = 5. )
2. A. Teacher: Who wants to tell you in simple words.
The teacher shows? :what is this? The question number told us not to tell others not to tell others, but to ask a question for others to answer. Think about it, how do you mention this question? (Many young children try to ask)
The teacher: Please give me a child to tell me!
This combined with the knot of young children: Children love their brains and raise such a question: How many butterflies are there in the garden?
B. Teacher: Now the teacher uses numbers 1 and 4 and the questions you ask to compile a method of additional application. You must listen carefully. (Teacher pointed at the side of the picture) "There is a butterfly flying in the garden, and after a while, there are 4 butterflies flying. How many butterflies are there in the garden?"
Terer analysis: (Combined with Figure) This Taoism is called application questions. In this application question, one thing must be talked about. This matter is: there are butterflies in the garden; there are two conditions that have been known. These two conditions are: 1 in the garden in the garden Butterflies are already known and the four butterflies that come again are also known, that is, 1 and 4 are the conditions that they already know. In the end, how many butterflies are there in the garden?
Teachers: Let's talk about this application question together. What method is calculated by this application? (Guide children to say: Whether butterflies in the garden increase or decrease. Because the butterflies in the garden are more increased than before.) So use the addition. Application questions calculated by adding methods are called additional application questions. What is called application question?
3. Show the two birds in the picture to guide the children to read the application questions completely.
A. Teacher: Let ’s take a look at the blackboard again. What did these two pictures say? Who can tell you in simple words? (There are birds in the sky) Which two are the conditions that you already know? (Let's learn together: there are 2 birds in the sky, and 3 birds fly are two conditions that have been known). What about the birds in the sky? (There are more birds in the sky than before.) Everyone thinks about it, how can this question be mentioned? (Show?)
The teacher: Who can fully read the picture to compile a additional application problem. If you think clearly, there are more birds in the sky than before. How do I ask?
The teacher: ×× children compiled like this, (the teacher's fingers, the side). How is the application question just now? (The editor is so good. Send her a top, not only to answer the question, but also loud and nice.)
B. The teacher transforms the bird map.
Teachers: The teacher transforms these two pictures. Can you make another application question? See who loves your brain the most.
The teacher: There are 3 birds in the sky, and two birds fly. How many birds are there in the sky? Let's take a look at XX together; this application question edited by children. What did you talk about? Which two are already known? What kind of question is asked? (It's so good to send her a top。.)
3. Look at the application formula for the additional formula.
The teacher: Please look at this additional method on the blackboard. Just now the children have learned to read the application of the picture and the application. Can you compile the corresponding application questions according to the addition of the addition? Talk to your partner, (2 minutes)
Teachers: Who thinks? (Teacher repeated) What does this application written by children telling about this application? ×× indicates 4 in the calculation formula, ×× indicates 1 in the formula. (Teacher pointed at the side of the picture) It really praises him.
The teacher: Who else came up with different things? (Please try to compile the application questions and check the correctness of the application.)
The teacher summary: Children have learned new skills and will see the should be compiled. Knowing that there are two families and problems that have been known to compile a application question. If there is a number or one problem, this is not easy to make, and there is no way.
. The number of additional calculations should be posted by the digital card should be used to operate the number card.
Teachers: The teacher wants to test everyone. You listen to the application questions edited by the teacher and put on the corresponding formula. Everyone on the desktop has a learning box, and there are 1-10 numbers in the box and ,-, =. The children gently got the learning box and listened to the teacher's application questions to put the corresponding formula. (The speed of additional application questions within 5 of the Teacher News slowly slows down, pay attention to every child, and praise the young children who are quickly packed.)
Teachers: Is it right? The children who are ready to raise their hands will come to see who puts fast and accurate. (Teachers evaluate the results of the children's operation and provide individual guidance to children who cannot be posted quickly.)
Teachers: Children gently send the digital cards and symbols home. After the get out of class, you can create an additional application problem with your parents.
The packaging materials, the event is over.
Activity reflection:
1. The application of the picture is a difficult teaching content in mathematics teaching in large class. It is also the knowledge point that children must master, and it is also an important content for children's logical thinking ability. Therefore, in teaching, teachers work hard to measure the principles of logical thinking training. And penetrate the entire process of teaching. The basic structure of application questions is composed of two things and a basic issue. In order to agree to the question, children must analyze the number of questions to understand the summary of the constituent elements before they can answer. This is the structural training that the application questions must conduct. When the teacher shows the milk bottle diagram, it is easy to stimulate the child's thinking and interest and cause their association. Then the quantitative relationship of "there is a baby bottle, and later sent four", which is based on the structure and integrates in the context. The children understand it in the subtle way. This process is actually the process of analysis and comprehensive thinking, which can not only enable children to achieve the purpose of truly understanding the meaning, but also promote the improvement of preliminary analysis and comprehensive capabilities of children. In fact, children can immediately call out the answer in unison.
, I found that there are many shortcomings in the event: In the next session, I try to let the children come up to create application questions. The details are not experienced. In fact, the first two sentences created by the children are basically a model: there was originally -later came again-. I want to guide children to enrich in this issue in future activities. I also hope that parents will encourage children to create application questions in their lives, and at the same time they can exercise their verbal expression ability.
2. There are 5 young children who do not even ask questions and give the answer directly. When the final computing compilation should be applied, some children are directly calculated alone. I have a little change, so that the children encountered difficulties when completing the columns independently. Children make up application questions in accordance with the method just now. This may be that when the teacher compiled the application questions, I did not summarize it well to help the children sort out. This makes children not be able to master it well while studying. In mathematics teaching, we must guide children to gradually grasp the methods and requirements of transformation. On the one hand, the transformation training is in line with the level and characteristics of children's thinking, and on the other hand, it is necessary to allow children to participate in the entire process of transformation. So as to improve abstract and general abilities. I firmly believe that in the future teaching process, digging the educational value hidden in each education link, and strive to lead children to truly explore and learn.

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