# Teaching Plan # Introduction to the lesson "Skipping Rope" is mainly about learning the addition and subtraction of "8" and "9". At the same time, combined with some daily activities of students, the idea of ????solving problems is also infiltrated into calculations. of learning. We have prepared the following lesson plan, I hope it will be helpful to you!

Part 1

Teaching content:

Learn how to add and subtract "8" and "9" Law. This lesson is to further learn the addition and subtraction of "8" and "9" on the basis of the addition and subtraction of 3, 4, 5, 6, and 7, and press the next lesson to learn about the addition and subtraction of numbers. List of addition and subtraction of "8" and "9", so this lesson does not require each student to be able to write all the calculations independently. This lesson arranges rope skipping activities to elicit calculations related to the number "8". Draw a picture to elicit the relevant calculation formula that results in the number "9". By trying it out and practicing three questions, it will be further consolidated and strengthened. The content is arranged to connect with daily life, and it is easy to arouse students' interest.

Teaching objectives: Learn the calculation formulas that result in numbers "8" and "9", be able to perform calculations correctly, develop students' ability to observe and classify, and feel the beauty of mathematics in life.

Teaching methods: explanation method, discussion method, and practice method.

Teaching preparation: projection, a card numbering 1 to 8 for each student (distributed to students before class).

Teaching process:

1. Introduction

Teacher: "Students, have you ever played skipping?"

Student answer : Combining life to stimulate interest

Teacher: "Rope skipping is a very interesting sports activity. Look

how fun these children have!"

Teacher: Show jump rope projection.

2. New teaching

1. Rope skipping

Teacher: "There are a few children skipping rope."

Student: "8"

Teacher: "Take a look, can you divide these 8 blackboard children: 4 boys and 4 girls into two groups? For example, you can In this way, one friend wears a hat, one wears a hat, 7 friends don’t wear hats, and 7 don’t wear hats.” 3 in skirts and 5 in trousers. 2 people throwing ropes and 6 people skipping ropes.

Students observe and discuss.

Feedback: The students say, the teacher summarizes and writes on the blackboard.

Teacher: "We said that adding the two groups together is done by addition. Can you make a calculation based on the results just now?"

Students’ calculations and teacher’s summary are written on the blackboard in the corresponding positions. For students to answer, as long as there is one of them.

2. Draw a picture, in pairs at the same table. One person colors, another person records the calculations, and then organizes the whole class to communicate.

The answers can be different, but you must be able to understand the calculation.

Feedback: The projection shows the corresponding coloring and calculations.

Students check by themselves, as long as there is one of them.

3. Give it a try and let the students perform on the board.

7+2=() 6+3=() 5+()=8

Collect first and then release

Other students complete independently.

3. Exercises

Question 1: The teacher explains the meaning of the picture clearly and sums the first picture. To merge the two parts. The second picture is divided, and any part can be used as a required question.

The second question: students complete it independently, and the teacher corrects the answer. (Students’ answers can be diverse)

Feedback and correction.

Question 3: Whole class game, find friends (make up 9)

Question 4: Math story, student observation. Guess how many pieces of watermelon Bajie ate and tell me what he thought.

Students speak and discuss.

Develop students’ imagination, stimulate students’ interest in learning, and initially learn to ask questions from a mathematical perspective.

Summary: Discuss "What do we know about this lesson?"

Part 2

Analysis of teaching content

"Skipping Rope" " is the teaching content on pages 34-35 of the first grade volume of the standard experimental textbook for compulsory education courses (Beijing Normal University Edition). The main purpose is to learn the addition and subtraction of "8" and "9". At the same time, combined with some daily activities of students, the idea of ????solving problems is also infiltrated into the learning of calculations. The textbook starts from examples familiar to students and creates problem situations so that students can realize the need to learn addition and subtraction calculations, thereby generating motivation and interest in learning addition and subtraction calculations.

Two student analysis

Before this lesson, students have already understood 0-10 and mastered addition and subtraction within 7, and have the ability to solve some simple practical problems. . Moreover, most of the students in this class have attended preschool and basically know the composition of numbers; most students can look at pictures and explain calculations. Therefore, the focus of this lesson is to cultivate students' ability to ask relevant subtraction problems, organize students to communicate addition and subtraction formulas, and understand the relationship between addition and subtraction.

Three Learning Objectives

1. Knowledge and Skills

(1) Be able to correctly calculate the addition and subtraction of "8" and "9".

(2) Able to list different calculation formulas based on the information provided.

2. Process and methods

(1) Cultivate students’ awareness and ability to raise mathematical problems according to different situations.

(2) Experience the process of seeing a picture and writing four different calculations, and experience and understand the relationship between addition and subtraction.

3. Emotions, attitudes and values ??

Gradually develop good study habits of observation, thinking and hands-on operation.

IV. Teaching Process

Activity 1: Talk

It’s physical education class, and there are many children skipping rope together. (Provided with courseware)

1. What mathematical information can students discover from the pictures? Let’s talk about it.

There are 4 boys and 4 girls; 1 wearing a hat and 7 without; 3 wearing skirts and 5 wearing pants...

Then complete the relevant calculations: □+□=□

2. Ask the children to observe the picture carefully. What other addition and subtraction calculations can you tell? (Cooperate with your deskmates and talk while talking) While writing, the teacher will inspect and guide)

3. Teachers and students will compile the summary together. [Primary School Teaching Design Network-wwW.xxJxsJ.cn-More Mathematics Lesson Plans]

Design intention: By allowing students to read, speak, and write, students can experience the formation process of knowledge while learning knowledge. And intentionally cultivate students' sense of cooperation.

Activity 2: Draw a picture

(Through hands-on practice, students will initially develop their awareness of independent inquiry.)

1. The teacher knows that the children are Like to draw. Today, we will be a little painter together with the little elephant. Ask the children to take out the prepared learning tools ("Little Painter" cards), first watch how the little elephant paints the squares, and help it complete the calculations; then think about what other different painting methods and calculations there are, please Done on the card.

2. Group communication. (Teachers inspect, participate in exchanges, and make timely evaluations)

3. Summary:

The children are really smart and capable. Not only do they paint the squares beautifully, but they also list a lot of things. Different addition and subtraction calculations. Children, would you like to show off your skills again? Okay, now let's do the exercises on page 35 of the textbook. (See who does it right and fast)

Design intention: This link is to let the students first paint the squares themselves, then list the equations, and then communicate in groups. Not only do students learn to think independently, but they also learn to communicate and cooperate.

Activity 3: Practice

(Practice to further consolidate new knowledge.)

1. Talk and fill in. (Question 1 is an open-ended exercise. As long as the students’ explanations and imagination are reasonable, they should be encouraged)

2. Do the math (comprehensive exercise)

3. Mathematical games: Find Friends

Design intention: To enable students to easily practice and consolidate the decomposition and composition of 9 in the game situation of finding friends. ]

Activity 4: Give it a try (34 pages of content)

(Further improve your computing skills through the learning activity of “Try it”.)

2. The teacher shows the card and answers by name.

For example, 8+□=□ or □-4=5 (teachers can ask: What do you think?)

Design intention: By giving it a try, students can train their thinking flexibility and initially cultivate students' divergent thinking.

Activity 5: Mathematics Story

The courseware shows the picture of Bajie eating melon on page 35.

Let students use the knowledge they have learned to look at the pictures and make up stories.

Design intention: to improve students' interest in learning mathematics and cultivate students' language expression ability.

Class summary:

In this class, the children all performed very well. After you get home, tell your father and mother what you learned today, okay?

Part 3

Teaching requirements:

1. Learn the addition and subtraction of "8" and "9" in specific situations.

2. Guide students to think and express in an organized manner.

Teaching focus:

Learn the addition and subtraction of "8" and "9".

Teaching preparation: projection

Teaching time: 1-2 class hours

Teaching process:

1. Create situations and introduce new lessons

Show the situation diagram and talk about what you saw and discovered from the picture.

2. Raise questions and discuss

1. Observe the pictures and ask questions.

2. Answer by name and list the formulas.

3. Communicate algorithms in groups.

3. Draw a picture

1. Work in pairs at the same table, with one person coloring and the other recording the calculations.

2. Organize the whole class to communicate and sort out the calculations.

IV. Practice

1. Talk and fill in. First, students fill in independently, then answer by name, and give the reasons for this list.

2. Calculate verbally to see who can calculate correctly and quickly.

3. To form 9, guide students to understand the meaning of the question first, then connect the questions, and have your deskmate check the connected results.

5. Expansion exercises, mathematics stories

Organize students to discuss in groups, guess how many pieces of watermelon Bajie ate, and talk about what he thinks. The teacher will guide on the tour.

6. Extracurricular extension

After school, think about writing the addition and subtraction equations for "8" and "9". Write as many as you can.