Fragment teaching of grade level mathematics How many bottles of milk are there .

Instructional design.

1.A case is a description of a real-world situation in which one or more difficult problems are included, and possibly solutions to them.

2."Teaching cases describe teaching practices. In a rich narrative form, it presents stories that include typical behaviors, thoughts, and feelings of teachers and students. ”

3.A teaching case is a story that contains certain decisions or difficult problems in a teaching situation that reflects the typical level of pedagogical thinking and its maintenance, decline, or achievement. The collection of such cases must be carried out in the field in advance, and the relevant information must be consciously selected from the goal of teaching task analysis, where the researcher's own insight is the key.

4.A teaching case is "a narrative record of teaching practice written by a teacher, or co-authored by a researcher with a teacher." ”

Preparation of teaching aids: 14 milk bottles, magnetic plate sticks, courseware.

Teaching process: Shishi.

1. Interesting animation, exciting introduction.

1. Introduction: Children, what song did you hear just now? This is a very interesting cartoon. The eldest son and the youngest father are like a pair of good friends living happily together, what happened between them today?

2. Courseware demonstration animation. (The process of the eldest son going to the store to buy milk.) ）

Mom: Big son, there is no milk at home, go downstairs and buy two boxes.

Child: Buy milk, no problem, let's go.

Come to the store): Auntie, I'll buy two cartons of milk.

Auntie: I'm sorry, kid, there are no two whole boxes left, there are only so many hail sensitives left.

Son: Huh? There are 9 bottles of milk in this box, and there are only 5 bottles left in this box.

Design intent: The opening of the course is introduced by animation to stimulate students' interest in learning, and the reasonable plot arrangement makes students feel friendly and natural. ）

2. Independent exploration and new knowledge.

1. Teacher: Looking at these milks, can you come up with a mathematical problem that uses addition to calculate?

Sheng: There are 5 bottles left in a box, 9 bottles left in a box, how many bottles of milk are left in the store?

Teacher: Can you list the equations?

Raw: 9+5=14

Teacher: Are you right? How do you know what is equal to 14? Ask the children to use the milk in your hand to talk about it.

2. Student report (go to the front of the teacher's milk bottle to demonstrate and talk).

1) Raw: the method of using numbers.

2) Raw: Take out a bottle from here (in a box of 5 bottles) and put it in this box, plus the 9 bottles in this box is 10 bottles. Adding up to the remaining 4 bottles equals 14. (Shiban book: 9+5=14).

3) Raw: Take 5 bottles out of the box of 9 bottles and put them in the box of 5 bottles. 10 bottles plus the remaining 4 bottles is 14. (Shiban book: 9+5=14).

3. Teacher: Do you still have different ideas?

4. Summary: When we calculate 9+5, we can count them one by one; You can also take out a 1 and 9 from 5 to add it to make 10, and then use 10+4 to equal 14; You can also take a 5 and add 5 from 9 to make 10, 10+4=14.

Design intent: Let students swing and think about it, get calculation methods, and cultivate students' ability to solve problems independently; Choose the method that suits students according to their own characteristics, and encourage the diversity of algorithms. ）

5. Swing and calculate.

1) Show 9+3

Numbers and algorithms for student reporting.

2) Show 7+99+4

Teacher: Do you know how to count these two questions? Do the math yourself, and children in difficulty can also use the stick in their hands to help.

Communicate the algorithm with your table mates when you're done. ）

New Taipei Normal University Edition First Grade Mathematics Volume I "How Many Bottles of Milk" Lesson Plan and Board Book Design Unit 7, Topic Section 3 How Many Bottles of Milk Is There Total Lesson Time Teaching Content How Many Bottles of Milk Are There Bottles.

Teaching Objectives: 1. Through the creation of real life situations, students can learn 9 ? Carry addition of .

2. To enable students to initially experience the diversification of calculation methods and be able to solve practical problems in life.

3. Cultivate students' awareness and ability to work in groups.

Teaching difficulties:

To enable students to master 9 ? The carry addition of is the focus; It is difficult for students to understand the meaning of the Ten Methods in the activity.

Teaching Methods: Demonstration, Operation. 、

Preparation before class: counters, sticks.

Teaching process: 1. Create a situation to stimulate interest.

1 (Pokemon Pikachu presented) Do you know it? Like Pikachu or not? Today Pikachu came to our class to study with us.

2 Games. 1) Below, Pikachu asks our children at the same table to make a clapping game first

You shoot 1, I shoot 9, we are all good friends.

You shoot 2, I shoot 8, and there is great strength in unity.

You shoot 3, I shoot 7, we love to learn since childhood.

You shoot 4, I shoot 6, talk honestly and don't brag.

You shoot 5, I shoot 5, two numbers make up ten is not sloppy.

Reflection on the teaching of "How Many Bottles of Milk".

There are a few bottles of milk" is the third lesson of the seventh unit of the first grade of the Beijing Normal University version, and it is the child's initial contact with carry addition. The key to teaching is to inspire students to transform 9 plus a few into 10 plus a few by applying the "Ten Method" and learning the carry addition of 9 plus a few to 10 plus a few, and the thinking process of "making up ten methods" is the difficulty of this lesson. Let children initially perceive the diversity of calculation methods and understand the simplicity of the "make ten" method.

In this lesson, we focus on the teaching process of "discovering problems, raising problems, and solving problems", and use the courseware to show a scene diagram of 9 bottles of milk in 1 box and 5 bottles of milk in 1 box, and ask students to ask questions. After thinking, the students spoke enthusiastically: How many bottles of milk are there?

How many bottles of milk are on the left than on the right? The right side is a few bottles less than the left side of the bottle of milk and so on. I ask students to take out the sticks, swing them, and do the math, "How many bottles of milk are there?"

This question. Students intuitively help students to find solutions to problems by placing sticks and other learning tools, and everyone has expressed their own opinions and listed formulas to solve problems, the classroom atmosphere is very active, and the good effect of thinking with doubts has been achieved. After forming a perceptual understanding, the calculation method of 9 plus a few is gradually abstracted.