The birds do the arithmetic math lesson plan, and the middle class math lesson plan the birds are cl

1. Study the syllabus and teaching materials to determine the purpose of teaching.

On the basis of studying the syllabus and textbooks, grasp the requirements of the concepts or principles in the textbooks in terms of depth and breadth, grasp the basic ideas of the textbooks, and determine the teaching purpose of this lesson. The purpose of teaching should generally include knowledge, intelligence, and ideological education.

The purpose of teaching should be specific, clear, and easy to implement and check. The teaching process is a complete system, and the formulation of teaching objectives should be based on the requirements of the syllabus, the content of teaching materials, the quality of students, teaching methods and other actual conditions, and consider its possibilities.

2. Clarify the position of the content of this lesson in the whole textbook, and determine the key points and difficulties of teaching.

On the basis of studying the entire textbook, clarify the position, key points and difficulties of the content of this lesson in the entire textbook. The so-called key knowledge refers to the key knowledge, and when students understand it, other problems can be easily solved. Therefore, it does not mean that the focus of the textbook is important, and other knowledge is not important.

The so-called difficulty is relative, and refers to the parts that students are often prone to misunderstanding and understanding. Different levels of students have different difficulties. When writing lesson plans, it is often difficult to learn to consider the following types of knowledge:

The concept is abstract and the students lack the knowledge of perceptual cognition. Negative migration from mindsets. A law or theorem with complex phenomena and strong generalizations.

Knowledge that cannot or does not need to be elaborated in depth according to the syllabus. Knowledge of similar concepts and methods. Knowledge that is difficult to apply to physics.

3. Organize the teaching materials and choose the teaching method.

According to the teaching principles and the characteristics of the teaching materials, combined with the specific situation of the students and the conditions of the school equipment, the teaching materials are organized to consider the teaching method, and the whole teaching process is preliminarily conceived. The organization of textbooks is diverse, and the same textbook can have different organizational structures. However, no matter what kind of structure it is, it must focus on the central content, run through the key points according to the internal connection of the textbook, and determine the level and steps of the explanation.

At the same time, in the choice of teaching methods, we must also pay full attention to how to focus students' attention and inspire students' positive thinking.

4. Design mathematical programs and timing.

How to review old knowledge and introduce new topics during class; what is the content of the new course; what are the key points to emphasize; how to explain the difficult points; The question of how the final consolidation summary should be carried out and the time taken for each part of the process should be fully considered before the lesson plan is written.

5. Design a good board book and board painting.

Board books and drawings are an important part of classroom teaching, so they should be given enough attention when compiling lesson plans. The design of the board book can start from the study and analysis of the knowledge structure of the textbook, and can also start from the analysis of students' cognitive rules.

Problems with the display format?

Many young people who have just graduated always hope that they will be able to find their dream job immediately.

Event preparation.

Screws of various models and materials (iron and plastic), screw combination toys.

Items with threads, such as beverage necks and caps of different calibers, light bulbs and holders, screwable pens and caps, etc.

Is there any good way to do it?

When we feel that we are "not in shape" or low on energy, we tend to put aside what we must do

Learning content.

p83-p84 (carry addition and subtraction of 7, 6, 5 plus a few points).

Teaching Objectives: 1.Combined with the specific operation activities, the calculation method of the carry addition method of adding several is further explored.

2.Able to correctly calculate carry addition of numbers up to 20.

3.Able to use carry addition to solve simple practical problems in life, and experience the fun of using mathematics.

Teaching focus. The calculation method of the carry addition of several points.

Teaching difficulties. A connection to the previously learned carry addition of numbers within 20.

Cultivation education and training points.

Cultivate students' observation and comparison skills.

Teaching process. 1. Introduction of the game.

Teacher: Let's make a game first: whoever makes up 10 with whom they are good friends.

9Who are good friends with? （1）

8Who are good friends with? （2）

2. Create a situation, ** arithmetic.

1.Ask questions.

Teacher: On a big tree, there were originally 7 small birds, and 6 flew in, so what mathematical problem can you propose?

Students ask questions, ask for altogether, compare how much, and so on.

2.Depending on the problem, the column formula.

Sheng: How many are there?

Column equation 7+6= (only) or 6+7= (only).

3.Discuss how to solve the equation and what method you use, and talk to the students in the same group.

3. Problem solving.

1.Do it, say it.

Guide students to explain their own calculation methods in combination with the activities of swinging a stick and dialing a counter, and further understand arithmetic through various forms.

2.Circle it and do the math.

Consolidate 7 plus a few and learn the calculation of 5 plus a few. At the same time, by making a circle by hand, such as first circling 10 with a small stick, and then calculating the result, you can further understand the strategy and calculation process of "making up ten methods".

3.Think about it, fill it in.

1) Strengthen students' numeracy skills.

2) Through calculation, observation, and continuing to fill in the equations, guide students to discover the rules between the equations.

Fourth, consolidation exercises.

1.Practice the first question.

The purpose of this problem is to consolidate the "make up ten" by making a circle, and practice the carry addition calculation of 7 plus a few.

2.Practice the fourth question.

To further consolidate the calculation of addition and subtraction through the fun questions of coloring, the teacher of this topic should give appropriate guidance and help students with coloring difficulties to complete the coloring process.

5. Lesson summary.

1.Ask students to talk about what they learned from this section.

2.Combine specific situations in your life and talk about your methods and feelings.

3.Teacher's summary: summarize the method and sublimate the emotional process at the same time.

Board book design. There are a few small birds.

1) Analysis of teaching materials.

Writing requirements for the analysis part of the textbook: three operational requirements: (1) Analyze the requirements of the Curriculum Standards.

2) Analyze the position and role of the content of each lesson in the overall curriculum standards and in each module (each textbook). (3) Analyze the difference and relationship between the content of each high school textbook and the relevant content of junior high school textbook.

2) Student analysis.

Writing requirements for the student's analysis part: three operational requirements: (1) Analyze the student's existing cognitive level and ability. (2) Analyze students' learning problems. (3) Analyze students' learning needs and learning behaviors.

3) Teaching Objectives.

Writing requirements for the Teaching Objectives section: Three operational requirements: (1) Determine the knowledge objectives.

2) Determine the training objectives of competencies and methods and their teaching implementation strategies. (3) Determine the teaching selection points and teaching implementation strategies to guide students' emotions, attitudes, and values.