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Operating reasonable representation activities - Part I \

'Teacher: Now we have activities to express mathematically: 9 ball in the box plus a few to make up the l0? (Plus 1, below ①); the \Remove the 2. The figure ②; 2 个 out one of the remaining one, the next figure ③; box l0 months,[link widoczny dla zalogowanych], the outside one. Together is 11. 9 +2 = 11 So, bottom ④. 'Figure ① ③ Figure Figure Figure ② ④ 3. Summary. Just now, we add a few into the 9 l0 add a few to be calculated. How to count 9 +2 it? (Pause) was the first to add a few 107 9 l0 plus think of how much the rest of the 1. Analysis of l because I using a decimal notation we follow, so the \Very convenient. Teaching. Mathematical activities, then first mathematical language, symbols,[link widoczny dla zalogowanych], diagrams, etc. to express the activities of the previous stage, only an abstract construct (reflecting the essential characteristics of effective science, law) and the image of the \effective learning model \And practical activities to help students mathematical ability. Second, the teaching cases 2:9 +3.1. To produce green, red small bar graphs, and lists to guide students step by step formula: 9 +32. Students hands-on how to \Teacher: Who can move into the red paddle This question lO to add a few? (Students will move to a small stick of green small red bar graph) Why do you only move a small red small stick to the stick go green ? Health: Because only 1 and 9 to make up lO. Teacher: Well said,[link widoczny dla zalogowanych]! That you put 3 into several and a few do? Students: I put 3 into 1 and 2. Teacher: Who know how to count? Health: 9 plus 1 was lO,[link widoczny dla zalogowanych], lO add the remaining 2 had 12. Now please take a look at the first 8O page book, then left in the mouth of the formula to fill out a few. That fill in the blank: I {9 + 3 = port port lO3. Summary. Teacher: How do we calculate just 9 +3 it? One first thinking? Think of what? Health: first add 1 to 9 was lO, lO +2 think about was l2. Third, group learning cases 3:9 +7 ooooo ● ● ● oooo ● ● ● ● 9 +7: I. mouth mouth l . . . . . . . . _-Jl0 Summary: Just when calculating 9 +7 first thinking? Think of what? Health: first add 1 to 9 was lO, lO think of plus 6 was l6. Teacher: so sweet! Just counted three 9 plus a few of the questions are how to think? Health: The second addend is divided into a first and a few, think of 9 plus 1 was lO. Finally, would like to add a few have more than a dozen lO. Teacher: Who put the idea of just what songs compiled a \) l Review l tell the whole well organized, structured, focused and progressive layers. three examples of teaching are closely around a central, that is converted to lO 9 plus a few add a few to calculate. through the hands, and gradually inspire and guide fill in the blank, summary algorithm. to enable students to gradually deepen the \designed to review the content. lay the foundation for learning new knowledge 1. A group of port operators: l3-4 +5: l2-5 +6 = 7 +8-9 = l2 +6-8:20 +3 O-l5 = 80-30 +40 = B group: 30 + (7-20) = 5 + (46-6): 80 A (50 +20): 9O A (8O + lO) = 15 a (6 +7) = 70 a (30 -10) = 2. Question: (1) A group such as addition and subtraction without parentheses mixed operations order? (2) B group such as a small addition and subtraction mixed brackets What is the order of operations? I Review l first grade students learned t00 and not within the parentheses are brackets mixed addition and subtraction formula question port operations, in order to understand its operation. For this reason, two groups of teachers in population count carefully designed questions and a set of questions. the purpose is to allow computational problems in the mouth of the students doing the course. recalls and order of operations experience, which summarized the order of operations for the next independent learning, exploring new knowledge, removing obstacles, lay the foundation. Second, the advantage of the opportunity to import. triggered motivation Teacher: less than 100 addition and subtraction mixed population count operation, the students have a good grasp, then the 100 Hybrid computing addition and subtraction within written calculation how to calculate it? students can learn to do their own reading? I Analysis of l such import, that asked the question whether there help close contact between the old and new knowledge, is conducive to transfer of learning into the students into the existing cognitive structure, help to stimulate students to explore new knowledge, desire and motivation. ●
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