teaching addition stories

Visual aids are very important. They help students see the concept clearly. For example, using number lines or pictures of objects to be added. Another element is repetition. Keep repeating different addition stories so that students get used to the concept.

They can be used to make learning fun. For example, by telling a story about collecting marbles. If a child has 3 marbles and finds 4 more, they can easily understand 3+4 = 7 through the story.

There were some problems with the traditional teaching method in addition table teaching. For example, if the teacher directly showed the sorted addition table and asked the students to find the rules and fill in the missing formulas, the process would be boring and the students would be easily distracted. An improved teaching method was to first ask the students which addition formulas within 20 had been learned, and then let the students think about how to classify the formulas, such as sorting them according to numbers or sorting them according to the type of addition. Then, according to the classification method proposed by the students (such as dividing 9 plus a few into one class, etc.), the teacher made the calculations into cards in advance, stuck magnetic nails on the back and gave them to the students, and asked the students to stick the cards on the blackboard for sorting. In this process, the students could discover the rules of the addition table arrangement on their own and cultivate the ability to explore and discover on their own. Moreover, the students were interested and focused. When looking for the law of slanting, by changing the way of asking questions, such as "find the formula that gets 11", the students could find the law of slanting arrangement in the process of finding the formula, and finally fill in the missing formula in the addition table. In addition, in the teaching of the addition formula within 20, the traditional memorization method started from the first column and read in the conventional way. There were problems that were difficult to memorize, remember, and apply. The new reading method started from the big numbers, such as 9 + 2 = 11, which was read as nine and twenty-one, and some of the pithy formulas were integrated with the multiplication formula. The teaching could be divided into two steps. First, the students would read vertically and use it, and then read horizontally (from right to left). Students who had the ability to learn could learn this reading method, and this reading method would also be helpful for learning to abdicate and subtract within 20 in the next semester. At the same time, in the teaching process, attention should also be paid to the classroom organization, to pay attention to students 'independent learning and the opening of the classroom, to pay attention to students' learning, to avoid simple knowledge instilling, to ensure that the teaching focus is highlighted, such as the addition and substitution table rules in the review class within 20 (the numbers behind the minus sign are the same when looking vertically, the numbers in front of the minus sign are the same when looking horizontally, and the numbers are the same when looking diagonally). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a reflection on the addition and deduction of the second root: ** 1. Students 'Knowledge Mastery ** 1. ** Simple Problem ** - Students had difficulty in decomposing the radical. For example, a number like 32 could not be decomposed into 16 by 2 at once, but into 4 by 8. It could not be decomposed completely. He also couldn't completely understand the decomposition of the numbers 108 and 98. This reflected that the students were not familiar with the decomposition of numbers, which was crucial for the reduction of the second root. - When the square root was a fraction, the student's grasp was even worse. For example, when the numerator of the root was 8 or 27, many students directly multiplied it by 8 or 27, resulting in a large amount of calculation and easy to make mistakes. In fact, multiplying by 2 or 3 could simplify it. This meant that the students did not understand the simplest method of rational multiplication of the square root. 2. ** Combining the same kind of square root problems ** - When combining the same kind of square root, the students made more mistakes when combining the coefficient, especially when the coefficient was a score. This reflected the students 'lack of knowledge in the calculation of scores and similar terms. The teacher needed to explain more and explain in detail when explaining the step of combining the same kind of square roots. ** 2. Teaching strategy ** 1. ** Practice and Test ** - From the perspective of teaching effectiveness, it required more teaching, more practice, and more testing. Currently, only one-third of the students were correct after the test. Under normal circumstances, two-thirds of the students should be correct. If time allowed, they could create a second root topic exam with about 20 questions. They would conduct a second exam for the questions that made a lot of mistakes. They would make up for the mistakes made by the students after the second exam to promote the students 'proficiency in the algorithm. 2. ** Teaching methods ** - In the teaching process, we should pay attention to the application of analogy, such as analogy of similar terms, combination of similar terms, and integral addition and deduction to guide students to understand the definition of similar square roots and the rules of square root addition and deduction. This will allow students to naturally migrate to new knowledge on the basis of existing knowledge, establish the connection between old and new knowledge, and form a mathematical knowledge system. At the same time, by creating a living situation or designing a series of questions as a teaching situation, it can stimulate students 'interest in learning and thirst for knowledge, and improve the effectiveness of classroom teaching. 3. ** Pay attention to the individual aspects of students ** - In the classroom, they should always pay attention to the students 'psychology and students with learning difficulties, and give students appropriate encouragement, enlightenment, and evaluation. For example, when a student made a mistake, such as writing on the blackboard, they had to find other students to provide help in time and guide the students to reflect on the reasons for the mistake. In group studies, students should be encouraged to cooperate and explore independently, so that students can exchange their own opinions and put forward their own opinions for everyone to comment. Teachers should go deep into the group to collect information, guide learning, and give full play to the students 'main role. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are a few aspects that may be involved in the reflection of addition and substitution teaching: ** 1. Teaching methods ** 1. ** Diverse algorithms and independent exploration ** - It was important to give the initiative to the students when teaching addition and substitution of numbers within ten thousand, so that they could explore the calculation method independently with the help of their existing knowledge and experience. For example, for mental arithmetic and vertical calculation, don't design overly guiding questions to avoid bringing students into the default method. Let the students do the math by themselves and share the results in the group so that they can experience the success of independent learning. - In the teaching of vertical calculation, students were also allowed to try it out on their own, and then they could exchange and demonstrate. This method could effectively expand the students 'thinking and promote the exchange of algorithms. 2. ** Situation Creation and Question Guidance ** - Creating a suitable situation was very helpful to teaching. For example, the introduction of addition teaching from the pictures of the World Exposition could arouse the enthusiasm of students to learn. At the same time, it allowed students to find mathematical information in the situation and experience the connection between addition and life. - In the process of teaching, the social practice situations such as the different ticket prices of different means of transportation were used to let students experience the significance of deduction in comparison and feel the connection between deduction and life. Moreover, it allowed students to discover, raise, and solve problems independently in specific situations, experience independent thinking, take the initiative to explore, report and communicate, and so on. Finally, the teacher would focus on introducing a main method that would help students form a representation and experience mathematical ideas. - However, there might be problems in the creation of situations, such as the data processing in some situations that might make students confused. For example, in a teaching situation where 500 bottles were given once, 520 bottles were given in the first two weeks, and the remaining 20 bottles were ignored in the teaching. This may cause students to have doubts and need to better deal with the data logic in this situation. 3. ** Estimated Teaching ** - The cultivation of estimation ability was part of the teaching. However, there were some puzzles in the teaching. For example, the format of the estimation formula was not clear. It was not known whether the students should directly write the approximate calculation result (such as 190 + 220 = 410) or use the half-text and half-algorithm format (such as 192+219 is approximately equal to 190+220 = 410). - Students had a biased understanding of estimation, and there was a situation where they estimated for the sake of estimation. Some students would first calculate the accurate answer and then find an approximate number as an estimate, and most students would not use the estimation method to test the rationality of the calculation results. ** 2. Student learning ** 1. ** Cultivation of computing ability ** - In the cultivation of computing ability, one must pay attention to correct, flexible, reasonable, and concise operations. For example, in the process of solving problems, students should be allowed to choose the calculation method flexibly according to the actual situation. For example, in the situation where estimation and precise calculation were needed, students should improve their computing ability. - In teaching, open questions were designed to allow students to solve the problem in different ways (multiple solutions for one question). In the observation and comparison of different methods, they chose a reasonable and concise calculation path. - However, there might be insufficient practice in actual teaching, resulting in students not being able to consolidate their knowledge well and affecting the improvement of their computing ability. 2. ** Attention to Individual Students ** - In the teaching process, the individual differences of the students should be fully taken into account, including their acceptance ability and psychological characteristics. For example, in the teaching of multiplication (such as 300 - 116) where there are zeros in the middle of the minuend, it may be because the students do not have a good grasp of the learning situation, and the situation of individual students listening to the class and mastering the knowledge is not ideal. When students explore the calculation process (such as demonstration 300 - 116), the teacher should give enough time for the students to think. They should not be in a hurry to explain. They should face all the students and let the students inspire each other to find a solution to the problem. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The teaching reflection on the simple calculation of decimals addition and substitution is as follows: ** 1. Grasping the teaching content ** 1. ** Teaching starting point based on existing knowledge ** - The simple calculation of decimals was taught on the basis of students learning the addition and substitution of whole numbers, the meaning and nature of decimals, and simple decimals. Teachers needed to accurately grasp this starting point. For example, students had already mastered the laws of integral operations (the commutative law of addition, the combination law of addition, the operational nature of substitution, etc.). This knowledge laid the foundation for the simple calculation of decimal addition and substitution. Students should be guided to migrate the law of integral operation to the operation of decimals. 2. ** Difficulties and Key Points of Knowledge ** - The key point was to let the students understand that the laws of operation for the whole number were also applicable to the operation of decimals. This required the students to observe, calculate, and compare through specific examples. For example, by comparing the results of the two sides of the formula, such as 3.2 + 0.5 and 0.5+3.2, 4.7 + 2.6+7.4 and 4.7+(2.6 + 7.4), the students could intuitively feel that they could also use these operational laws to perform simple calculations. - The difficulty was to let the students explore whether or not decimals could be simplified and how to apply the laws of operation to solve related problems. For example, when it came to the operations of adding and removing parenthesis, such as 5.17 - 1.8 - 3.2, the students had to understand the simple calculation method based on the nature of the operation of the substitution, as well as the change law of the symbols when adding parenthesis (add unchanged, subtract changed). ** II. Teaching Methods and Student Participating ** 1. ** The role of situation creation ** - Creating life situations (such as students buying stationery and other situations) could make students feel that decimals were around them, close the distance between students and new knowledge, and fully mobilize their enthusiasm for learning. Such a situation would help students extract mathematical problems from practical problems in life, then try to solve the problems, exchange learning methods, and summarize the arithmetic of decimal addition and multiplication. 2. ** Students 'independent exploration and participation ** - In teaching, students should be allowed to participate in the process of exploring new knowledge to the greatest extent. For example, when verifying whether the law of integral operations was applicable to decimals, some students could pass the calculation verification, and some students could observe and judge, and then exchange and share. Let the students try, explore, and acquire knowledge. In this process, the students will better understand the simple calculation method of decimal addition and multiplication. Every student will have the opportunity to experience successful learning, train the will to overcome difficulties, and build self-confidence. 3. ** Mistake handling and thought guidance ** - For possible errors in teaching (such as errors in the last bit of the vertical calculation of decimals), if the student did not make such mistakes in the early stages, it was necessary to consider whether to compare the right and wrong according to the default. In the case that the students did everything right, they could discuss the correct calculation method in depth and ask why it was calculated this way. After the students understood the calculation theory, they could strengthen their understanding and mastery of the method through practice such as error diagnosis. This could avoid the interference of error information on the students 'thinking and allow the students to construct knowledge more clearly. ** 3. Practice and Consolidating ** 1. ** Levels of practice questions ** - In order to better consolidate basic knowledge and skills, practice questions needed to be arranged step by step. From the simple calculation exercises of the basic decimals addition and deduction to the exercises that required the flexible application of the law operation and the rules of adding and removing parenthesis, the students 'calculation ability and the ability to use knowledge to solve problems were gradually improved. 2. ** The expansion and extension of knowledge ** - Extending and extending it appropriately in practice, such as simple calculation of decimals addition and deduction, combined with real-life complex shopping scenes or other knowledge in mathematics, would help improve students 'comprehensive mathematical attainment and ability to solve practical problems. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

One way is to use real - life examples. For instance, you can talk about adding apples. If you have 3 apples and then get 2 more, how many do you have in total? Another simple method is using pictures. Draw some objects like balls, show how many there are initially and then add more, and let the students count the total.

No. Erotic content has no place in teaching. Teaching should focus on positive, educational, and ethical topics. 'Erotic teaching' violates basic moral and educational values.

One simple addition story could be: There are 3 apples on a tree, and 2 more apples grow. To find out how many apples there are in total, we do the addition 3 + 2 = 5. So there are 5 apples in total.

Best addition story: A family added a new member, a rescue dog. The dog brought so much joy and love into the family, changed their lifestyle in a positive way like they started going for more walks together. Worst addition story: There was a building project where they added an extra floor without proper planning for the foundation. Eventually, the whole building started having structural problems.