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 reflection on the teaching of addition and substitution could be written from the following aspects: ** I. Achievement of teaching objectives ** 1. ** Knowledge and Skills ** - Whether the student can accurately understand the concepts of the commutative law of addition, the association law, or the addition and substitution of scores. For example, in addition, whether the student understood the position and invariable of the addend (the commutative law of addition), and whether the student had mastered the calculation skills such as general fraction in fraction addition and substitution. They could review the class questions, homework, and test results to see how well the students had mastered the rules of addition and multiplication. - Can the student apply the knowledge of addition and substitution to practical calculation problems, including simple addition and deduction of numbers, decimals, or scores, as well as some comprehensive mathematical problems? 2. ** In terms of process and method ** - Observe the development of the students 'thinking process in the process of learning addition and deduction. For example, when exploring the law of addition, whether the students could obtain the law through observation, comparison, induction, etc.; in the teaching of fraction addition and substitution, whether the students could use transformation ideas (such as transforming different decimal points into the same decimal points) to solve the problem. - To evaluate whether the teaching methods used in the teaching process will help the students master addition and multiplication. For example, whether group cooperative learning promoted the communication between students and their understanding of knowledge, and whether multi-media teaching resources helped students better understand abstract computing concepts. 3. ** Emotions, attitudes, and values ** - To assess the students 'interest and participation in the process of learning addition and multiplication. For example, whether the introduction of interesting mathematical situations stimulated the students 'curiosity about addition and substitution, whether the classroom interaction was positive, and so on. - Pay attention to the students 'attitudes when faced with difficulties in addition and multiplication, whether they actively try to solve the problem or give up easily, and the emotional experience such as the sense of accomplishment after solving the calculation problem. ** 2. Teaching content ** 1. ** Selection and organization of content ** - Check if the difficulty level of the teaching content is suitable for the student's learning level. If the teaching content was too simple, the students would feel that it was not challenging enough, and if it was too complicated, it might cause the students to feel frustrated. For example, in the teaching of addition and substitution of different decimators, whether the teaching content of general fraction was reasonably explained and expanded according to the students 'existing knowledge base. - Is the teaching content organized? For example, the students would be taught from simple to complex (such as adding and deducting whole numbers first, then decimals, and adding and deducting fraction), and whether the transition between the various knowledge points was natural or not, and whether it would help the students build a complete knowledge system of addition and substitution. 2. ** Depth and breadth of content ** - He thought about whether he had dug deep into the key content (such as law calculation, arithmetic, etc.) in the addition and substitution operation teaching. For example, in the teaching of the law of additivity, whether to let the students fully understand why the first two numbers were added first or the last two numbers were added first when adding three numbers, and the intrinsic reason why the sum did not change. - At the same time, he also had to consider the breadth of the teaching content and whether it expanded the connection between addition and deduction and real life or other subjects. For example, through the price calculation in the shopping scene to reflect the widespread application of addition and substitution in life, or the addition and substitution operations involved in scientific experiment data processing. ** 3. Teaching methods and strategies ** 1. ** The effectiveness of teaching methods ** - This paper analyzed the effects of teaching methods such as lecture method, demonstration method, and inquiry method in addition and substitution teaching. For example, when explaining the vertical calculation of integral addition, whether the teaching method clearly conveyed the calculation steps and carry rules; in the addition and substitution of scores, whether the demonstration method (such as using graphs to represent scores) helped students understand the calculation theory. - Does the inquiry method give students enough space to learn independently? For example, when exploring the law of addition, should the students be guided to discover the law on their own instead of directly telling the result? 2. ** The rationality of teaching strategies ** - Whether or not a variety of teaching strategies are used to meet the needs of students with different learning styles. For example, for visual students, whether they used teaching resources such as graphs and charts, and for kinaesthetic students, whether they arranged some practical activities (such as using a stick to perform addition and multiplication). - Consider the role of teaching strategies in classroom management. For example, whether the grouping strategy of group cooperative learning was reasonable, whether it could avoid the phenomenon of individual students "free riding", and at the same time promote cooperative learning between students. ** 4. Student performance and individual differences ** 1. ** Overall student performance ** - It summarized the overall performance of the students in the addition and substitution class, including class participation, homework completion, test results, and so on. For example, whether most students answered questions actively in class, how accurate their homework was, and the distribution of scores in the addition and substitution section of the exam. 2. ** Coping with Individual Disparities ** - To analyze how to treat the individual differences of students in the teaching process. For students with strong learning ability, whether they were provided with expansive learning tasks, such as guiding them to explore more applications of the law of operation in simple calculations after mastering the basic addition and deduction operations; for students with learning difficulties, whether they were given enough attention and guidance, such as whether they were given individual guidance and intensive exercises for students who were easy to make mistakes in the calculation of decimals. ** 5. Problems in the teaching process and improvement measures ** 1. ** Problems ** - Find out the specific problems in the teaching process. For example, the teaching schedule was unreasonable, resulting in some important content being explained in a hurry; or the teaching resources were not fully utilized, such as the animation demonstration in the multi-media class did not play a very good role in assisting teaching. - The reason for the problem could be that the teaching design was not perfect enough, the students 'learning situation was not estimated enough, or the teacher's own teaching ability needed to be improved. 2. ** Modification measures ** - According to the existing problems, specific improvement measures were proposed. If it was a problem of teaching time arrangement, he could re-plan the teaching process and reasonably allocate the time of each teaching link. If it was a problem of the use of teaching resources, he could re-select or produce more effective teaching resources, such as making more intuitive teaching animations of score addition and deduction. - He thought about how to prevent similar problems from happening again in future teaching, such as strengthening the rehearsal and evaluation of teaching design to continuously improve his teaching ability. <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>