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1、第二单元 100 以内的加法和减法（二）100以内的加法和减法（二）教学设计（第1 课时）主备人：颜政辅备人：彭绍东教学目标：1理解 100 以内两位数不进位加法笔算的算理，掌握笔算的方法，能正确地用竖式计算。2在具体情境中进一步体会加法的意义，体验解决问题的策略；在探索活动中渗透数形结合的思想。3运用两位数不进位加法计算解决实际生活问题，获得成功体验，激发学习数学的兴趣。目标分析：学生在一年级学会了两位数加一位数和两位数加整十数的口算，为学生理解两位数不进位加法笔算的的算理和算法做好了准备，利用知识的迁移，通过学具的操作，经历活动的探究，体验成功的快乐。教学重点：掌握两位数不进位加法的笔算方
2、法并能正确计算。教学难点：理解相同数位上的数才能相加的道理。教学准备：课件、小棒、尺子等。教学过程：一、情境导入（一）创设情境。今天可真热闹，学校组织二年级的同学参观博物馆，现在他们已经来到博物馆门前，让我们一起去看看吧！1出示教材 11 页情境图2引导学生观察后交流。从图上你获得了哪些数学信息（二）提出问题。1根据图中信息你能提出什么数学问题2出示例 1 中的问题。二（1）班学生和本班的带队老师一共多少人【设计意图：借助学生比较熟悉的生活情境，让学生从中收集数学信息，提出相关的数学问题。由于这样的情境是学生熟悉且感兴趣的，既拉近了数学和生活的联系，又提高了学生参与学习的积极性。】二、探索新知
3、（一）探究两位数加一位数（不进位）的笔算。1.尝试列式，体会加法的意义。要求一共多少人，需要哪些已知条件怎样列式想一想，为什么用加法来计算呢（板书：加法）2交流算法，指名学生说口算的过程。3图式结合，探究笔算的算理和算法。文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2
4、ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D
5、3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2
6、ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D
7、3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2
8、ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D
9、3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3（1）学生操作摆小棒。学生有 35 人，用 3 捆零 5 根小棒表示；有两名带队老师，用 2 根小棒表示。（2）组织学生交流，感悟笔算的算
10、理和算法。为什么要先把 5 根小棒和 2 根小棒合起来（都是表示几个1 根小棒）一共是多少根小棒（3）尝试列竖式计算，理解笔算加法应注意什么。弄清为什么“5”与“2”对齐（相同计数单位的数）（4）全班交流笔算方法，教师板书竖式，进一步明确“个位与个位对齐，先从个位上的数加起”的道理。4即时练习。出示教材第 12 页“做一做”第 1 题，巩固笔算加法时的对位方法。【设计意图：教学中结合小棒图自然过渡到列竖式计算，让学生体验由具体到抽象的数学方法，学生在积极地操作、思考、和交流的活动中理解“个位和个位对齐”的道理，又清楚地掌握竖式计算要从个位加起的计算顺序。】（二）探究两位数加两位数（不进位）的笔
11、算。1.出示例 2 问题:二（1）班和二（2）班一共有多少名学生2.指名学生列式，教师板书。3.引导学生试算 35+32。（1）组织学生先摆小棒（注意观察学生操作。首先正确摆放出35 和 32，其次正确地将 5 个 1 和 2 个 1 相加，3 个十和 3 个十相加）帮助学生对笔算加法算理和算法的理解。（2）学生试着用竖式计算，交流板演算法。文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3
12、D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2
13、 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3
14、D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2
15、 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3
16、D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2
17、 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3（3）教师追问：
18、列竖式时要注意什么为什么3 和 3 对齐，5 和 2 对齐计算时先算什么，再算什么（4）师生小结：笔算两位数加两位数时，注意相同数位要对齐，从个位算起。4即时练习。出示教材第 13 页“做一做”第 1 题，巩固笔算加法时的对位和计算方法。【设计意图：有了例1 的基础，本环节教学时，放手让学生自主探索，合作交流，教师适时引导，使学生进一步理解笔算两位数加两位数的算理和算法。真正实现学生是学习的主体，教师是学习的组织者、引导者与合作者。】三、巩固练习（一）教材第 12 页“做一做”第 2 题。1引导学生正确理解图意，独立列竖式计算。2集体交流。第 2 小题在列竖式时要注意什么（二）教材第 13 页
19、“做一做”第 2 题。学生列竖式计算，重点检查学生的对位问题，提醒学生将竖式的结果填在横式的后面。四、课堂总结（一）回顾小结，完善课题。1这节课我们利用加法解决生活中的实际问题。在计算时，每一位上的数相加是否满十2.补充课题,板书：不进位（二）突出重点，结束新课。笔算两位数加法时要注意什么文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I
20、7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L
21、6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I
22、7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L
23、6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I
24、7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L
25、6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3【设计意图：在探究的笔算两位数加两位数的两个问题时，均设计了即时练习，
26、使新知落实到每一层次中。而课尾的总结再一次呈现教学重点，有利于学生理解知识。】文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G
27、1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文
28、档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G
29、1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文
30、档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G
31、1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3文档编码:CT3D3B7E7L6 HF7G1T6K4M2 ZZ1N4I7P4I3