Suhomlinski said: The first set of outlines includes knowledge in a narrow sense (words, grammar, formulas, laws, rules, conclusions, etc. ) and broader knowledge, namely skills and techniques (observation, thinking, expression, reading, writing, etc.). The second set of syllabus is to master the knowledge background of the first set of syllabus, including relatively fixed "extracurricular reading and other sources of information." In view of these two sets of outlines, I take Unit 2 "Divider is the division of single digits" in the second volume of Grade Three as an example to design the key skills and concepts corresponding to the first set of outlines.

Mathematics Curriculum Standard (20 1 1) has the highest requirement for integer multiplication and division in primary schools: three digits can be multiplied by two digits, and three digits can be divided by two digits. The teaching content of integer multiplication and division in this textbook is arranged in three grades.

Grade two: table multiplication; Division in table, division with remainder.

Third grade: multiple digits multiplied by one digit; The divider is the division of one digit and the multiplication of two digits by two digits.

Fourth grade: three digits are multiplied by two digits, and the divisor is the division of two digits.

This unit "Divider is the division of one digit" is the content of Unit 2 in Volume 2 of Grade 3. This unit plays a connecting role in the whole textbook. On the one hand, it is taught on the basis of multiplication and division in tables and multiplication of one digit by multiple digits. On the other hand, it will lay a solid knowledge and thinking foundation for students to master the division of divisor into two digits and further learn the division of divisor into multiple digits. The main contents of this unit include oral calculation, written calculation and estimation problem solving.

"Divider is the division of one digit" is the content of number and algebra, including the understanding of logarithm, the operation of number, the exploration of common quantities and laws. For the first set of outlines, I describe this unit like this:

1. The oral divisor is a number, the quotient is an integer of ten, an integer of whole hundred, an integer of whole thousand, and the division of a number by one hundred or ten (or thousand or hundred).

2. Master the general written calculation method, can correctly calculate one digit divided by multiple digits, and can be verified by multiplication.

3. Master the general method of division estimation by dividing one digit into multiple digits, enhance the estimation consciousness and form the habit of estimation.

4. In the process of solving problems, learn to think and express in a simple and orderly way, and be able to flexibly choose appropriate calculation methods to solve simple practical problems.

5. Actively participate in the activities of exploring algorithms and solving problems, accumulate experience in mathematics activities, and cultivate students' habit of calculating carefully and writing neatly.

According to the content of this unit, students' development level is that the speed and accuracy of oral calculation should be high, they can understand and master the methods of written calculation, carry out written calculation accurately and flexibly, solve simple practical problems by division, and make division estimation in specific situations. In the proposition of the exam, we must consider: dividends can be divided by everyone; There is a remainder on the hundredth digit; The number of hundred is not enough to divide; Dividends are zero; There is a remainder, and so on. In view of this, I wrote an exercise for this unit according to the content of this outline.

1.

8÷4= 9÷3= 60÷2= ? 50÷5=

80÷4= 90÷3= ? 600÷2= ? 500÷5=

800÷4= ? 900÷3= ? 6000÷2= 5000÷5=

560÷7= 84÷4= 8000÷4= ? 366÷3=

2. Say how you worked it out first, then do vertical calculation and check it.

350÷9= ? 402÷8= ? 700÷6=

3. What is the maximum number of words in brackets?

4×(? )