Have a preliminary understanding of multiplication mathematics teaching plan 1 Let students operate, understand the meaning of multiplication, and master the writing and reading methods of multiplication formula.
Specifically, the following methods are adopted:
Hands-on operation, narration (perceptual stage)-column addition formula, observe and say the characteristics of addend (establish representation)-write multiplication formula (form a new concept).
(1) The teacher and the students put the red flowers together, and the teacher instructed them to write multiplication formulas.
(2) Students put squares by themselves and try to write multiplication formulas.
(3) Look at the pictures and talk, and write multiplication formula independently.
(4) Analysis and comparison to reveal the essence.
Guide students to observe and compare blackboard writing;
By addition and multiplication.
2+2+2=6 2×3=6
3+3+3+3= 12 3×4= 12
4+4+4+4+4=20 4×5=20
(1) Let the students look at the common features of these three formulas.
(2) Ask students to compare these two formulas, which is simpler?
(3) Let the students say, "Find the sum of several identical addends. It is simpler to calculate by multiplication.
In this way, through analysis and comparison, it not only reveals the essential characteristics, but also helps students to grasp the internal relationship of knowledge. Construct a new cognitive structure.
(c) Hierarchical guidance and training to consolidate new knowledge
1. Do the 1 title "Do" in the textbook Pll0.
Read the formula first, and then put it on the CD.
2×3 3×2
3. Clap your hands rhythmically according to the multiplication formula.
2×6 5×2
4. What is the difference between the following two formulas? Then play "find friends" game.
4×3 3×4
According to the psychological characteristics of junior students and the key and difficult points of this class, designing the above-mentioned lively and interesting gradient exercises can consolidate students' understanding and mastery of what they have learned and gradually form their skills.
(4) Guide summarization and strengthen new knowledge.
What do you know and how did you learn from this lesson? What questions do you not understand? Let's discuss it together.
Guide students to summarize the teaching content, which plays the role of combing and summarizing, making the finishing point, refining and sublimating, thus deepening students' impression. Help students build new knowledge.
A preliminary understanding of teaching plan 2 of multiplication mathematics I. Talking about teaching materials
1. Lecture content:
Nine-year compulsory education and six-year primary school mathematics Volume III, page 19-20, example 1 and exercise 5, question 1 ~ 3.
2. teaching material analysis:
Students have learned addition and subtraction, and this section is the beginning for students to learn multiplication. Because students have no concept of multiplication, it is difficult to establish it, so in this case, this section was specially designed in the textbook from the beginning. Let students know the meaning of multiplication and lay a very important foundation for learning other knowledge of multiplication in the future.
The textbook attaches great importance to students' practical operation. First of all, it suggests that students should propose and calculate. Compare the writing and meaning of multiplication formula and addition formula through physical diagram, addition formula and multiplication formula. This organic combination of form and number makes students know multiplication preliminarily. Learn to write and read multiplication formulas in the process of understanding multiplication. From this, we can clearly draw two knowledge points: First, we can initially understand the same addend and the number of the same addend, thus introducing multiplication and elimination, which is a main line of this lesson. The second is the writing and reading of multiplication formula, which is the basis for understanding the meaning of multiplication and actual calculation.
3. Teaching objectives:
Through the teaching of this lesson, students are required to achieve the following three goals:
(1) Let students know the meaning of multiplication, and it is easier to find the sum of several identical addends by multiplication.
(2) Can read and write multiplication formulas.
(3) The significance of oral multiplication formula.
4. Teaching emphases, difficulties and keys:
It is the focus of this lesson to understand the meaning of multiplication and write the multiplication formula correctly according to the requirements. It is difficult to understand the different meanings expressed by the numbers before and after the multiplication sign. Among them, identifying the same addend is the focus of this lesson.
Second, talk about teaching methods and learning methods.
The teaching design of this lesson starts from four aspects: new lessons, new knowledge, practice and summary. Teachers only play a guiding role in classroom teaching, inspiring students when they are confused, giving guidance when they are blocked, and paving the way for students when they go up the stairs. Give encouragement when climbing a mountain. Let students consciously discover and explore new knowledge under the guidance of teachers. Participate in the whole process of knowledge formation.
1.
A good beginning is half the battle. The introduction of new courses is an important part of classroom teaching and the starting point of a successful class. At the beginning of this class, we introduce examples from life. Look at the pictures, listen to the tape and count the donations in this lesson. In this way, combining mathematics with real life makes students feel that mathematics is everywhere in life, which is useful to learn and easy to stimulate interest. Then set a question and ask the students, "What difficulties did you encounter in the process of solving?" "How to solve this difficulty?" Let students have a strong desire to find and solve problems, so as to introduce new courses, students are eager for progress, stimulate their desire to explore new knowledge, and set a good start for exploring new knowledge.
2. From "helping" to "letting go", guide learning and exploration.
Mr. Ye Shengtao once said: "Being a teacher is like helping children walk. Give him a hand, be ready to let go at any time, and let go if you can. "
The teaching of example 1 has three levels. The first level is that the teacher and students put red flowers together, and the teacher instructs them to write multiplication formulas. The second level is to let the students square themselves and try to write the multiplication formula. The third level is that students look at pictures, say, pay attention and write multiplication formulas independently. In this way, students will gradually explore new knowledge from "helping" to "letting go". The guidance of students' learning methods is also the method of writing formulas under the guidance of teachers, and then let students communicate in groups and write multiplication formulas. From "one eye, two numbers" to "one eye, two numbers", let students write multiplication formulas independently. Teachers are always in the object position, pushing students to the subject position. Teachers only inspire and guide students at key points, leaving enough time and space for students to actively participate in the whole process of knowledge and understand the true meaning of knowledge. At the same time, in the process from "helping" to "letting go", students' cognitive laws are always followed: from concrete image to abstraction, from sensibility to rationality. Guide students to speak freely through their own observation, thinking and comparison, sum up the significance of multiplication, establish representation and form a new knowledge structure. At the same time, it also cultivates students' thinking quality of exploring new knowledge and promotes the development of thinking.
3. Reasonably design internship guidance and strengthen new knowledge.
It is necessary for students to master knowledge. In order to finally cultivate this ability, students' thinking must be used repeatedly and step by step. There are two levels of exercises in this class. The first is the basic exercise, which is to let students write the addition formula and multiplication formula according to the pictures, so that students can master the sum of several identical addends and write the multiplication formula correctly by using the multiplication operation. The second level is comprehensive exercises. Various forms, vivid and interesting, in line with the psychological characteristics of first-grade children. Let them learn by moving, playing and playing games, so that their knowledge of new knowledge can be sublimated and their skills can be formed.
4. Guide students to learn to summarize.
After the new lesson, the teacher guides the students to sum up the learning objectives put forward before the new lesson, including both knowledge and learning methods. In this way, what you want to learn from the beginning of a new class to what you want to learn at the end, such exercises have played a role in sorting out and summarizing the teaching content of the whole class and making the finishing touch. Helping students to incorporate new knowledge into the existing knowledge structure, and at the same time enhancing their sense of learning goals, is conducive to improving students' overall thinking ability and summing-up ability.
Third, the teaching program design
1. Review and pave the way, cultivate new knowledge, set doubts and guide new ones.
(1) Look at the pictures and listen to the tape. Calculate the donation of the class from the fact of the specific donation of the class, and generate the following three formulas:
2 ten, 2 ten, 2 = 6.
3+3+3+3= 12
5+5+5+5+5+5=30
(2) Teacher: What difficulties did you encounter in the process of answering just now?
It reveals the growing point of knowledge and transfers knowledge for cognitive multiplication.
(3) Introducing new ideas: There is a simple method that can be answered in one step. Do you want to learn? This method is multiplication. In this lesson, let's learn "the preliminary understanding of multiplication" first. (revealing the topic: a preliminary understanding of multiplication)
2. Guide inquiry and master new knowledge.
(1) Check the students' preview and let them talk about what you want to learn. Thereby revealing the learning objectives. This not only enhances students' awareness of learning goals, but also cultivates students' thinking ability.
A preliminary understanding of multiplication mathematics teaching plan 3 I. teaching material analysis:
Students have learned addition and subtraction, and this section is the beginning for students to learn multiplication. Because students don't have the concept of multiplication, and it is difficult to establish this concept, in this case, the textbook specially set up a section of "Preliminary Understanding of Multiplication" at the beginning to let students know the meaning of multiplication and lay a very important foundation for learning other knowledge of multiplication in the future.
The textbook attaches great importance to students' practical operation. Firstly, let students make a pendulum and do a calculation, and compare them with the multiplication formula through physical diagram, addition formula and multiplication formula. The reading and meaning of multiplication formula are opposite to multiplication formula. This organic combination of shape and number enables students to know multiplication preliminarily and learn how to read and write multiplication formulas in the process of understanding multiplication.
From this, we can clearly draw two knowledge points: first, we have a preliminary understanding of the same addend and the number of the same addend, thus introducing multiplication, which is a main line of this teaching; The second is the writing and reading of multiplication formula, which is the basis for understanding the meaning of multiplication and actual calculation. Through the above understanding and analysis of the teaching materials, we can determine the following teaching objectives, teaching priorities, difficulties and priorities.
Second, the teaching objectives:
1. Make students understand the meaning of multiplication and master the reading and writing of multiplication formula.
2. Cultivate students' initial logical thinking ability of analysis, comparison, synthesis and abstract generalization.
3. Infiltrate mathematics knowledge from practice and cultivate students' enthusiasm for learning mathematics. Teaching emphasis: Understand the meaning of multiplication, and rewrite the same addend into multiplication formula.
Third, the teaching focus: identify the same addend.
Teaching difficulty: understanding the different meanings of two numbers before and after multiplication.
Verb (abbreviation of verb) teaching method and learning method
1. Correctly apply the law of knowledge transfer, pay attention to bringing forth the old and bringing forth the new, grasp the connection point between the old and new knowledge, and embody the teaching concept of learning the new by reviewing the old.
2. Using intuitive teaching methods, let students operate in a timely manner, pay attention to arouse students' learning enthusiasm, and let students' various senses work together to think in observation and operate in thinking. On the basis of demonstrating and looking at pictures, teachers abstract methods and compare them in time, thus further strengthening the new knowledge they have learned.
3. Create a thinking environment, guide students to think in an orderly way according to the arrangement order of teaching materials, and pay attention to encouraging students to express their thinking process in accurate language.
Sixth, the teaching process:
1. Grasp the connection between old and new knowledge and promote the positive transfer of students' learning. The teaching content of this section and the addition of the same addend are interdependent and triggered on the basis of identifying the same addend and the number of the same addend. Therefore, it is necessary to reproduce and strengthen the addition of the same addend. Teachers can design the following preparation questions before the new lesson:
(1) Presentation mode: 5+4+5, 5+5+5 (2) Presentation mode: 5+5+5+5+5 These expressions are long to write. In this lesson, we will learn a new and simple expression. By preparing questions, students can further establish the concept of the same addend.
(2) Strengthen intuition, understand the meaning of multiplication by demonstration and operation, and master the reading and writing methods of multiplication formula. The processing of examples should rely on the intuitive demonstration and operation of cards (red card, square card and round card) to achieve the purpose of initially understanding the meaning of multiplication. Specifically, the following procedures can be used: demonstration operation-column-by-column addition formula-finding out the number of the same addend-writing multiplication formula and giving guidance.
2. Teaching new courses
(1) Put a red flower. At the beginning of the new lesson, let the students carefully observe the teacher putting a red card on the slide, and answer by name how the teacher put it. (Put 2 flowers first, then 2 flowers, and finally 2 flowers) Let the students count how many 2 flowers there are. (Write on the blackboard: 3 2) Then let the students imitate the teacher and put 3 2 flowers on the table. Finally, let the students use the formula to point out how many red flowers there are. (blackboard writing: 2+2+2 = 6) Look at the formula. The teacher asks:
How many identical addends are added to (1)?
② Can it be expressed by multiplication formula? (blackboard writing 2× 3 = 6)
(3) After knowing the sign "×", the teacher asked: What number does the multiplication sign in the addition formula represent? What is the multiplication number? After asking questions, the teacher will read 2 times 3, that is, three twos add up to 6. Let the students read it again.
(2) Place a square. The teacher put it on the projector and the students put it on the table. Three in a row, a total of four rows. After the teacher checked it, he asked: How many per discharge? How many rows are there? (4 3 on the blackboard) How many are there? How to express it by addition formula? (Blackboard: 3+3+3 = 12) Can it be rewritten as multiplication formula?
How to write? Explain why. Answer after discussion. (Blackboard 3× 4 = 12).
(3) Show the arranged CDs. The teacher directly shows the discs arranged on the projector. Then ask the students: How many discs do you put in each one? How many copies? How many? (Blackboard 4× 5) How to form five 4s by addition? (blackboard writing 4+4+4+4+4 = 20) How to rewrite it into multiplication formula? (Students write in the exercise book, and the blackboard is 4× 5 = 20 after the roll call.) (4) Analyze and compare, reveal the essence, and guide the students to observe and compare the blackboard: 2+2+2 = 62× 3 = 63+3 =123× 4 = 655 by addition.
① Horizontal comparison: compare 2+2+2 and 2×3, how many times is 2×3? Compare 3+3+3+3 and 3×4, and tell me how many times 3×4 adds up. Compare 4+4+4+4+4 and 4×5. What does 4×5 mean?
② Vertical comparison: compare 2×3, 3×4 and 4×5, and tell what the number before the multiplication sign means. What do the numbers after the multiplication sign mean? (blackboard writing: the number of the same addend)
③ Comprehensive comparison: Why can these three addition formulas be written as multiplication formulas?
A preliminary understanding of the teaching content of multiplication mathematics teaching plan 4
The textbook page 1246 ~ 125 has a preliminary understanding of multiplication and division and fractions. Complete Exercise 23, Question 65438 +0 ~ 4.
Three-dimensional target
Knowledge and skills
Go through the process of reviewing and combing the knowledge learned this semester, initially learn and review methods, and gradually develop a conscious awareness of knowledge and good study habits.
Process and method
Further understand the arithmetic of multiplying two or three digits by one digit and dividing two digits by one digit, so as to improve students' proficiency and accuracy in calculation; Further improve students' estimation ability, realize the practical significance of estimation and form the habit of estimation.
Emotions, attitudes and values
Further consolidate the meaning of fractions, skillfully read and write fractions, express the actual operation results with fractions, and skillfully calculate the addition and subtraction of fractions with the same denominator.
Teaching emphasis: two or three digits are multiplied by one digit, and two digits are divided by one digit.
Teaching difficulties: two or three digits multiply by one digit, and two digits divide by one digit.
Teaching aid preparation small blackboard
teaching process
First of all, recall and sort out the contents of this semester.
(1) Show the theme map on page 126 of the textbook. Look at the pictures and say what they are doing.
(2) Can you, like them, review the learning content and your own learning situation this semester?
(3) Group discussion: What knowledge does this book contain? On the basis of discussion, write the common opinions of the group on the card.
Teachers patrol, pay attention to students' communication, and guide students to organize their knowledge in a certain order.
(4) Group report
Display team reporting requirements:
Please listen carefully to the representatives of each group.
(2) Please listen to the group recorder and draw the similarities between other groups and your group.
(3) After drawing the sketch, please ask the representatives of each group to supplement the previous classmates' speeches without repeating the report.
Second, review the multiplication and division method.
1. Review oral calculations
First, complete the question 1 on page 26 of the textbook in the form of a verbal contest, and supplement the following verbal questions.
80÷8=×5=4×25=65÷8=
Report by name, and talk about how to calculate it separately.
Review written calculations
(1) Q: What should I pay attention to when calculating two or three numbers multiplied by a number and two numbers vertically divided by a number?
(2) Students independently calculate the second question on page 126 of the textbook, and teachers patrol to provide timely guidance to students with learning difficulties.
(3) Communicate with the class, name the board, and talk about the calculation method of multiplying two or three digits by one digit and dividing two digits by one digit in combination with the topic. Let the students talk about multiplication with 0 in the middle of the multiplier, for example, 304×5=
Audit and evaluation
(1) Students talk about whether they have applied estimation in their lives and how to apply it.
(2) Students independently complete the third question of multiplication and division on page 127 of the textbook, and then the deskmate tells each other how they estimate.
Talk and tell the evaluation method in class. If students have different estimation methods, they should be fully affirmed as long as they are reasonable. For example, 52×9≈ can be estimated by 50×9 or 52× 10.
Third, review the preliminary understanding of scores.
1. Cognitive score
(1) Students first independently complete the preliminary understanding of the score on page 127 of the textbook.
(2) Tell the mouth where the results were filled in, and tell the reason. Further emphasize the average score through communication.
2. Simple addition and subtraction with the same denominator
(1) independently complete the second question of the score on page 127 of the textbook.
(2) When the whole class communicates and reports the results, let the students talk about the addition and subtraction methods of fractions with the same denominator in combination with the meaning of fractions.
Fourth, the whole class
What did we review today? How is it conducted and reviewed? What did you get?
Exercise: Complete Exercise 23, Question 1, 2, 3, 4.
A preliminary understanding of the teaching objectives of multiplication mathematics teaching plan 5;
1. With the help of the calculation of the same addend, understand the meaning of multiplication, list the multiplication formula according to the addition formula, and know the names of each part in the multiplication formula.
2. Through the process of counting and calculating, I realized the necessity of multiplication and the relationship between multiplication and addition, and felt the simplicity of multiplication calculation, which was symbolic at first.
3. Experience the close connection between multiplication and daily life, gain successful experience of personalized learning and communication, and initially form a sense of cooperation.
4. Initially learn to observe real life from the perspective of mathematics and enhance the awareness of applied mathematics.
Teaching focus:
Through exploration, students can understand that it is easier to find the sum of several identical addends by multiplication.
Teaching difficulties:
Can switch between addition and multiplication correctly and skillfully.
Teaching methods:
Talk, lecture and practice.
Teaching AIDS:
Textbooks, computers, physical projectors.
Teaching process:
First, create a scene.
1. Introduction to the session.
Teacher: Do the students like Liu Qian's magic show? The magic show is not only amazing, but also contains a lot of mathematical knowledge. Today, let's study the hidden math problems in the magic show.
2. Students observe the information window and collect relevant information.
Teacher: What did you find on the stage?
The students shared their findings.
3. Guide students to ask math questions.
Teacher: What math problems can you solve by watching the magician's performance?
Students exchange math problems according to information.
Second, explore the cooperation between teachers and students.
1. Students list formulas according to the questions raised, such as: 6+6+6 = 24, 4+4+4 = 12, 5+5+5+5 = 30.
2. A preliminary understanding of the complexity of the addition formula: The magician has created so many precious gourds. How do you feel when calculating in the form of columns?
Preliminary thinking: What if the magician becomes more excitable? What about the eight strings?
3. Clearly explore the problem.
The students say the formula and the teacher writes it on the blackboard. When writing on the blackboard, the teacher deliberately wrote nine fives together.