Teaching objectives
1. Learn to solve an application problem of how many times the number is.
2. Cultivate students' ability to use their brains, hands and mouths.
Teaching focus
Deepen the understanding of the quantitative relationship between how many times one number is another and how many times a number is.
Teaching difficulties
How many times do you find a number, that is, how many times.
Prepare teaching AIDS and learning tools
Dictation card, magnetic board, projector, CD, memory stick.
Teaching step
First, pave the way for pregnancy.
1. Dictation, show the dictation card, and take the form of rushing to answer.
Dictate formulas and numbers (show slides).
What is the sum of (1) 3 2s?
(2) What is the sum of five 7s?
Step 3 import
(1) Students discharge four discs in the first class and eight discs in the second class.
Instruct students to make it clear that there are four disks in the first row and eight disks in the second row, so the number of disks in the second row is twice that in the first row.
(2) Introducing new courses.
If it is known that there are twice as many discs in the second row as in the first row, do you know how many discs are discharged in the second row?
Application of blackboard writing discipline
Second, explore new knowledge.
1. Teaching Example 3. Animation "application problem" or "application problem" can be demonstrated.
(1) Guide the students to put two discs in the first place, and the teacher also puts two discs on the magnetic board.
(2) The number of wafers placed in the second row is three times that of the first row. How should I put the second row? How many discs do you want to play? Students pose and talk, while teachers patrol.
(3) Group discussion: How should the second line be arranged? How many discs do you want to play?
(4) One person puts the disc on the magnetic plate and tells the process of pendulum.
(5) Instruct students to complete Example 3.
2. Complete the 80-page "Things to Do" in the textbook. You can demonstrate the "application problem".
(1) Instruct students to put sticks. There are three sticks in the first row, and the sticks in the second row are four times as big as those in the first row. Teachers patrol.
(2) Guide students to dictate the process of swinging.
(3) Teachers guide students to fill in this question completely.
3. Teaching example 4. Can prove the "application problem"
The art troupe made seven yellow flowers, and the number of red flowers was five times that of yellow flowers. How many red flowers did they make?
(1) Students read the questions and understand the meaning.
(2) Guide students to be clear:
The known condition of this problem is that there are seven yellow flowers, and the safflower is five times that of yellow flowers. The question is how many red flowers are there?
(3) Teacher's tip: Red flowers are five times as big as yellow flowers, that is, there are five and seven red flowers. In order to deepen our understanding, today we use a line segment to represent the meaning of the question. One line segment represents seven yellow flowers, and the length of five line segments represents the number of red flowers. The teacher writes on the blackboard and demonstrates "application problem" to draw line segments.
(4) What do you know from the line chart?
Guide the students to make it clear that safflower is five times as much as yellow flower, with more safflower and less yellow flower, that is, how much is five sevens.
(5) Inspire students to answer the calculation process and guide students to solve problems orally.
(flower) or (flower)
I made 35 red flowers.
(6) Instruct students to complete Example 4.
4. Complete the second question of "doing" on page 8/kloc-0. You can continue to demonstrate the "application problem".
Mother bought 4 meters of white cloth, and the number of meters of cotton cloth is three times that of white cloth. How much cotton cloth did she buy?
(1) Guide students to read the questions and find out the known conditions and problems.
(2) Show the line chart by moving slides to help students analyze the relationship between meaning and quantity.
(3) Instruct students to calculate the formulas in the book after oral presentation.
Third, the class summarizes.
Through learning, I know how many times a number requires, that is, to find the sum of several numbers and use multiplication.
Fourth, practice in class.
1. See graphic calculation.
2. Students independently complete the 1 question on page 8 1. They can continue to demonstrate "Application Problems".
3. Column calculation (slide show)
(1) What is the sum of five eights?
(2) What is 8 times of 5?
(3) What is the sum of four 7s?
(4) What is 7 times of 4?
Verb (abbreviation for verb) assigns homework.
1. Xiaoming has five story books, and the number of comic books is seven. How many comic books does Xiaoming have?
The number of trucks in the parking lot is six times that of buses. There are eight buses. How many trucks are there?
Comments on teaching plans:
At the beginning of teaching, students can know how many times a number is through operation, and can experience it many times to prepare for learning practical problems.
In teaching, first show the meaning of the question with a line graph to help students understand the meaning of the question. Give full play to students' main role in teaching, examine questions to understand the meaning-line diagram helps students analyze quantitative relations-column calculation, and master the idea of solving application problems.
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