Excellent lecture notes on division of remainder 1
1, teaching content:
Division with remainder is the teaching content of the first lesson of Unit 4 in the third grade mathematics textbook, the standard experimental textbook of compulsory education curriculum of People's Education Press. (Examples 1 and 5 1 on page 50, Examples 2 and "Doing" on page 5 1, exercises 1 and 2 of1.
2. Analysis of teaching materials
"Division with remainder" is the extension and expansion of division knowledge in the table, and it is an important basis for learning the division of one digit divided by multiple digits in the future. Because this part of knowledge plays a connecting role, students must learn well. Division with remainder is based on the knowledge of division in table, and its connotation has undergone new changes. Although students have some perceptual knowledge and experience of real life, they lack clear understanding and mathematical thinking process. Therefore, in order to enable students to master the meaning and calculation of division with remainder, the textbook consciously pays attention to connecting with students' existing knowledge and experience. By understanding the meaning of vertical division in the table, it communicates the relationship between division with remainder and division in the table, perceives the meaning of division with remainder in specific situations, and strengthens students' activities such as observation, guessing, imagination and operation, and finds the relationship between remainder and divisor.
Second, the teaching objectives
According to the content of the textbook and the principle of "dealing with the relationship between inheritance and development", combined with the learning situation of students, I have determined the following teaching objectives.
(1) Perceive the meaning of division with remainder in specific situations.
(2) Learn to write division and division with remainder.
(3) Further consolidate the significance of division and use division to solve practical problems.
Teaching emphases and difficulties:
(1) Understand the meaning of division with remainder.
(2) Simple practical problems can be solved by pen division and division with remainder.
Third, oral teaching methods
Computing teaching often only pays attention to the training of processing, algorithm and computing skills, emphasizing the speed and result of computing, while ignoring students' learning process, learning attitude and emotional experience, and ignoring the connection between computing and real life, resulting in a tense classroom atmosphere and making computing teaching a boring training. In order to change this situation, when teaching examples of division with remainder, I use the rich teaching resources provided by textbooks to create real situations, and make up vivid and interesting stories in connection with what happened around students, so as to attract students to get results intuitively, discover the "remainder" in life, arouse students' exchange and thinking, and prompt the calculation method of division with remainder. Organizing teaching in this way activates students' original knowledge and experience, communicates the relationship between vertical division with remainder and vertical division in table, and learns the calculation method of division with remainder.
Fourth, talk about teaching procedures.
An exciting introduction
1, dialogue
There will be a get-together at school. Do you like it?
2. Show the theme map, let the students observe the pictures and understand the meaning of the question.
[Design intention: Draw out the teaching content with the scene diagram to stimulate students' interest in learning.
(2) Practical exploration
1. shows an example of page 50 of the textbook 1
(1) Ask the students to observe the pictures and understand the meaning of the questions.
[Design intention: train students' observation ability, learn to look at things from a mathematical point of view, and at the same time clarify the problems to be solved. ]
(2) Write the division formula and calculate it with the formula.
[Design intent: First, use the knowledge of division in the table that you have learned to calculate and make clear what the quotient should be. ]
(3) Under the guidance of the teacher, write the division correctly with a pen and know the names of each part in the vertical body.
(4) Let the deskmates communicate with each other in writing methods.
2. Teaching Example 2
(1) Show pictures
Ask the students to observe the pictures and understand the meaning of the questions.
(2) Students can operate learning tools and understand division by swinging. It can be divided into several groups at most, and there are a few pots left.
[Division with remainder cannot survive. In teaching, I make full use of learning tools to let students do it first, and then get the results, from image to abstraction, which is convenient for students to master. ]
(3) Let the students try to row horizontally. The process and method of checking students' horizontal arrangement. Correct it.
(4) Learn to try vertical calculation and show students' formulas.
(5) Let the deskmates communicate with each other in writing methods.
3. Ask the students to observe the two formulas written on the blackboard and talk about their differences. Lead: Division without division is called "division with remainder". Write on the blackboard.
(3) Consolidate exercises
1, practice the "do" problem on page 5 1. Check and show the students' exercises. The courseware shows the correct calculation.
2. Judgment exercise: Show the courseware.
3. Exercise questions 1 and 2 in exercise 12. First, let the students finish it independently, then check and name the calculation process. Courseware shows the correct writing process.
Excellent draft of departmental handouts and the remainder 2 i. Teaching materials
I'm talking about the division with remainder in the fourth book of primary school mathematics.
Division with remainder is a bridge from in-table division to out-of-table division, and it is the basis of learning multi-digit division. From the teaching materials, the content is abstract and conceptual. From the students' point of view, students have just learned the division in the table, and they are more accustomed to using the power formula to find the quotient, while the division with remainder can not directly find the quotient from the power formula, but it is difficult for students to understand the meaning and specific writing of each step in the vertical form. In short, it is difficult for junior students to learn and master such a content with a large knowledge span.
In view of this situation, my teaching objectives are determined as follows:
1. Understand the basic concept of "remainder" by putting a pendulum, dividing it into points and a large number of examples in life.
2. Learn a series of basic skills such as trial and error method, writing format and simple calculation of division with remainder.
3. Be able to use the knowledge learned to solve comprehensive application problems and cultivate students' ability of observation, judgment and logical reasoning.
The key point of this lesson is to know what "remainder" is.
The difficulty of this lesson is to understand why "the remainder is less than the divisor"
Secondly, talk about the teaching process.
1, wonderful introduction.
I guess mainly through games. Ask the students to draw red, yellow and blue circles on the paper in turn within the specified time, and compare who draws more. After painting, write the numbers you drew on paper, and the teacher can guess the color of the last one you drew without looking. ) This game is designed to stimulate students' interest in learning and pave the way for later learning: after learning this lesson, children can guess the color of the circle like the teacher.
2. Feel new knowledge and explore new knowledge.
In this link, I mainly let students feel the "remainder" through a large number of examples in life.
(1) Let the students share an orange. Six oranges are divided into three parts and seven oranges are divided into three parts.
What's the difference between these two points after the division? Students will say that the first score is finished, and there is one left in the second score. This allows students to initially perceive the concept of remainder and touch the connection point between old and new knowledge.
(2) Distribute 1 1 apple to three children on average. Q: If everyone is given two apples, can you divide them like this? At this time, some students will answer, five children can be divided into three children, each child 1, and there are two left. At this time, the teacher asked: Can the two children be divided again? The student union replied, I can't divide it. Through this bad section, students have the basic concept of "what cannot be divided is the remainder"
(3) The teacher has 10 five-pointed stars. How should he score the four students who performed best today? Who will help the teacher divide it? Let multiple students come up and score a point, and the teacher will evaluate the results of their scores, so that students can understand more deeply that "what can't be scored is the remainder."
3. express it mathematically.
Show the result of the last division by mathematical method, then open the 50 pages of the book and refer to the examples to learn how to write the division with remainder. After the students finish writing, the teacher will give short comments and explain the meaning of each part. I think these students can teach themselves vertical division.
Next, through the evaluation activities, see if the animals are doing it right. Show three vertical forms, compare and observe the relationship between divisor and remainder, and you will find that one of the small animals accidentally made a mistake, and the remainder is greater than the divisor, so it can be divided again. This link makes students further clear that what cannot be divided is the remainder, that is, "the remainder must be less than the divisor".
4. Practice and consolidate new knowledge.
Through intuitive exercises, 40÷7, 26÷6, let two students come up and perform, and the other students do it below. That's it. Give a collective comment. This link can clearly find out students' new knowledge, and can consolidate the method of trying business according to students' mistakes. In fact, it is very clear that "the remainder must be less than the divisor", and trial quotient is not a problem.
5. Go back to the game of "guessing".
At this time, the students are eager to try. By studying the knowledge of this lesson, think about how the teacher said the color of the circle so quickly. Can we try this method? At this time, teachers and students get together to discuss this method, thus setting off a small climax in class. Grasp the students' bright spots, find the method and let the students guess. Then ask: Is there such an example in our life? Let the students talk about it first. The teacher can give an example: our class went for a spring outing and went boating. Each ship can accommodate up to 7 people. How many boats do 39 children in our class need? This example applies mathematical problems to life and allows students to solve practical problems in life.
Third, talk about class summary.
Let the students talk about what we have learned in this class.
Generally speaking, this course allows students to play with middle school and study, understand the concept of "remainder" unconsciously, and improve their thinking and judgment ability.
"Division with Remainder" excellent lecture 3 Hello everyone. The content of my speech today is the content of remainder division in Unit 6 of the second volume of the second grade of primary school published by People's Education Publishing House.
Let's talk about textbooks first.
The teaching of this lesson is to study the situation of "just finishing the score", and then the situation of "returning the remainder after the score". Division with remainder is an extension of division knowledge in table. It is also the basis for continuing to learn division in the future, and has the function of connecting the preceding with the following. In the teaching of this lesson, I focus on two major knowledge points: "the understanding and meaning of remainder" and "the relationship between remainder and divisor".
The teaching objectives of this lesson are:
① Let students feel the significance of division with remainder by creating situations and hands-on operations.
② Quotient and remainder can be expressed by division formula with remainder.
③ Make it clear that the remainder must be less than the divisor through independent inquiry.
(4) will use the knowledge of remainder division to solve practical problems in life.
The key and difficult point of this lesson is to perceive the meaning of division with remainder and clarify the relationship between remainder and divisor.
Second, preach the law.
In order to highlight the key points and break through the difficulties, I mainly adopt teaching methods in designing this class: independent operation and experience. In order to let students explore new knowledge by using various senses in the activity, I designed an activity like swinging a stick, so that students can experience the generation and significance of the remainder in the process of swinging.
Third, the teaching process
In order to implement the teaching objectives well and effectively break through the difficulties, I designed three teaching links: "reviewing old knowledge and introducing new lessons", "practical operation, independent inquiry" and "consolidating new knowledge and experiencing happiness".
First, the introduction of new courses.
Dialogue: Students, we have learned division. Segmentation is to divide some goods into several parts on average, and how much is each part. We are always dealing with division in life, and division is all around us. In this lesson, we will continue to learn division.
Second, put a pendulum and compare perception.
Put it on the table and review the meaning of division.
Six strawberries, each with a plate and a pendulum.
1. Put a pendulum and say how you did it.
2. Q: Can the pendulum process be expressed by an equation? 6 ÷ 2 = 3 (disk)
Q: What does this formula mean?
(Communication formula, text, pendulum process correspondence. )
(c) A preliminary understanding of the significance of remainder division
1, the courseware shows 7 strawberries. Let the students make a pendulum together.
2. Communicate and report the results of the pendulum, and the report found that.
3. Guide students to work out the formula according to the pendulum process.
4. Comparison, what is the same? What is the difference?
Explanation: "1" in the formula refers to the remaining 1 strawberry, which is called "remainder" in the formula. Today we are going to learn "Division with Remainder".
Follow-up: What does the remainder mean?
Third, compare and observe and understand the relationship.
(A preliminary understanding of the relationship between remainder and divisor
1. How many squares can you put with nine sticks? Please start rocking.
Can you express what you mean by division?
3. What if you put it with a stick of 10?
4. 1 1, 12, 13, 14, 15?
5. Who is closely related to the others? What does it matter?
remainder