Tisch
Teaching content: pages 34-35 of the first volume of the textbook for the third grade of primary school published by Beijing Normal University.
Teaching objectives:
1. Knowledge and skills: Explore and master the law that "0 times any number equals 0".
2. Process and method: According to the specific situation, apply what you have learned to solve simple problems in learning, and gradually cultivate students' application awareness and ability.
3. Emotion, attitude and values: Through the process of communicating their respective algorithms with others, students can gradually learn cooperative learning.
Teaching focus:
Understand and master the law that "0 times any number equals 0".
Teaching difficulties:
Master the calculation method of factors with 0 in the middle or at the end.
Teaching aid preparation:
Slides and courseware
Teaching process:
First, story introduction.
Show the wall chart. In the orchard, the hedgehog picked five baskets of apples, each with six apples. How many apples did he pick? When he got home, he came to the rabbit, monkey, panda and deer to share the apples with him. Each small animal ate up six apples in the basket. How many apples are left? What was the result?
Second, play middle school.
1, explore the multiplication law of 0.
(1) Show the situation map and guide the observation.
Guide the students to look at the pictures. How many apples did the hedgehog pick? With 6530 (one), all six apples in each small animal basket have been eaten. How much is left? Ask the students to talk about their calculation methods in groups, and then report.
(2) Calculate independently and ask questions.
0×3 7×0 0×26
Guide the society to list similar verbal problems, such as: 8× 0 =? 19×0=? 0× 14=? . . .
(3) Summarize the law
Students observe the formula on the teacher's blackboard and say what you find from it.
2. Calculation of exploration coefficient with 0 in the middle or 0 at the end.
(1) independent exploration calculation method
Ask the students to calculate 130×5 independently, list the vertical forms and think about how to multiply by 0 on each table.
(2) Intra-group communication
The group exchanged their own calculation methods, and combined with 13× 5 = 65, let the students make it clear that 13 times 5 de 65 tens is 650, and "0 times any number equals 0", so that the zero at the end of 130 need not be dropped directly.
(3) independently explore and master the calculation method with 0 in the factor.
Show the problem 402×3, calculate it independently, then compare the communication algorithms with each other, find out the most correct one, and then ask the students to give several multiplication problems with the middle factor of 0. Thinking: Look at the results. What did you find? Finally, it is concluded that there is not necessarily 0 in the middle of the multiplier quotient with 0 in the middle of the factor.
Third, learn by doing.
1. Finish the exercise 1.
Guide students to complete and compare independently, and find out the different changing rules of the upper and lower questions.
2. Complete the second question of "Practice Exercise".
Guide students to answer independently and talk about their own ideas in combination with specific situations. Students can use addition or multiplication. If multiplication can further explain the (1) question, why should we multiply the second question by 3?
3. Complete Questions 3 and 4 of the Exercise.
After the students fill in the blanks in the third question, you can ask that student to talk about the method of judging the size. Both observation and estimation methods should be encouraged.
4. Is the following calculation correct? Correct the incorrect.
5. Summary
(1) What have we learned in this lesson?
What did you learn from this lesson?
(3) Are you satisfied with your performance? Who do you think performed well?
extreme
Teaching content:
Page 34 of the third grade mathematics textbook published by Beijing Normal University and the corresponding exercises.
Teaching objectives:
1, explore and master the law that "0 times any number equals 0".
2, combined with the specific situation, can apply what they have learned to solve simple problems in learning, and gradually cultivate students' application consciousness and ability.
3. Students can gradually learn cooperative learning by communicating their algorithms with others.
Teaching focus:
Explore and master "0 times any number equals 0".
Teaching difficulties:
Combined with the specific situation, we can use the knowledge we have learned to solve simple problems in learning and cultivate students' application consciousness and ability step by step.
Teaching process:
First, situational introduction.
1, show the oral calculation card, and reveal the content of this lesson after the students answer.
2. Create a situation of "little monkeys eating bananas", and initially perceive 0×3=0.
Second, explore new knowledge.
1, guide the students to guess: 0×5=?
(1) Ask students to think independently and work out the results by themselves first.
(2) Guide students to tell their own results and try to explain them.
2. Combined with mathematical situational understanding algorithm: Understand why "0×5 = 0" combined with the real situation of "how many apples are there in five plates".
3. Reasoning and induction.
(1) According to 0×5=0, think about it: How much do 0×6, 0×7 and 0×8 get?
(2) Ask the students to do the "calculation" on page 34 of the textbook and call the roll.
(3) Ask students to work out several formulas (including "0×0") in which 0 is multiplied by a number.
(4) Guide students to understand that 0 is multiplied by any number to get 0.
4. From the above conclusion.
Which of the following questions has a high score? Draw "√"
√0+ 1+2+3+4+5+6+7+8+9 ( )
0× 1×2×3×4×5×6×7×8×9 ( )
5. Give it a try-explore arithmetic.
(1) A multiplier has 0: 130× 5 =?
① Students independently use their favorite methods for calculation.
② Guide to communicate their own algorithms.
③ Teachers instruct students to learn how to write "multiply 13 and 5 first, and then add a 0 at the end of the multiplied number".
(2) There is 0: 402× 3 = in the middle of a multiplier. (Students talk about their own ideas after calculating independently. )
Third, expand applications.
1, calculate and fill in the form.
2. Strive to become a "doctor of mathematics".
3. The puppy delivers letters.
(1) How many meters does it take for a puppy to deliver a letter to a fox from the post office?
(2) The puppy sends a letter to the fox first, then to the squirrel, and then returns to the post office.
Fourth, class summary.
What problems did we find in this class?
Verb (abbreviation for verb) assigns homework.
"Practice" on page 35 of the textbook 1 ~ 2.
Tisso
Teaching content:
P34-35
Teaching objectives:
1, explore and master the law that "0 times any number equals 0"
2, combined with the specific situation, can apply what they have learned to solve simple problems in learning, and gradually cultivate students' application consciousness and ability.
3. Students can gradually learn cooperative learning by communicating their algorithms with others.
Teaching focus:
1, explore and master the law that "0 times any number equals 0".
2. Explore and master the multiplication with "0" at the middle and end of the multiplicand.
Teaching process:
I. Multiplication of "0"
Ask the students to answer "0×5=?" Speak your mind.
Ask the students to give similar examples. The students gave many examples, among which "0×0=0" was put forward, and then led the students to conclude that 0 multiplied by any number will get 0.
2. Multiplication in which the middle and the end of the multiplicand are "0".
1, and solve "130×5=?"
(1) Think independently and try to solve problems.
(2) In the group, talk about how to calculate and what to pay attention to when calculating.
(3) the calculation method of class communication.
Pay attention to make students understand reasoning. Learn to use a simpler vertical multiplication method.
It may be difficult for students to write independently, and teachers should guide students to learn this writing method.
2. Solve "402×3=?"
Let the students try to calculate independently first, and then let them talk about their own ideas. The empirical algorithms are diversified. Third, apply knowledge to solve practical problems.
Exercise questions 1 and 3, students finish independently and correct collectively.
Practice the second question, let the students finish it independently first, and then give feedback.
Third, the class summary