The multiple characteristics of "3" are hidden, and students are easily influenced by the observation formula and mindset of "2" and "5". So how to write the teaching plan of the fifth grade "Characteristics of multiples of 3"? The following is the teaching plan of the fifth grade "Characteristics of Multiplies of 3" that I compiled for you. I hope you like it!

Engels said: "Thinking is a beautiful wave in the long river of human culture and history." In classroom teaching, effectively guiding students' thinking can not only enlighten wisdom, but also stimulate or soothe people's emotions, make people pleasing to the eye, touch their hearts and give people beautiful enjoyment. In this teaching, I let students feel the vividness, fun and beauty of mathematics in the process of guessing, discussing and verifying. In the process of learning, teachers and students discuss with each other, broaden students' thinking and feel the fun of teaching.

Teaching clip 1

First, in the knowledge link, activate thinking.

Teacher: We have learned the characteristics of multiples of 2 and 5. Who will tell us?

Sheng 1: Numbers with digits of 0, 2, 4, 6 and 8 are all multiples of 2.

The number of 2:0 or 5 is a multiple of 5.

Teacher: Then how to judge that a number is both a multiple of 2 and a multiple of 5?

Health 3: See if the unit of this number is 0.

Teacher: Please tell the students in group one and group two whether it is a multiple of 2 or a multiple of 5 according to their student numbers.

Student 1: My student number is 1, which is neither a multiple of 2 nor a multiple of 5.

Student 2: My student number is 2, which is a multiple of 2.

Teaching clip 2

Second, develop thinking while exploring new knowledge.

Teacher: It seems that we have mastered the characteristics of multiples of 2 and 5. Today, we will learn the characteristics of multiples of 3. What about the characteristics of multiples of 3? Is it the same as the characteristics of multiples of 2 and 5, only looking at "units"? Let's discuss this problem together.

Health 1: I think it's ok to look at a position. For example: 33, 36, 39, their units are 3, 6, 9 respectively, and these numbers are multiples of 3.

Health 2: I don't think we can just look at one position. For example: 23, 16, 29 Although their units are also 3, 6, 9, these numbers are not multiples of 3.

Health 3: But there are some numbers that are not 3, 6 and 9, such as 24 and 45, but they are all multiples of 3.

Teacher: So what are the characteristics of multiples of 3? You can take 45 as an example, add a number, two numbers and three numbers before and after it, and the teacher can quickly judge whether it is a multiple of 3.

Health 1: add 2 before it. (×)

Health 2: Add 24 at the end. (√)

Health 3: Add 3 at the front and 53 at the back. (×)

Teacher: Please check it with a calculator to see if the teacher's judgment is correct.

(Students don't understand after verification)

Teacher: Did the teacher judge correctly?

Health: (Qi A) Yes.

Teacher: Actually, a teacher is not a saint, but if you want to know the secret, you must master the law first. Do you want to know?

Health: (in unison) Yes.

The fifth grade "the characteristics of multiples of 3" teaching plan 2 teaching objectives

1. Make students understand and master the characteristics of multiples of 3 through observation, conjecture and verification.

2. Guide students to learn to judge whether a number can be divisible by 3.

3. Cultivate students' ability of analysis, judgment and generalization.

Important and difficult

Understand and master the characteristics of multiples of 3.

View import

1. The characteristics of students dictating multiples of 2 and multiples of 5.

2. Exercise: Which of the following numbers are multiples of 2? Which numbers are multiples of 5?

324 153 345 2460 986 756

Teacher: It seems that all the students have mastered multiples of 2 and 5. Isn't the characteristic of multiples of 3 a bit? In this lesson, let's learn the characteristics of multiples of 3.

Blackboard writing: the characteristics of multiples of 3.

New course teaching

1. Guess: What are the characteristics of multiples of 3?

2. Calculation: First find the multiple of 10 3.

3× 1=3 3×2=6 3×3=9

3×4= 12 3×5= 15 3×6= 18

3×7=2 1 3×8=24 3×9=27

3× 10=30……

Observation: What are the characteristics of single digits in multiples of 3? Can you judge just by looking at a little? (can't)

Question: If the teacher changes these single digits into ten digits, is it still a multiple of three? (Ask students to verify)

12→2 1 15→5 1 18→8 1 24→42 27→72

Teacher: we found that it was still a multiple of 3 after changing places. What's the secret of multiples of 3?

(Discuss in groups of four, and then report)

Report: If you add up the digits in multiples of 3, their sum is multiples of 3.

3. Verification: Which of the following numbers are multiples of 3?

2 10 54 2 16 129 923 1 9876

Summary: As can be seen from the above, if the sum of digits on a number is a multiple of 3, then this number is a multiple of 3. (blackboard writing)

4. Compare with each other (one group is calculated by pen, the other by usage).

Determine whether the following number is a multiple of 3.

3402 5003 1272 2967

5. "Do it" to guide students to complete the textbook "Do it" on page 10.

(1) The multiple of 3 in the following figures is.

14 35 45 100 332 876 74 88

Let the students say how to judge.

What are the characteristics of multiples of 23?

(2) Hint: ① Whose characteristics should be considered first? (is a multiple of 2 and 5, and the single digit must be 0. )

(2) Then consider what? (At least three digits are 100)

(3) The last consideration is the multiple of 3. ( 120)

Homework done in the classroom

Complete questions 4, 6, 7, 8, 9, 10, 1 1 in exercise 3 on page 12 of the textbook.

Course summary

Students, what have you gained and felt in today's learning activities?

Homework after class

Complete the exercises in this lesson in the workbook.

Characteristics of multiples of 3

The sum of the numbers on each digit of a number is a multiple of 3, so this number is a multiple of 3.

When teaching the characteristics of multiples of 3, teachers should pay attention to the process of students' independent exploration, and let students participate in learning step by step through teaching links such as guessing, calculating, thinking, measuring and comparing, but when thinking about this link, teachers should give appropriate explanations and guidance, so that the effect is more obvious.

The fifth grade "the characteristics of multiples of 3" teaching plan Sany, learning objectives

(A) learning content

Example 2 on page 10 of compulsory education mathematics published by People's Education Press. Example 2 is to explore the multiple characteristics of 3, and the textbook still uses hundreds of tables, so that students can circle them first and then observe and think.

(2) Core competence

In the process of exploring the multiple characteristics of 3, learn to observe and think from different angles, and further accumulate the experience of thinking activities of observation, conjecture, verification and induction.

(3) learning objectives

1. With the help of a hundred meters, through the process of exploring the multiple characteristics of 3, correctly judge whether a number is a multiple of 3, and solve practical problems in life.

2. In the process of exploring the multiple characteristics of 3, learn to observe and think from different angles, develop the ability of rational reasoning, and accumulate the experience of mathematical thinking activities.

Learning priorities

Explore the characteristics of multiples of 3.

(E) Learning difficulties

Summarize and prove the characteristics of multiples of 3.

(6) Support resources

One hundred desks, calculators

Second, the teaching design

(A) pre-class design

(1) What are the characteristics of multiples of 2 and 5 that we have studied? And can explain to students how to explore it.

(2) Make a hundred tables.

(B) Classroom design

1. Review and introduce

Teacher: Who will tell us the multiple characteristics of 2 and 5? How did we solve it?

Students speak freely, focusing on guiding students to recall the process of knowledge formation.

Summary: We first use a hundred tables to find the number, then observe and guess, and finally verify the summary, and get the characteristics of multiples of 2 and 5.

Teacher: In this lesson, we will learn the characteristics of multiples of 3. (blackboard writing topic)

Design intention: By reviewing the characteristics of multiples of 2 and 5 and the methods of inquiry, students' memory will be awakened, paving the way for exploring the characteristics of multiples of 3.

2. Question inquiry

(1) Find the multiple of 3.

Teacher: How are you going to study "the characteristics of multiples of 3"?

Students speak freely.

Teacher: You should study the characteristics of multiples of 3 by studying the characteristics of multiples of 2 and 5 with the help of one hundred tables. Now take out the hundred tables you have prepared. Work together at the same table to find a multiple of 3, and then observe the circled numbers to see what you find.

(2) Classroom communication and discussion

(1) Found the problem

Students show the hundreds of tables circled.

Teacher: Tell me about your findings?

Default: Just look around.

Teacher: Why not?

Looking horizontally, the numbers in the unit are all 0-9, and looking vertically, the numbers in the unit are all 0-9.

2 analyze the problem.

Teacher: The students found that in the hundred tables (courseware demonstration), looking at multiples of 3 horizontally and vertically, only looking at the numbers in one place, there is no rule to follow. Looking at it horizontally and vertically, you can't see the law. How can we look at it from another angle? We can't just look at one seat. What else can we see?

Students speak freely and guide them to look sideways.

Teacher: Everyone thinks that besides looking horizontally and vertically, we can also look horizontally. Now please look at the multiple of 3 horizontally. What did you find?

Students independently observed and found that.

Design intention: Because the characteristics of multiples of 3 are hidden, according to the experience of exploring the characteristics of multiples of 2 and 5, students can't find the law. When students really can't see the law, the teacher reminds them to observe and think from another angle before exploring.

③ Solve the problem

Teacher: Talk about your findings and guesses based on your findings in the group, and try to verify your guesses. (You can use a calculator)

Report to the class after group cooperation and communication.

(3) Summarize the characteristics of multiples of 3.

Teacher: What are your findings and guesses?

Group report to guide students to evaluate and supplement.

Introduction: Looking obliquely, it is found that the sum of single digits and ten digits of each line number is 3, 6, 9, 12, 15 respectively, and they are all multiples of 3. The sum of each number is a multiple of 3, and this number is also a multiple of 3.

Teacher: Is this guess right? How do you verify this conjecture?

Report the verification process.

Teacher: What kind of examples are simple and representative?

The examples given include two digits, three digits, four digits, and so on.

Teacher: Did any students find that the sum of each number is a multiple of 3, but this number is not a multiple of 3?

Teacher: After verification, what is the multiple characteristic of 3 you get? Who will tell us again?

Summary: The sum of each digit of a number is a multiple of 3, and this number is a multiple of 3.

Design intention: After guidance, students make a second exploration, discover, guess, verify and summarize the characteristics of multiples of 3, and accumulate experience in mathematical inquiry.

Consolidation exercise

(1) The textbook "Exercise 2, Question 3" is on page 1 1.

Circle multiples of 3.

92 75 36 206 65 305 1 779 99999

1 1 1 49 165 5988 655 13 1 2222 7203

(2) the textbook page 10 "do it"

(3) Xiaoming took five discs, Xiaojun took six discs, and put the numbers and the discs they took on the digital table. Who took these CDs and arranged the numbers in multiples of three? Who took the CD and gave a number that must not be a multiple of 3?

Please provide a justification for the answer.

Do it independently first, and then work together at the same table to verify it.

Step 4 summarize the whole class

Teacher: What new knowledge have we gained through the inquiry in this class? What kind of research methods are used?

What new problems have we encountered in the process of exploration?

Summary: Through the research methods of finding numbers, observing, guessing, verifying and inducing, the characteristics of multiples of 3 are obtained.

Teacher: Why do you judge whether a number is a multiple of 2 or a multiple of 5 just by looking at single digits? And judging whether a number is a multiple of 3 depends on the sum of the numbers on you. Please read 13 page "Do you know" after class, and we will communicate next class.

The fifth grade "the characteristics of multiples of 3" teaching plan 4 teaching objectives

1, knowledge and skills

Understanding and remembering the characteristics of multiples of 3 can correctly judge whether a number is a multiple of 3 and cultivate the ability to understand and apply knowledge.

2. Process and method

Through the process of independent practice, cooperation and communication, and exploring the characteristics of multiples of 3, the ability to explore and the sense of cooperation are cultivated.

3. Emotional attitudes and values

Feel the order of mathematical knowledge exploration, cultivate a rigorous learning attitude and experience the fun of cooperation.

Emphasis and difficulty in teaching

Teaching focus

Multiplication characteristics of 3.

Teaching difficulties

Multiple characteristics of exploration process III.

teaching process

First, introduce the old and the new, and introduce the game.

1, please tell the characteristics of multiples of 2 and multiples of 5.

2. Which of the following numbers is a multiple of 2, which is a multiple of 5 and which is both a multiple of 2 and a multiple of 5?

35 158 200 87 65 164 4 122

What are the characteristics of numbers that are multiples of 2 and 5?

Can you name several multiples of 3? Which of these numbers are multiples of 3? Can you tell it quickly?

4. compare it. Let the students count at will. Students use calculators, and teachers use their mouths to judge whether it is a multiple of 3. Look who counts fast!

5. Question introduction: Do you want to know the mystery? This lesson will learn the characteristics of multiples of 3. I believe that through the exploration of this lesson, everyone will be able to accurately and quickly judge whether a number is a multiple of 3. (revealing the topic)

Second, guess and explore, inductive verification

1. Make a bold guess: What are the characteristics of multiples of 3?

(1) communication conjecture. Some people say that the numbers 3, 6 and 9 are multiples of 3, and some students cite counterexamples to deny it. )

(2) Organizational understanding. Just observing the number in the unit can't determine whether it is a multiple of 3, so what are the characteristics of the multiple of 3?

2. Observation and exploration: show the table on page 10.

(1) circle. What is the multiple of 3 in the above table? Circle them.

(2) discuss it. Look at the multiple of 3, what do you find? Communicate your findings with your deskmate. (student exchange)

(3) Communication with the whole class. Look at the number 10 circled by the horizontal line in front. What are the rules of the numbers in the unit? What about the ten-digit number? To judge whether a number is a multiple of 3, can we just look at one digit?

(4) problem inspiration:

Let's take a closer look. What are the rules for arranging multiples of 3 in the table?

From top to bottom, what are the rules of the numbers on each diagonal? (Single digit minus 1 and ten digit plus 1)

What is the similarity between the number composed of one-digit minus 1 and ten-digit plus 1 and the original number? (and equal)

What is the sum of the number on each diagonal and the number on each number? What do they have in common? The sum of the numbers in each place is a multiple of 3. )

3. Generalization: Can you summarize the characteristics of multiples of 3 in your own words now?

Characteristics of multiples of 3: the sum of the numbers on each digit of a number is a multiple of 3, and this number is a multiple of 3.

4. Verify the conclusion

Everyone is really amazing! Independent exploration found the characteristics of multiples of 3. But if it's three digits or more, does your discovery still hold? Please write a few bigger numbers and try.

(1) Try to verify. Write numbers, then judge, communicate and draw a conclusion. )

(2) Collective communication.

The teacher said a number. For example, in 342, students use features to judge first, and then use a calculator to check.

A bigger number. 4870599, students first judge by features, and then check by calculator.

5. Consolidate and improve.

The fifth grade "the characteristics of multiples of 3" teaching plan 5 teaching content;

Textbook content 19, the characteristics of numbers divisible by 3.

Teaching requirements

Make students master the characteristics of a number divisible by 3, correctly judge the characteristics of a number divisible by 3, and cultivate students' abstract generalization ability.

Teaching emphasis: the characteristics of numbers divisible by 3.

Teaching difficulty: Can judge whether a number is divisible by 3.

Teaching methods:

Three doubts and three explorations on teaching mode

Teaching AIDS:

Courseware, etc.

teaching process

I. Self-exploration in doubt (10 minutes)

(1) Basic exercises

1, what are the characteristics of numbers divisible by 2 and 5?

2. What are the characteristics of numbers divisible by 2 and 5 at the same time?

(2) Reveal the topic

We already know the characteristics of numbers divisible by 2 and 5, so what are the characteristics of numbers divisible by 3? In this lesson, we will learn the characteristics of numbers divisible by 3 (blackboard writing topic)

(3) Let students ask questions according to the topic.

Teacher: What questions do you want to ask when you see this topic? (After the teacher evaluates, standardizes and sorts out the questions raised by the students, the teacher summarizes, sorts out and supplements the following self-exploration tips according to the questions raised by the students. As long as students can seriously explore according to the tips of independent inquiry, they can understand these problems. )

(d) Show self-exploration skills and organize students to explore themselves.

Tips for self-exploration:

Self-study textbook 19, thinking about the following questions:

1, observing the multiple of 3, what characteristics do you find of numbers divisible by 3? Example verification.

2. What are the characteristics of numbers divisible by 2 and 3?

3. What are the characteristics of numbers divisible by 2, 3 and 5?

Second, answer questions and explore together (15 minutes)

1, check the self-exploration effect.

Ask questions according to the principles of students with learning difficulties answering, students with medium learning ability supplementing and students with excellent learning ability evaluating, and organize students to explore and solve problems that students with medium learning ability cannot solve. Answer the main contents of the random blackboard according to the students.

2. emphasize;

The sum of digits of a number can be divisible by 3, and so can this number.

Three. Ask questions again (4 minutes)

1, students questioned.

Teacher: Is there anything else you don't understand about what you have learned in this section? Please tell us so that we can help you solve it.

2. Solve the problems raised by students. (If other students can't solve their doubts first, they can organize classmates to discuss or teachers to solve their doubts according to the situation. )

Iv. Use and development (1 1 min)

(1) Students write their own exercises.

1, let the students make up an exercise according to what they have learned in this section.

2. Show students high-quality self-edited exercises and exchange answers.

(2) According to the exercises made by students, present the following exercises selectively for students to practice.

1, judge whether the following numbers are divisible by 3, and why?

72 5679 5 18 90 1 1 1 1 20373

2、58 1 15 207 2 10 45 1008

Numbers with a factor of 3: ()

Numbers with factors of 2 and 3: ()

Numbers with factors of 3 and 5: ()

Numbers with factors of 2, 3 and 5: ()

Let the students talk about how to find it.

(3) class summary.

1, students talk about learning gains.

Teacher: What have you gained from learning this lesson? Please say it and share it with everyone.

2, the teacher summed up.

After the students fully express their opinions, the teacher emphasizes the key contents and guides the students to summarize and sort out the contents of this section to form a systematic understanding.

Blackboard design:

The characteristics of numbers divisible by 3. The sum of digits of a number can be divisible by 3, and so can this number.