In the third year of 2022, the first volume of the mathematics teaching plan was 300 words short (1) I. teaching material analysis
"Multiple Numbers Multiply One Number" is the knowledge on page 60 of Unit 6 in the first volume of the third grade primary school mathematics published by People's Education Press. It is the first lesson (non-carry multiplication) of writing multiple digits with one digit, and it is the key content of this book. After the previous study, students already know the arithmetic of multiplication; Proficient in oral multiplication. The teaching arrangement of this course is not only the consolidation and proficiency of the previous knowledge, but also the basis for students to further learn the carry multiplication of multiple digits by one digit.
Second, the teaching objectives
According to the teaching content, the arrangement characteristics of comprehensive teaching materials and the actual situation of students, I have determined the following teaching objectives:
1, through the exploration of teachers and students in this class, students will use pen multiplication (carry-free multiplication) to calculate, and this method will be applied to the multiplication of more digits.
2. In the process of inquiry, students can experience independent inquiry, acquire knowledge, gain the fun brought by independent experience knowledge and experience the sense of success in mathematics learning through independent observation, guided demonstration and hands-on operation.
3. Students can experience the fun of cooperating with others and cultivate their ability to communicate and cooperate with others through activities such as group cooperation, discussion and exchange, scene reproduction and hands-on operation.
Third, the importance and difficulty of teaching
Teaching emphasis: understand the arithmetic of vertical calculation of columns with multiple digits multiplied by one digit, and use the method of multiple digits multiplied by one digit to calculate.
Teaching difficulties: Skillfully calculating multiple digits multiplied by one digit.
Fourth, teaching preparation.
Multimedia courseware, situation diagram, student grouping.
Teaching process of verbs (abbreviation of verb)
(A) create scenarios to stimulate interest in the introduction.
1, the courseware shows the scene diagram of painting in art class.
Teacher: Students, do you like drawing in art class?
Student: Yes.
Teacher: Three children are making handicrafts. Let's have a look. Xiao Ming, Xiao Min and Xiao Li are making greeting cards. Let's see what they use when making cards.
Student: Crayons, cardboard, pencils.
Teacher: Yes, everyone watched carefully. What math questions can you ask after reading it?
2, students will bring, the teacher will choose a blackboard book: a * * *, how many crayons?
(2) cooperative exploration.
1, solve the problem.
Teacher: The elf, like everyone else, wants to know how many colored pens there are on the table. Let's solve this problem together. The teacher asked the students to analyze the scene together. There are three boxes of colored pens in the picture, each box is 12 colored pens. ) Now that we know this, how can we make it? Discuss in groups.
Student1:12+12 = 36, each box has12 marks. A * * has three boxes, which is the sum of three 12 tags.
Student 2: 123 = 36. Because 12= 10+2, 123= 103+23=36.
Student 3: 123 = 36. Because 12=9+3, 123=93+33=36.
Teacher: It's amazing that everyone thinks of so many ways. Many hands make light work, and the problem that the elf and everyone want to know is solved at once. Besides the above methods, do you have a simpler method? Everyone has learned column vertical method to make addition easier before, so can column vertical method make calculation easier?
Guide students to discuss and study the problem of pen multiplication.
Teacher: How to add vertically? Somebody tell me.
Students review: Addendum and counted, aligned with the same digits, starting with single digits.
2. Summarize the vertical calculation of multiplication.
Teacher: It is stipulated in multiplication that two multiplied numbers are called factors. Like vertical addition, factors are multiplied by factors, and the same digits are aligned (the teacher lists vertical multiplication and explains it while listing). So how to calculate it specifically? Let's discuss in groups. Let the students write on the blackboard.
Student 1: multiply 2 and 3 in the unit to get 6, and write 6 in the unit. Then multiply 1 with 3 in the tenth to get 3, which is three tens, and write 3 in the tenth.
Student 2: First, multiply 1 with the tenth digit's 3 to get 30, and the tenth digit writes 3, then multiply the last digit's 2 and 3 to get 6, and the last digit writes 6.
Teacher: What do you think? If it is unified, it is 133=30, 23=6, 30+6=36, which is the same as the second method at the beginning, but now it is expressed vertically.
3. Multimedia courseware intuitively demonstrates the vertical calculation process of multiplication.
4. summary.
What did you learn today?
Student: Multiple numbers are multiplied by a number, and the number in each number is multiplied by this number respectively.
(3) consolidate and improve.
Students do the first and second questions on page 60 of the blackboard demonstration textbook and correct their mistakes collectively.
(4) Review and summarize.
1. What did you learn today?
2. How did you do today? What do you think of the performance of the members of the same group?
3. Praise the whole class.
In the third year of 2022, the first volume of mathematics teaching plan is 300 words short (2) Teaching content:
This unit mainly studies the division of two digits divided by one digit. This is based on the division in the table and simple remainder division that students have learned, so that students can master the calculation method, understand arithmetic and cultivate the ability of migration and analogy in the process of learning to divide two digits into one digit.
Teaching objectives:
1, through vertical calculation, the divisor is one digit, the quotient is two digits, the divisor is one digit, and the quotient is one digit, so that students can master division with remainder.
2. It can solve the practical problem of simple division with remainder.
3. In the process of teaching and learning, let students experience the ubiquitous mathematics in life and cultivate the spirit of positive thinking and exploration.
Teaching emphases and difficulties:
Key points: the oral calculation and vertical calculation method of dividing two digits by one digit; Division checking calculation.
Difficulties: two digits are divided by one digit (the first digit cannot be divided completely); Division with 0 at the end of quotient.
Key point: Let students go through the process of exploring the calculation method of dividing two digits by one digit.
teaching process
Student activities in the first class: 25 minutes
Teaching content:
Page 65438 of the textbook +0~2.
Teaching objectives:
1. Understand the calculation method and arithmetic of dividing integer ten by one digit, explore the oral calculation method of dividing two digits by one digit, and master the vertical calculation of dividing two digits by one digit.
2. Cultivate students' ability to explore calculation methods in the process of solving practical problems.
Teaching emphases and difficulties:
Emphasis and difficulty: master the calculation method of dividing two digits by one digit and peaceful arithmetic; Vertical writing in which two numbers are divided by one number. .
Teaching preparation:
Sticks, cards and courseware.
Teaching process:
First, pave the way for new knowledge.
1, oral arithmetic practice.
Count by name.
63 82 93 55。
Oral answer.
There are () ten () ones in 46.
There were () ten () in 1995.
There are () ten () ones in 84.
There are () ten () ones in 73.
Second, explore new knowledge.
1, introduce the topic. Today we are going to learn the division of two digits divided by one digit. (revealing the topic)
2. Teach oral arithmetic.
1. Understand the picture. Students observe the scene, talk about what they know and think about what questions they can ask.
2. Discuss the first question: How many cigarettes does each boy buy on average? Group communication.
This stick can prove it.
4. Discuss the second question: How many cigarettes do you buy from each girl on average? Let the students combine practical operation to form thinking. You can also ask students to imitate questions first.
5. Induction: First, divide 4 bundles into 2 parts, each part is 2 bundles, that is, 20 sticks, and then divide 6 sticks into 2 parts, each part is 3 sticks, making a total of 23 sticks. Blackboard writing:
402=20 62=3。
20+3=23。
3, instant training, oral answer. Let the students discuss what is important.
402 603 642 555。
505 804 844 363。
4. Teach vertical calculation.
1. The teacher combined with 462, said, did and explained vertical writing.
2. Explore arithmetic. (Steps: Division, Multiplication, Subtraction and Shift)
3. Thinking: 2 Why write it in ten places?
4. Summary: Counting vertically, you should divide from the tenth place, first by the number on the tenth place, and then by the number on a single place, except where the quotient is written.
Third, practical application.
1. Complete the question on page 2 1. (Pay attention to differences and connections)
2. Complete the second question.
Let the students try to do the first two questions, and then let them finish the last two questions independently. Pay attention to the pen calculation. Pay attention to what? And connections and differences.
3. Complete questions 3 and 4.
4, the fifth question, first independent and then exchange solutions to the problem. Promise students different strategies to solve problems.
Fourth, the whole class summarizes.
What did you learn today?
In 2022, the first volume of the third grade math teaching plan was 300 words short (3) Teaching content:
Xx education edition curriculum standard textbook, the first volume of grade three, 58-60 pages.
Teaching objectives:
1. lead students to experience the process of exploring the characteristics of rectangles and squares, and master the basic characteristics of rectangles and squares initially.
2. In the process of inquiry, pay attention to the cultivation of students' mathematical thinking ability such as observation, operation and conjecture.
3. Create cooperative learning situations, so that students can experience the happiness of success in cooperation.
Teaching focus:
The characteristics of rectangles and squares.
Key points of preparing lessons:
Students are generally aware of the characteristics of the rectangle and the analysis of the existing learning situation. This situation does not mean that teaching is easy, but it brings more challenges to teaching, because if you don't understand it, new knowledge will lose its due attraction; Teaching is more difficult to organize and deepen because of a little knowledge.
Focus on thinking:
How to stand on and surpass students' existing cognitive foundation? When dealing with teaching details, it highlights the revelation of characteristics. How can it come from the students themselves and be full of interest?
How can the arrangement of verification go beyond details and highlight key points, and highlight teaching wisdom in selection?
The connection of life, how to extract a new theme from the cliche and give more mathematical thinking?
The application of characteristics, how to closely follow the characteristics of two graphics to improve the gold content of mathematical thinking?
Teaching process:
First of all, the introduction of the game reveals the characteristics of rectangles.
1. Children who already know rectangles and squares raise their hands? Close your eyes and think about it. What's a rectangle like? Find a rectangle on the table.
The students found big and small rectangles.
2. Through the previous study, everyone has a general understanding of rectangles. Next, let's play a game and guess if it's a rectangle, and see how much you know about rectangles.
Figure ① (figure with acute angle), is it a rectangle? Use the rectangle in your hand to explain why. The inner corner of a rectangle is a right angle.
Figure 2 (right-angled trapezoid) Is this right? Look at the sides and corners, and it is concluded that the opposite sides of a rectangle are equal and have four right angles.
3. Organize students to verify the characteristics of rectangular edges.
Is the rectangle really equal up and down and left and right? Verify it with the rectangle in your hand and say it again with your deskmate.
Students verify and then exchange reports. Because the rectangles in students' hands are big and small, the measured data are different, but the measurement results of each individual prove that the opposite sides of the rectangle are equal.
In 2022, the first volume of the third grade mathematics teaching plan is 300 words short (4) Teaching objectives:
1, consolidate the understanding of kilograms, grams and tons, and further establish the quality concept of kilograms, grams and tons.
2, combined with the actual life, solve the practical problems related to kilograms, grams and tons.
3. Experience the formation process of high-quality units and solve problems in real life.
4. Feel the connection between mathematics and real life.
Teaching emphasis: consolidate the understanding of kilograms, grams and tons.
Teaching difficulties: solving practical problems related to kilograms, grams and tons in combination with real life.
Instructional design:
First, create situations and introduce new lessons.
The examination for recruiting salespeople in a supermarket requires that candidates must master the most basic knowledge of quality units, which we have just learned. Are you interested in having a try?
Second, cooperation and exchange, interpretation and exploration.
1. Weigh items and identify scales.
Students independently complete and say why the mass of the following two items is measured in kilograms.
2. label.
It appears in the form of a game to mark the quality of goods, which helps students to further understand the actual quality of kilograms and grams and attracts students to participate in the learning process.
3. Make up the label.
The teacher creates a situation: "The quality unit on the quality label of the following items and animals is missing. Can you fill them out completely? " Students use different gestures to express "kilograms, grams, tons", and complete them collectively, and ask students to state their reasons.
4. Compare the weights of the following items. The teacher uses the simple formula of the third question to compare the weights of two kinds of goods that represent quality and attract students to participate.
Participate in the review
1, questions 5 and 6. Students finish independently and revise collectively.
2. question 7. Students independently observe, think and understand pictures and ideas; Try to solve the problem continuously; Talk to the whole class about your thoughts.
3. question 8. Students try to solve it independently; Communicate at the same table.
4. Question 9. This is an open question. In teaching, students can talk about the meaning of this picture first. On this basis, they can solve problems in groups and give each student a chance to express their opinions. Finally, the whole class communicates to see which group comes up with the most methods.
Third, the application of migration, consolidation and improvement.
Question 10. Let students think independently first, then communicate in groups, and finally practice in groups. Students may solve this problem by weighing10g 5 times; Weigh 30 grams first, then 20 grams; First weigh two 20g, then 10g, and so on.
6000 grams = () kg 3 grams = () grams.
4 tons = () kg 6000 tons = () grams.
4 kg 500 g = () g 3 tons 70 kg = () kg.
Fourth, sum up reflection and expand sublimation.
Question 1 1. This thinking training problem contains the mathematical thought of substitution. In teaching, students can use learning tools instead of apples and pears to make a pendulum, which enhances the intuition. The idea to solve the problem is that three apples and three pears together are just as heavy as nine peaches, so 1 pear and 1 apple should be as heavy as three peaches. If students have other reasonable ideas, teachers should give them affirmation and encouragement.
5. homework: homework.