Teaching objective: 1. By observing the situation map, students can realize that life contains rich mathematical knowledge, from which they can ask many interesting mathematical questions and use the existing mathematical knowledge to answer them.

2. Discuss the questions raised, let students exchange ideas with each other, and cultivate students' observation ability, oral expression ability and thinking ability.

3. Stimulate students' interest in learning through situational teaching, and make them love and enjoy learning.

Teaching focus:

Be able to ask questions about mathematical phenomena in life and use existing mathematical knowledge to answer them.

Teaching difficulties:

Cultivate observation ability, oral expression ability and thinking ability in activities.

Teaching process:

First of all, an exciting introduction.

Teacher: Students, have you carefully observed our beautiful campus? Our campus contains rich mathematical information, which only careful children can find. The teacher brought photos of "naughty campus" to everyone. The extracurricular activities on naughty campus are really lively! Can you find the math materials of naughty campus? (Courseware display: situational diagram on page 88 of the textbook)

Second, explore new knowledge.

Teacher: Now let's work in groups and see which group has found more information. Let's divide the work first, find one person in the group to take notes, and the rest of us will carefully look for information. Let's start!

Students work together in groups.

Organize students to exchange reports.

The teaching building is a cuboid with two floors and nine windows.

The flagpole is cylindrical and taller than the tree.

Six people are skipping rope and seven are kicking shuttlecock.

Running 8 people, playing football 12 people, catching the ball 1 person. ……

Teacher: You found a lot of math materials. According to this information, what math questions can you ask? Try to solve it.

Health 1: How many people jump rope and kick shuttlecock? 6+7= 13

Health 2: How many people are running and playing football? 8+ 12=20

S3: How many people jump rope and run? 6+8= 14……

Teacher: Students, think back to our own campus. What's the math information? What math questions will you ask?

Students can answer

Table tennis, basketball, football and ball are all round balls.

There are fewer male teachers and more female teachers in our school.

There are three classes in grade six and four classes in grade five in our school.

There are 35 girls and 3/kloc-0 boys in our class. ……

Students can ask addition questions or subtraction questions. If the number is too large, they don't need to calculate.

Design intention: to guide students to find mathematical information from their own lives, to raise relevant mathematical questions, and to cultivate students' ability to find and solve problems.

Third, the class summary

Teacher: It's good that students can find mathematical information and ask mathematical questions from their own side. While speaking actively, we should also listen carefully to other students' speeches in order to make continuous progress. We should form good study habits in the future.

Teaching reflection:

1. Closely connect with real life, so that students can find mathematical information in real life, use the mathematical knowledge they have learned to put forward problems that need to be solved, and feel that mathematics is around us, and our life is closely linked with mathematics.

2. In teaching activities, give students enough time to discover mathematical information, ask mathematical questions, give students ample opportunities to speak, let each student exercise their courage, improve their language expression ability, cultivate students' awareness of self-presentation, and lay a foundation for their future development.

adventure playground

First, create a situation and introduce a new lesson 1 to stimulate interest: "There are so many children in the children's playground on Sunday" and introduce the situation. (blackboard writing: children's paradise wall chart)

2. Question: What math questions would you ask?

Second, explore new knowledge.

1. Activity (1): How many people fly?

2+2+2+2=8 (person) 4×2=8 (person) or 2×4=8 (person)

Requirements: a, sums with the same addend can be expressed by multiplication formula;

B, clarify the meanings of 4 and 2 in the multiplication formula: 2 means there are 2 people on each plane, and 4 means there are 4 planes;

C. Know the names of each part in the multiplication formula: multiplier, multiplier and product. Can read and write multiplication formula;

D. In the multiplication formula, the two multipliers are reversed and the product is unchanged.

Activity (2): How many people are there on the train?

4+4+4+4+4+4=24 people 4×6=24 people or 6×4=24 people.

Requirements: (same as activity 1)

Activity (3): How many people are rowing?

3+3+3=9 (person) 3×3=9 (person) or 3×3=9 (person)

Requirements: (same as activity 1)

4. Activity (4): How many people are sitting in the chair?

1+2+3=6 (person)

Question:

A. Can the above summation formula be expressed by multiplication? Why? (Addendum is different and cannot be expressed by multiplication)

B, how to adjust the sitting posture, can it be expressed by multiplication?

(1) 3+3 = 6 (person) 3×2=6 (person) or 2×3=6 (person) [a chair is empty, each chair has three people].

② 2+2+2=6 (person) 2×3=6 (person) or 3×2=6 (person) [2 people in each chair]

Third, consolidate the application

Complete questions 1 and 2 in "Try it".

Requirements: 1, independent column reading calculation;

2. Students communicate the meaning of each multiplier in each multiplication formula;

3. Report and modify the answers.

Summary: What have we learned today?

After the students communicate, the teacher finishes the question: I know that the sum of several identical addends can be expressed by multiplication, which is simpler than addition; Learned to read and write multiplication formula. Know the names of the parts in the multiplication formula.

Verb (abbreviation for verb) assigns homework.

1, complete the exercise of "learning the world independently" in this lesson.

2. What situations in life can be represented by multiplication?

How many blocks are there?

Teaching content: compulsory education curriculum standard experimental textbook, the first volume of second grade mathematics (Beijing Normal University Edition), pages 6~7.

Brief analysis of teaching materials;

The textbook guides students to solve mathematical problems through exchanges and discussions, deepen their understanding of the meaning of multiplication, experience different problem-solving methods, acquire mathematical knowledge and expand their thinking by creating five open situations: counting building blocks, counting students participating in extracurricular activities, counting bottles, sending letters from dogs and counting students playing with building blocks. Mathematical life experience makes mathematical problems come alive and establishes the connection between multiplication and life.

Teaching goal preset:

1, learn to solve simple problems by multiplication initially, and deepen the understanding of the meaning of multiplication.

2. Skillfully read and write multiplication formulas, and correctly rewrite addition and failure formulas with the same addend into multiplication formulas.

3. Know that mathematics knowledge comes from practice and stimulate students' interest in learning.

4, through various forms of practice, cultivate students' good habits of thinking seriously and studying hard.

Related materials teacher preparation: teaching wall charts, slides.

Students prepare:

A few building blocks.

Teaching focus:

Can use multiplication to solve simple problems and deepen the understanding of multiplication.

Teaching difficulties:

Can correctly rewrite the addition formula with the same addend into the multiplication formula and tell the meaning of the formula.

Teaching process:

First, the introduction of straight talk.

Do you like playing with building blocks, children? Naughty likes building blocks. Let's see what numbers it builds. (Show building block diagram)

Second, cooperative inquiry learning new knowledge

1. Say it.

① Look at the picture carefully and ask: How many building blocks are there in a row? * * * How many pieces are there in a row?

Ask students to report and communicate.

(3) According to students' communication problems, choose one to guide, such as horizontal, with 7 blocks in each row and 5 rows, and 7×5 or 5×7 blocks in * *.

2. Do it.

Ask the students to answer the remaining questions independently, and then communicate in groups.

(2) Guide students to think and answer: We can get different answers from different angles.

Third, the evaluation of teaching effect.

1. Look at the picture and write the multiplication formula.

Besides building blocks, children also like to play other games:

(1) Can you work out how many people are playing games? (Book P6. 1 left)

(2) Halfway through, the teacher brought drinks to everyone. How many bottles did a * * * bring? (Book P6. 1 right)

2. Fill it in. Let each student do it independently first, then call the roll to let the students speak their own ideas and say the meaning of each formula. For example, what is the sum of five sixes or the sum of six fives?

3. Messenger game.

The teacher will make all the formulas into formula cards and send them to students to play messenger games. (Book P6.3)

Fourth, expand the practice.

Show pictures of P 9.4, ask questions and discuss in groups. Compare which group asks more questions and which group is better!

Teaching reflection:

The understanding of the meaning of multiplication must be combined with specific situations, so that students can analyze and judge through communication, expression and listening, and feel in specific situations, thus improving students' ability to find, ask and solve problems.