The new curriculum standard for compulsory education is the second grade mathematics, Volume I, Page 76, Example 2 Example 3 "Doing" and Exercise 17 1, 4, Double understanding of teaching plans.

Teaching objectives

1. Experience the initial formation of the concept of "multiple" and the meaning of "multiple of a number".

2. Establish the calculation idea of "how many times is a number" on the basis of full perception.

3. Cultivate students' practical ability, observation ability, reasoning ability, good thinking and learning habits and interest in mathematics.

The focus of teaching is to establish the concept of "time" through the initial formation process of the concept of "time".

The difficulty in teaching is to establish the calculation idea of "how many times is a number"

Teaching preparation

Multimedia courseware, sticks, pictures.

teaching process

First, create situations and introduce new lessons.

1, show the courseware.

Teacher: In today's math class, the teacher wants to introduce a new friend to the students. It's Feifei, the puppy, the primary school math teaching plan "Double Understanding Teaching Plan". ◆ Share good articles ◆ In this class, our new friend Feifei will learn math knowledge with her classmates. Do the students agree?

2. Student activities.

Teacher: Before class, the teacher invited some students to come up.

The teacher asked three female students to stand in the first row, and then asked six male students to stand in the second row (the three stood together).

Teacher: How many girls are there in the first row? (3) How many 3s are there in the second row? (2 3s)

After the students answered, the teacher introduced the topic: In this case, we say that boys are twice as many as girls. Today, the teacher and his classmates will learn about the "times". (blackboard writing topic)

Second, hands-on operation, explore new knowledge.

(1) initially formed the concept of "time". (Teaching Example 2)

Feifei has three good friends. They are putting diamonds with sticks. See how they set the squares and how many sticks they used. (The first child put a square in courseware demonstration example 2)

Student observation. Do you think it's weird?

Health: I put a square and used four sticks.

How much are four sticks?

Health: 4 tablets each.

Let's look at the other two children. They used a few pieces when they posed for the characters.

Give two and three squares posed by the other two children in Example 2.

Student observation.

The students said their findings.

Guide students to draw: 2 4, 3 4.

(Blackboard: 2 4, 3 4)

Revealing the meaning of times, pointing out that the third student put a stick, saying: The third student put three four sticks, and three four sticks can also be said to be three times that of four.

Let the students say it several times.

(2) Consolidate the concept of "doubling".

How many times is the second line the first? When the students answer, the teacher asks the students to tell the process of thinking.

(3) Teaching example 3.

(1) Example 3, Q: Can students swing? Next, the students do it themselves.

(2) There are several pictures in the second line. How to format them? Why?

③ Summary: Find how many times of a number, that is, how many times of a number, and calculate by multiplication.

Third, expand and deepen.

1, clap your hands.

The teacher beat the time to indicate the number of times to double, and the students beat the time rhythmically as required to indicate the number of times to double.

2. Do it on page 76.

3. Page 78 Question 1.

Fourth, the whole class summarizes.

Students, what have you gained today?