People's education printing plate fourth grade first volume mathematics oral arithmetic teaching plan
course content
People teach 20 1 1 lesson standard edition, unit 6, lesson 1 (page 7 1, example 2).
Textbook analysis
? Spokesman? It is based on the fact that students have mastered the oral calculation of integer ten, integer hundred and integer thousand divided by one digit. This lesson includes integer ten and integer ten divided by integer ten, and the corresponding estimation. It is not only often used in daily life, but also an important basis for students to learn the division of two digits. Therefore, the proficiency of oral division will directly affect the subsequent study. The focus of this lesson is to discuss the method of oral calculation. When exploring oral calculation methods, we should pay attention to two points: one is to let students make full use of their existing oral calculation experience to explore independently, and the other is to advocate the diversification of algorithms. In teaching, we should not only pay attention to let students actively explore oral calculation methods, but also organize students to communicate, so that students can acquire new oral calculation methods in the process of experiencing and exploring; At the same time, we should pay attention to organizing oral arithmetic practice and designing novel and interesting practice forms to provide more practice opportunities for each student, so that different students can get different development.
Teaching objectives
Knowledge and skills: 1. Master the oral calculation method of dividing integer ten and hundred by integer ten;
2. Be able to calculate integer ten correctly and quickly, and divide hundreds of tens by integer ten;
3. Master the estimation method of division with divisor as two digits, and cultivate students' estimation consciousness.
Mathematical thinking: understand the oral calculation of integer ten and hundred divided by integer ten.
Problem solving: Make full use of the existing oral calculation experience and independently explore the division of integer ten and hundred by integer ten.
The oral calculation method of numbers.
Emotional attitude: in the process of solving practical problems with what you have learned, feel the role of mathematics in life and improve your interest and confidence in learning mathematics.
Teaching focus
Master the oral calculation method of dividing integer ten and hundred by integer ten.
Teaching difficulties
Master the estimation method of division with divisor as two digits.
The knowledge points of this lesson have been sorted out
1. oral calculation of integer divided by integer; (Three methods: stick calculation, multiplication and division, and table calculation. )
2. Divided number is an estimate of the division of two digits; What is the dividend or divisor that is not an integer ten in the general formula? Rounding? Think of it as an integer close to it, and then do the oral calculation. )
3. Divide hundreds and tens by integer ten. (Three methods: use the composition of numbers to calculate, try multiplication and division, and convert them into division in the table to calculate. )
4. Divided number is the estimated value of two-digit division; (use? Rounding? In this method, the dividend in the formula is regarded as an integer or several hundred dozens close to it, and the divisor is regarded as an integer close to it, and then oral calculation is carried out. )
Lesson preparation materials
Origin of division: In ancient China, people mastered the division of numbers very early. The earliest use was in the pre-Qin period, or earlier. In the Shu Shu formed in that era, there are 7 categories, 19 species, involving 55 items, about the characterization of division.
China has been using it since the Spring and Autumn Period and the Warring States Period BC? Jiujiu? After calculating multiplication with tables, people also summed up the method of calculating division with formulas. Sun Tzu's calculation says:? Any division is different from multiplication. ? At that time, division was mainly calculated by calculation and formula in China.
design instruction
One of the main goals of primary school mathematics curriculum reform is to change the way students learn mathematics, so that students can actively explore and solve mathematical problems, discover mathematical laws, and gain emotional experience that mathematics comes from life. In the teaching process of this course, students should not only explore independently, learn new knowledge, master oral calculation and estimation methods, but also pay attention to students' understanding and infiltration of arithmetic and mathematical thinking methods of analogy transfer, so as to cultivate students' attitude, learning ability and values.
First of all, understanding arithmetic and mastering algorithms are the key to computing teaching and the core content of this lesson. In teaching, let students actively explore oral calculation methods, organize students to communicate, and let students acquire new oral calculation methods in the process of experiencing and exploring.
Secondly, designing diversified exercises to improve students' verbal ability is the goal of computing teaching. Organize bumper cars, group games, PK quick calculation and other games in teaching, so that students can practice oral calculation in a pleasant atmosphere and improve their oral calculation ability.
Preparation before class
First, the study test before class
Detection goal: Review the division in the table and the oral calculation of dividing whole ten, whole hundred and whole thousand by one digit, and detect the students' mastery of the previous learning content, so as to clear the obstacles and prepare for this class.
Test content: 18? 3= 56? 8= 54? 9= 36? 4= 42? 6=
450? 9= 6400? 8= 280? 4= 2400? 3= 560? 7=
Second, prepare teaching AIDS and learning tools.
Stick and ppt courseware
teaching process
First, the situation import:
Teacher Fan is going to write an oral math contest for everyone, and plan out 80 questions, 20 in each column.
How many rows?
Design intention: Make use of the writing and introduction of the oral math competition questions that students are used to, so that students can quickly invest in new knowledge.
Second, explore new knowledge:
1. Explore the oral calculation method of dividing an integer by an integer.
(1) Look at the questions carefully and calculate independently.
(2) Calculation method of deskmate communication.
(3) Classroom communication:
Premise 1: every 10 lane is a group, and 80 lanes are 8 groups. Each row of 20 lanes is a combination of two groups, so it can be divided into four groups, so 80? 20=4。 (You can introduce it with a stick figure. )
Presupposition 2: Four twenties are 80, so 80? 20=4。 (that is, think of 4? 20=80, division is calculated according to multiplication and division. )
The default is 3: 8? 2=4, so 80? 20=4。 That is, 80 is eight tens, 20 is two tens, and eight tens divided by two tens is four. )
(4) Comparative evaluation:
Which method do you think is better? It is convenient to multiply, divide or divide in the table.
(5) Summary and induction methods:
(6) Practice:
90? 30= 60? 20= 80? 40= 60? 30=
Design intention: Through students' independent thinking and cooperative communication, students can be stimulated to think differently and realize the diversification of algorithms. On this basis, with? Which method do you think is better for students to consciously compare and optimize algorithms? After that, the optimized methods are summarized and applied in time to achieve the purpose of understanding and mastering.
2. Explore the oral calculation method of dividing hundreds and tens by two digits.
(1) Display formula: 150? 50
(2) After independent calculation, exchange calculation methods in the same table.
(3) Classroom communication:
Preset 1: Three 50s are 1500, so 150? 50=3。 (that is, think of 3? 50= 150, division is calculated according to multiplication and division. )
Default 2: 15? 5=3, so 150? 50=3。 (that is, 150 is 15 ten, 50 is 50 ten, 15 ten divided by 50 ten is 3. )
(4) Summary and induction methods:
(5) Practice:
270? 30= 120? 20= 280? 40= 360? 60=
Design intention: Students already have oral calculation experience of integer division. When hundreds and dozens are divided by integers, let students transfer what they have learned and learn new knowledge independently.
3. Explore the method of estimation
(1) Do the problem and calculate independently.
If the teacher chooses 83 questions or 20 questions in each column now, how many columns can you write?
(2) the whole class communication:
83? 20, 83, 80, 80? 20=4, then 83? 20? 4。
(3) Change the problem, continue to think and calculate independently.
If the teacher chooses 120 questions now, and there are 28 questions in each column, how many columns can you write?
(4) Classroom communication:
120? 28, round 28 to 30, 120? 30=4, then 120? 28? 4。
(5) Consolidation exercises:
Choose one of the following questions to estimate, and then communicate at the same table.
90? 3 1 12 1? 40 160? 38 222? 70
(6) Summarize the estimation method:
Divider is an estimate of two digits. Rounding? The method is to regard the dividend as an integer close to it in tens or hundreds, regard the divisor as an integer close to it in tens, and then calculate the result orally.
Design intention:? Rounding? Method is the method that students learned in grade three. Here, students can sum up methods through independent trial and communication, so that students can promote the improvement of mathematical thinking ability in the process of independent thinking and communication and expression.
Third, consolidate the exercises:
1. Happy bumper car
60? 20 63? 20 90? 30 92? 30 40? 20 4 1? 20 100? 20 103? 20
180? 30 184? 30 240? 40 240? 37 420? 60 420? 62 2 10? 30 2 10? 29
2. Fast PK(3-minute fast PK)
120? 20 63? 30 9 1? 30 180? 30 240? 6 1
14 1? 20 200? 40 102? 20 420? 7 1 2 12? 30
182? 30 180? 6 1 240? 60 280? 42 420? Sixty-nine
420? 6 1 270? 30 540? 60 720? 80 564? 80
3. If there are 180 questions in the quick calculation contest prepared by the teacher now, how to arrange them? Please ask teacher Fan to help design the arrangement plan.
Design intention: the three groups of questions are three levels. The first group of two questions in each group are interrelated, which is intended to help students further consolidate their oral calculation methods; The second group is some unrelated independent questions, which are intended to prepare for the subsequent trial quotient; The third group is open practice, which can better cultivate students' ability to solve problems independently and divergent thinking.
Fourth, class summary: What did you gain in this class?
People who read the first volume of the fourth-grade math oral test also read:
1. The seventh grade mathematics teaching plan of Jiangsu Education Edition (Volume I)
2. The first volume of the seventh grade mathematics teaching plan, People's Education Edition.
3. People's Education Edition Junior High School Grade One Mathematics Teaching Plan
4. Teaching design of the first volume of seventh grade mathematics published by People's Education Press
5. The first volume of mathematics teaching plan for the fifth grade of primary school