Teaching content:

Compulsory Education Curriculum Standard Experimental Textbook (People's Education Edition) Primary Mathematics Book III Textbook Page 76 Examples 2 and 3, Textbook Page 76 "Doing One" and Exercise 17 1.

Teaching material analysis:

"Understanding of Multiplication" is the teaching content of Unit 6 "Table Multiplication (II)", which is based on students' learning of multiplication formula of 7. Students have mastered the knowledge of "multiple" and solved the question "How many times is a number?" And "How many times is one number the other?" Lay the foundation for mathematical problems.

Teaching objectives:

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

2. On the basis of full perception, establish the concept of "multiple" and understand the specific meaning of "multiple of a number".

3. Know how many times a number is and use this knowledge to solve simple practical problems.

Preparation of teaching AIDS: multimedia courseware, physical projection projector, learning toolbox, etc.

Teaching process:

First, create situations and introduce new lessons.

Teacher: In today's math class, the teacher wants to introduce a new friend to the students. This is Feifei's dog. In this class, our new friend Feifei will learn math knowledge with her classmates. Are the students willing?

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)

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)

Hands-on operation, exploring new knowledge.

After the students discuss, each group asks a representative to report the discussion results, and the teacher guides the students to draw the following conclusion: What is the number in the second line? Think in two steps: first, look at the front line first. Second, look at the number of the first line in the second line, that is, the number of the second line is several times that of the first line.