Reflection on the teaching of "the meaning of remainder division": in this class, I create situations, operate and establish representations for students, so that students can use their existing knowledge and experience to provide students with thinking space. After the first attempt, repeat the example operation to deepen your understanding. After gradually understanding, guide students to explore the relationship between remainder and divisor independently. In this way, through students' observation, operation, guessing, reasoning and other activities, students can find their own laws and solve problems. In the process of mathematics, students are active in thinking and have high enthusiasm. Therefore, in the teaching of this class, I didn't choose an example to introduce it, but put a stick so that students can feel it intuitively from the activity of putting a stick with their hands. From the classroom feedback, once teachers provide students with creative space, students' imagination is very rich. Some students put triangles, while others put squares and small goldfish. On this basis, by asking students to tell the process of swinging the bat, students are prompted to realize the connection between the teaching content contained in the activity itself and the mathematical model. Then, with the example of students swinging a triangle with 10 stick, let the students try to calculate continuously. Based on the figure that students have swung, from the feedback of class, students have realized the active construction of knowledge. Teachers should give timely and vertical guidance.

Reflection on the teaching of "calculation of remainder division": When teaching the relationship between remainder and divisor, students should be encouraged to guess boldly first, and then continue to use sticks to remove sticks in groups of four. 13 is distributed to four children on average. How to divide it? 13 is posted on the blackboard, please divide it. This knowledge is unique to students, and students can solve it quickly. On average, each person gets 3 pieces, leaving 1 piece. Question: 1 remains. Can we continue to divide them? What will happen if we continue to divide it? The student said: I can't continue to divide it, because there are only two and four children at this time. If you give these two to two of the children, the other two children are short of a stick, so they won't be divided equally, so the remaining two can't be divided any more. Question: When there are more sticks left, you can divide them again. When the remaining number of sticks is what it is, it can't be separated. The student replied: When the number of sticks left is less than the number of children, they can't be divided. When the number of remaining sticks is more than the number of sub-sticks, it can be divided again until the number of remaining sticks is less than the number of sub-sticks. Summarize and clarify again that the remainder is less than the divisor. I casually asked the students, if you divide the number, what might be the remainder? What is the largest remainder? If the divisor is 6, what is the remainder? What is the largest remainder? In short, the whole class is better. Reflections on the teaching of "understanding the whole time, understanding the time": taking students as the main body, let students learn mathematics in activities. In this lesson, I designed four activities: First, observe the clock face, let the students say what they see, and give full play to the students' main role. On this basis, the whole process of learning, reading and writing. The second is to explore the relationship between time and minutes on the basis of understanding time and minutes. In this paper, teachers and students are designed to set the clock in the interactive link, so that students can understand how the minute hand and the hour hand go. Fourth, let students feel what they can do in one minute during the extension process. I deeply understand that one minute is not long, but we can still do a lot of things by making full use of it. In these four activities, fully stimulate students' learning initiative, so that they can learn mathematics happily in the activities. Make full use of audio-visual teaching equipment and combine traditional teaching.