The second grade mathematics volume "division within the table" teaching plan is the first class hour.
Teaching content:
Textbook P 13, "doing" in case 4 and below and 1 ~ 3 in exercise 3.
Teaching objectives:
1, on the basis of students' existing knowledge and experience, review the past and learn the new, and introduce division operation.
2. Let students understand the meaning of division through teaching activities.
3. Let the students know the divisor and understand the writing and reading of the division formula.
Teaching focus:
1, understand and master the meaning of the division expression.
2. Cultivate students' ability to use what they have learned to solve practical problems.
Teaching difficulty: understanding and mastering the meaning of division expression.
Teaching preparation: courseware and learning tools.
Teaching process:
First, set questions and guide participation.
1, speak and show the scene map.
Do students like small animals? What is our national treasure? Panda's favorite food is bamboo shoots. Let's ask students and teachers to solve problems related to bamboo shoots. Example 4
2. Study Example 4.
Giant pandas put 12 bamboo shoots in four plates on average. How much should be put in each plate?
(1) Understand the meaning of the question.
(2) Carry out problem-solving activities.
Ask the students to call the roll on the stage to demonstrate. Encourage students to have multiple grades: one, two or three. But no matter how you divide it, the result is the same. Put three bamboo shoots on each plate.
(3) Students answer the teacher's blackboard.
Design intention: On the basis of students' existing knowledge and experience, set questions, let students participate independently, and strengthen the consciousness of applying average score through activities such as observation, operation, communication and problem solving, so as to learn new things by reviewing the past and lay the foundation for introducing division operation.
Second, learn new knowledge.
1, introducing division
Talk: Just now, we helped the giant panda solve a big problem by sharing it equally. Can such a problem be directly calculated in a way? Let's learn this method together today. Revealing theme division
Q: Put 12 bamboo shoots into four plates, three in each plate, and put the same amount in each plate. Is it an average score? Like this, divide 12 into four parts and work out how much each part is. We can calculate by division.
2. Introduce the reading and writing of division formula.
(1), I have learned addition, subtraction, multiplication and division before, and they all have their own symbols. I have been introducing another symbol to you today, which is "⊙ ⊙" , pronounced division. When writing, draw a horizontal line first, then go up and down a little, the horizontal line should be straight, the two points should be round and aligned.
(2) Students practice writing division of labor.
(3) Solve the formula writing and reading of panda bamboo shoots.
12 represents the average number of bamboo shoots, written before the division sign, 4 represents the average number of shares, written after the division sign, and 3 represents the number of shares per share, written after the equal sign. The formula of panda's bamboo shoots is: 12÷4=3, and this division formula is read as: 12 divided by 4 equals 3.
3. Get one point, write and read.
Ask the students to divide 12 bamboo shoots into 2 and 3 parts respectively, write out the division formula one by one and read it again.
Design intention: on the basis of guiding students to use the average score flexibly, it provides "can you calculate directly with a method?" Stimulate students' strong thirst for knowledge. On the basis of introducing division, let students participate in the learning activities of "division, writing and reading" and provide students with opportunities to learn by doing. Let students feel the process of solving problems through operation and understand the meaning of division.
Third, apply new knowledge to deepen understanding.
1, the item "Do it" on page 13 of the textbook 1.
Put 15 fish in five plates on average, and put () fish in each plate.
(1), with clear requirements. (2) Students begin to operate and teachers patrol.
(3) Exchange reports. (4) summary.
2. The second item of "Do it" at the bottom of page 13 of the textbook.
Fill in one point at a time.
Divide the 10 stick into two parts, and each part has a stick.
10÷( )=( )
Divide the 10 stick into five parts, and use () sticks for each part.
10÷( )=( )
(1), with clear requirements. (2) Students begin to operate and teachers patrol.
(3) Exchange reports and talk about the significance of the division formula. (4) summary.
3. Exercise 3 on page 15 of the textbook, 1 ~ 3.
(1), Level 1 (Exercise 3, Question 1): "Magic Card"
Show the back of the formula card and ask eight students to draw the card. Whoever draws a card will study it, and the right teacher will reward the smart star.
(2), the second level (Exercise 3, Question 2) "Little Helper".
Students set up learning tools, fill in formulas, and the teacher makes a tour.
(3) The third level (Exercise 3, Question 3) "Divide watermelons".
Students think independently before communicating.
Design Intention: Combining students' nature of pursuing happiness and competitive psychology, design diverse and challenging practice forms, create a dynamic and passionate learning atmosphere, use incentive measures to meet children's psychological needs for success, and maintain their interest in learning new knowledge.
Fourth, class summary.
Students, what do you want to say to the teacher most in this class?
Fifth, blackboard design.
A preliminary understanding of division
Example 4:
Giant pandas put 12 bamboo shoots in four plates on average. Each plate should contain (4) pieces.
Like this, divide 12 into four parts and work out how much each part is. We can calculate by division.
12 ÷ 4 = 3
Division number
Reading: 12 divided by 4 equals 3.
Sixth, reflection after class.
A preliminary understanding of 1 and division
separate
Second lesson
Teaching content:
Textbook P 14, Example 5 and below "Doing" and Exercise 3, Questions 4-6.
Teaching objectives:
1. On the basis of students' existing knowledge and experience, review the past and learn new things, and continue to learn division operations.
2. Through teaching activities, students can further understand the meaning of division. Know the names of the parts of the division formula.
3. Cultivate students' ability to use what they have learned to solve practical problems.
Teaching focus:
Understand and master the meaning of division formula, and cultivate students' ability to solve practical problems with what they have learned.
Teaching difficulties:
Understand and master the meaning expressed by the division formula and the names of each part of the division formula.
Teaching preparation: scene diagram or courseware.
Teaching process:
First, set questions and guide participation.
1, say, give an example 5.
Example 5, 20 bamboo shoots, put one plate for every four, you can put () plates.
(1). It needs careful observation to see what problems need to be solved.
(2) How does mother panda divide the bamboo shoots? Can it be expressed in a formula?
(3) After the students begin to operate, the teacher's courseware demonstrates the process of mother bear dividing bamboo shoots, and then lists the formulas.
20 ÷ 4 =
2. What does this formula mean?
Divide the number 20 into four, which can be divided into () four.
How many fours are there in 20?
3. Why is this formula also expressed by division?
Because "every four put 20 bamboo shoots in a plate, how many plates can you put?" It is also an average score, so this formula is also expressed by division.
Design intention: On the basis of students' existing knowledge and experience, set questions, guide students to participate independently, and strengthen the consciousness of applying average scores through activities such as observation, operation, communication and problem solving, so as to review the past and learn new things, and lay a foundation for further learning division operations.
Second, learn new knowledge.
1, know the names of each part of the division formula.
(1) Can you give a name to the three numbers in the division formula?
(2) Let the students take it by themselves first, and then let the students read books to learn the names of each part of the division formula.
20 ÷ 4 = 5
Dividend dealer
2. Ask students to compare the formula with the situation and talk about the meaning of each number in the formula.
3. Thinking: Look at Examples 4 and 5. Why can bear and panda mother be calculated by division? Students think, compare and discuss.
Design intention: On the basis of students' existing knowledge and experience, set questions for students to participate independently. Through thinking and comparison, let students know that dividing some objects or a total into equal parts can be calculated by division.
Third, apply new knowledge to deepen understanding.
1, the item "Do it" on page 14 of the textbook 1.
Fill in one point at a time.
12, 2 copies each, divided into () copies.
12 ÷ ( ) = ( )
12 pieces, 3 pieces each, divided into () pieces.
( )÷ ( ) = ( )
12 pieces, 6 pieces each, divided into () pieces.
( )÷ ( ) = ( )
(1), with clear requirements. (2) Students begin to operate and teachers patrol.
(3) Exchange reports. (4) summary.
2. The second item of "Do it" at the bottom of page 14 of the textbook.
Name the dividend, divisor and quotient in each formula.
10 ÷ 5 = 2 15 ÷ 3 = 5 18 ÷ 2 = 9
48 ÷ 8 = 6 56 ÷ 7 = 8 28 ÷ 4 = 7
Show the back of the formula card and ask six students to draw the card. Whoever draws one will tell who the dividend, divisor and quotient in which formula are. That's right. Teachers will reward smart stars.
3. Exercise 3, questions 4-6 on page 15 ~ 16 of the textbook.
(1), Exercise 3, Question 4, Question 5.
Question 4. 12 bulb, 2 bulbs per lamp holder, which can hold () lamp holders.
Question 5. Circle and fill in. There are () 4 in 24. There are () fives in 20.
Ask the students to draw a circle to average the scores, and then fill in the formula.
(2) Exercise 3, Question 6.
Write the division formula.
Six divided by three equals two. ( )÷ ( ) = ( )
The dividend is 12, the divisor is 3 and the quotient is 4. ( )÷ ( ) = ( )
28 bunches of grapes, one for every 4 bunches, divided into 7 bunches. ( )÷ ( ) = ( )
Divide 20 jiaozi into 5 equal parts, each with 4. ( )÷ ( ) = ( )
First, let the students see clearly the requirements of describing the average score, then let the students write the formula, and finally let the students say the meaning expressed by the division formula and the names of each part of the division formula.
Design intention: design diverse and challenging practice forms, let students do activities such as dividing points and turning circles, create a lively and passionate learning atmosphere, meet children's psychological needs for success, and keep their interest in learning new knowledge.
Fourth, class summary.
What did you get from this lesson? After the students spoke freely, the teacher concluded: Students, we understand more clearly now that as long as it is the process of average score, it can be expressed by division. We learned how to write and read the division formula and the names of the parts in the division formula.
Fifth, blackboard design. A preliminary understanding of division
Example 5, 20 bamboo shoots, put one plate for every four, you can put () plates.
20 ÷ 4 = 5
Dividend dealer
Sixth, reflection after class.
A preliminary understanding of 1 and division
separate
The third category
Teaching content:
The textbook "Preliminary Understanding of Division" P 16 ~ 17 Exercise 3 Page 7 ~ 1 Comprehensive Practice Class.
Teaching objectives:
1, further experience the close practice of division formula and real life.
2. By carrying out various forms of "divide one point" activities, let students further understand the meaning of division.
3. Cultivate students' practical ability and preliminary abstract ability, and develop good study habits.
Teaching focus:
Check and fill gaps, feedback questions, further understand the significance of division, and cultivate students' ability to solve practical problems by using what they have learned.
Teaching difficulties:
Cultivate students' hands-on operation ability and preliminary abstract ability, and develop good study habits.
Teaching preparation: pictures, question cards or courseware, etc.
Teaching process:
First, introduce a conversation
1, Dialogue: Mathematics comes from life, and there is mathematics everywhere in life. Let's find the math around us and solve some practical problems with what we have learned! Think about where there is math in life. Can you give some examples?
2. Students give examples.
3. Can you solve problems in life with mathematical knowledge?
Design intention: to guide students to find division problems from around them and stimulate their interest in learning.
Second, start learning.
1. Guide the students to complete 10 in Exercise 3 on page 17.
Divide the following disks into equal parts and tell your deskmate, then write the division formula.
(1). Please look at this painting carefully. What information do you know? Tell it to your deskmate.
(2) Students are required to do it independently.
(3) Name the answer and teach the blackboard formula. Talk about the meaning of expression.
2. Guide the students to complete the eighth question in Exercise 3 on page 16.
Look at the picture and write the multiplication formula and division formula.
There are six handfuls of radishes, five for each.
(1), teachers patrol
(2) The significance of the student exchange report formula.
Design intention: Let students look at the picture, further understand the meaning of the picture, write the division formula correctly, and focus on distinguishing two different divisions and the writing of the unit name after the number.
Third, expand application and deepen understanding.
1. Guide students to complete the ninth item in Exercise 3 on page 17.
Circle according to the formula.
10 ÷ 2 = 5 10 shell
15 ÷ 3 = 5 15 paper boat
(1), students complete independently, and teachers patrol.
(2) What do you think of reporting by name?
2. Instruct students to complete 1 1 in Exercise 3 on page 17.
Complete the formula or fill in the unknown multiplier.
( )× 2 = 4 4 × ( ) = 12 3 × ( ) = 6
Three () twelve () × 4 = 20 2 × () = 8
() 5252 () 122 () 10.
5 × () = 15 () three equals 94 () sixteen.
(1), deskmates chat with each other about their ideas and how to fill in each formula or formula.
(2), the whole class communication report.
(3) What does this question inspire you?
3. Students finish exercise 3 on page 16.
Use a pendulum and fill in the numbers.
14 ÷ 7 =( ) 8 ÷ 2 =( ) 18 ÷ 9 =( ) 24 ÷ 6 =( )
Students are required to operate by themselves, think independently, and communicate and evaluate with the whole class.
4. Mathematics knowledge sharing. "Do you know?"
1659, the Swiss mathematician Rahn used \ to represent division for the first time in his book Algebra. "←" separates two points with a horizontal line, which only means the average score.
Design intention: Let the students average the scores by circling the objects. Fill in the formula after division. Let students be familiar with the reading method of division formula and the names of each part of the formula when writing the division formula independently, so as to deepen their understanding of the meaning of division and lay a good foundation for learning to use multiplication formula to find quotient in the future.
Fourth, class summary.
What did you gain from today's study?
Fifth, reflection after class.
Teaching plan 2 1, teaching content of "division in table" in the second volume of mathematics in grade two
1, use the multiplication formula of 7, 8 and 9 to find the quotient.
2. Solve the problem (solve the problem that one number is several times that of another number, and solve the problem by multiplication and division)
Second, the teaching objectives
1. Let students go through the process of finding the quotient with the multiplication formula of 7 ~ 9 and master the general method of finding the quotient with the multiplication formula.
2. Make students use multiplication and division to solve simple or slightly complicated practical problems.
3. In the process of solving problems, let students try to use the methods of analysis, reasoning and transformation.
Third, the arrangement characteristics
Compared with the original general textbook, the multiplication formula of 7, 8 and 9 is not divided into three paragraphs, but arranged in a centralized way, giving students the opportunity to explore independently and cooperate and communicate. The idea is basically the same as that in Unit 2: after learning to find the quotient by multiplication formula, some practical problems can be solved by combining calculation learning.
Fourth, the specific content.
1, use the multiplication formula of 7, 8 and 9 to find the quotient.
Thematic map
(1) shows the preparation of a "Happy Festival", which contains three sets of information. When you see this information, you will naturally think of the corresponding division problem, and the problem of making small flags leads to the example 1.
(2) After the teaching example 1, let the students answer several other questions.
Example 1 (continued theme map)
(1) division formulas 56÷8 and 56÷7 are derived from two of them in turn.
(2) Guide students to explore the solution of 56÷8, and 56÷7 is calculated by students themselves.
Do it (page 49)
The related multiplication formula and two division formulas are grouped and arranged, which reveals the relationship between multiplication and division methods and deepens the understanding of the formula quotient algorithm.
Step 2 solve the problem
(1) Find how many times one number is another.
On the basis of teaching the concept of multiple and finding out how many times a number is, the first volume of the second level teaches the problem that one number is several times another number. Arrange two examples: example 2, explain the meaning and solution of "one number is several times of another number" through practical operation; Example 3, solving practical problems.
Example 2
Through the operation, students can see the multiple relationship between "10 root (2.5 root) and 5 root" and "15 root (3.5 root) and 5 root", which leads to the problem that one number is several times of another number and its analysis method. Let the students understand that finding how many times one number is another is actually finding how many other numbers are in a number.
Example 3
(1) divorced from the physical operation, using the situation of literary performance, through dialogue and the number of dancers clearly visible on the stage, the whole picture of the problem is given: "There are 35 singers, 7 dancers, and how many times is the number of singers?" .
(2) According to the meaning of "one number is several times that of another number", solve the problem that "the singer is several times that of the dancer".
Do it (page 55)
Present the local scene of the sports meeting: three groups of students (running, playing football and practicing martial arts).
According to the multiple relationship between the number of people in each group, the textbook puts forward the problem that "the number of people playing football is several times that of running"
Encourage students to continue asking questions according to the information provided in the situation.
3。 Solve problems by multiplication and division.
Example 4
(1) With a group of students rowing first and then riding bumper cars in the park as the background, guide students to observe and solve mathematical problems in the game from a mathematical perspective.
(2) Show two pictures to show the above scene. The problem hidden in the first picture is the information needed in the second picture.
(3) The two pictures are orderly, which provides an orderly way for students to solve problems intuitively.
(4) Self-exploration, showing students two solutions of step-by-step and column-by-column comprehensive formulas. Through "What do you think?" Allow students to use different solutions.
Suggestions on teaching verbs (abbreviation of verb)
1, guide students to explore the method of finding quotient with multiplication formula of 7, 8 and 9.
Students have learned to use the multiplication formula of 2 ~ 6 to find the quotient. The ideas and methods of using the multiplication formulas of 7, 8 and 9 are the same as before, but the numbers are a little bigger. Therefore, in teaching, students should be allowed to think and explore independently, and the basic idea of using the multiplication formula of 7, 8 and 9 should be formed on the basis of cooperation and exchange, so as to cultivate students' migration ability.
2. Carefully organize operation activities to help students understand the meaning of "one number is several times that of another".
(1) From concrete to abstract. Both example 2 and "doing one thing" intuitively perceive the meaning that one number is several times that of another through specific activities.
(2) From abstract to concrete. When students have a preliminary understanding of the meaning of "one number is several times that of another number", they can explain that 12 is four times that of 3.
3. Strengthen basic exercises.