Teaching Plan of "Multiplication Formula" in Grade Two Mathematics

First, the content of teaching materials

Beijing Normal University Press, Volume 3, Mathematics, Unit 2, Formula of Multiplication, Section 1, Counting Pinecones.

Second, the design ideas

In this lesson, I am guided by the specific situation of "counting pinecones". On the basis of students' existing experience, I guided students through the number of five places, listed the corresponding formulas, and worked out the corresponding multiplication formula according to the law of numbers, thus breaking through the difficulties. Then instruct students to list another multiplication formula through observation. Let the students know that according to one multiplication formula, two multiplication formulas can be listed to break through the difficulties and achieve the goal.

Third, the teaching objectives

1, knowledge and ability

(1) combined with the specific situation of "counting pinecones", he went through the process of compiling the multiplication formula of 5 and mastered the multiplication formula of 5.

(2) Cultivate students' awareness and habits of cooperation, communication and independent exploration.

(3) Cultivate students' sense of competition and number.

2. Process and method

(1) Further understand the meaning of multiplication.

(2) Let students know the source of the multiplication formula of 5.

3. Emotional attitudes and values

(1) enables students to gain positive emotional experience in learning activities.

(2) Knowing mathematics is the need of life. Mathematics comes from life and is applied to life.

Fourth, the teaching focus:

Master the multiplication formula of 5.

Five, teaching difficulties:

Assembly of multiplication formulas of 5.

Six, teaching preparation:

Multimedia courseware.

Seven, the teaching process:

1. Create some pinecone situations and introduce new courses:

2. Ask questions and explore new knowledge:

(1) Ask questions.

Teacher: Look at the theme map. What math questions can you ask?

Health 1: A * * *, how many pinecones are there? ……

(2) Determine the research topic and find the strategy to solve the problem.

Teacher: Is there any good way to solve this problem?

Student: You can count and do the math. Teacher: How do we count them? Students say their different numbers. )

① 1, 2, 3, 4, … 1 1 place number.

② 5+5,10+5,15+5, 20+5, ... add 5 continuously to calculate the number.

③5, 10, 15, 20, …5.

(4)15,10,15, 20, ... are also five places.

……

Teacher: There are so many figures. Which number do you like? Why?

Health: I like five places and five numbers. It's too simple.

Teacher: Can it be expressed by multiplication formula?

Students answer the teacher's blackboard writing:

1× 5 = 52× 5 = 103× 5 = 154× 5 = 205× 5 = 256× 5 = 307× 5 = 358× 5 = 409× 5 = 455× 1.)

Teacher: Just now, we wrote these multiplication formulas according to the number of pinecones. Looking at these formulas, what do you think? Health 1: Formulas and numbers have certain rules.

Teacher: Can you remember these formulas? Think about it, and then discuss it in groups of four to see who has a good way to remember these formulas and numbers.

(Students discuss. )

Health 1: Read it several times and you will remember it.

Health 2: Thinking Legend: There are 5 pinecones in row 1, and there are 10 pinecones in row 2. ...

S3: Remember 1 5 is five, and 25 is 10. ...

The teacher added: This is recorded according to the meaning of multiplication.

Health 4: Remember that every multiplication formula has a multiplier of 5. It's easy to remember if you accumulate five more than one.

Health 5: The formula is easy to remember. Fifteen is five, twenty fifty, three five fifteen ... five nine four five.

Teacher: How do you know?

Health: It's on the pencil box.

Teacher: The formula is smooth and convenient to use. (Fingerboard: 1×5=5) 1 5 is 5. In order to remember it smoothly, the formula is: "Five out of one hundred and ten". Can you write the following formula? If you have difficulty, you can count how many fives there are in the picture first, and then make up the corresponding multiplication formula according to the multiplication formula, and make up as many words as you can.

Students try to work out the formula in groups and organize the report. The teacher sticks the corresponding formula on the blackboard. )

Teacher: Who made up the multiplication formula of 5 that we learned just now?

Health: ourselves.

Teacher: You are great! There are still many helpful rules in the formula compiled by everyone. Do you want to find them?

Health 1: Our group found that the product difference between the upper and lower formulas was "5". Teacher: Watch carefully! Why is this happening?

Health 2: There are 1 5s every time! Pine cones have 1 row!

Health 3: Our group found that the formula "five-five-twenty-five" is five words, "four-five-twenty" is four words, and the first formula "one-five gets five" has a word "de".

Teacher: Why do you make up the formula like this?

Health 4: In order to be fluent and easy to remember, the formula is four or five words.

Teacher: Your idea is very reasonable. We can remember these formulas with the laws we found. What is the formula of 5? If you remember five, five, twenty-five, but forget four, what is five? Who can teach the teacher? Forget it. What's five or six?

3. Consolidation exercises:

(1) Teachers and students remember passwords.

(2) Any two groups recite the formula by "driving the train".

(3) One person at the same table says the formula, and the other person answers the corresponding two multiplication formulas.

(4) Read the formulas freely and compare them. Who can recite the formula first?

4. Comprehensive application:

Teacher: In real life, what problems do you find can be solved by the multiplication formula of 5? (Students ask each other questions after thinking.

5. Course summary:

Teacher: What did you learn from today's study? What progress has been made?

6. Design of blackboard writing:

Counting pinecones

1×5=5。