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Unit 1 Division with Remainder
Unit plan
Instructor: Niu Hong Ying
Teaching material analysis:
The content of this unit consists of three parts. 1-2 has a preliminary understanding of the meaning of remainder and division with remainder. On page 3-4, there is vertical calculation of remainder division in the preliminary teaching. I understand that the remainder must be less than the divisor. Page 5-7 Practice division with the remainder, strengthen the concept, master the algorithm, and solve the average score problem with the remainder. How to find quotient is the most critical step in calculating division with remainder. Teaching materials guide students to experience the method of seeking business through examples. Arrange from easy to difficult. Divide one digit by one digit first, and then divide two digits by one digit. From intuition to formal concealment, first you can see the quotient on the diagram, and then you don't show it on the diagram. In terms of methods, it is the combination of image thinking and abstract thinking to understand the thinking of seeking business.
Analysis of learning situation:
Let students first form the representation of "remainder" in the activity of dividing things, and then gradually establish the concepts of remainder and division by remainder. It is not surprising that students have some problems or even mistakes when they use remainder division to find quotient. We should make full use of these setbacks and mistakes as teaching resources, so that students can try methods and essentials in the process of error correction.
Teaching objectives:
1. Make students go through the process of abstracting the phenomenon that there is a remainder after the average score as a division with a remainder, initially understand the division with a remainder and the meaning of the remainder, explore and master the method of quotient of the division with a remainder, know that the remainder is less than the divisor, calculate the divisor vertically and use the division with a remainder to solve related simple practical problems.
2. To enable students to further accumulate experience in observation, operation, communication and other learning activities, develop the ability of comparison, analysis, abstraction and generalization, and enhance their awareness of mathematical application in the process of understanding division with remainder and exploring the calculation method of division with remainder.
3. Make students further feel the close connection between mathematics and life, and understand the development context of division meaning and the rationality of calculation method; In the process of exploring calculation methods and discovering mathematical laws, we should strengthen the willingness to cooperate with others, cultivate the attitude and habit of actively participating in activities, and establish confidence in mathematics.
Difficulties and emphases in teaching:
Teaching focus:
1. Understand the meaning of division with remainder and calculate division with remainder.
2. Be able to use the knowledge of division with remainder to solve related practical problems.
Teaching difficulties:
A divisor is a method of dividing a digit by a quotient.
Class arrangement:
Division with remainder 2
Exercise 1 3
Comprehensive exercise 2