Textbook page 6 1, 62 exercises 13, 6-8 pages.

Teaching objectives:

1, further consolidate the knowledge of multiplication and division in the table and solve simple practical problems in life.

2. Students initially try to solve practical problems through analysis, reasoning and transformation.

Teaching focus:

1, learn to use the knowledge of multiplication and division in tables to solve simple practical problems in life.

2. Develop students' problem-solving ideas.

Teaching difficulties:

Use the knowledge of multiplication and division to solve the practical problems of two-step calculation, and learn the method of analytical thinking to make thinking more organized.

Teaching preparation: pictures, learning tools, physical projection.

Teaching process:

First, review the introduction.

1, oral calculation:

24÷4 56÷7 32÷8 6×5

What is the triple of two plus six?

How much are three 9s?

How many times is 72 9?

How many 2s are there in 16?

Design intention: to improve students' ability to use formulas and understand the quantitative relationship of simple multiplication and division.

Second, start learning.

1, the projection shows that question 6 is on page 6 1.

(1) What information and problems can you see from the picture?

It costs 63 yuan money to buy a pen in 9 yuan and a pen in 6 yuan. * * * How much? How many pens do they want to buy? Discuss the calculation order of two problems.

(2) If you directly calculate the cost of a pen with 6 yuan, would you do it? Have a try.

2. Projection shows the seventh question

(1) Tell me in detail what you saw. What kind of people do you want us to be?

(2) Students try to practice.

(3) Exchange solutions.

(Encourage students to speak boldly)

3. Answer question 8

What do we see from the picture? What are they doing? What do you want us to ask? Can you calculate? Students answer questions independently, communicate in groups, and then proofread collectively.

(In guiding exercises, students should cultivate the habit of looking at pictures and questions as a whole, thinking independently and analyzing quantitative relations independently. At the same time, encourage students to answer in different ways, which can be listed step by step or comprehensive. For students who have spare capacity, they can answer in two ways.

Design intention: Use various forms of exercises to improve students' problem-solving ability and interest.

Third, expand applications.

Answer the question: A rope is 16 meters long. After folding in half, fold in half again. How long does it take to fold? Can you think of different calculation methods?

Guide students to operate or draw a schematic diagram, so that students can understand the relationship between the total length of a rope and the length of each fold after it is folded in half, so that it is much easier to solve problems.

Design intention: As far as possible, let every student have the opportunity to think and actively explore students' ideas. It is helpful for students to think about problems in an orderly way and improve their ability to solve problems.

Fourth, the class summary: