First, the teaching content of this unit:

The teaching content of this unit is: add the same addend; A preliminary understanding of multiplication (including the understanding of multiplication of 1 and 0).

Second, the teaching objectives:

1, combined with the specific situation, with the help of the calculation of the same addend, understand the meaning of multiplication, list the multiplication formula according to the addition formula, and know the names of each part in the multiplication formula.

2. After the process of counting and calculating, I realized the necessity of multiplication and the relationship between addition, and felt the simplicity of multiplication calculation, which was symbolic at first.

3. Experience the close connection between multiplication and daily life, gain successful experience of personalized learning and communication, and initially form a sense of cooperation.

Third, the teaching difficulties of this unit:

Understanding the meaning of multiplication and the relationship between multiplication and addition is the focus of this unit. Multiplication of 0 is the teaching difficulty in this unit.

Four. Class arrangement of this unit: 5 class hours.

Information window 1- flower change

Interpretation of information window: This picture shows a magician performing magic on the stage. The information in the picture is as follows: the magician changed flowers three times, two at a time; 4 fish tanks, each with 4 fish; There are 5 strings of lanterns hanging in the air, 3 in each string; There are four spotlights, each with six bulbs. The intention of situation creation is to guide students to ask questions and introduce the calculation of finding the sum of several identical addends.

Teaching process:

First, import

Introduce the topic of "watching magic" to arouse students' interest in learning, and then show pictures for students to observe carefully and ask math questions.

Second, teach new courses.

The red dot part is to guide students to learn how to calculate the sum of several identical addends. The green dot part is for consolidation. The small computer part is to let students feel the complexity of addition problem solving.

When teaching questions marked with red dots, students can solve problems in their own way. Students may count several places or use the method of continuous addition to calculate. In the method of AC serial addition, pay attention to let students tell what serial addition is, so as to lay a knowledge foundation for students to learn multiplication.

When teaching the problem of green dot marking, students can independently enumerate and calculate the formula of continuous addition. Students can also be further asked to solve other problems according to their place of residence. In addition, students can also put forward several problems that can be solved in life and solve them independently.

When teaching a problem raised by a small computer, let the students try to write, and then communicate their feelings of solving this kind of problem by continuous addition, which can realize tedious calculation, and then produce the desire to simplify the formula, laying an emotional foundation for students to learn multiplication.

Third, consolidate practice.

Question 2 of "independent practice" provides a form of activity. When practicing, you can cooperate at the same table and change the number of learning tools repeatedly. Through practice, students can not only further consolidate several successive additions, but also realize that the listed addition formulas are different from different angles.

Question 4 provides a topic that can list different addition formulas from different angles. In practice, students can be guided to observe the scene map independently and answer independently after understanding the meaning of the map.

The fifth problem is to solve practical problems. In practice, let the students exchange their common sense about developing photos. When they know that there are usually several people in the camera, they will develop some photos and solve them independently.

The sixth problem is to find patterns. In practice, students communicate fully after painting independently. The rules discovered by students don't necessarily add 3 every time. As long as what the students say is reasonable, the teacher should affirm it.

Matters needing attention after teaching:

Through the teaching of seeking the sum of addend, students can experience the process of number and calculation, realize the complexity of using continuous addition calculation, and then have the desire to simplify the formula, laying an emotional foundation for students to learn multiplication.

Message window 2- Replace hoist

Interpretation of information window: This scene diagram is the continuation and development of the first information window, showing a scene where a magician turns into a gourd. The information in the picture is: 8 strings of gourds, 5 in each string; 3 cages, each with 4 birds; Four spotlights, each with six light bulbs ... The intention of situation creation is to guide students to ask questions and introduce multiplication learning.

Teaching process:

Primary import

Carry out the last scene, introduce it with the title of "changing the gourd", and then let the students observe the scene map and ask mathematical questions.

Second, the new teaching curriculum

The red dot in You Ask Me is the meaning of learning multiplication, and the names of writing, reading and multiplication formulas. The green dot part is to further consolidate the knowledge learned and realize the significance of multiplication.

When teaching questions marked with red dots, students can solve them independently in their own way. When students list eight 5+ formulas, they can be allowed to exchange their feelings about addition and guide them to create symbols to simplify the formulas. Then, Dr. Xiao's words were introduced in due course, "Adding eight 5s makes it easier to write multiplication formulas". This paper introduces the writing, reading and the names of each part of the multiplication formula. When introducing multiplication formulas, students should be guided to know that a continuous addition formula can write two multiplication formulas, for example, eight five-addition formulas can be written as 8×5 or 5×8, and students can only write one of them.

When teaching the problem of green dot marking, teachers should fully let go and let students finish it independently. Can lead students to discuss what 4 and 3 in the formula mean respectively. Through discussion, we can further understand the significance of multiplication and initially realize that it is simpler to use multiplication formula. Let students experience the process of "personalized representation multiplication", which is conducive to the formation of students' sense of symbol. For other questions raised by students, students can solve them independently.

Three consolidation exercises

The third question of "independent exercise" is to write and read the multiplication formula according to the written expression. In practice, students can write their own formulas first, and then let them know through communication that the addition of four twos can be written as 4×2 or 2×4, and the multiplication of six plus four should be written as 6×4 or 4×6.

Question 4 is a connection problem. When practicing, let the students think independently first, then communicate and talk about the basis of contact. There is redundant information in the question.

Question 5 provides a form of activity. When practicing, let the students in the group use it to complete and say the formula while doing activities.

Question 6 is an exercise to deepen the meaning of multiplication. In practice, students can think independently, find out the meaning of the problem, and then draw according to the formula to increase the openness and interest of practice and further understand the meaning of multiplication.

Question 7 is the topic of solving practical problems. In practice, students can solve problems independently by their own methods, and then the whole class can exchange and reflect on their own methods. Matters needing attention after teaching:

Through the teaching of preliminary understanding of multiplication, students can understand the necessity of multiplication and the relationship between addition, feel the simplicity of multiplication calculation and have a sense of symbol.

Information Window 3- Changing Pigeons

Interpretation of information window: This scene diagram is the continuation and development of the previous information window, and presents a scene in which a magician turns into a pigeon in the form of a cartoon. It turns out that there are three hats on the table, and there are 1 pigeon in each hat. After the magician's change, there are no pigeons in the hat. Take this situation to guide students to ask questions and introduce the multiplication of 1 and 0.

Teaching process:

Primary import

Introduce the topic of "changing pigeons", and then let students observe the scene map and ask math questions.

Second, the new teaching curriculum

The first red dot in You Ask Me is about the multiplication of 1. The second red dot is about the multiplication of 0.

When teaching the first question marked with a red dot, students can list multiplication formula and addition formula independently according to the scene diagram, and then communicate with each other, knowing that three 1 can be written as 1×3 or 3× 1.

When teaching the second red dot problem, students can solve it independently first, and then communicate with each other, so that students can know how many zeros are added together, or they can be expressed by multiplication formula.

When teaching questions raised by computers, we can supplement the continuous addition formula of 1 and 0, so that students can rewrite the multiplication formula, and then let students observe the multiplication formulas of 1 and 0 respectively, so as to guide students to discover the laws of "1 multiplied by any number to get any number" and "0 multiplied by any number to get 0". Students only need to use their own words to say the meaning correctly, and there is no uniform requirement.

Three consolidation exercises

The problem 1 in Independent Exercise is the problem of addition and multiplication formulas for picture columns. The picture provides information about the number of fruit trees and fruits. Students can answer and communicate independently in practice.

Question 4 is the topic of solving practical problems. Students can ask questions about the multiplication of 1 and other multiplication problems. In practice, students can ask questions independently or at the same table and then answer them.

Teaching notes:

In the teaching process of 1 multiplying with 0, students are mainly guided to find out the laws of "1 multiplying with any number to get any number" and "0 multiplying with any number to get 0".

Unit 2 See Acrobatics-Multiplication in Table (1)

Teaching content of this unit:

1 ~ 5 multiplication formula; Application of formula.

Teaching objectives of this unit:

1. In specific cases, learn the multiplication formula of 1 ~ 5 to further understand the meaning of multiplication.

2. I can use the formula to solve the multiplication problem, and in the process of exploring the formula memory method, I can form a preliminary reasonable reasoning ability.

3. Form a preliminary sense of application and experience the connection between mathematics and life.

The textbook of this unit focuses on the difficulties:

The multiplication formula of 5 is the focus of this unit teaching.

The multiplication formula of 3 and 4 is the teaching difficulty of this unit.

Class arrangement of this unit: 5 class hours.

Information window 1- Watch the bicycle show

Interpretation of information window: This picture shows a teacher and two children watching an acrobatic performance-riding a bicycle. The main message is that there are five cars, five people in each car, and each person has two red square towels in his hand. Through the dialogue between teachers and students, children's songs are created, which leads to the exploration of multiplication formula of 5 and 2.

Teaching process:

Primary import

Introduce acrobatic topics, guide students to observe the picture carefully, ask mathematical questions, encourage students to continue with children's songs provided by teachers, and carry out activities of compiling multiplication formulas in cooperation between teachers and students.

Second, the new teaching curriculum

The first red dot in You Ask Me is the multiplication formula of 5. The application of multiplication formula with the second red dot of 5. The third red dot is the multiplication formula of 2. The application of multiplication formula with the first green dot of 2. The second green dot is the memory law of the multiplication formula of 2 and 5. Dr. Xiao supplemented the multiplication formula of 1

When teaching the first question marked with a red dot, students can follow the teacher's nursery rhymes and give full play to their autonomy, but don't deliberately pursue the accuracy of the language. The key point should be to let students pay attention to the mathematical content contained in nursery rhymes. You can also provide children's songs without numbers, and then ask the students to supplement them. In the process of supplementing children's songs, let students try to make up first. Students may use school tools instead of wheels and people to swing, or they may use addition formulas to calculate, then exchange their methods in groups, and finally communicate with the whole class. The completion of nursery rhymes is actually the process of students calculating the same addition number. Teachers must let students fully experience this process and lay a solid foundation for the learning of multiplication formula. After the children's songs are finished, the teacher can lead to the study of the multiplication formula of 5, and make full use of "1 car and 5 people …" to write the multiplication formula in the children's songs and make up the multiplication formula of 5. It is not difficult to change the formula of children's songs, and students can do it independently. The multiplication formula of "5" has a strong regularity, which allows students to memorize it in various ways on the basis of understanding.

When teaching the second question marked with a red dot, the teacher can let the students calculate the formula independently according to the meaning of multiplication, write the numbers according to the formula, and finally communicate which multiplication formula to use to calculate, further consolidating the multiplication formula of 5.

When teaching the third question marked with a red dot, teachers can use the information about the number of rounds in nursery rhymes to guide students to directly cut into the preparation of the multiplication formula of 2.

When teaching the first problem marked with green dots, teachers can guide students to independently apply the multiplication formula of 2 to solve problems.

When teaching the second question marked with green dots, teachers can use this question to arouse students' exploration of the formula rules of 2 and 5. When teaching the multiplication formula of 1, teachers can write 1× 1 on the blackboard to inspire students to infer the multiplication formula of 1 and communicate with them.

Three consolidation exercises

The third question of "Independent Practice" provides the practice forms of reading and saying formulas. In practice, teachers can ask students to do more groups, and with the help of a formula, say two multiplication formulas with the same number and different multiplier positions, and initially understand the law that the positions of the two multipliers are exchanged and the results are unchanged, thus consolidating the application of the formulas.

Question 4 is an exercise in calculating with the help of formulas. Besides letting students write numbers independently, we should also pay attention to which formula to use to guide students to communicate.

Question 7 is the topic of using formulas to solve practical problems. When practicing, let the students estimate first, then calculate and communicate in different ways.

Question 8 is a comprehensive application problem. In practice, we should take care of students' differences, encourage them to do it independently in various ways, inspire each other in communication and promote development.

Matters needing attention after teaching:

Let the students go through the formulation process in specific situations and learn to use the formula of 5 to solve simple practical problems.

Information Window 2- Watch Top Bowl Show

Interpretation of the information window: show the scenes of teachers and students watching the clown performance-top bowl and swing board. The picture provides three sets of information: lanterns, swinging boards and top bowls. Through the dialogue between teachers and students who are interested in composing children's songs, this paper leads to the exploration of the multiplication formula of 3 and 4

Teaching process:

An introduction

Accept the interest of the information window 1, lead to the topic of watching acrobatics, guide students to fully understand the information in the scene diagram, and then start the activity of compiling formulas independently according to the questions raised by the teacher in the diagram.

Second, the new teaching curriculum

The first red dot in You Ask Me is the multiplication formula of 3; The second green dot part is to solve the problem with the multiplication formula of 3; The second red dot is the multiplication formula of sequence 3. The second green dot is to solve the problem with the multiplication formula of 4; The third green dot is the multiplication formula of finishing 1 ~ 5.

When teaching the first question marked with a red dot, the teacher can ask the students to go on according to the dialogue in the picture, or provide the students with children's songs without numbers for them to supplement. In the process of supplementing children's songs, group learning can be adopted. After the children's songs are finished, instruct the students to write the multiplication formula according to the children's songs, and then independently write the multiplication formula of 3 and exchange inspiration with each other.

When teaching the first question marked with a green dot, the teacher can let the students calculate the formula independently according to the meaning of multiplication, and then communicate which multiplication formula to use for calculation.

When teaching the second question marked with a red dot, the teacher can directly cut into the compilation process of multiplication formula of 4 from the number of small bowls in children's songs.

When teaching the second question marked with green dots, the teacher can refer to the teaching steps of the first green dot.

When teaching the third question marked with a green dot, you can say, "How to remember the formula?" This problem caused the students to sort out the multiplication formula of 1 to 5.

Three consolidation exercises

Independent exercise 1 to 9 questions.

The topic of "comprehensive exercise"

Matters needing attention after teaching:

Through the teaching of 1-5 multiplication, let students use formulas to solve simple multiplication problems.

Unit 3 small production-a preliminary understanding of the corner

Teaching content of this unit: know the angle, compare the angle and draw the angle.

Teaching objectives of this unit:

1, and get a preliminary understanding of the angle and the names of each part of the angle according to the specific situation; Can understand right angles, acute angles and obtuse angles with the help of a triangular ruler, and can express right angles with right angle symbols; I can compare the angles in a simple way and learn to draw initially.

2, in the process of understanding the angle, cultivate the preliminary observation, imagination, hands-on operation and thinking in images, as well as the preliminary concept of space.

3. Feel that there is mathematics everywhere around you, feel the close connection between mathematics and life, and improve your interest in learning mathematics.

Emphasis and difficulty of this unit teaching:

The focus of teaching is the understanding of angle. The difficult thing is to compare the angle.

Class arrangement of this unit: 4 class hours.

Information window 1- classroom corner

Interpretation of information window: This picture shows the scene made by students in the classroom by hand. The picture contains a lot of information about "angle". With the discussion of specific angles in life, the textbook puts forward "What is an angle?" Question, start learning diagonal knowledge.

Teaching process:

An activity

Teacher: Students, do you like small productions? One day, after I finished my homework, I suddenly shouted like I found a big secret: "Come and see, there are many red and five stars-"(the teacher deliberately paused)

Teacher: Yes, it's a horn. The students have carefully observed it. Seeing this, what questions can you ask?

Activity 2

Teacher: Where did you find a corner in the picture? Can you point it out?

Teacher: Can you tell me what shape the angle you observed is?

The teacher explained what a trumpet is. Students understand the angle and know the angle.

Teacher: Can you say every part of the horn?

Student naming.

Summary: A corner has a vertex and two sides.

Teacher: Can you make a corner?

Students make horns independently.

Activity 3: Can you point out other corners on the map? Look at these angles. What can you find?

Teacher: Such an angle is called a right angle, and we can mark it with a right angle symbol. Where have you seen right angles?

Activity 4 class summary

Students talk about their gains and evaluate their performance.

Matters needing attention after teaching:

In the process of corner teaching, let students learn about corners in combination with specific situations.

Information Window 2 Playing Naughty Monkeys-Size Comparison of Horn

Primary import

The teacher asked: Look at the situation map. Why are two naughty monkeys not the same height?

The students expressed their opinions.

……

Second, the new teaching curriculum

Teacher: Can you prove your guess? Please cooperate with the group to study.

(Group communication and exploration)

Teacher: Who wants to share their methods with everyone? Please show and explain on the physical projection.

Health show.

Teacher: The students are great. They have come up with so many ways. Who is right? Think about which method you prefer. Why?

Students speak.

Teacher: Complete a task in the way that most students like: classify angles with the help of a triangle.

(Group activities)

Find a group to demonstrate the classification with physical projection.

Teacher: Like this, an angle smaller than a right angle is called an acute angle. An angle greater than a right angle is called an obtuse angle.

Class summary.

Matters needing attention after teaching:

In teaching, make full use of students' existing knowledge and experience, let students experience the process of abstracting from concrete things, truly experience the connection between Xu Xue and life, and learn to observe things from a mathematical point of view.