Tisch
I. Interpretation of Textbook How many posters are there is the first lesson of Unit 8 of the first volume of Grade Two of primary school mathematics published by Beijing Normal University. By creating the question situation of "How many posters are there", this lesson allows students to make use of transfer and actively compile six multiplication formulas on the basis of existing knowledge, so as to feel the joy of success and enhance their confidence in the learning process.
Second, the analysis of learning situation
In the phrases 1 and 9, they have learned the first five phrases. When learning phrases from 2 to 5, they all recited all the multiplication phrases in advance. And can use formulas to solve simple problems. I also have some experience in compiling formulas.
2. Students will not use the formula they have learned to memorize new knowledge.
Third, the teaching objectives
According to the New Curriculum Standard and the understanding of teaching materials, combined with the actual level of students, from the three dimensions of knowledge and ability, process and method, emotional attitude and values, I set the teaching objectives of this course as follows:
1. Knowledge and skills: Through the process of compiling the multiplication formula of 6, we can understand the meaning of the formula on the basis of exploring the law.
2. Process and method: Six multiplication formulas can be used to calculate and solve simple and practical problems.
3. Emotional attitude goal: learn to learn new knowledge by analogy and experience the method of exploring new knowledge from existing knowledge. So as to cultivate the interest in learning mathematics.
Fourth, the focus of teaching
Compile and memorize the multiplication formula of 6, and solve problems with formulas.
Difficulties in teaching verbs (abbreviation of verb)
The relationship formula between old and new knowledge, learn to seek methods in known information.
Verb (abbreviation of verb) preparation before class
Courseware, multiplication card
Sixth, the teaching process.
First, create a situation to stimulate the introduction of interest
Today, the teacher brought a good friend to everyone. Can the students guess who he is? The students said "frog" in unison. It's good. Let the little frog study math with us, will you?
Students, how many pictures of frogs can you estimate here?
Health: 54.
Teacher: How do you estimate it?
Health: Rows and rows of numbers, one * * * has nine sixes, calculated by multiplication formula.
Teacher: Good. Let's discuss whether there are 54 posters.
Design intention: attract students' attention and make them interested in continuing their studies.
Second, cooperate independently and explore new knowledge.
1, say it and give it a try.
Teacher: Is there any way to quickly count how many pictures have been posted?
Health: the number of rows in a row.
Teacher: OK, let's count them line by line. (The courseware shows a row of stickers) How many are there in a row?
Health: A row of six.
Teacher: How many multiplication formulas are there in 1 row? Tell me the corresponding multiplication formula. (blackboard writing)
1×6=6. One six is six.
The second line is several 6-column multiplication formulas. Say the corresponding multiplication formula. (blackboard writing)
2×6= 12 262
The third line is several 6-column multiplication formulas. Say the corresponding multiplication formula. (blackboard writing)
3×6= 18 3628
The fourth line is several 6-column multiplication formulas. Say the corresponding multiplication formula. (blackboard writing)
4×6=24 4624
The fifth line is several 6-column multiplication formulas. Say the corresponding multiplication formula. (blackboard writing)
5×6=30 5630
Teacher: Students, what do you find from these formulas?
Health: I learned these five formulas when I was studying the formula of 2-5.
Design intention: let them quickly associate with the formulas they have learned before and apply them to what they have learned today.
Teacher: Great! Do you know how to write the next formula?
Student: Yes, a * * * has six rows with six posters in each row, and a * * * has thirty-six posters.
Teacher: Good! Can you tell the corresponding formula and formula?
Health: Yes, 6×6 = 366636. (blackboard writing)
Teacher: What if the teacher forgets the formula "6636"? Is there any way to help teachers remember this formula?
Health: Just remember five, six, thirty, and one more six, that's six, six, thirty-six.
Design intention: I have learned the previous formulas, let them know that they are the addition of several, and just add six on the original basis to pave the way for finding the law later.
Teacher: Well, the students are really good. Then can you fill in the formula at the back? Give the last few formulas in turn and write them on the blackboard.
The students are great. Through our cooperation, we have worked out the formula. Do you know what we learned today?
Health: multiplication formula of 6 (blackboard writing)
Teacher: Great! Please read this formula together.
Step 2 find a pattern
Teacher: We just made up the multiplication formula of 6, and the students performed really well. What laws can smart children find by observing these formulas?
Health 1: Every formula has 6.
Health 2: a multiplier increases 1, and the product increases by 6.
Health 3: It's all the sum of six.
Health 4: If the product is less than 10, there is a "get" in each formula.
Teacher: Great! The teacher summed up the rule that these students said in one sentence, that is, a multiplier 6 remains unchanged, another multiplier increases 1 in turn, and the products increase by 6 in turn, and all products less than 10 add up.
Design intention: Let them find out the rules themselves, which can make them remember the formulas better. If you forget the formula, you can miss the formula if you remember the law.
3. Memory formula
Memorize the formula between groups in five minutes.
Teacher: It's time. Please ask two students at the same table to ask each other questions. One asks the first half formula and the other asks the second half formula. (used for passwords)
The whole class recited the multiplication formula of 6 together.
Design intention: Improve their enthusiasm and deepen the image of the formula in their hearts through passwords.
Third, consolidate the application of small games.
1, Teacher: Do you remember the multiplication formula of 6?
Health: Remember.
Teacher: Really, can you accept the teacher's test?
Health: Yes!
Game 1: Complete the multiplication formula. (Take out the finished multiplication formula card)
Game 2: "Find a friend". Several students are holding products, while others are looking for their "good friends" with calculation cards.
Design intention: Through these two games, students can remember the multiplication formula of 6 more firmly and retreat the classroom atmosphere to the point.
2. Show the exercises in the courseware.
Design intention: After remembering the multiplication formula of 6, you will use the formula to solve the problem.
Fourth, class summary.
Teacher: Who can tell us what we learned today?
The multiplication formula of 1: 6.
Student 2: How to remember six, six and thirty-six? Just add a six to five and six.
3: 6 multiplication formula, each formula has 6.
Health 4: a multiplier increases 1, and the product increases by 6. Are the sum of six.
Health 5: If the product is less than 10, there is a "get" in each formula.
Teacher: You speak very well. When we study the multiplication of 6, we found many characteristics of the formula, and also found the changing law of multiplier and product. And learn to solve problems with formulas. That's all for today's class. Students should memorize the formula after class!
Design intention: By summing up, let them further remember the formula and pave the way for learning the formula of 7-9 in the future.
Teaching reflection:
"How many pictures to post" is the content of Unit 8 in the first volume of Grade Two of Beijing Normal University Edition. It is based on students learning multiplication formula from 2 to 5. Students have some experience and ability in writing multiplication formulas. Therefore, in this class, I carefully constructed the formula teaching, and I think the following points are desirable:
1, I provide a relaxed and harmonious learning atmosphere for students.
2. The teaching of this course highlights students' dominant position, makes full use of students' existing knowledge and experience, allows students to explore independently, actively participate in the whole process of knowledge formation and experience the pleasure of success.
3. In class, I designed two games. The forms of exercises are rich and varied, which embodies certain interest and further strengthens the close connection between mathematics and life.
Of course, this course still needs some improvement. For example, in class, don't let students talk together when compiling formulas, let students talk together to prevent underachievers from keeping up with the rhythm. In addition, the evaluation and encouragement of students are not enough, so it is necessary to strengthen the reward mechanism and better promote the interaction between teachers and students.
blackboard-writing design
Multiplication formula of 6
1×6=6. One six is six.
2×6= 12 262
3×6= 18 366
4×6=24 4624
5×6=30 5630
6×6=36 6636
6×7=42 6742
6×8=48 6848
6×9=56 6956
extreme
Teaching content: How many pictures have been posted on pages 78-79 of the first volume of the second grade of Beijing Normal University Edition (multiplication formula of 6)?
Teaching material analysis:
This lesson is the beginning of Unit 7 "Multiplication Formula (II)" in the first volume of Grade Two of Beijing Normal University Edition. It is based on students learning multiplication formula from 2 to 5. At this time, students have already had some experience and ability in compiling multiplication formulas. By creating the problem situation of "how many pictures to post", the textbook allows students to actively explore the multiplication formula of 6 on the basis of existing knowledge, realize the connection between the old and new multiplication formulas, and gradually learn to seek unknown thinking methods from the known. Feel the joy of success in the learning process and enhance your self-confidence.
Analysis of learning situation:
Students initially understand the meaning of multiplication, learn the formula of multiplication from 2 to 5, know the source and significance of each formula, and can apply these formulas to solve some simple practical problems.
Learning objectives:
1. Through the process of compiling the multiplication formula of 6, we can understand the meaning of the formula on the basis of exploring the law.
2. Can use the multiplication formula of 6 to calculate, and can solve simple practical problems.
3. With the help of the concept map, establish the connection between old and new knowledge, initially learn to learn new knowledge by analogy, and experience the thinking method of exploring new knowledge from existing knowledge.
Learning focus: experience the process of self-exploration and compiling the multiplication formula of 6, and experience the thinking method of exploring new knowledge from existing knowledge.
Difficulties in learning: Understand the relationship between formulas and know that a strange formula can be derived from two familiar formulas.
Teaching aid preparation: multimedia courseware
Learning process:
First, create a situation to stimulate the introduction of interest
Review old knowledge.
Teachers and students check the passwords and review the multiplication formulas of 2, 3, 4 and 5.
2. Situation import
Teacher: Today, the teacher brought a little guest to the students. Look, who is it? (The courseware shows the little frog) Yes, it is the little frog. The little frog is an expert in catching pests and a small guardian to protect crops, so we should take good care of the little frog. However, the little frog always makes mistakes every time he meets a math problem, so he wants to study math with our children. Would you like to?
Teacher: Look, the little frog has invited all his good friends (to show the courseware). Seeing so many little frogs, what math questions do you want to ask?
Students ask questions. (Default: one * * *, how many little frogs are there? )
Second, cooperate independently and explore new knowledge.
1. Estimate.
Teacher: How many little frogs are there? Can you estimate how many little frogs there are without counting?
Health assessment.
2. Say and fill in.
Teacher: Students have so many estimated answers. How many? Let's count. For convenience, we use tables to record data. Can you understand this form? What does the first line mean? What does the second line mean? How many lines are there in 1? (6) What about Row 2? (12 PCs) Will you fill in the back? Please open page 78 of the textbook and complete the form to see who fills it out quickly and correctly.
(1) Students do it independently.
(2) Exchange reports.
Teacher: Who will come to see your grades? How do you fill in these figures quickly?
3. Make up a formula and find a relationship.
(1) complement formula.
(Courseware demonstration)
Teacher: 1 There are 6 frogs in the line. How many sixes? How to express it by multiplication formula? Can you make up multiplication formulas?
Write formulas, make formulas.
Teacher: How many are there in the second line? Row 3 ... row 9. How much is the difference? How to write the multiplication formula and how to supplement the formula? Can you do it alone? The teacher believes you can do it. Please open page 78 of the textbook, complete the formula first, and then make up the formula according to the formula.
Students write the formula independently and write the multiplication formula of 6.
(2) read the formula.
Teacher: Boys read a formula and girls read a formula.
Look at the formula and the formula.
Teacher: (showing the courseware) The teacher also compiled it here. Please compare it with the big screen and see that your compilation is as different as mine.
Self-examination.
Teacher: This is the multiplication formula of 6 that we learned today. (blackboard title: multiplication formula of 6) Please read the formula.
(3) Understand the meaning.
Teacher: Look at these formulas. What have we learned? What does the phrase "4624" mean? Which multiplication formula can it calculate? What do these new phrases mean?
Student exchange.
(4) find a relationship.
Teacher: Please observe carefully and think about the relationship between these formulas. (The difference between the products of two adjacent formulas is 1 6) What is the difference between the products of non-adjacent formulas? (If the numbers in front of nonadjacent formulas differ by several, then the product will differ by several sixes. )
Give examples.
4. Try to remember the formula.
(1) Remember the formula.
Teacher: Please recite the formula with these relationships. The teacher will give you a minute. Can you recite it? Try it, the key point is to recite the last four formulas.
A, students recite.
B, the teacher checks.
Recite all in order (before and after); Teachers and students pair passwords; Check the password at the same table.
Teacher: In the process of memorizing just now, did you find that formula difficult to remember? Who has a good way to teach him? What if I forget six or eight? What about 69?
Conclusion: If one of the formulas is forgotten, the formula can be deduced by using the law between formulas.
(2) Guide students to verify the results of 6×7 by using the bitmap.
(Courseware demonstration)
Teacher: Students, when calculating 6×7, naughty forgot his formula. He calculated the result of 6×7 in the following way. Can you understand? How many sixes is this part circled above? (Five sixes) How many sixes are circled below? How to express (two sixes) five sixes by multiplication formula? How about two sixes? Five sixes and two sixes add up to seven sixes? Can you fill in the blanks below? Have a try.
Communicate and report.
Teacher: Think about it. Is there any other way to fill it in?
Student exchange.
Teacher: Have you learned this method? Next, we will go to Wisdom Island to see what problems are waiting for us to challenge. Are you ready?
Third, apply formulas to consolidate new knowledge.
1. Complete the formula. (Courseware demonstration)
2. Title 1 on page 79 of the textbook.
Teacher: There are so many handwritten newspapers on the wall that the teacher is dizzy. How many * * * can you figure out?
Less handwritten newspaper? Finish it in a notebook.
Question 4 on page 79 of the textbook.
Teacher: How many squares are there in each picture? Finish it yourself.
Students do it independently and then communicate their own algorithms.
Question 5 on page 79 of the textbook.
What does 6×9 mean in this picture? Can you divide nine sixes into two parts and add them up? Please complete question 5 on page 79.
I want to circle again and fill it out.
5. Find the "6" in life.
Teacher: 6 is a magical number, which is everywhere in our real life. (Courseware
Show me a match)
Teacher: What's this? Yes, match sticks. How many matchsticks does it take to make a hexagon? How about two, four or six? Tell me what you think.
The students answered.
Teacher: It turns out that there are math problems hidden in the small matchsticks. What else can you find in your daily life that can also be calculated by the multiplication formula of 6?
Students cite examples from life.
Teacher: You are really observant. Students can not only find the math problems around them, but also calculate them accurately with the multiplication formula we have learned. It is really amazing.
Fourth, summarize and evaluate, expand and extend.
Teacher: Do you like this class? What have you gained? In this lesson today, we not only learned the multiplication formula of 6, but also explored new knowledge with what we have learned. It's really amazing. Teachers believe that smart students will find mathematics more and more interesting as long as they are willing to use their brains.
Tisso
Teaching objectives:
1, through the process of compiling the multiplication formula of 6, we can understand the meaning of the formula on the basis of exploring the law.
2. The multiplication formula of 6 can be used to calculate and solve simple practical problems.
3, with the help of graphics, establish the connection between old and new knowledge, initially learn to learn new knowledge by analogy, and experience the thinking method of exploring new knowledge from existing knowledge.
Teaching focus:
On the basis of understanding, memorize the multiplication formula of 6 and apply it.
Teaching difficulties:
Correctly use the multiplication formula of 6 to quadrature, and initially learn to learn new knowledge by analogy.
Teaching preparation:
Electronic courseware, homework paper
Teaching process:
First, create a situation
Students, do you like stickers? Today, the teacher brought a lot of butterfly stickers to reward the children who listened carefully, used their brains and spoke actively. Are you confident of getting them?
Second, explore new knowledge.
(1) statistics and fill in.
1, observe the picture.
How many in a row? How many lines are there? Who can put forward a math problem according to this picture?
2. Reveal the topic.
How many posters are there?
3. Fill in the form.
Complete the table in the homework paper by calculation and filling. How many posters did the teacher bring?
Student report.
(B) 6 the preparation of the multiplication formula
1. Displays the first line of the wafer map.
Look carefully, how many are there in a row?
How many sixes are there in a row?
Can you list multiplication formulas and make them up?
Can you write the corresponding multiplication formula according to the example?
Students fill in the assignment paper independently.
Student report.
Read the multiplication formula of 6 together.
(3) Find the connection between multiplication formulas.
Look at these multiplication formulas carefully. What did you find?
From top to bottom, the product increases by 6 each time; From bottom to top, the product is reduced by 6 at a time.
Ask questions at the right time:
If you know 5630 but don't know what 660 is? What can I think?
If you remember 6954, but forget 68, what is it? Is there any good way?
Summary:
We can memorize formulas in this way.
(4) Strengthen the memory of the new formula.
1, look at the formula together.
2. Boys and girls need passwords.
In the process of checking the password, did you find out which words are our new friends?
3. focus on reciting the last four sentences.
Talk to each other at the same table. Strengthen memory.
(5) Initially learn to learn new knowledge by analogy.
Forget it. How much is six or seven? What can I think?
Third, consolidate and improve.
1, elephants cross the river.
Supplement the multiplication formula of 6 and consolidate the formula of 6.
2. colored balloons.
Calculate and consolidate the formula of 6 with the multiplication formula of 6.
3. Naughty cubes.
Feel the fun of mathematics and enhance students' interest in learning.
4. Explore various methods of 6×9 by using bitmap.
Blackboard design:
How many posters are there?
1 6 1×6=6 One six gets six 6× 1=6.
Two 62×6= 12
Three 63×6= 18 and three 68×6 = 18.
4 64×6=24 4624 6×4=24
Five 65×6=30 5636× 5 = 30
6 66×6=36 6636
7 66×7=42 67 42 7×6=42
Eight 66×8=48 684 18 8×6=48
9 66×9 = 54 6954 9×6 = 54