Using the multiplication formula of 9 to get the quotient, the evaluation content is as follows:
(1) Create problem scenarios in connection with students' real life. In this class, teacher Zhang created a series of problem situations that students like to see, such as grouping in examples, morning running in practice, garbage at home, photos, spring outing and so on. The learning materials are full of realism and intimacy.
Students ask questions and solve problems according to these materials. In this process, students have developed a thirst for knowledge, tasted the joy of success, and enhanced their ability to use what they have learned to solve problems. This design not only makes teaching more vivid, but also builds a smooth bridge for practical problems in mathematics and life.
(2) Diversified solutions. In the process of solving problems by two-step multiplication, Mr. Zhang always asks students to seek various methods to solve problems, and to strengthen their reasoning ability in seeking various methods, so that students can talk about what is required in each step of different methods and guide students to express their thinking process accurately and coherently in language.
(3) Practice design from shallow to deep, and show the application value of mathematics. The exercises in this class are running, garbage at home, taking photos and spring outing, which are flexible and changeable. Students choose, optimize and find the best strategy to solve problems according to the materials provided by the topic, such as the last spring outing, so that students can find the best strategy to solve practical problems in the process of finding which method is more economical.