1, passed? Shopping at the store? Situation, flexible use of knowledge about division to solve simple problems in real life.

2. Through independent exploration and group cooperative learning, further strengthen the mastery of multiplication formula, calculation of 26 and division.

3. Stimulate students' interest in learning, guide students to obtain valuable information, and cultivate students' ability to solve problems.

4. Cultivate students to express their ideas bravely and listen to their opinions carefully. In solving problems, experience success and cultivate interest in mathematics learning.

Teaching emphasis: apply division knowledge in table to solve simple problems in life and realize effective combination of learning and application.

Difficulties in teaching: obtaining valuable information to solve problems.

Teaching process:

First, check the import.

Oral arithmetic practice

Second, self-study and mutual learning.

1, create a situation

Children's Day is coming. I obviously want to buy myself some new toys, but I don't know how many toys I can buy with pocket money in the face of so many interesting goods. Students, are you willing to help Mingming? Now, let's follow Mingming to the store! (Show pictures of teaching materials)

Teacher: What information do you know from the picture?

Default: Know the prices of some commodities. Teddy bear from 6 yuan 1, globe from 8 yuan, rubber ball from 9 yuan 1. The price of the car is included. You can buy some globes to help Mingming find 56 yuan money.

Teacher: What information is needed to solve this problem?

Group communication report: You need to know the price of a globe. As can be seen from the picture, a globe is 8 yuan money.

2. Cooperation and communication, answering questions.

(1) Please think about how to solve the problem according to the above mathematical information. Work in groups, discuss solutions and guide teachers to patrol.

(2) Report

Default: A globe 8 yuan, as many as I can buy is the number of 8 yuan in 56 yuan.

This is an average score problem, which needs to be divided.

How to calculate in the form of columns?

56? Eight, think seven, eight, five, sixteen, and the quotient is seven.

3. Think independently and verify the results.

The students are so clever that they solved the problem so quickly, so did we do it right? How did you know?

(A globe 8 yuan, 7 ***7X8=56 yuan, so that's right. )

Teacher: Good. We can use multiplication to verify whether the result of division calculation is correct.

4. Think about it. If 24 yuan bought six cars, how much would a car cost?

Teacher: Who wants to talk? How do you count the number of cars?

Default: (1)24 yuan money can buy 6 cars, that is, divide 24 into 4 parts evenly and work out how much each part costs.

(2) It is also a division calculation. Can you list 24? 6=4 (Yuan)

(3) A 4 yuan six cars is 4x6=24 yuan, correct.

Teacher: According to the information in the picture, can you ask other math questions and answer them?

Two people in the group cooperate and ask questions. Other group members check whether their answers are correct, correct each other's mistakes, and see who asks more questions and finds more problems.

Third, feedback evaluation.

1, done? Exercise 9? Question 2.

First, organize students to observe the situation map, collect the data information in the map, and then let the students solve the problem independently, and tell the ideas and methods of solving the problem.

2. Have you finished? Exercise 9? Question 4.

(1) Show the picture. What information do the students say they know after observation?

(2) Think independently about what information is needed to solve 1 and 2 minor questions and how to answer them. Then discuss in the group what other math questions you can ask according to the information you know.

3. Have you finished? Exercise 9? Question 6.

Show the situation map. Students observe the information on the map and discuss in groups to see what information they can know.

What problems can multiplication or division solve? Say it, do the math.

Fourth, class summary.

Students, we put forward many math problems in this class and solved them, which shows that math is around us and there is math everywhere in our lives.