Unit 6 of Grade Two Mathematics "Formula of Multiplication of 9", page 84 of the textbook.

Second, teaching material analysis

The multiplication formula is the basis of calculation. The multiplication formula of 9 is taught on the basis that students master the multiplication formula of 1 to 8. The content of this lesson is relatively simple, and students have the ability to deduce formulas. Therefore, in this lesson, students will use the existing methods to independently derive the multiplication formula of 9.

Third, teaching methods and learning methods.

Adopt the activity teaching mode of "independent inquiry learning" to advocate autonomy. In order to better remember the formula and let students observe the law of counting, the difficulty is appropriately reduced. Thirdly, memory formulas should focus on formulas with large numbers, which are easy to be confused and difficult to understand. After the instruction, remember the formula by finger memory. In training, we should change the way, use games and competitions to stimulate learning interest and improve learning efficiency.

Fourth, teaching objectives.

1. Through the process of writing the multiplication formula of 9, master the multiplication formula of 9, and use the formula to carry out related multiplication calculation.

2. In the process of solving practical problems, further experience the connection between mathematics and life, develop mathematical thinking and improve the ability to solve practical problems.

3. Cultivate the awareness of cooperation with others, and gradually develop the habit of independent thinking and active exploration.

Verb (abbreviation of verb) is the key and difficult point.

Key points: Through the compilation process of multiplication formula of 9, master and use the formula to carry out related multiplication calculation.

Difficulties: Derive the multiplication formula of Compilation 9 and memorize it.

The intransitive verbs talk about the teaching process;

(A) independent inquiry, formulation

This link is divided into three levels, one is collecting information, the other is processing information, and the third is writing formulas independently.

In the introduction, the teacher rendered the scene of the Dragon Boat Festival and showed the dragon boat map. Through this scene, let the students collect mathematical information and ask mathematical questions. Students can collect and ask how many people are on each dragon boat. It is also possible to collect two dragon boats. How many people are there? How about three? Even put forward a * * * How many people participate in the competition? Realizing that mathematics is everywhere,

The second level is processing information. According to the math problems raised by students, we can deal with information from two aspects. On the one hand, fill in the result of addition on the number axis and infer while looking at the picture. This form improves the degree of abstraction and the one-to-one correspondence between penetration points and numbers. When students apply, the teacher: 1 9 is 9, two 9s add up to 18, three 9s add up to 27 ... nine 9s add up to 8 1. On the other hand, information processing is to guide students to write the multiplication formula of 9 independently and write numbers according to the results of continuous addition. The purpose of this design is to let students further understand the relationship between addition and multiplication of the same number and perceive the characteristics of the addition result.

At this time, with the basis of the multiplication formula of 2-8, it is natural to make up the multiplication formula of 9. According to the students' learning situation, let the students write the formula independently, fill in the process in the book, experience the making process of the formula personally, and then show and communicate in the class. From the above three levels, the design basically achieves the three-dimensional integration of figure, form and form, and students' independent thinking and exchange learning activities run through.

(B) looking for patterns, memorizing formulas

1 Students try to recite formulas.

Pat the back face to face.

Ask the students to say a few difficult formulas in the process of memory, and lead to the rules in the formula of 9.

Students observe and look for the law in the formula of 9.

5 the law of students' communication and discovery.

The teacher introduced the rules that the students did not find.

Students use these rules to memorize the multiplication formula of 9.

Teachers and students check passwords and check students' memories.

The memory of multiplication formula of 9 is the difficulty of this lesson. I let the students memorize the formula in their favorite way first, and then pat the formula on the back of their hands face to face. After the students' personal experience, I asked this question: What do you think is the best formula for multiplication of 9? Which sentences are the most difficult to remember? Then ask questions: do you have any golden ideas to help us remember? Then I asked the students to talk in the group first, and then the whole class communicated. The form of "giving advice" must be learned.

Students' enthusiasm for inquiry, they may come up with good solutions to problems from different angles. If you want to think about the next sentence according to the previous sentence, you want to think about the previous sentence according to the next sentence, and so on. Later, the teacher introduced the rules and methods that students didn't expect, such as the multiplication relationship between 9 and integer 10, the multiplication formula on the finger and so on. I will give them reasonable advice, understand other people's ideas in communication, and make up for their own cognitive and thinking limitations, so as to learn from each other and improve each other. This not only highlights the key points of this class, but also breaks through the difficulties. Students' own value has been fully reflected, and they unconsciously regard learning mathematics as a pleasure.

Consolidate and strengthen, apply what you have learned.

I designed exercises at the following levels:

1, contrast exercise

(1) oral calculation:

3×8+8 =5×8+8 = 6×8+8 =

4×8 = 6×8 = 7×8 =

8×4 = 8×6 = 8×7 =

(2) Fill in the blanks: 7 eights are greater than 6 eights () and less than 8 eights ().

Here, I want to guide students to understand the connection between two adjacent formulas through oral calculation, comparison and filling in the blanks, and use this connection to improve the memory effect of formulas, disperse difficulties again and highlight key points.

2. Game: Password

Such as: 3927 3×9 = 279×3 = 27

Here I ask students to write two related multiplication formulas according to the multiplication formula of 9, so as to deepen students' further understanding and mastery of the formulas.

Step 3 drive

Do oral calculations

Here, I design the oral math problem in the textbook into the animation form of multiplying the number of cars by 9, which not only consolidates new knowledge, but also improves students' interest in learning and enlivens the classroom atmosphere.

Step 4 apply what you have learned

Go to 9 yuan supermarket.

Mathematics comes from life and is applied to life. Here, we try to make students use the knowledge they have just learned to solve mathematical problems in life, so that students can realize the value of learning mathematics and enhance their awareness of application.

(5) Expansion and extension

1. There is a strange bird in China legend, called the nine-headed bird. How many heads do three birds with nine heads have? How about eight o'clock?

Have you ever recited such a poem? Show me some nine-character poems. Now I want to know how many words there are in each poem. Can you work it out quickly?

Such questions can train students' ability to solve practical problems.

Blackboard design of lecture

Multiplication formula of 9

1× 9 = 9.9× 1 = 9 nine out of nine.

2×9 = 18 9×2 = 18 298

3×9 =27 9×3 =27 3927

4×9 =36 9×4 =36 4936

5×9 =45 9×5 =45 5945

6×9 =54 9×6 =54 6954

7× 9 = 639× 7 = 63796 13

8× 9 = 729× 8 = 728972

9×9 =8 1 9×9 =8 1 998 1

This kind of blackboard writing is simple and focused, which is convenient for students to observe, compare and understand their memories, leaving a deep impression on them.

Seven, said the teaching effect:

(Finally, talk about the teaching effect) I introduce bold innovation through the situation, closely focus on the main points of teaching, and teachers break through the difficulties one by one, so that students can mobilize their learning enthusiasm and complete their learning tasks in a solid and effective way in independent inquiry, student-student interaction and teacher-student interaction. At the same time, let students fully feel the value of mathematics, experience the fun of solving problems and experience the happy feeling of mathematics learning.