Teaching objectives:

1. Students experience the whole process of finding the oral calculation method of multiplying integer ten, integer hundred and integer thousand by one digit, experience the oral calculation method of multiplying two digits by one digit, and master the most reasonable oral calculation method.

2. Cultivate students' problem-solving ability, as well as knowledge transfer and analogy ability.

3. Through student activities, students can deepen their understanding of the meaning of multiplication and let them know that multiplication is everywhere in life; Stimulate students' enthusiasm for mathematics and cultivate students' interest in learning mathematics.

Teaching emphasis: master the algorithm of oral multiplication.

Teaching difficulty: understanding oral multiplication.

Teaching process:

First, pave the way for old knowledge and learn independently.

Students, in this math class today, I'm going to learn how to multiply a number by a number. The teacher and two old friends came to class. Please look (give me a happy face, boiling sheep). They greeted us: Hello everyone, let's work together! They want to take everyone to an interesting place, but before we go, we have to go through two levels.

Are you confident to meet the challenge? Ok, let's answer 3×5 2×6 8×9 9×5 7×4 6×7 quickly through 1 and 1 for mental retardation (courseware demonstration). Great, you passed the first level successfully, so let's look at the second level. 2, the second answer (1) three tens is (). ② Six hundred is (). (3) Five tens and eight ones are ().

(4) Four lilies and sixty is (). (5) 18 has () tens and () ones. (6)26 consists of () tens and () ones. Students, relying on your wisdom, you bravely broke through the two levels and praised you with joy. Now play with him!

Second, the introduction of learning methods, cooperative inquiry (show courseware: children's paradise)

Show courseware: Look at the amusement park carefully. What mathematical information do you get from the picture?

Answer: (the information in the price list) You can say everything you can in life, and you can say everything you can't, and the rest will be supplemented.

Teacher: Can you put forward the problem of multiplication calculation based on this information?

2. Students ask questions. If the simple problem can be solved on the spot, if someone asks the problem in the example, the example will be shown.

3. Show an example of courseware: How much does it cost for three people to go to 20 yuan by bumper car?

Student solution: 20*3=60 (yuan) (teacher writes on the blackboard)

How did you work out that the result was 60? You can use school tools to swing. Done independently.

Select student newspaper: 20+20+20=60, 2 times 3 is 60, that is, 60, 2 * 3 = 6, and 6 is followed by a 0.

Teacher: It's amazing. What if 20 is replaced by 200,2000? Can you calculate? After thinking, students raise their hands to answer and ask about the algorithm.