Hello, teachers! The content of today's lesson is "How many sweets are there" on page 16- 17, Unit 3, Volume I, Grade Two, Primary School Mathematics, Beijing Normal University Press. For this lesson, I will explain it from two aspects: teaching materials and teaching objectives.

Let's talk about textbooks first.

1, the position and function of teaching materials:

This textbook is the content of the first lesson of Unit 3 in the first volume of Grade Two Mathematics. In our daily life, there are a lot of counting phenomena, and multiplication is closely related to students' lives.

Therefore, the textbook focuses on students' real life and combines counting activities to accumulate experience for students to understand the meaning of multiplication. In the textbook, students are arranged to do a lot of "counting" and "calculating" activities, aiming at laying a foundation for students to learn the concept of multiplication.

In addition, the textbook also pays attention to communicating the internal relationship between multiplication and addition in counting activities. Due to the characteristics of grade two students, the logical order of mathematical knowledge should be properly combined with the cognitive development characteristics of students when arranging teaching materials.

Borrow a variety of operation activities, so that students can further accumulate experience related to multiplication on the basis of fully perceiving addition with the same sign.

2. Analysis of learning situation:

Students have accumulated a lot of experience in the counting activities of senior one, and can establish the idea of "one-to-one correspondence" with the counted things when counting. Although addition is basic, it is very strange to add several identical addends.

Second, talk about teaching objectives.

1, combined with the specific situation of counting, experienced the abstract process of the same addition formula, felt the close connection between this operation and life, and realized the necessity of learning multiplication;

2. Two different methods (row by row or column by column) will be used to count the number of matrix objects, and two corresponding different addition formulas will be listed;

3. It is easier to express the sum of the same addend with multiplication formula than with continuous addition formula, which lays the foundation for further learning multiplication.

Anyway: I will count the number of matrix objects in two different ways (row by row or column by column).

Difficulties: list the corresponding addition formulas according to the specific situation and understand the meaning of the same addend and its number.