Teaching content of the second grade math division with remainder;
Textbook pages 35, 36 and 37
Teaching objectives:
1 experienced the process from life experience abstraction to mathematical problems, and realized the significance of remainder division.
Through specific situations, I realize that some things in daily life are equally divided.
There is a remainder after that. Can read and write division formula with remainder.
Experience the close relationship between remainder division and life, and enhance the interest in learning mathematics.
Teaching focus:
Master division calculation with remainder, and understand the relationship between remainder and divisor.
Teaching difficulties:
Experience the contact process between life experience and mathematical problems, and deepen the understanding of division with remainder.
Teaching breakthrough:
Make full use of familiar problem situations and freely discuss and express them in combination with students' life experience, so that students can have a more thorough understanding of division with remainder and improve their interest in learning.
Teaching AIDS:
Students prepare 1 1 branch; ? courseware
Teaching process:
One? Create situations and introduce themes.
How did everyone learn the multiplication formula by heart? The teacher will test you,
10÷2= ? 5×7=36÷6= 72÷8=
Ask the students to answer quickly. Praise the students who answered quickly and accurately. Next, the teacher asked an application question: Zhang Yao's mother took 45 yuan's money to the supermarket to buy fish, and 9 yuan asked her how many kilograms of fish she could buy. How to calculate the formula? Health: You can buy 5 kg, and 45÷9=5 (kg) is really easy to master! Let's cheer it up. Let's clap. I asked again: Shuo Shuo's mother also went to buy fish. She brought 48 yuan and asked Shuo Shuo's mother how many Jin of fish she could buy. How much is left? Health: buy 5 Jin, leaving 3 yuan. Very good! How to express it by formula? Everyone will learn how to divide strawberries.
Two? Divide the strawberries and learn division with remainder.
1 Show slides: eight attractive strawberries and two plates. How to put eight strawberries into two plates evenly, and how to express the formula? Health: Each plate contains four, 8÷2=4. Ok, so how do you put it on three plates evenly? Health: Each plate contains two, and the last two are left. All right! How to set the formula? Wait two seconds and show me the slide.
8÷3=22
There are six points after quotient 2, and the latter 2 is called remainder. This formula is called division with remainder. Guide the reading. Students read it twice. Eight divided by three equals two, and the rest is two.
Show all the contents of the slide and ask: What's the difference between these two formulas?
1) student: one has just finished, and there is still some left after one.
2) Health: The number remaining after the average score is the remainder.
Ask 3-5 students and give them appropriate guidance and praise.
Summary: The formula 8÷3=22 like this can't be divided, and the rest after the average score is not enough. We call it division with remainder.
Solve the problem of buying fish, learn division with remainder, and we will do the problem just raised. Who can tell you how to make a formula? Student: 48÷9=53 The students in our class are all great! Then there is a more difficult challenge. Do you have the confidence to overcome it? All the students answered "Yes".
Slide show: Find out which formula is the division formula with remainder?
1)23÷4= ? 2)35÷7= 3)39÷6=
4) 19÷3= ? 5)64÷8= 6) 18÷4=
7) 10÷2= ? 8)8 1÷9=
Ask questions and do the questions together.
Three-point stick, strengthen understanding
Requirements of 1: Students should prepare 1 1, and divide them into 2, 3, 4 and 5 on average. What's left? Do a calculation every minute.
2. Show in groups. Give favorable comments.
3 Slide show: 1 1÷2=5 1.
1 1÷3=32
1 1÷4=23
1 1÷5=2 1
Let the students observe the law between divisor and remainder. Ask 3-5 students and give them appropriate guidance and praise. Health: The remainder is always less than the divisor.
Read it four times and practice.
Play the slide show: read.
37÷8=45 ? 10÷4=2 2
24÷5=4429÷3=9 2
65÷9=7 2 ? 43÷7=6 1
Ask 2-3 students to read aloud, and then read aloud together.
practice
1) 14÷4= 39÷9=43÷8= 27÷5= ? 59÷7=
2) There are 17 tigers in the zoo, and at most 3 tigers live in 1 nest. How many nests should I build?
3) Eggs are 50 cents 1 Xiao Ting's mother has 3 pieces. 2. How many eggs can she buy? How much is left?
Students check each other at the same table after doing it alone. Check the students' problems. All right, hands up! Raise your hand if you are wrong! Wrong. That? What should it be?
Five summaries:
1 When to divide with remainder? Endless time
What is the relationship between divisor and remainder? The remainder is always less than the divisor.
Six scans
1 Open the book on pages 35, 36 and 37 and read silently.
Do you have any questions about this course?
Test you seven times
Show me the slides. How much can I put in brackets? What is the smallest? ﹝﹞÷6=4﹝﹞
Answer in class if you have time, and stay and do your homework if you don't have time.