First, the teaching objectives:

1, understand the significance of the times.

2. Understand that several times a number is several times.

3. Understand the multiple of 1.

4. Establish a mathematical problem to find several times of a number, that is, how many times are added and calculated by multiplication.

Second, the teaching process

1, create situations and introduce new lessons.

Take China's knot, which is familiar to students, as an example. With the help of the practice of Mr. Sun and Mr. Ning cutting Chinese knots, according to the existing conditions, Mr. Sun cut two Chinese knots, and Mr. Ning cut three times as much as Mr. Sun. Let the students guess the number of Chinese knots cut by Teacher Ning.

The design intention is to create a real problem situation, arouse students' thinking and understand students' real learning starting point.

2. Independent exploration, cooperation and exchange

(a preliminary understanding of "times"

Students use pictures to express their understanding of "three times"

From the students' works, I found that most students have a certain understanding of times, and they understand three times as much as three times. Only a few students are influenced by the original ratio of two numbers, and think that three times is three times more.

(2) Understand the multiple of 1

With the help of students' works, let students introduce where the "triple" is. In the process of searching for "triple", the third-level classmates will introduce their triple. In the process of students' communication and interaction, first-class students can since the enlightenment three times, which means three twos. No, three is more than two.

Further questioning the students in Grade 3, why did he divide the two into 1 share? In the process of communication, it is clear that because the tangent made by Mr. Sun is two, we should take Mr. Sun's two as a multiple of 1, that is, Mr. Sun's two shall prevail, and Mr. Sun's three times are three twos.

(3) Master the calculation method of finding several times of a number.

On the basis of students' full understanding that three times two equals three-two, the number of Chinese knots of Teacher Ning is calculated as 2×3=6 (pieces). Establish a mathematical model, calculate how many times a number is, and calculate by multiplication.

Understanding the multiple of 1 is the key to understanding the meaning of multiple. The difference between the two numbers is visible, and the multiple relationship between the two numbers counts. Here, students first introduce the triple in the picture, and then ask questions to further understand the multiple of 1 and initially perceive the meaning of multiple. And master the calculation method of several times a number.

3. Consolidate practice and deepen understanding.

(1) Understand the meaning and deepen the understanding.

(2) Use counterexamples to deepen understanding.

(3) Break the stereotype and understand the essence.

(4) The combination of numbers and shapes explains the application.