Teaching design of table multiplication in the second grade of mathematics 1. Study hard and dig deep into the teaching materials.
Hello, teachers, I will teach Unit 7, Volume I, Grade Two of primary school mathematics, based on the curriculum standards. Table multiplication (2)? The position and function of primary school computing teaching, the arrangement characteristics of unit teaching materials, the main content and example analysis of the unit, the suggestions of unit teaching and the treatment of important and difficult points are explained as follows.
1, study the textbook
Table multiplication (II) is the seventh unit of the first volume of the second grade of primary school mathematics published by People's Education Press, and it is one of the key teaching contents of this textbook. Is it the field of number theory and algebra? Digital operation? Important content in. It is an important part of mathematical calculation, which is basic and instrumental, and it is an essential skill for students' lifelong development.
The teaching contents of this unit include: 7 multiplication formula, 8 multiplication formula, 9 multiplication formula, multiplication table and solving simple practical problems with 7 ~ 9 multiplication formula. The specific arrangements are as follows.
7 multiplication formula to solve problems (learning)
8 multiplication formula to solve problems (consolidation)
Solving problems by multiplication formula of table multiplication (2) 9 (deepening)
How many times does the multiplication formula find a number?
Organization and review
2. Horizontal and vertical connections
See PEP 1? It is not difficult to see that cultivating students' computing ability is an important task in primary school mathematics teaching and an important foundation for students to learn mathematics in the future. This unit is an important part of calculation teaching in primary schools and the basis for learning multiplication in the future. And the second volume of grade two, 1. Solve the problem, 2. Division in table (1), 4. Division in the table (2). The first volume of the third grade: division with remainder, multiple digits multiplied by one digit, and preliminary understanding of fraction. In the second volume of the third grade, division is the division of one digit, five digits or two digits multiplied by two digits, the initial understanding of seven and decimals, and eight, solving problems. The first volume of the fourth grade, three or three digits multiplied by two digits, five, divisor is the division of two digits. There are four operations, three operational laws and simple operations, and four meanings and properties of decimals in the second volume of Grade Four. The first volume of grade five: 1. Decimal multiplication; 2. Decimal division; 4. Simple equation. The second volume of grade five, factors and multiples, the fourth volume, the meaning and nature of scores. The first volume of the sixth grade, two, fractional multiplication, three, fractional division, five, percentage. The second volume of grade six, cylinder and cone, proportion, arrangement and review, and calculations involving multiplication are all related.
Horizontally, table multiplication (2) is based on table multiplication (1), and students have certain foundation and experience.
3. Arrangement characteristics
This unit has the following characteristics in history.
(1). The multiplication problem is derived from specific situations, and the multiplication formula is compiled by combining the results of addition. In the arrangement of specific content, the requirements are gradually improved: the multiplication formula of 7 is guided by the physical diagram, and the results are obtained and presented in a list; The multiplication formula of 8 is arranged in a military band familiar to students, and the result of addition is obtained through guiding observation and presented in the form of several axes; The multiplication formula of 9 is based on the schematic diagram of dragon boat race. Through observation and reasoning, the result of addition is obtained and presented in the form of number axis. Generally speaking, gradually improve the degree of abstraction.
(2) The arrangement of solving problems is gradually deepening. After the multiplication formula of 7, three examples are designed: 1. Use the example of pendulum diagram to illustrate? What is a multiple of a number? ; Then explain how to calculate how many times a number is by placing objects and inferring; Finally, combining with the real situation and line segment diagram, how to solve the practical problem of finding several times of a number is taught. 8 formula, only in practice, explain the relationship between conditions in a situational way, and guide students to solve independently, including? What is the multiple of a number? Practical problems of quantitative relations. After the multiplication formula of 9, in the situation diagram, students sort out the relationship between conditions and problems themselves, and then solve problems independently, including? What is the multiple of a number? Practical problems of quantitative relations. In the design, the abstraction and independence of thinking are gradually increased.
(3) The commutative law permeated with multiplication. When teaching each part of the formula, all relevant multiplication formulas are arranged on both sides of the formula table, which not only facilitates students to understand that one formula can calculate two multiplication formulas, but also naturally permeates the commutative law of multiplication.
(4) The teaching materials are presented in various forms, vivid and interesting. The textbook arranges various lively and interesting activities and exercises to memorize formulas. Like what? Count the frog's mouth, eyes, legs and crab's legs for the password? Wait a minute. Let the students remember the multiplication formula happily and deeply through these songs full of childlike interest and catchy words.
(5) The multiplication problem-solving teaching permeates the teaching process of mastering multiplication formula. The purpose of learning multiplication calculation is to use it to solve problems. For example, after teaching the multiplication formula of 7, I sorted out the relevant ones? Times? Concept teaching and how to use multiplication to solve practical problems about multiplication. Combining the teaching of multiplication calculation with the teaching of multiplication problem-solving organically can not only deepen students' understanding of the meaning of multiplication, but also have more opportunities to practice multiplication calculation. More importantly, it can let students know what the knowledge they have learned is useful and how to use it, thus gradually forming the application consciousness of mathematics and developing the ability to solve problems.
Second, study the curriculum standards and make clear the direction.
1. The general requirements in the field of logarithm and algebra in the mathematics curriculum standard are:
In this section, students will learn numbers within 10,000, simple fractions and decimals, common quantities, understand the meaning of numbers and operations, master the basic operations of numbers, and explore and understand simple quantitative relations.
In teaching, we should guide students to get in touch with concrete and interesting things around them, and feel the meaning of numbers and the role of numbers in expression and communication through rich activities such as observation, operation and problem solving.
Initially establish a sense of number; Pay attention to oral calculation, strengthen estimation and advocate diversification of algorithms; Should we reduce simple skill training and avoid complicated calculation and stylized narration? Arithmetic .
2. The specific requirements of this module are:
Go through the compilation process of 7 ~ 9 multiplication formula and experience the source of 7 ~ 9 multiplication formula.
Understand the meaning of each multiplication formula, preliminarily memorize the multiplication formula of 7 ~ 9, and make a simple calculation by using the multiplication formula.
Will use multiplication to solve simple practical problems.
Through the formulation, I initially learned to learn new knowledge by analogy.
3. Emphasis and difficulty of this unit teaching:
Key point: Understand the meaning of each multiplication formula and the source of multiplication formula.
Difficulties: With the increase of the number of formulas and sentences, it is more difficult to remember formulas; It is difficult to learn to analyze the relationship between quantity and quantity when solving problems.
Third, the method is flexible and efficient.
According to my understanding of the teaching materials, I have formulated the following teaching measures.
1. Teaching in combination with actual conditions
Teaching into the actual situation can stimulate students' interest in learning, achieve twice the result with half the effort, and greatly improve classroom efficiency. For example, when teaching the multiplication formula of 7, 8 and 9, students can be guided to understand it through physical diagrams, and the result of addition can be obtained, thus the corresponding multiplication formula can be deduced. For example, can you introduce the multiplication formula of teaching 7? There are seven points on a ladybug? Can you introduce the multiplication formula of teaching 8? How many legs does a crab have? Can you introduce the multiplication formula in 9 teaching? Nine people in each group? Let students enjoy learning.
When teaching example 4, you can also cite things that students often do in their lives to clean up and stimulate students' interest in learning. Among the people who cleaned the classroom, seven swept the floor, and the number of people who cleaned tables and chairs was twice as high. Ask questions and answer them. Then match a line chart with intuitive numbers to guide students to understand that twice seven is two sevens, so there are 14 people cleaning the desks and chairs.
2. Combine independent thinking with cooperation and communication.
The content of this unit is based on 2 ~ 6 multiplication formula learning. We should make full use of the thinking method and learning experience of learning 2 ~ 6 multiplication formula to learn 7 ~ 9 multiplication formula. We should try our best to increase the independence of students' study and expand their thinking space. On the basis of exchanging their thoughts, they consciously absorb their favorite thoughts, learn and memorize formulas. On the basis of independent thinking, we advocate cooperation and exchanges. In teaching, we should pay attention to avoid replacing the thinking of most students with the thinking of a few students and weakening everyone? Reengineering? Opportunity. Taking appropriate measures is conducive to personalized learning and the cultivation of innovative consciousness.
3. Stimulate interest and improve efficiency
The difficulty of this unit teaching lies in that with the increase of the number of formulas and sentences, memorizing formulas is more difficult and boring; In order to better remember the formula, we should pay attention to changing the way in training, use games and competitions to stimulate learning interest and improve learning efficiency. Like what? Yes, passwords, trains, friends, frogs' mouths, eyes and legs, and crabs' legs. Wait a minute. Let the students recite these interesting and catchy children's songs and remember the formulas happily and deeply.
4. Pay attention to the cultivation of hands-on operation ability
Hands-on operation can provide perceptual material support for organizational thinking. For example, in teaching example 2, children can make a square with a small stick and draw it according to the relationship between 2 4, 3 4 and14. How many times does a number have? Meaning of. Example 3, can guide students to establish? What is the multiple of a number? To solve the problem? Thinking mode? . Make students feel? How many times does a number have? The existence of, and experience its meaning and function, really understand? How many times does a number have? Describe what exactly.
Four. Concluding remarks
? Prosperity sees the truth, and lead China washes away the truth. ? In fact, what is a classroom that is close to life and tends to be concise, true and effective? Really? Classroom is also the math classroom we need most! Let's take the essence from the rough and return to the original. On the premise of sincerity and teacher-student interaction, the wonderful chapter of the classroom is interpreted with truthfulness, simplicity, solidity and richness.
Selected knowledge points of multiplication and division in the first volume of mathematics in the second grade of primary school 2-5 multiplication formula
Multiplication formula of one and five
1. The multiplication formula of 5 is listed by using the method of five-step addition, and the multiplication formula of 5 is compiled according to the formula.
The multiplication formula of 2 * * *. 5 has 9 sentences, and the difference between the results of every two adjacent formulas is 5, so the number in the result unit is either 5 or 0.
3. Formulation method of the formula: The first half of the formula represents two multiplied numbers, and the second half is the product of multiplication. For example: four, five, twenty (four, five: multiply two numbers; Twenty: product of multiplication)
4. Key point: You can only write a multiplication formula according to 5: 5: 25.
Two, two multiplication formula
1. List the multiplication formula of 2 by adding two, and calculate the multiplication formula of 2 according to the formula.
The multiplication formula * * * of 2.2 has 9 sentences, and the difference between the results of every two adjacent formulas is 2.
3. Important note: The results calculated by applying the multiplication formula of 2 are all even numbers.
Three, three multiplication formula
1. Compile the multiplication formula of 3 according to the compilation method of the multiplication formula of 2.
The multiplication formula of 2 * * *. There are 9 sentences, and the difference between the results of every two adjacent formulas is 3.
3. Focus: According to? Two plus two equals four? And then what? Three, three and nine can only write one multiplication formula.
Four, four multiplication formula
1. First get the result by counting, then list the multiplication formula, and calculate the multiplication formula of 4 according to the multiplier and the result.
The multiplication formula of 2 * * *. 4 There are 9 sentences, and the difference between the results of every two adjacent formulas is 4.
3. Important note: The result calculated by applying the multiplication formula of 4 is even.
The application of verb (verb's abbreviation) 2 ~5 multiplication formula
1. Using the multiplication formula of 2 ~5, the related multiplication formula can be calculated.
2. Emphasis: According to the characteristics of the numbers given in the question, determine which formula to use for calculation.
Six, using the multiplication formula to solve the problem
1. Learn to collect, select and sort out mathematical information, and use the collected mathematical information to ask and solve problems.
2. Emphasis: Mathematical problems consist of two parts: known conditions and problems.
Understanding and formula of multiplication
(1) Know the formula of multiplication and understand the meaning of multiplication;
Understanding: multiplier/multiplier = multiplier
Meaning: indicates the sum of several identical addends.
The relationship between multiplication and addition: if 3╳4= 12, the addition formula is: 3+3 =12 or 4+4+4 =12;
The formula of 3+3+3 =12 multiplication is: 3╳4= 12 or 4╳3= 12.
(2) List the multiplication formula according to the specific situation, and know the names of each part in the formula:
(3) Solve related simple practical problems:
(4) Multiplication formula in memory table: On the basis of understanding, memory will be based on one multiplication formula and another multiplication formula will be derived, such as according to? 372 1? Can you launch? Five, seven, thirty-five (five sevens are more than three sevens, that is, 14 plus 2 1, that is, 2 1+ 14=35. )
Typical error:
A: Formula? With what? Reading? Confusion:
For example: 3╳7=2 1, read: 3 times 7 equals 2 1. Formula: 372 1 (which one? Ten? Words are easy to miss)
Understanding of division and seeking quotient by formula
The meaning of (1) division
Can you tell the meaning of division by combination, such as formula 2 1 3=7 can mean:
A, divide 2 1 into 3 parts, 7 for each part;
B, divided by 2 1, each of which is 3 and can be divided into 7 parts;
C, 2 1 is 7 times that of 3.
Experience division and multiplication? Reciprocity? .
(2) Name of each part of the division formula:
Dividend? Divider = quotient (understanding: dividend? Quotient = divisor quotient/divisor = dividend)
(3) The quotient of division can be obtained by using the multiplication formula:
The same multiplication formula can generally be written into four formulas, two multiplication formulas and two division formulas, for example: 3927: 3╳9=27 9╳3=27 27? 3=9 27? 9=3
(4) understanding? Times? And then what? Multiplication? The meaning of:
Time: it is the relationship between two numbers. Can you understand it in the words of students? How many decimal places does a large number have? .
Cheng: What did the students say? Is the multiple of a number as many as one, two or three? For example, the multiple of 3 is 3,6,9, 12, 15.
(5) Solve simple practical problems: