2. Be able to correctly use the multiplication in the formula calculation table, solve practical problems and cultivate application consciousness.
3. Let students feel the application of mathematics in daily life in the formulation and application of formulas.
[teaching material analysis]
This lesson is the content of unit 7 "multiplication formula (2)" in the first volume of grade two of Beijing Normal University Edition. It is based on students learning multiplication formulas from 2 to 6. At this time, students have a certain ability to compile formulas, so reorganize the teaching materials and learn the multiplication formulas of 7 and 8 together, making the learning content more challenging. With a 7-grid and 8-line grid diagram, the multiplication formulas of 7 and 8 can be worked out, but the formulas can't be compiled completely according to the grid diagram, which urges students to continue to explore, and students can naturally use their existing knowledge to continue to write the remaining multiplication formulas. On the basis of students' formulation, the multiplication formulas of 7 and 8 are recorded by finding rules and compiling mathematical nursery rhymes. The practice of this lesson focuses on the multiplication formula of 7, and the practice of multiplication formula of 8 is scheduled for the next lesson. Complete the question 1 2 on page 75 of the textbook Exercise independently, and then fill in the corresponding table of weeks and days on page 74, and use this table to calculate 13×7, thus solving practical problems and letting students experience that the value of this table is the value of the multiplication formula.
Analysis of the situation of schools and students
Our school is located in the fringe of urban and rural areas, with good teaching conditions. For more than a year, we have focused on cultivating students' ability to learn to learn. Most students in this class are active in thinking and have a strong sense of innovation and difference, but there are also individual differences. Although most students have memorized the multiplication table of 1999, they don't know much about the process of knowledge construction and the mathematical ideas embodied in it.
[class record]
(a) How many squares are estimated in * * *
Situation-The screen shows the wise old man and the grid diagram.
Teacher: The wise old man brought us a grid map. Let's estimate how many squares there are in a * * *.
Health: I estimate it is more than fifty square meters. I'm observing its area, a row.