Learning objectives:

1. Combined with the process of judging that the quotient of three digits divided by one digit is several digits, I deeply understand the meaning of division.

2. With the help of the existing experience of dividing two digits by one digit, explore the vertical pen calculation method of dividing three digits by one digit.

3. Can use division to solve simple problems in life and cultivate application consciousness.

Teaching emphasis: the process of judging how many digits the quotient of three digits divided by one digit is.

Teaching difficulties: explore and master the vertical pen calculation method of dividing three digits by one digit.

Teaching methods: speaking, practicing and discussing.

training/teaching aid

courseware

Class arrangement

1 class hour

Teaching process:

First, the introduction of new courses.

38÷2= 52÷4= 72÷3=

58÷7= 73÷6= 49÷2=

Students finish independently, teachers patrol, and emphasize the standardization of format writing.

Second, guide the study of new courses.

Show the theme map of the textbook and guide the students to observe.

Understand the pictures and ask the students to find the information. Ask the students to ask their own questions according to the chart and exchange questions with their deskmates.

1. How many kilometers do you run per hour on average? How to list formulas?

888÷6=( )

2. How many digits is the estimator?

The Group exchanges estimation methods and reports the results.

Encourage students to speak their thoughts boldly and guide other students to listen carefully.

Method 1: the quotient of 600÷6 = 100, and 800÷6 is definitely greater than100;

Method 2: The smallest three digits are 100× 6 = 600, and 800 is much more than 600, so the quotient must be three digits;

Method 3: 888÷6, 8 out of 100 is greater than 6. So the quotient must be a three-digit number.

Summary: The number on the hundred divisor is greater than or equal to the divisor, and the quotient is three digits.

3. Longitudinal calculation, pay attention to the writing format.

(1) Students do it independently.

(2) Teachers' performance

Divide from high to low in turn, and write the quotient in which position except which one. If there is a remainder after calculating this bit, the remainder is combined with the number on the next bit, and division by a number is continued until the last division.

(3) With the picture below, talk about the significance of each vertical step.

Group cooperation and communication, class presentation and report.

First, divide 600 into six parts: 600÷6= 100, and the quotient in the vertical hundreds 1.

Divide 240 into six parts: 240÷6=40, and the quotient on the vertical tenth is 4.

Finally, 48 is divided into 6 parts: 48÷6=8, and the vertical quotient is 8.

(4) Is the result of written calculation correct? Comparative estimation and actuarial science

(5) Write again. The group carried out the activity of "striving to be a primary teacher". Finally, the whole vertical calculation process and each step of calculation were reported again.

5. Estimate the quotient first, then calculate. Find a student to play with.

565÷5= 456÷3= 784÷7=

One percent of the equation 1: 5 is equal to 5, so the quotient is three digits.

Equation 2: Four in the hundredth place is greater than three, so the quotient is three digits.

Equation 2: One percent of seven equals seven, so the quotient is three digits.

Calculate, then verify whether it is correct, write in standard format, and align the numbers.

Third, consolidate the practice.

Complete the 1 question in the textbook.

Look at the pictures and tell the meaning with questions. Students finish independently first and correct collectively.

Fourth, class summary.

What did you learn in this class? Do you have any questions?

Verb (abbreviation for verb) assigns homework.

1. Class assignment: Complete the second and third questions in the textbook exercise.

2. Homework after class: Exercise book with 4 or 5 pages.

Sixth, blackboard design

How many digits is the quotient (there is no 0 in the dividend)

How many kilometers do you run per hour on average?

888÷6= 148 (km)

A: Average speed148km.

Seven, teaching reflection: