The first volume of the second grade mathematics 5 multiplication formula teaching plan Fan Wenyi
Teaching objectives
1. We want students to further understand the meaning of multiplication, experience the process of exploring the multiplication formula of 5, master the multiplication formula of 5, and use the formula to correctly calculate multiplication.
2. We should let students discover some simple rules gradually in the process of participating in learning activities, and initially cultivate their abilities of observation, analysis and reasoning.
3. Make students accumulate positive learning emotions in activities and cultivate their self-confidence in learning mathematics.
Emphasis and difficulty in teaching: mastering the multiplication formula of 5. Understand its meaning.
Teaching AIDS: courseware, paper jam.
teaching process
First, pre-school preparation
1, read and say what they mean.
3×2 4×5 3×6 5×2
2. (Show the courseware) Look at the picture and say how many it is, and then list it.
Second, stimulate interest introduction
1.
Conversation: (The teacher holds out his hand) Each of us has a pair of dexterous hands. Can you draw your own hand? Please draw one of your own hands on a piece of card paper.
After the students work in groups (in groups of five), show their group's works to the whole class.
2. Count your fingers.
Question: Please look at the picture drawn by your group. Can you count the number of fingers on the picture?
Conversation: Can you fill in the form completely? (Show the courseware) Please take out your own form and fill it out.
The number of hands 1 2 3 4 5
Number of fingers
Students fill in the form while counting the pictures.
Feedback: How do you fill in and what do you think? (Students may count and fill in, or they may add and fill in.)
Question: The methods that children think are very good. Besides these methods, can you come up with a better algorithm? (by multiplication)
Conversation: Good. Let's do the math by multiplication. (revealing the topic: multiplication formula of 5)
Third, independent exploration
1, try to make up the formula.
Question: (referring to a hand in the picture) How many fingers are there in a hand? That's a few fives. How can it be formulated?
Blackboard: 1 5 1 × 5 = 5
Ask again: Can you make up a multiplication formula according to 1 × 5 = 5? (Writing on the blackboard: Five out of 15)
Requirements: Please use this method to independently compile other multiplication formulas of 5, and write the process of compiling formulas on the following exercise paper. If you have difficulties, you can discuss them with your classmates in the group.
Students' activities, teachers' patrol, helping students with difficulties.
2. Talk: Please send a representative from each group to the blackboard to make up the formula and talk about the process. Other children can evaluate.
3 memory formula.
Talk: Please read the multiplication formula of 5 freely and see who remembers these formulas first.
Feedback: Remember the multiplication formula of 5? How do you remember? Did you find any patterns? (It may appear among students: two formulas adjacent to it are deduced from one formula; The unit of the result of multiplying 5 by several is either 5 or 0; Use your fingers to help you remember, a five, two fives ...)
4. Game practice.
Yes, password. Teachers and students are opposite to each other and at the same table. The students recited the formula.
Fourth, consolidate and deepen
1. Supplementary formula. (Show courseware)
2. Complete the answers to two exercises in the review. And explain which formula was used?
3. Game: Students answer the result of multiplication formula orally in a competitive way.
Step 4 compare sizes
5. Complete the question 1 of "Think and do".
After practice, compare two formulas in each group and say what you can think if you forget a formula.
6. deliver letters.
Show four mailboxes with the numbers 10, 15, 20, 25 written on them. Students should put the letters into the corresponding mailboxes according to the information on the letters (such as "2510", "5 times 4 =" 2× 5 = "and" 5+5 = ").
V. Summary of the whole class
Question: What did we learn in this class today? What did you get?
The first volume of the second grade mathematics 5 multiplication formula teaching plan Fan Wener
Teaching content:
People's Education Edition "Compulsory Education Curriculum Standard Experimental Textbook Mathematics (Part I of Grade Two)" Page 5 1.
Design concept:
As an important basic subject of compulsory education, primary school mathematics should not only teach students some elementary mathematics knowledge, but also develop students' thinking ability, cultivate innovative consciousness, practical ability and improve their interest in learning mathematics. Therefore, in classroom teaching, I attach importance to the process of students acquiring knowledge, so that the teaching process can be based on students' independent activities and give full play to students' main role. Especially in the process of compiling the multiplication formula of 5, students' individual exploration and deskmate cooperation are organically combined to mobilize the enthusiasm of all students. Promote the coordinated development of students' creative spirit, cooperative ability and cooperative consciousness. In a certain sense, it is more important for students to use mathematical process to learn methods and train skills than to master knowledge itself. Through students' own activities, the thinking process of acquiring mathematical knowledge is prompted, and then the purpose of developing students' ability is achieved. In this class, I have formulated the following teaching links under the guidance and guidance of the new curriculum concept.
1, guide the writing of the formula "3515".
2, independent writing 15 get five, 2510, 4520, 5525. These four formulas.
3, according to the formula to find regular memory.
4. Classroom exercises.
5. Summarize the whole class.
According to the teaching ideas, the following teaching process is formulated.
Teaching objectives:
1, understand the multiplication formula of memory 5, and can use the formula to calculate the multiplication in the table.
2. Experience the process of inducing the multiplication formula of 5 and understand the origin of the multiplication formula of 5.
3. Cultivate students' ability of exploring new knowledge, language expression, cooperation and communication by finding rules and summarizing formulas.
Teaching focus:
Let the students understand the meaning of multiplication, memorize the multiplication formula of 5 on the basis of understanding, and use the formula to calculate the multiplication in the table.
Teaching difficulties:
Experience and understand the formation process of formula and the meaning and function of formula.
Teaching assumption
The new curriculum advocates that students are the main body of learning and development. Teaching should pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, and fully stimulate students' initiative and enterprising spirit. Therefore, the teaching methods are defined as situational method and inquiry learning to promote students' autonomy and cooperation.
Passion tutorial:
Lead-in topic: Students, we used many forms of nursery rhymes to help us solve many calculations of addition and subtraction quickly and conveniently, such as the composition of numbers. Would you like to talk about the composition of 5 with the teacher? 5 can be divided into 1 and 4, 1 and 4 to form 5,5 can be divided into 2 and 3,2 and 3 to form 5,5 can be divided into 3 and 2,3 and 2 to form 5, 5 can be divided into 1 and 4, 1 and 4 to form 5. Today, we will also make the formula into a formula to help us learn, you. Ok, in this lesson, we will learn the formula of multiplication of 5.
Clear objectives: We have three learning objectives in this class 1, making up formulas, 2 memorizing formulas and 3 using formulas.
Expected effect: Have you finished the flag graphics that the teacher asked you to paste before class? Hold it up for the teacher to have a look. Have you found any math information? (There are five stars on a national flag) You are really good children who are good at thinking and diligent in hands-on. You have done your homework so well before class. I believe everyone will learn this lesson well. Are you confident? (Yes) [Design Intention] Students laid the foundation for compiling relevant multiplication formulas through their own hands-on operation.
Ming-dominated learning:
First, explore the multiplication formula of 5
(A), make up the formula "3515"
Next, let's make up the formula together. What did the big screen teacher bring? (Flag map), this is 1 national flag. What mathematical information did you find? (There are five five-pointed stars on a national flag). How many more stars have been added after further observation? (5) On the other hand, how many (5) have been added? How many 5s (3 5s) are there? What mathematical information do you get by looking at this picture now? (Health: Three national flags, each with five stars, and one with 15 pentagram.) Who can ask a math question? How many five-pointed stars are there in the three national flags? Will you list the solutions? Take out your exercise book, work out the formulas independently, and tell your deskmate after watching the formulas make up sentences and formulas. How do you make them up?
Autonomous learning:
Table-mates compile formulas, and teachers patrol the compilation.
Show communication:
Teacher: Which group would like to report? This group has the fastest hand, just your group!
Group 1: (The formula of our group is 5+5+5= 15, and the formula is 3515. What does 3515 mean? What is the sum of three fives? )
Group 2: Our group is a formula compiled by looking at pictures, and three 5' s are 15. So, teacher: Teacher is proud of your excellent performance.
Group 3: The formula of our group is 3×5= 15, or 5×3= 15.
Teacher: What does he have to do with the formula? Did you find out?
Group 4: (3 and 5 are two factors in the multiplication formula, and 15 is the product in the multiplication formula. Although your speech is not complete, it is good to be bold. 3 and 5 are two factors in the multiplication formula, and 15 is the product, which is the number of products in the multiplication formula.
Teacher: If you don't look at the figure, what does this formula mean? Can you draw a circle from the paper?
Students: Students draw pictures with circles on paper to show their meaning, and teachers inspect them.
Group 5: oooooooooooooooooooo or
OOOOO OOOOO OOOOO
[Design Intention] Let the students draw pictures to understand the students' understanding and mastery of this formula.
Teacher: It seems that the students have a very thorough understanding of the formula "3515". Looking at this formula, what other characteristics do you find in his writing?
Group 6: Small numbers are written first, and big numbers are written last. Multiplication formulas are all written in Chinese characters.
Teacher: You are really an observant boy. Are there any different findings?
Group 7: It is customary for us to find that the small number of three to five comes first, the big number comes last, and there is no equal sign in the formula. [Design Intention] Students experienced the process of compiling the formula of "3515" by themselves. Through the guidance of teachers, students understood the formula of "3515" thoroughly and basically knew the meaning and source of the formula.
Teacher's summary: Today, there are a lot of students and the discussion is fierce. The teacher is proud of you. Just now, we compiled the formula "35-15" through three national flags. Students can not only think independently in their study, but also cooperate with their peers. It's really a good learning method.
(2), 1 face, 2 faces, 4 faces and 5 national flags, what formula can you make up?
1, have a look, count, how much is a * * *? 2. Think about it, fill in the form, and complete the form. 3. Say and discuss your findings.
Several 5 multiplication formulas for the number of national flags multiplication formula
Autonomous learning:
Students make up formulas and teachers patrol.
Show communication:
Now let's report like this. The group chooses a picture to report. The group comes first. The students in this group are always so active. Everyone must learn from them.
Group 1: We selected the second picture. The national flags on both sides are two 5s. The formula of the column is 2×5= 10, or 5×2= 10. What if there is no picture? Does it only mean two fives? What is the sum of two 5s? What is the sum of five twos? ) Do other groups have different opinions? (Ten out of two) With the students' answers, the teacher writes on the blackboard.
Group 2: We selected the fourth picture. The formula of the column is 4×5=20 or 5×4=20. The formula of the series is 4520.
Teacher: What does it mean? (Ask questions by name) (Design intention: Pay attention to each student's understanding of the formula)
Group 3: What about five, five, twenty-five? Why only write a multiplication formula? (health; Because the two factors are the same, the exchange position product is not compiled)
Group 4: report one to five, get five,
Teacher: What do you mean by fifteen, and what do you mean by fifteen? Five, why don't the other four formulas have words, but 15 words have to be written?
Group 5: If the other four formulas count to ten, they should not be written or equal, and if they get five in 215, they should be written to indicate the position before ten, so the one compiled by the previous group gets ten in 255, which is obviously not easy to read. In addition, from the reading and writing analysis of numbers, 10 is read as ten and written in ten.
Teacher's summary: Just now, the teacher found that the students have a very clear division of labor in cooperation, and they can make timely supplements when the students' answers are incomplete. Very good cooperation. I made up my own multiplication formula. Shall we read our results together? The formula has been compiled. Is there any good way to remember him? [Design Intention] Let the students make up the other four formulas by themselves, which cultivates students' awareness of cooperation and communication and their ability to solve problems by using methods. At the same time, it deepens students' understanding of the source of formula.
(3), to find the law, remember the formula
Read the multiplication formula of 5 and tell your deskmate the little secret you found.
Autonomous learning: group communication, teachers' inspection.
Display communication: group 1: The first sentence of the formula is 12345, sorted from small to large.
Teacher: Yes, it's very orderly and easy to remember. It's much easier
Group 2: The second word of the formula is all 5 (all multiplication formulas of 5).
Group 3: The next sentence of the two adjacent formulas is one more than the last sentence, and the number is five more. Then the teacher: If the teacher forgets three, five, fifteen, do you have any good ways to help the teacher remember?
Group 4: Write the word "De" when the second half of the formula is less than ten, and don't write it when it is over ten.
Group 5: You can write two multiplication formulas for a formula. [Design Intention] Through students' own discovery and group communication, students' observation ability, language expression ability and cooperation ability with peers are cultivated.
(4), remember the formula
1, then use the rules we found to remember the formula, and see that the students are tired and the activities are good.
Teachers and students clap their hands and read the formula together.
2. Ok, let's use the rules we found to memorize the formula in the way you like, and remember to recite it to your deskmate. Let's do some activities.
3. Driving a train:
The teacher says the first half of the formula, and the students add the second half. (first appear in a certain order, and then disrupt the order. ) Next, talk to the teacher? , come together? Who dares to compete with me alone? Talk to the teacher about the formula. The teacher gives the first half of the sentence, or fills in the blanks to make the students correct, for example, three () fifteen. The teacher was moved by your's excellent performance.
Third, classroom exercises
1, math doctor
15 (5) 35 (15) 55 (25)
45 (20) 25 (10)
One five () three five () five five ()
Four five () two five ()
Teacher: What's the use of learning formula, do you know?
Health 1: It can solve practical problems in life.
Health 2; When solving a problem, you can work out the number immediately with a formula.
2. Use the formula
Let's feel the benefits of the formula, shall we? Show the radish rabbit. When winter comes, Grandpa Rabbit has prepared the radish for the rabbit. After careful observation, there are several radishes in one * * *. Who can quickly calculate the formula?
Task 3: Use the formula (do it)
Teacher: Using formula can really make our calculation simple.
Are you satisfied with your performance today? Take out the test questions and test them quickly (exchange at the same table and comment collectively)
Summary of the whole class:
What have you gained in this class? 1, intellectually. 2. Methodologically. What else do you want to learn in your future study? (I still want to learn the multiplication formula of 6,7, ..., well, go back and try to make up the multiplication formula of 6 with the method I learned today.)
blackboard-writing design
Multiplication formula of 5
1×5=5 One-five gets five ×1= 5.
2×5= 10 2515× 2 =10
3×5= 15 35 15× 3 =15
4×5=20 4520 5×4=20
5×5=25 Five Five Twenty Five 5×5=25
The multiplication formula teaching plan of the first volume of mathematics 5 in grade two is Fan Wensan.
Teaching objectives: knowledge and skills objectives;
(1) enables students to know the origin and significance of the multiplication formula of 5 intuitively on the basis of mastering the multiplication meaning initially.
(2) Learn the multiplication formula of 5 by heart, and use it for calculation.
(3) Cultivate students' abstract generalization ability and transfer analogy ability.
Process and Method Objectives:
(1) Guide students through the process of compiling the multiplication formula of 5.
(2) Guide the students to find the formula rules and the memory methods.
Emotion, attitude and values;
Experience the connection between mathematics and life, stimulate students' feelings of loving mathematics, and form a preliminary sense of application.
Teaching focus:
Understand the source of multiplication formula of 5, and experience the preparation process of multiplication formula of 5.
Teaching difficulties:
Memorize the multiplication formula of 5, and you can solve simple practical problems with the multiplication formula of 5.
Preparation of teaching AIDS and learning tools: teaching process of stick, blackboard and theme map;
First, review and pave the way
1, classmates, we have learned some knowledge about multiplication before, and now the teacher will test you. Do you have confidence?
2. Show the small blackboard:
Rewrite the following formula into multiplication formula.
4+4+4+4+4+4 8+8+8+8+8+8+8 6+6+6
3. Everyone has a good command, but it is very troublesome to work out the result, but the teacher can work out the result quickly. Believe it or not, give it a try! When playing games, the students say the multiplication formula of a number multiplied by a number, and the teacher can tell the result in one second. In fact, the teacher uses a magic weapon, the (mysterious) multiplication formula and blackboard writing, which is also called "Jiujiu Song" in our ancestors.
Second, explore new knowledge.
1, guide the formula.
How many fingers are there in a hand? That is, how many fives is it? How to form?
Blackboard writing: 1 a 5 1×5=5 5× 1=5.
If you make up the formula, it is "five out of five"
How many fingers are there in both hands? That is, how many fives is it? Teachers and students make up formulas and formulas together.
2, try to make up the formula.
How many fingers are there in three hands? What about four hands? Where are the five hands?
(1) Let the students try to list the multiplication formulas and make up the formula.
(2) Group communication.
(3) Report: three 55× 3 =15, 3× 5 =153515.
Four 5 5×4=20, 4×5=20 4520.
Five 5 5×5=25 5525
3, remember the formula.
(1) Read the formula together.
(2) find a rule to remember the formula.
(3) remember the formula of the password and disturb the order.
(4) Read ballads and memorize formulas. Boys and girls have the same back, and individuals have the same back.
Third, expand the application.
1, I can do it (Exercise 10, Question 3)
One five () two five ()
Three, five () Four, five ()
Five-five ()
2, you must know (one formula says two formulas)
Three, five, fifteen, four, five, twenty
2515525
3. (Exercise 10, Question 4)
4. think about it
5× 1=( ) 5×2=( )
Formula () Formula ()
5×3=( ) 5×4=( )
Formula () Formula ()
5. Do it on page 5 1 of the textbook.
6. Do Exercise 10, Question 8.
7. Improve the questions. (Show the courseware) Think about it: How many minutes does the minute hand walk 1 grid stand for? Walk 2 squares for a few minutes, walk 3 squares ... Can you use the multiplication formula of 5?
Fourth, summarize. Let the students talk about what they have learned in this class.