(a) the overall goal:
1, knowledge target:
(1) Let students experience the meaning of multiplication in specific situations.
(2) Let students know the names of each part of the multiplication formula and how the multiplication formula is derived. Recite the multiplication formula from 2 to 6, and multiply two numbers within 6.
(3) Make students learn to solve some simple practical problems according to the meaning of multiplication.
2, ability goal:
Make students learn to solve some simple practical problems in life according to the meaning of multiplication.
3, emotional goals:
Combined with teaching, we should educate students to love study and work, and cultivate students' good study habits such as careful observation and independent thinking.
(2) Sub-objectives of class hours:
1, the goal of the first class: "A preliminary understanding of multiplication"
(1) Create a situation and let students experience the meaning of multiplication through hands-on operation.
(2) Know the multiplication sign and master the writing and reading methods of multiplication formula.
2, the second lesson goal: "5 multiplication formula"
(1) Make students know the source of the multiplication formula of 5, learn the multiplication formula of 5, and skillfully use the multiplication formula of 5 for calculation.
(2) Memorize the multiplication formula of 5.
3, the third lesson goal: "2, 3, 4 multiplication formula"
(1) Make students learn the multiplication formula of 1~4, understand the source of the formula and clarify the meaning of each formula.
(2) Let students memorize multiplication formulas and use them to calculate correctly and quickly.
4. The goal of the fourth class: "Multiply, multiply and subtract"
(1) Learn the calculation methods of multiplication, addition and subtraction.
(2) Through multiplication, addition and subtraction, help students master the relationship between two adjacent formulas.
5, the fifth class goal: "using mathematics"
(1) enables students to solve simple practical problems in life (find the sum of several identical addends) according to multiplication and the multiplication formula they have learned.
(2) The conditions and problems of learning oral application problems.
6. The goal of the sixth class: "A preliminary understanding of multiplication"
(1) experienced the inductive process of the multiplication formula of 6, experienced the source of the multiplication formula of 6, and preliminarily mastered the multiplication formula of 6.
(2) Be able to correctly and skillfully use the multiplication formula of 6 to calculate the product of multiplication of two numbers.
Second, the unit knowledge structure diagram.
Reading: 5 times 4 equals 20.
The teacher pointed out: 5 times 4 can be written as 5? 4 can also be written as 4? 5。 Note: To find the product of multiplication of two numbers, you can use one of the two multiplication formulas. Third, consolidate the application and internalize and upgrade 1. Making teaching materials? Do it. Practicing at ... When doing the problem, the teacher can ask the students to say what the picture represents first. Student answer? Represents four twos? Then ask:? How to calculate? How to form? Students can be properly guided to think about how much is the sum of four twos, that is, how much is the product of multiplication of four and two, which can be calculated by multiplication formula. 2. rewrite the formula. Showing courseware: a preliminary understanding of multiplication. Ppt four. Review and organize, reflect and improve. What did you learn today? Is there anything you haven't mastered? If yes, please indicate which knowledge point it is.
Third, the analysis of teaching focus:
1, the first lesson "Preliminary Understanding of Multiplication" (1) Teaching focus: the meaning of multiplication, read and write the multiplication formula, and know that it is easier to find the sum of several identical addends by multiplication. (2) Analysis of the elements involved: (a) Let students understand the meaning of multiplication in their brains, hands and mouths. (2) Master the writing and reading of multiplication formula. (c) By comparison, let students feel that multiplication is a simple way to add the same addend. (3) Contact with other knowledge points: multiplication is established after students learn addition. A preliminary understanding of multiplication is the basis for subsequent study of multiplication tables. (4) Strategies to highlight key points: A. For the first key breakthrough, the teacher can introduce the situation with the theme map of the textbook p44. Students, let's go to the playground today! ? Organize students to observe thematic maps in different regions. Take the Ferris wheel as an example. Let the students count the number of people on the Ferris wheel first, and then discuss in groups. How to calculate? Then the teacher arranges the students' reports and highlights the added troubles, thus leading to a more convenient tabular method? Multiplication formula. Derive multiplication from addition formula. Firstly, the multiplication sign is introduced, and students are told that the formula for operation with multiplication sign is called multiplication formula. Then, write the corresponding multiplication formula derived from the addition formula, and say how to read the multiplication formula. C. Show the balloon diagram and the duckling diagram respectively to further demonstrate the advantages of multiplication, so that students can skillfully look at the multiplication formula in the picture column.
2. The teaching emphasis of the second lesson "Multiplication formula of 5" (1) is to know the multiplication formula of 5 preliminarily and skillfully use the formula to quadrature. (2) Analysis of the elements involved: (a) Let students learn the multiplication formula of 5 and memorize it. (b) Be able to skillfully use the multiplication formula of 5 for calculation. (3) Contact with other knowledge points: based on the student union? Five. Five? Number, learn the multiplication formula of 5 first, so as to lay a good foundation for further learning the multiplication formula of 2, 3, 4 and 6. (4) Strategies to highlight key points: A. Students can be organized to put umbrellas with small sticks or other figures composed of five small sticks. Starting from students' activities of putting pictures, the multiplication formula of 5 is introduced into teaching; At the same time, combined with the meaning of multiplication, students can intuitively understand the source of the formula. For example, let the students make an umbrella picture with five sticks and put it forward. Count how many sticks are used? Then put an umbrella, how many sticks to use, first calculate the sum of two fives, emphasize two fives, and then write the multiplication formula; And then draw it with the multiplication formula? 25 10? This formula. Reasonable. Where are the three umbrellas? In this way, students can experience the process of inductive formula and understand the source and significance of formula better than teaching. Be fully prepared. B this key point can be solved by doing exercise p5 1 after class. in the exercise, physical pictures of five tomatoes in each dish are presented, so that students can write multiplication formulas and calculation formulas according to the pictures. When teaching, let the students finish it independently, and then let the students exchange the results of thinking and filling in the blanks. Then, you can show the pictures of 2, 4 and 5 groups of tomatoes respectively, and imitate the above to practice. Let students consolidate the multiplication formula of 5 in the practice of independent thinking, filling in and communicating with each other.
3. In the third lesson 2, 3 and 4 (1), the teaching focus of multiplication formula is to understand the source of formula and master the method of deriving formula. (2) Factor analysis: (a) Make students learn the multiplication formula of 1 ~ 4, understand the source of the formula and clarify the meaning of each formula. (b) Let students memorize multiplication formulas and use them to make correct and fast calculations. (3) Contact with other knowledge points: After learning the multiplication formula of 5, learn the multiplication formula of 2, 3 and 4, laying the foundation for learning the multiplication formula of 6 in the next step. (4) Strategies to highlight key points: In teaching, teachers can make full use of the thematic maps of Example 2 and Example 3 of the textbook to present pictures and make vivid language descriptions. Two leaves on the seedling are open? This leads to the multiplication formula and the multiplication formula of 2. When teaching 3 multiplication formula, present it first? Sunflowers grow taller? Picture, did the swallow tell the students? Three trees per row? This leads to the multiplication formula and the multiplication formula of 3 one by one. On the basis of learning and summarizing the multiplication formulas of 2 and 3, students have already had preliminary experience in writing formulas, and they can try to write the multiplication formula of 4 in groups.
4. The teaching focus of the fourth lesson, Multiplication, Addition and Subtraction (1), is: the calculation method of multiplication, addition and subtraction and their relationship, through which the relationship between two adjacent formulas can be mastered. (2) Analysis of the elements involved: (a) Learn to solve some simple practical problems with formulas including multiplication, addition or addition, subtraction, multiplication and division. (b) Understand the operation sequence of formulas involving multiplication, addition or multiplication and division. (c) Ability to perform multiplication, addition or multiplication and subtraction correctly. (3) Connection with other knowledge points: On the basis of learning the multiplication formula of 1 ~ 5 and the corresponding formula, help students master the connection between two adjacent formulas and lay the foundation for mixed calculation. (4) Strategies to highlight key points: In teaching, teachers can ask students to ask math questions first according to a scene where a bear picks corn, such as? How much corn is there in a box? 、? How many legs do three frogs have? 、? How many corns are left? Then, select the question. How many are left after the bear picks a corn? As the key research of this course. Then, let the children discuss how to solve this problem in groups, and encourage students to try to solve the problem from different angles and in various ways. Does the formula get 3? 3+2 plus 4? After 3- 1, ask the students the formula first. what do you think? Ask separately? What is the first calculation? 3? 3、 4? What are you looking for in this painting? Why add 2 minus 1? Finally, consolidate the practice and enhance the proficiency of calculation.
5. The focus of the fifth lesson "Applying Mathematics" (1) is to learn how to solve mathematical problems by multiplication and improve the problem-solving ability. (2) Factor analysis: (a) To enable students to solve simple practical problems in life according to multiplication and the multiplication formula they have learned (finding the sum of several identical addends). (2) Conditions and problems for beginners to apply oral test questions. (3) Connecting with other knowledge points: On the basis of learning how to raise and solve mathematical problems in Senior One, try to solve practical problems by multiplication. (4) Strategies to highlight key points: When teaching this key point, teachers should first review the steps and processes of solving mathematical problems (reading questions (especially the mathematical problems in the questions)? What is the purpose of analyzing this problem? Find relevant mathematical data to solve problems). Then according to a picture of an elephant moving wood, the teacher asked the students to look for mathematical information in the picture, and then asked? What math questions can I ask? This process (there are three elephants, each carrying two pieces of wood. How many pieces of wood did they carry together? ) Let students practice dictation more. There may be two solutions to this problem: a.2+2+2=6? Root? . b.2？ 3=6? Root? At this time, let the students discuss in groups, which method is easier? Through analysis and summary? It is more convenient to find the sum of several identical addends by multiplication. . After-class exercises once again consolidated the key knowledge of this lesson. 6. The teaching focus of the sixth lesson "Multiplication formula of 6" (1) is to master the multiplication formula of 6 initially and correctly calculate the product of two numbers with the multiplication formula of 6. (2) Involving element analysis: (a) Experience the source of the multiplication formula of 6 through the induction process of the multiplication formula of 6, and preliminarily master the multiplication formula of 6. (2) Be able to correctly and skillfully use the multiplication formula of 6 to calculate the product of multiplication of two numbers. (3) Contact other knowledge points: After learning the multiplication formula of 1 ~ 5, learn the multiplication formula of 6, which is a supplement to the multiplication formula of 7 ~ 9. (4) Strategies to highlight key points: Teachers can use the pictures of goldfish splashing in the teaching materials to ask students to count how many triangles each goldfish has, and make it clear that a goldfish is composed of six triangles. How about two? There are two sixes, which are 12 triangles; Then let the students discuss the next 3 or 4 in groups. And then what? Complete the form. On this basis, let the students list the multiplication formulas one by one and try to compile the corresponding multiplication formulas. Because students already have the basic ability to summarize multiplication formulas, they should be able to solve the compilation of multiplication formulas of about 6 through cooperative discussion here.
Fourth, analysis of teaching difficulties:
1, the first lesson "A Preliminary Understanding of Multiplication" (1) explains the specific difficulty: When rewriting the addition formula into the multiplication formula, will individual students be listed as the same addend? The same addend. For example, 5+5+5+5 is written as 5? 5。 (2) Cause analysis: Students do not fully understand the meaning of the multiplication formula, so it is easy to sum 2+2=2? 2 or 1+ 1= 1? 1 and other issues are rather confusing. (3) Solution: By vividly placing objects such as sticks, let students fully understand that 5+5+5+5 is actually the addition of four fives. Can four fives be added by multiplication formula 5? 4, so 5+5+5+5=5? 4; Through targeted exercises, help students improve their image understanding of the meaning of multiplication to literal understanding. For example, 5+5+5+5 is (4) five additions, which are expressed as 5 by multiplication formula. 4 。
2. The specific performance of the difficulty in the second, third and sixth categories of Multiplication Formula of 2-6 (1): write or calculate the multiplication formula according to the intention. (2) Cause analysis: the exam is not serious; The meaning of the picture is not clear; I don't remember the formula. (3) Problem-solving strategy: teach students how to examine questions and form a good habit of examining questions before writing; Encourage students with weak understanding ability to speak out what they don't understand boldly, and encourage top students to explain pictures and ideas in their own language, and teachers will supplement them when necessary; Attract students to remember the multiplication formula of 2-6 in ways that students like to use, such as password pairing, singing formula songs, formula king, small competitions and so on.
3. The fourth kind of "multiplication and division method" (1) shows the difficulties: learn to solve some simple practical problems with formulas containing multiplication and division, addition or multiplication and division; Perform multiplication, addition or subtraction to calculate the final result. (2) Cause analysis: It is the first time that students come into contact with this kind of formula, and they don't have a deep understanding of the formula, so they can't do multiplication, addition or addition and subtraction well. (3) Solution strategy: By putting sticks and other objects vividly, let students deepen their understanding of the meaning of multiplication, addition or subtraction, and then understand that it is more convenient to calculate multiplication first, that is, the order of multiplication, addition or addition and subtraction is first? After+and-.
4. The specific performance of the difficulty in the fifth lesson "Applied Mathematics" (1): the methods of solving problems are different. (2) Cause analysis: ignoring the purpose of solving the problem; The solution to the problem is not well grasped. (3) Problem-solving strategies: Revisit the problem-solving methods and practice similar problems to deepen the understanding of the meaning; Encourage students to exchange ideas.
Fifthly, teaching strategies based on class type:
1, the first lesson: Basic teaching strategy of "Preliminary Understanding of Multiplication": abstract with theme map 1? Five per number? Try to use numbers to represent specific things in life? Use a counter to sense a sequence of numbers? Help students remember the shapes of numbers with nursery rhymes? Learn how to write numbers. Consolidation exercise
2. The basic teaching strategy of "2-6 multiplication formula" in the second, third and sixth classes: how to compile 2-6 multiplication formula according to the theme map? Help students remember the multiplication formula of 2-6 with multiplication formula songs? Various game exercises consolidate the multiplication formula of 2-6.
3. The fourth class: basic teaching strategies of addition, subtraction, multiplication and division: using situational diagrams to attract students to observe and think? Group discussion and communication? Summarize different methods? Practice activities, deepen the understanding of multiplication and division, and cultivate your own thinking ability and habits.
4. the fifth lesson: the basic teaching strategy of "using mathematics": make full use of the theme map to further perceive the meaning of multiplication? Practice activities to consolidate the meaning of multiplication.
Sixth, the analysis of exercise questions.
1. In the exercise of the textbook, the key topic is: (1) Question 4 on page 48 of the textbook. Before doing the problem, the teacher should let the students understand the picture and meaning first. There are three groups of two little pandas, so it is three twos, not two threes. (2) Question 7 on page 49 of the textbook requires that you can write multiplication formulas. When practicing, teachers should pay attention to encouraging students to think positively. In order to rewrite 3+3+3+2 into 3? 3+2 or 4? 2+3, rewrite 4+4+4-4 into 4? 3-4 or 4? 2. Students should be affirmed and praised, and then encouraged to be willing to think and explore different ways to solve problems. (2) On page 50 of the textbook, the teacher should guide the students to carefully examine the questions before doing them, and ask them to be connected with a ruler. (3) the textbook page 57 1 question, the teacher should let the students understand the meaning of the picture before doing the question, for example, the frog jumps 3 squares at a time, the rabbit jumps 4 squares at a time, and the kangaroo jumps 5 squares at a time, and then let the students say it with a formula? Once, twice, three times? The lattice number of. With animation courseware, it will increase the interest of practice. (4) The second question on page 57 of the textbook, before doing the question, the teacher should first let the students understand the meaning of the picture, choose the crossing route for each small animal and help them cross the river. You can connect without a ruler. (5) Teachers should pay attention to encouraging students to express their thinking process orderly in the question 1 1 on page 64 and the second question on page 66. Note: students should try to express the meaning of the scene diagram before doing the exercises in the textbook.
2. Possible problems: (1) Students are used to not looking at pictures when doing problems, but filling in formulas first. Cause analysis: It is relatively easy for students to fill in formulas. Students have a habit of thinking, that is, they fill in whenever they have time. If this situation is not guided by the teacher, many pictures in the textbook will lose their proper meaning. Solution: Teachers can give full play to the role of role models, encourage students to express their ideas in preliminary mathematical language, and gradually cultivate the habit of looking at pictures and saying ideas before filling in the blanks. (2) There are many places where students are required to fill in or connect in the textbook, and some students write very carelessly or are too lazy to use a ruler. Cause analysis: Students are young, have low self-requirements, and sometimes even muddle along. Solution strategy; Pay attention to play? Little calligrapher? Set an example and cultivate students' good habit of doing problems and writing carefully.
Seven, class allocation: (about 9 class hours)
1, get a preliminary understanding of multiplication 1, the second and fifth multiplication formulas 1, the third, second, third and fourth multiplication formulas 1, multiplication, addition, multiplication and subtraction 1, and the sixth and sixth multiplication formulas/kloc.
This lesson plan of Unit 4 in the first volume of the second grade of primary school mathematics is here to share with you. I hope it will help everyone!