The third grade mathematics teaching plan Volume II: One digit divided by whole ten, whole hundred and hundred.

A number divided by ten, hundred, hundred, ten.

Teaching content: examples on pages 13 to 15, questions 1 and 2 of "doing", and questions 1 and 2 of exercise 3.

Teaching objective: 1. On the basis of understanding arithmetic, we can master the method of division operation. Through teaching, students can master the oral calculation method of dividing a number into integer ten and integer hundred, and can do oral calculation correctly.

2. Cultivate students' habit of careful observation and correct calculation, and be able to calculate simple divisor correctly and skillfully.

3. Learn to listen and reflect when communicating with others.

Teaching emphasis and difficulty: master the oral calculation method of dividing a digit into whole ten and whole hundred.

Teaching aid preparation: wall chart

Teaching process:

First, review the introduction.

1, oral calculation (students read the questions, do oral calculation independently, and say the numbers).

12÷ 4= 8÷ 2= 14÷ 7=

24÷ 6= 36÷ 6= 18÷ 9=

16÷ 4= 20÷ 5= 35÷ 5=

15÷ 3= 64÷ 8= 72÷ 9=

2. Oral answer:

How many out of 80 10? How many hundreds are there in 400?

(2) How many tens and ones are there in 34?

(3) How many tens and ones are there in 39?

Second, practice and learn new knowledge.

1.Talk: Just now we reviewed the division in which the quotient of one digit divided by two digits in table division is one digit. Today we continue to learn that quotient is the division of two digits.

2. Show the theme map on page 13 of the textbook (change the box 124 of the theme map to box 120).

Teacher: Observe the topic map, think about what questions can be asked according to the known conditions in the topic map, and write the known conditions and questions in the classroom book with a pen. Let the students observe the theme map, find out the known conditions, write their own application questions, and understand the structure and operation methods of the application questions. )

3. Example 1

(1) Uncle Zhao Can delivered 60 cases in three times. How many boxes are delivered on average each time?

Teacher: How many boxes does Uncle Zhao send each time? What should I do?

Q: Why is this format? Let students express their opinions. )

Summary: Divide an integer ten by a number, and you can regard the integer ten as several tens. How many tens is the calculated result (pay attention to the thinking process and let the students speak more).

(2) Uncle Wang only shipped 600 cases of goods three times. How many cases does he ship at a time? How many boxes does Uncle Wang need to deliver at a time? How to form?

How do you want to calculate? Please discuss it in the group.

Summary: Divided by one digit, the whole hundred can be regarded as several hundred, and the calculated result is several hundred.

Aunt Li delivered 240 cases of goods in three times. How many cases does she ship at a time?

How many boxes does Aunt Li need to deliver each time? How to form?

Student independence formula: 240÷3

Why is this happening? (Because Aunt Li shipped 240 boxes three times, how many boxes do you need to ship each time on average? That is to say, divide 240 cases into three parts on average, and calculate how much each part is, so that 240 is divided by 3. )

How much is 240÷ 3? what do you think? Report the results of the discussion after the group discussion.

The calculation method summarized by the teacher: I want 240 to be divided into three parts equally. What if each part is not enough 1 100? Use school tools to help you think about one point at a time. ) We can regard 200 as 20 tens, together with 40 as 24 tens, and then divide it into three equal parts, each with 8 tens, which is 80.

Summary: the oral calculation method of dividing a number into hundreds of tens: first, divide a number into hundreds, if it is not enough, then convert hundreds into dozens of tens, and then combine with ten numbers to be regarded as dozens of tens, and then divide a number into quotient of several tens, that is, dozens of digits.

Third, consolidate the use

1. Complete the question 1 on page 15 of the textbook.

Let the students look at the pictures first and make up a question orally.

Students do the calculations in succession and ask them to say how you did it.

2. Complete the second question on page 15 of the textbook.

After the students calculate independently, let the students say how you calculate individual problems. After the students have finished speaking, the whole class will express their opinions.

3. Read page 15 "Do you know?" Understand the meaning of "average score".

Fourth, the class summary:

What did you learn in this class? What did you get?

Verb (abbreviation for verb) class assignment:

Exercise 3, questions 1 and 2.

Teaching reflection: