Remainder division teaching plan

As teaching staff, teaching plans are often compiled according to teaching needs, which is the joint point of the transformation from lesson preparation to classroom teaching. So how should the lesson plan be written properly? The following is the lesson plan of remainder division I collected for you, hoping to help you.

The teaching goal of division with the remainder of 1;

1, through the exploration of the average division behavior of specific things, we can know the division with remainder.

2. Through practical operation, I realized the cause and practical significance of remainder, and established the concept of remainder.

3. Understand the meaning of remainder, and know the relationship between divisor and remainder.

Teaching emphasis: understanding division with remainder.

Teaching difficulty: finding the relationship between divisor and remainder.

Teaching preparation: two-color film 15, some sticks, practice paper.

Teaching process:

First, create scenarios to introduce new knowledge.

1. Xiaopang's father came back from a business trip in Switzerland and brought 15 Swiss chocolates. Xiao Pang wants to share them with his friends. If you want to divide everyone into five pieces, how many people can you invite at most? (The teacher puts the two-color film on the blackboard to fill in the form)

2. If you share chocolate, how many pieces do you want each person to share, then how many people can you invite at most? Students set up their own two-color films and fill in the form.

3. Observe the table and classify the arrangement. (If there is anything left, it's all over. )

4. What kind of distribution would you use to express it? (All-in-One Student Association)

Second, explore new knowledge.

1, know the division formula with remainder.

Q: What can be done if it is not completely completed? Teachers demonstrate and perform on the blackboard.

15÷2=7 (person) ... 1 (block)

Statement: ... means "surplus"; The number of remaining blocks is called "remainder"

Read: 15 divided by 2 equals 7, 1,

Teacher: Try to write the formula in exercise 1 by yourself.

Step 2 know the rest

Talk about the characteristics of "remainder": the remainder that is not divided into parts is the remainder.

3. Reveal the theme: division with remainder.

4. Know the relationship between divisor and remainder.

(1)8 toy pigs, 3 in a bag, how many bags can you hold? How much is left?

Formula: _ _ _ _ _ _ _ _ _ _ _

Answer: It can hold □ bags, and there is □ left.

(2) 10 cups, 3 in a box, how many boxes can you hold? How much is left?

Formula: _ _ _ _ _ _ _ _ _ _ _

Answer: It can hold □ boxes, and there is □ left.

(3) Observation: What do you find by comparing the remainder and divisor of the above two questions? (The remainder is less than the divisor) Why? (Not enough for 1 bag; Not enough for another box). Go back to the topic of dividing chocolate to verify it, and sum it up in one sentence: the remainder is less than the divisor.

Third, fill in the form to verify that "remainder is less than divisor" (physical projection)

1, take out a small stick and build a triangle. How many can you build? How much is left?

How many sticks can there be in each triangle? How much is left? mathematical formula

Summary: The remainder is only 1, 2, will there be 3? 4? Then we say "the remainder is less than the divisor"

2. If a square is built with a stick, the remainder can be _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Conclusion: Then we say "the remainder must be less than the divisor".

Summary: What have you gained today?

Assign homework and complete the questions at the back of the exercise paper.

Remainder division teaching plan 2;

Compulsory education curriculum standard experimental textbook, the first volume of grade three, the content on P49.

Teaching objectives:

It is to let students know the meaning of division with remainder and experience the actual background from remainder.

Teaching focus:

Knowing the meaning of remainder division comes from life.

Teaching props: (omitted)

Teaching process:

Review the multiplication formula.

First of all, let students experience the actual background of remainder division in combination with their own living conditions.

1. Teaching thematic map P49.

(1) Let the students independently observe the situation diagram in the textbook P49.

Thinking about the problem:

[1] Where is this picture?

[2] What activities do you find in the picture? (in order)

(2) Tell the other person what you have observed in the group. What do you think?

(3) Report of each group.

(4) Data reported by teachers and students on the blackboard.

[1] This is the activity scene map of a campus. From the picture, it is found that there are four national flags of different colors between the two trees in front of the teaching building, and there is a national flag floating on the flag-raising platform.

[2] Every four children in the playground are skipping rope.

[3] Every five people on the basketball court are ready to play a basketball game.

[4] Flowers placed under the blackboard are in groups of 3 pots, and there are many potted flowers beside them.

(5) According to the above information (conditions), consider whether the problem of division calculation can be raised. Let's discuss it in the group.

2. Perceive the ubiquitous division in life.

(6) student report. (omitted)

(7) Teacher: Where have you seen these activities or participated in them yourself?

Health: (omitted)

3. Experience the mathematical problems in life.

Teacher: Besides the above math problem, which one of you can ask other math problems and work them out by division?

According to the total number of students in the class, each () person can sit in several groups. )

Second, practice circles.

Let's bypass the delta. A * * has 15 deltas.

1, 3 copies each, * * * How many copies?

2. Four copies each. How many copies are there? How much more?

3. Five copies each. How many copies are there?

4. Each person has 6 copies. How many copies are there? How much more?

Third, place it and fill it in.

1、∮∮∮∮∮∮

63=□

2、∮∮∮∮∮∮∮

73=□

Fourth, report what you have learned in this class.

Fifth, class summary.

Teaching reflection:

leave out

"Division with Remainder" Teaching Target Teaching Plan 3

1, so that students can understand the meaning of division with remainder and master the calculation method of division with remainder.

2. Make students master the method of trial quotient and understand that the remainder is less than the divisor.

3. Cultivate students' preliminary observation and generalization ability.

Teaching focus

Calculation method of division with remainder.

Teaching difficulties

Trial quotient

Prepare teaching AIDS and learning tools

Slides, pears, plates, pictures, sticks, CDs

Teaching step

First, pave the way for pregnancy and demonstrate the courseware "Division with Remainder"

1 and () What can I fill in? what do you think? (completed in the book)

3×()& lt； 224×()& lt； 37

()×2 & lt； 1 1()×5 & lt； 38

2. Use a hard formula to calculate the division, (do it together and name the board)

When revising the written division, students are required to dictate the name and vertical arrangement of parts in the calculation process.

Second, explore new knowledge,

1, teaching example 1 Continue to demonstrate the courseware Division with Remainder.

(1) For example, 16÷3=

Instruct students to operate. Replace pears with disks and plates with sticks. After everyone operates together, find a classmate to operate in front.

While operating, I thought, put six pears on three plates evenly, how to divide them.

Post-column calculation, students dictation, teacher writing on the blackboard: 6÷3=2.

After oral calculation, students are asked to answer the meaning of each number in the vertical form: divisor 6 means divisor, and 3 means average division into three parts; 2 means that each copy is 2; The 6 below the dividend 6 is the product of 2 and 3, that is, each disk is divided into 2, and 3 disks are divided into 6, that is, the divided number; A 0 below the horizontal line means that all six pears have been divided, and nothing is left.

The teacher wrote on the blackboard next to "0": No left.

(2) Give an example of 17÷3= First, according to the meaning of the question, 7÷3=

Teacher's inspiration and guidance: Let students operate according to the method of 6÷3=2, and observe what happens when 7÷3 means putting seven pears on three plates on average.

After everyone started work together, please ask a classmate to come to the front to demonstrate and answer the teacher's question: divide the seven pears equally in three plates. How to divide it? Why do you want to divide it like this? Have you finished dividing it? How many are there on each plate? How much is left?

The teacher inspired the explanation: Can the remaining 1 be divided among three plates equally? Since we can't, that's the only one left. That is to say, put seven pears on three plates on average, two pears on each plate, leaving 1. 7÷3= How to express it vertically?

The teacher explained by analogy with the method of 6÷3=2, and named the answer:

What is the score? How many shares are divided equally? How to write?

How many copies per plate, how much is the dealer, and where to write it?

There are three plates, and there are two pears in each plate. How many pears were actually divided? (2×3=6) Where should the divisor "6" be written?

Seven pears, six of which have fallen off. Are there any pears left? Where should I write them vertically?

The teacher stressed: Seven pears are divided into six, and the rest is 1. This "1" should be written under the horizontal line to indicate the remainder. If the remainder is not divided, we call it "remainder" and "remainder".

How to write horizontal body? Write the quotient "2" after the equal sign. In order to distinguish the quotient from the remainder, point six "……" behind the quotient 2, and then write the remainder 1, which is read as "2 remainder 1". The teacher read the formula 7 ÷ 3 = 2 … 1, which is read as: 7 divided by 3 equals 2 and the remainder is 65438.

The teacher summed up: the division with remainder after finding the quotient like this is called "division with remainder"

(blackboard title: division with remainder)

(3) Contrast, observe and compare the similarities and differences between general division and division with remainder, reveal the key points, and communicate the relationship between general division and division with remainder.

Similarity: the meaning expressed is the same, which means the average score; The column method is the same; The number of segmentation points, average segmentation points, segmentation points and segmentation points are the same in vertical position.

Difference: 6÷3=2 is divisible without remainder: 7 ÷ 3 = 2... 1 undivided, with remainder, so writing and reading are different.

(4) feedback exercises:

Take 1 1 branch and divide it into 4 parts on average. How many sticks are left in each part? Put a pendulum first, and then write the vertical shape below completely.

After the students have finished their operation, analysis, formula and calculation, they will correct them. They will focus on asking what the dividend 1 1 means, what the following 3 means, how to write after the horizontal equal sign, read out the formula and tell the meaning of the formula.

2. Teaching example 2. Continue to demonstrate the courseware "division with remainder"

(1) Example 2: 38 ÷ 5 = □…… □

(2) Students try to calculate and think. When there are problems, they discuss and solve them in groups, sum up the trial and error algorithm, trial calculation and discussion. After discussion, they replied: Divide 38 into five parts equally. How many parts do you think each part has? How much is each? If it is divided into five parts, it means five parts. I think the product of five times a few is less than 38, otherwise it is not enough, provided that it is not divisible. )

The product of multiplication is too small. Can you divide it again? (it means that if you don't finish dividing, you can keep dividing until you don't get enough points, so the product of 5 times a few should be not only less than 38, but also the closest to 38. )

So which number multiplied by 5 is less than 38 and closest to 38? 5×()& lt； How about 38 and 6? How about Business 8? Why?

Therefore, when calculating the divisor with remainder, if you want to multiply the divisor by several times, the product is less than the dividend and closest to the dividend.

(3) Observe and compare, and find out the rules.

Compare example 1, "Zuo" and example 2. What did you find about the remainder and divisor in these three questions?

Write the answers on the blackboard: use the remainder to calculate the division, and the remainder is less than the divisor.

(4) feedback exercises:

14÷4=□……□

When reviewing, call the roll to let students talk about the thinking process, focusing on the method of trying business.

Third, the class summary,

1. Let the students look at the blackboard and think about what they have learned today.

2, the teacher correction, supplementary summary,

Classroom practice

(1) oral calculation process.

(2) Calculate the following questions vertically:

27÷5=38÷6=47÷9=

When reviewing, the students talk about the calculation process, focus on checking the size of the remainder, and don't forget to write the remainder on the horizontal line.

1. Is the following calculation correct? Correcting mistakes.

2. Fill in the appropriate numbers in the box.

arrange work

calculate