Draft teaching plan of multiplication formula of 9

As a teacher, you usually need to use class notes to assist teaching, and carefully draft class notes. Then the question is coming, how should I write a speech? The following is a sample essay on the formula of 9 multiplication compiled by me, hoping to help you.

The teaching objectives of lesson plan1multiplication formula of 9 are: to further understand the meaning of multiplication, to compile multiplication formula of 9, to master the law of multiplication formula of 9, and to memorize and use it; Cultivate students' observation and reasoning ability, and develop students' thinking agility. Let students experience the joy of success in the process of learning. The focus of this lesson is the law of formulas, but the difficulty is the mixing with other formulas. In the teaching process, cards, situation charts and statistical tables should be used. The specific teaching process design is as follows:

First, review the old knowledge.

1, recite the multiplication formula of 7 and 8

2. watch the card drive the train. Say the number while saying the corresponding multiplication formula.

3. Look at the formula and say two multiplication formulas.

Second, talk about new lessons.

Teacher: We learned the multiplication formula of 1-8 earlier. Today we will learn the multiplication formula of 9.

Third, explore new knowledge.

1, show the situation map and guide the students to observe.

2. Ask mathematical questions according to the information.

3. Start with the question and enter the self-made link of the multiplication formula of 9.

4. Guide students to solve the above-mentioned mathematical problems with formulas.

5. Show kangaroo chessboard and learn more about products related to 9.

6. Guide students to observe the multiplication formula of 9.

7. Display the statistical table of 1-9. Ask students to find multiples of 9 and share their findings in groups.

Fourth, accumulation and application.

1, introducing the formula of "finger method"

2, password, recite the formula

3. Complete the formula.

4, oral calculation

5. Game: Find friends

Verb (abbreviation of verb) summary and induction

What did you learn in this class?

The multiplication formula of 9 says the draft of lesson 2, leaders and teachers:

Hello, my name is Hong Haijie, and I come from Daowai Democratic Primary School. If I can express my mood at the moment in one sentence, it is that I am waiting in constant expectation, feeling and gaining in constant participation. Today, I also hope that my performance can be recognized by all of you here.

Teaching content:

The content of the class I am talking about is page 49~5 1 of the second volume of the second grade of mathematics published by People's Education Press.

First, teaching material analysis:

Finding quotient by multiplication formula is one of the important contents in mathematical calculation and occupies an important position in the whole calculation field. This unit is to learn how to use the multiplication formula of 7, 8 and 9 to find the quotient. On the basis of mastering the general method of seeking quotient by formula, students should comprehensively use the calculation skills of multiplication and division in the table to solve some simple and slightly complicated practical problems involving multiplication and Divison.

In this lesson, the textbook leads to practical problems and calculates division through a theme map of "Happy Festival" that students are familiar with. By solving specific problems, students can understand that the calculation of quotient is the need to solve problems, and the multiplication formula is a tool to help people solve practical problems, and at the same time, the relationship between multiplication and division is communicated.

Second, the analysis of learning situation:

In the study of division in table (1), students have mastered the basic method of seeking quotient by using multiplication formula, so it is not difficult for students to seek quotient by using multiplication formula of 7, 8 and 9, but it should be based on their basic proficiency in multiplication formula. In addition, the teaching content of this course is carried out in specific problem situations, and the skilled solution to such problems is also the key to the success of this course.

Three. Teaching objectives, teaching emphases and difficulties

Teaching objectives:

1, let students learn the basic method of finding quotient by using the multiplication formula of 7, 8 and 9.

2. Let students skillfully calculate the quotient of division.

3. Make students find, ask and solve problems in specific situations, and feel the close connection between mathematics and life.

Teaching focus:

Make students skillfully use the multiplication formulas of 7, 8 and 9 to find the quotient.

Teaching difficulties:

Using the existing knowledge and experience, we independently explore "the general method of finding the quotient of multiplication formulas of 7, 8 and 9".

Fourth, the design of teaching methods and learning methods:

1, teaching method:

Students have mastered the general usage of multiplication formula from 2 to 6, and the ideas and methods of using multiplication formula are the same. Therefore, in view of this fact, in teaching this class, I adopt the teaching method of "consolidating old knowledge, introducing new lessons-creating situations, stimulating interest-self-discovery, exploring methods-interesting stories and strengthening exercises" to complete the teaching task in the interaction between teachers and students.

2, study law:

In learning law, let students become the main body of learning activities, so that every child can participate in the activities. Through the four links of "situational learning, independent inquiry, group communication and summary report", students' independent thinking ability and innovative consciousness are cultivated.

Preparation of teaching AIDS for verbs (abbreviation of verb);

Multimedia courseware, physical projection, dictation card.

Sixth, the teaching process:

(1) According to the above teaching rules, this course has designed the following four teaching links:

(1) Review old knowledge and introduce new lessons.

(2) Guide discovery and explore new knowledge.

(c) Fun exercises to consolidate new knowledge

(4) Summarize the exchange experience.

In the review session, three exercises were designed. First, let the students do oral calculations while driving the train, and randomly ask the students to answer the method of finding the quotient by using the multiplication formula of 2~6. Next, fill in the blanks with the multiplication formulas of 7, 8 and 9 and recite the multiplication formulas of 7, 8 and 9 to reveal the topic. In this lesson, teachers and students will continue to learn to use the multiplication formula of 7, 8 and 9 to find the quotient. When writing on the blackboard, please read all the books together.

Introduce the old into the new, grasp the connection point of old and new knowledge through the transfer of knowledge, and pave the way for learning new knowledge below.

(2) Guide discovery and explore new knowledge.

The second link is to guide discovery and explore new knowledge.

First of all, create a situation: before learning a new lesson, the teacher wants to ask the students, what is your favorite festival? According to the students' answers to Children's Day, I said, Yes, Children's Day is a happy festival for you. Look, some students have already started to prepare their own festivals. At this moment,

Show the theme map of happy holidays and ask questions. What are they doing? After observing the report, the students went on to say that these students have encountered some difficulties and want to ask you for help. Would you like to? Children will definitely respond positively and then show their thinking:

(1) According to the mathematical information on the diagram, what questions can you ask?

(2) What method is used to calculate?

(3) How to make it?

(4) What was the result? what do you think?

With problems, students can't help but explore solutions to them. So I ask students to think independently and explore independently before group communication and cooperative learning.

Students will report the problems found, solutions, listed formulas and multiplication formulas used in quotient one by one independently, and the teacher will write them on the blackboard at will. When students solve "How many sides should each line hang on average?" After this question, the teacher consciously changed the conditions: if seven lines are hung, how many sides can each line hang on average? After the students report, please carefully observe the two formulas 56÷8=7 and 56÷7=8, and ask what you found. Through observation, the students reflect that the divisor is the same, the divisor and quotient have changed places, and both use formula 7856 to calculate the quotient. Initially, one multiplication formula can be regarded as two division formulas.

After solving all the problems contained in the theme map, the teacher made a summary: the method of finding the quotient with the multiplication formula of 7, 8 and 9 is the same as that with the multiplication formula of 2-6, that is, trying to multiply the formulas.

This paper creates a math problem situation in which the class is arranged on June 1 day. Through guidance, students can obtain the basic ideas and methods of solving problems and seeking business by using existing knowledge and experience through observation, analysis, independent inquiry and group cooperation.

This is the blackboard design of this lesson: the process of solving problems and the method of seeking quotient are clearly and completely displayed, which is helpful for students to sum up and deepen their memories.

(c) Fun exercises to consolidate new knowledge

Transitional language design: Children's Day is not only a favorite festival for children, but also a favorite festival for small animals in the forest! Several small animals are also preparing for the festival, but they also have some difficulties. What should they do? Because the students have had the experience of helping others solve problems before, I believe they will take the initiative to ask for help here.

This part designs four exercises.

The first question is done on the back 49 pages of the book. The second and third questions are two exercises: the little monkey picking peaches and the little rabbit picking mushrooms on the back 50 pages of the book. The three questions are aimed at helping students to consolidate the method of seeking quotient by formulas. At the same time, the first exercise also allows students to form a cognitive structure in which a formula can calculate a multiplication formula and two division formulas through observation and analysis.

The last question is the tug-of-war exercise on the back 53 pages of the book.

The purpose of this project design is to make students feel that mathematics knowledge comes from life and serves life, and further understand the relationship between mathematics and life, so as to cultivate students to solve some practical problems in life with mathematics knowledge.

(4) Summarize the exchange experience:

Guiding design: Students not only help children solve problems, but also help small animals prepare for holidays. You're amazing! The teacher believes that everyone will gain a lot. Would you please talk about it below?

Let students talk about their performance and gains in this class, cultivate students' ability to sum up problems, and let students feel the joy of autonomous learning.

Seven, the expected teaching effect:

In this teaching process, multimedia is used to present the theme map of "Happy Festival" that students are familiar with, so that students can discover mathematical information, ask questions and solve problems according to their existing knowledge and experience. Let every student try and explore boldly, feel the interest and quality of mathematics and experience the joy of success. Finally, through interesting and gradient exercises, let students further consolidate the general method of finding quotient by multiplication formula.

Students not only learned knowledge, but also learned how to solve problems. Their personalities have been fully displayed, and their thinking creativity has been fully exerted. At the same time, they have cultivated their spirit of unity and cooperation. So that the whole classroom teaching is vivid, lively and full of vitality.

The above is my teaching design for this class. Please give me more advice. Thank you!

9 multiplication formula, lecture 3, teaching content

Unit 6 of Grade Two Mathematics "Formula of Multiplication of 9", page 84 of the textbook.

Second, teaching material analysis

The multiplication formula is the basis of calculation. The multiplication formula of 9 is taught on the basis that students master the multiplication formula of 1 to 8. The content of this lesson is relatively simple, and students have the ability to deduce formulas. Therefore, in this lesson, students will use the existing methods to independently derive the multiplication formula of 9.

Third, teaching methods and learning methods.

Adopt the activity teaching mode of "independent inquiry learning" to advocate autonomy. In order to better remember the formula and let students observe the law of counting, the difficulty is appropriately reduced. Thirdly, memory formulas should focus on formulas with large numbers, which are easy to be confused and difficult to understand. After the instruction, remember the formula by finger memory. In training, we should change the way, use games and competitions to stimulate learning interest and improve learning efficiency.

Fourth, teaching objectives.

1, through the process of compiling the multiplication formula of 9, master the multiplication formula of 9, and use the formula to carry out related multiplication operations.

2. In the process of solving practical problems, further experience the connection between mathematics and life, develop mathematical thinking and improve the ability to solve practical problems.

3, cultivate the consciousness of cooperation with others, and gradually develop the habit of independent thinking and active exploration.

Verb (abbreviation of verb) is the key and difficult point.

Key points: Through the compilation process of multiplication formula of 9, master and use the formula to carry out related multiplication calculation.

Difficulties: Derive the multiplication formula of Compilation 9 and memorize it.

The intransitive verbs talk about the teaching process;

(A) independent inquiry, formulation

This link is divided into three levels, one is collecting information, the other is processing information, and the third is writing formulas independently.

In the introduction, the teacher rendered the scene of the Dragon Boat Festival and showed the dragon boat map. Through this scene, let the students collect mathematical information and ask mathematical questions. Students can collect and ask how many people are on each dragon boat. It is also possible to collect two dragon boats. How many people are there? How about three? Even put forward a * * * How many people participate in the competition? Realizing that mathematics is everywhere,

The second level is processing information. According to the math problems raised by students, we can deal with information from two aspects. On the one hand, fill in the result of addition on the number axis and infer while looking at the picture. This form improves the degree of abstraction and the one-to-one correspondence between penetration points and numbers. When students apply, the teacher: 1 9 is 9, two 9s add up to 18, three 9s add up to 27 ... nine 9s add up to 8 1. On the other hand, information processing is to guide students to write the multiplication formula of 9 independently and write numbers according to the results of continuous addition. The purpose of this design is to let students further understand the relationship between addition and multiplication of the same number and perceive the characteristics of the addition result.

At this time, with the basis of the multiplication formula of 2-8, it is natural to make up the multiplication formula of 9. According to the students' learning situation, let the students write the formula independently, fill in the process in the book, experience the making process of the formula personally, and then show and communicate in the class. From the above three levels, the design basically achieves the three-dimensional integration of figure, form and form, and students' independent thinking and exchange learning activities run through.

(B) looking for patterns, memorizing formulas

1 Students try to recite formulas.

Pat the back face to face.

Ask the students to say a few difficult formulas in the process of memory, and lead to the rules in the formula of 9.

Students observe and look for the law in the formula of 9.

5 the law of students' communication and discovery.

The teacher introduced the rules that the students did not find.

Students use these rules to memorize the multiplication formula of 9.

Teachers and students check passwords and check students' memories.

The memory of multiplication formula of 9 is the difficulty of this lesson. I let the students memorize the formula in their favorite way first, and then pat the formula on the back of their hands face to face. After the students' personal experience, I asked this question: What do you think is the best formula for multiplication of 9? Which sentences are the most difficult to remember? Then ask questions: do you have any golden ideas to help us remember? Then I asked the students to talk in the group first, and then the whole class communicated. The form of "giving ideas" will certainly stimulate learning.

Students' enthusiasm for inquiry, they may come up with good solutions to problems from different angles. If you want to think about the next sentence according to the previous sentence, you want to think about the previous sentence according to the next sentence, and so on. Later, the teacher introduced the rules and methods that students didn't expect, such as the multiplication relationship between 9 and integer 10, the multiplication formula on the finger and so on. I will give them reasonable advice, understand other people's ideas in communication, and make up for their own cognitive and thinking limitations, so as to learn from each other and improve each other. This not only highlights the key points of this class, but also breaks through the difficulties. Students' own value has been fully reflected, and they unconsciously regard learning mathematics as a pleasure.

Consolidate and strengthen, apply what you have learned.

I designed exercises at the following levels:

1, contrast exercise

(1) oral calculation:

3×8+8 =5×8+8 = 6×8+8 =

4×8 = 6×8 = 7×8 =

8×4 = 8×6 = 8×7 =

(2) Fill in the blanks: 7 eights are greater than 6 eights () and less than 8 eights ().

Here, I want to guide students to understand the connection between two adjacent formulas through students' oral calculation, comparison with (cn-teacher, com) and fill in the blanks, and use this connection to improve the memory effect of formulas, disperse difficulties again and highlight key points.

2. Game: Password

Such as: 3927 3×9 = 279×3 = 27

Here I ask students to write two related multiplication formulas according to the multiplication formula of 9, so as to deepen students' further understanding and mastery of the formulas.

Step 3 drive and do oral calculations

Here, I design the oral math problem in the textbook into the animation form of multiplying the number of cars by 9, which not only consolidates new knowledge, but also improves students' interest in learning and enlivens the classroom atmosphere.

Step 4 apply what you have learned

Go to 9 yuan supermarket.

Mathematics comes from life and is applied to life. Here, we try to make students use the knowledge they have just learned to solve mathematical problems in life, so that students can realize the value of learning mathematics and enhance their awareness of application.

(5) Expansion and extension

1, there is a strange bird in China legend, which is called the nine-headed bird. How many heads do three birds with nine heads have? How about eight o'clock?

Have you ever recited such a poem? Show me some nine-character poems. Now I want to know how many words there are in each poem. Can you work it out quickly?

Such questions can train students' ability to solve practical problems.

Lesson-telling blackboard design

Multiplication formula of 9

1× 9 = 9.9× 1 = 9 nine out of nine.

2×9 = 18 9×2 = 18 298

3×9 =27 9×3 =27 3927

4×9 =36 9×4 =36 4936

5×9 =45 9×5 =45 5945

6×9 =54 9×6 =54 6954

7× 9 = 639× 7 = 63796 13

8× 9 = 729× 8 = 728972

9×9 =8 1 9×9 =8 1 998 1

This kind of blackboard writing is simple and focused, which is convenient for students to observe, compare and understand their memories, leaving a deep impression on them.

Seven, said the teaching effect:

(Finally, talk about the teaching effect) I introduce bold innovation through the situation, closely focus on the main points of teaching, and teachers break through the difficulties one by one, so that students can mobilize their learning enthusiasm and complete their learning tasks in a solid and effective way in independent inquiry, student-student interaction and teacher-student interaction. At the same time, let students fully feel the value of mathematics, experience the fun of solving problems and experience the happy feeling of mathematics learning.