The fourth grade mathematics teaching plan "the significance of multiplication and division and the relationship between each part"

The significance of multiplication and division in the fourth grade mathematics teaching plan 1 teaching content and the relationship between each part;

The meaning of multiplication and division and the relationship between parts P5P6

Teaching objectives:

1. According to the knowledge of multiplication and division, summarize the meaning of multiplication and division.

2. On the basis of communication and summary, master the relationship between multiplication and division operations and the relationship between the parts of multiplication and division operations.

3. Grasp the characteristics of 0 in the four operations, and make clear that 0 is inseparable and why.

Teaching focus:

Understand and master the meaning of multiplication and division and the relationship between the parts.

Teaching difficulties:

Understand why 0 can't be divided by all.

Teaching preparation:

Physical projection, courseware

Teaching process:

First, introduce new grants.

1, calculate the following questions and check the relationship between the addition and subtraction parts.

363+88= 165-45=

We have learned the relationship between addition and subtraction, so what is the relationship between multiplication and division? Lead to the topic.

Second, exploration and discovery.

1, the meaning of teaching multiplication and division.

(1) shows case 2 of textbook P5 (1)

Students think about parallel solutions independently and say why they are arranged this way.

Teacher's blackboard: 3+3+3 = 12 (branch) or 34= 12 (branch)

Think about the formula just now: which formula is simpler? Think about multiplication. Do you know the names of its parts?

The teacher concluded that the simple operation of finding the sum of several identical addends is called multiplication. Multiplication of two numbers is called factor, and multiplication is called product.

(2) Show textbook P5 Example 2(2)(3)

Students think about parallel solutions independently and say why they are arranged this way.

Teacher's blackboard: 123=4 (bottle) 124=3 (branch)

Compare these three formulas, can you tell me what division is? Do you know the names of its parts?

Summary: Division can be regarded as the operation of knowing the product of two factors and one factor and finding the other factor. In division, the known product is called dividend, the known factor is called divisor, and the unknown is called quotient.

2. Teach the relationship between the parts of multiplication and division.

Can you talk about the relationship between multiplication and division?

Students communicate and report, and the teacher writes on the blackboard.

What is the relationship between dividend, divisor, quotient and remainder in division with remainder?

After students think independently and communicate, write a summary on the blackboard.

Dividend = divisor quotient+remainder

Divider = (dividend-remainder) quotient

By comparing the formulas just now, can you talk about the relationship between division and multiplication?

Summary: Division is the inverse of multiplication.

3. Teach the operation of 0.

(1) shows P6 example 3.

What operations do you know about 0? What should I pay attention to when calculating?

The students say the questions and the teacher takes notes.

Default value: 0+5= 24-0= 50= 06= 4-4=

After counting the names, think about what you found.

Summary: Add 0 to a number and you get the number itself.

Subtract 0 from a number and you get the number itself.

Multiply 0 by any number to get 0.

Divide 0 by any number other than 0 to get 0.

When the minuend is the same as the minuend, the difference is 0.

(2) Thinking: Can 0 be a divisor in the division formula? Why?

After thinking independently, communicate in groups.

The teacher concluded: 50 can't get the quotient, because no number can be multiplied by 0 to get 5; 00 can not get a definite quotient, because any number multiplied by 0 will get 0. So 0 is meaningless, so 0 can't be divided.

Third, consolidate differences.

1, P6 completed independently, and corrected by roll call.

2. Write two division formulas according to 2532=800. Tell the basis of the formula.

3, column vertical calculation, and check the multiplication and division of each part.

3465=

704 16=

89 127=

326 12=

Fourth, evaluation feedback.

Tell me what you got.

Blackboard design:

The significance of multiplication and division and the relationship between the parts.

3+3+3+3= 12 (branch) 123=4 (bottle)

34= 12 (branch) 124=3 (branch)

Multiplication: The simple operation of finding the sum of several identical addends is called multiplication. Division: the operation of finding another factor by knowing the product of two factors and one factor.

Product = factor quotient = dividend divisor

One factor = product and another factor = quotient of dividend.

Dividend = divisor quotient

Dividend = divisor quotient+remainder

Divider = (dividend-remainder) quotient

0 cannot be partitioned.

The meaning of multiplication and division in the teaching content of fourth grade mathematics teaching plan 2 and the relationship between each part;

Exercise 2 P7P8

Teaching objectives:

1. Through practice, students can further understand and master the meaning of multiplication and division and the relationship between the parts.

2. Through practice, further improve students' ability to analyze and deal with problems, and cultivate students' awareness of problem-solving strategies.

3. Cultivate students' good computing ability.

Key points and difficulties:

Application of the relationship between multiplication and division;

Teaching preparation:

Physical projection, courseware

Teaching process:

First, basic training

Teacher: Who can tell us what we learned last class?

Through the communication between teachers and students, it is obvious that they have learned the meaning of multiplication and division and the relationship between the parts.

Teacher: Today, we will test the students' academic performance through the exercises in Exercise 2.

Blackboard: Exercise 2.

Second, guide the practice.

Instruct students to complete Exercise 2, Question 107.

1. Complete the questions on page 7 of the textbook 1.

After showing the questions, ask the students to calculate in groups and then exchange feedback.

When revising collectively, let the students talk about how it is listed and calculated.

2. Complete the second question on page 7 of the textbook.

Guide students to understand the meaning of the problem, solve it independently, and tell the idea and process of solving it, then finish it independently and modify it collectively.

3. Complete question 3 on page 7 of the textbook.

Create a scene: a naughty kitten soiled her exercise book. Can you find out the number of people who have been trampled by cat claws?

Students discuss in groups how they calculate.

4. Complete question 4 on page 7 of the textbook.

After asking questions, students should fill them out independently. When communicating, let the students talk about how they fill in according to the relationship between dividend and divisor, quotient and remainder.

5. Complete question 5 on page 7 of the textbook.

After the courseware shows the questions, let the students calculate them separately.

When giving feedback, let the students talk about how to prove that the calculation result is correct, so as to guide the students to say that they can use the multiplication and division relationship to check the calculation.

6. Complete question 6 on page 8 of the textbook.

Show the questions, let the students understand the meaning of the questions, make clear the requirements, and then communicate in groups.

When communicating with teachers and students, let the students talk about how they arranged it and why.

Third, detection and evaluation.

Show questions 7 ~ 9 in exercise 2.

1, complete the seventh question on page 8 of the textbook.

After asking questions, students can do oral calculations directly. When communicating, let the students say what they think.

2. Complete question 8 on page 8 of the textbook.

Guide students to understand the meaning of the problem, tell the idea and process of the solution, determine the solution, and then complete it independently and modify it collectively.

3. Complete question 9 on page 8 of the textbook.

Show the questions, let the students know what the numbers stand for, then think independently and make a right or wrong judgment.

When organizing class exchanges, let the students talk about the thinking process and basis.

Fourth, evaluation feedback.

Tell me what you got.

Blackboard design:

Product = factor quotient = dividend divisor

Multiplication, division and divisor = quotient of dividend

One factor = product, and the other factor dividend = business dividend.