Model essay template of mathematics estimation and oral calculation teaching plan for grade three in 2020.

Model essay template of mathematics estimation and oral calculation teaching plan for grade three in 2020.

Teachers should guide students to make reasonable estimates according to specific conditions, and cultivate students' good thinking quality and mathematical application ability. The following are my teaching plans for math estimation and oral calculation in Grade Three, hoping to provide you with reference.

Math estimation and oral calculation teaching plan for grade three: a number divided by whole ten, whole hundred and hundred.

Teaching content: examples on pages 13 to 15, 1 and 2 of "Do it", and 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 in the process of 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 tens are there in (1)80? 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 theme map, think about what questions can be asked according to the known conditions in the theme 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 at a 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.

(3) Aunt Li delivered 240 cases 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 in 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 work out how much each part costs, 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 teacher summed up the calculation method: 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 one point at a time. ) We can regard 200 as 20 pieces 10, 40 pieces together, and 24 pieces 10, and then divide it into three parts on average, with 8 pieces each 10, 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, then add up with ten numbers to calculate dozens of tens, and then divide a number by the quotient of several tens, which is dozens.

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 calculations continuously. Ask them 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 worked out the single question. After the students finished speaking, the whole class came to comment.

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

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:

Mathematics estimation and oral calculation teaching plan in grade three: estimation of division

Teaching content: 16 Page Example 2 and "Doing" Question 1 and 2, Exercise 3 Questions 3 and 4.

Teaching objectives:

1. Make students realize the necessity of learning division estimation and understand that divisor is a general method of division estimation of one digit.

2. Guide students to make reasonable estimates according to specific conditions, and cultivate students' good thinking quality and mathematical application ability.

3. Cultivate students' good estimation habits.

Teaching emphasis and difficulty: Knowing the divisor is a general method to estimate the division of one digit.

Teaching aid preparation: wall chart

Teaching process:

First, review the introduction.

1, oral calculation:

60÷6 240÷8 320÷4 420÷7

450÷9 630÷7 360÷6 400÷5

120÷3 160÷4 280÷4 540÷9

2. Say the approximate values of the following figures.

148 193 87 93

Second, experience and learn new knowledge.

1, launch new courses.

(1) There are 124 cases of goods, and Uncle Li has driven three cars. How many boxes do they carry on average?

(2) It's 223 kilometers to the West Lake, and the bus took 4 hours. How many kilometers per hour do you drive on average?

(3) How many cans of drinks can I buy for 100 yuan in 3 yuan?

(4) In an earthquake, there were 182 victims. If one tent is distributed to every four people, how many tents should be prepared at least? Ask the students to list the formula of each problem according to the meaning of division.

124÷3 223÷4 100÷3 182÷4

Question: Let the students say the meanings of the above four formulas one by one. In the process of saying the meaning of the formula, I realized that the answers to many questions in life must be completed by division and estimation. Understanding division estimation is an important method to solve the problem.

2. Show the theme map on page 13 of the textbook, and show example 2 at the same time.

Teacher: "How many boxes will each of them carry on average?" The formula is 124÷3.

Teacher: What do you mean?

Teacher: How to estimate division? Discuss in groups and report the results.

The first method and the second method.

124≈ 120 124= 120+4

120÷3=40 (or 3× 40 =120)120 ÷ 3 = 40

On average, each person transports about 40 boxes, and the remaining 4 boxes can also transport 1 box, and each person transports about 4 1 box.

Instruct students to compare the above two estimation processes and methods:

① The process and method of twice estimation are correct.

(2) Although the two results are slightly different, they are both close to the exact value, which does not affect the reasonable solution of the problem. It can be said that this difference can be ignored in solving this problem.

3. Let students estimate independently.

The first, the second and the third.

223≈200 223=200+23 223≈240

200÷4=50 200÷4=50 240÷4=60

The average speed is about 50 kilometers, 55 kilometers and 60 kilometers per hour.

Teacher: The above three results are all correct, that is to say, the speed is between 50 and 60 per hour, of course 55, because it is closer to the accurate value.

Summary: Inductive divisor is a general method to estimate the division of one digit. Generally, the divisor is regarded as a whole hundred (whole ten) or hundreds (before hundreds), and the divisor is unchanged, so it is calculated by the basic method of oral calculation.

4. Reproduction problem:

(1) How many cans of drinks can I buy per can of drinks 100 yuan, 3 yuan?

(2) In an earthquake, 182 people were killed. If every four people share a tent, how many tents should be prepared at least?

Organize students to discuss:

① Can 100 be estimated as 120 when solving the first question? Why?

(2) When solving the second problem. Is it appropriate to estimate 182 as 160 or 200?

5. Teacher's summary:

From the above discussion, most people understand: in the first question, there is only 100 yuan, so we can't estimate 100 too much, only too little; Second question, there are 182 known victims. When considering the number of tents needed, 182 should be regarded as 200 to ensure that there are enough tents for the victims to tide over the difficult times.

Third, consolidate the use

Complete questions 1 and 2 on page 16 of the textbook.

Fourth, the class summary:

What did you learn in this class? What did you get? How to estimate the division of divisor into single digits?

Verb (abbreviation for verb) class assignment:

Questions 3 and 4 in textbook exercise 3.

Teaching reflection:

Mathematics estimation and oral calculation teaching plan in grade three: oral calculation practice class

Teaching content: Exercise 3, questions 5 to 8 on pages 17 and 18 of the textbook.

Teaching objectives:

1. After repeated practice and thinking, let students master the basic laws of division and oral calculation in the process of practice.

After mastering division and oral calculation, you can skillfully use it in your life.

Teaching emphasis and difficulty: pay attention to find some typical examples that students can't understand and explain them to students.

Teaching process:

First, basic exercises

1, listening and calculation exercises

6÷2 60÷2 600÷2 6000÷2

8÷4 80÷4 800÷4 8000÷4

10÷2 2×5 60÷3 20×3

24÷3 240÷3 2400÷3 120÷3

70÷7 10×7 54÷6 48÷8

2. Use your favorite method to estimate:

125÷2 378÷5 435÷7 297÷4 469÷8 194÷6

3. Writing competition:

8÷2 80÷2 800÷2 8000÷2 18÷3

180÷3 1800÷3 90÷3 5×8 40÷5

54÷9 6×9 8 1÷9 7×9 8×9

7×9 27÷3 6×7 45÷5 2 1÷3

Make the above questions within a certain period of time, and teachers and students will evaluate, praise and reward them.

Second, guide the practice.

1, exercise 3, question 5.

After the students finish independently, the whole class communicates.

2. Exercise 3, question 6.

Students read the questions and then fill them in the book. The whole class evaluates the communication.

3. Exercise 3, question 8.

Students complete the (1) questions independently, and then ask questions.

4. Complete the thinking questions after Exercise 3.

Third, the class summary:

1, tell me what you have learned in division and oral calculation, and what you have found to share with you.

2. Think about what experience you have accumulated in division and oral calculation.

Fourth, class assignments.

Exercise 3, question 7.

Teaching reflection: