Teaching thinking of multiplication formula

"Ru" is a Chinese character used when the answer is single digits in China's ancient 99 multiplication. It is believed that the book Sun Zi Shu Jing, written in the Han Dynasty, also recorded "Nine as Nine". It is necessary for officials in ancient Japan to master the skills of reading, writing and multiplication. Wooden slips are likely to become historical materials for popularizing and using Chinese textbooks in Nara period.

Reflection on the teaching of multiplication formula of 5: How to write the experimental textbook of 1 People's Education Edition: This part of multiplication formula teaching, first teach the multiplication formula of 5, and then teach the multiplication formula of 2-4. The new curriculum standard points out that mathematics curriculum should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students' learning mathematics, and emphasizes that starting from students' existing life experience, students should experience the process of abstracting practical problems into mathematical models and explaining and applying them.

In fact, some children have been able to recite some or even all multiplication formulas. Then, in teaching, we should also follow students' existing knowledge rules, make full use of students' life experience and knowledge base, and guide them to complete the compilation process of multiplication formulas with the help of materials that students are interested in, understand the source of each formula, understand the meaning and structure of the formula, and lay the foundation for further study of Formulas 2, 3, 4 and 6.

In teaching, I introduced from the riddle: two small trees, ten branches, no leaves and no flowers, can write, calculate, draw, work every day and can't talk. After the classmate guessed it was a hand, then I asked: Where do you use "5" in your life? Give students interesting learning situations and let them experience the formation of mathematical knowledge in activities such as observation, guessing and communication.

The basic teaching mode of multiplication formula is: compiling formula-memorizing formula-consolidating formula-applying formula. As the first lesson of formula teaching, this lesson focuses on the formulation of formula, the understanding of formula meaning and the structure of formula. After the students made up the multiplication formula of 5, I asked the students to observe and think: We know that a 5 is 5, so what does 25 10 mean? It is not difficult for students to say that 25 10 means that two fives add up to ten, linking the meanings of multiplication.

Students can also draw a conclusion through discussion: the first two of the formula represent the factors in the multiplication formula, and the latter represents the product. In this way, students can experience the formation of knowledge, better understand the meaning of mathematical knowledge, master the double basics, develop the consciousness and ability of applied mathematics, and enhance their desire and confidence to learn mathematics well.

But there are still many shortcomings in the class. Next, I will make a reflection on the shortcomings of this class myself.

First, students are not focused enough, and their performance in class is worse than usual. This is because students have leaders and teachers in class 1 and class 3 in the morning. The second class is math practice class, and the fourth class is math class. Therefore, children's attention is limited by age characteristics and their performance is not good.

Second, the handling of teaching materials and the arrangement of student activities are not well thought out. For example, 1, an example of setting a graph with a stick, is acceptable for students to compile the formula by hand, overestimates students, does not allow students to learn textbook knowledge independently, and sets a variety of graphs, so the students' report can not achieve the expected effect. At the same time, it also makes the audience feel that this activity design is meaningless.

Third, in the teaching process, the class summary should be put before the extension, so that there is no time for the class summary, and the extension link can make students think after class.

Fourth, the blackboard writing in the whole class is incomplete, mainly: 5× 1,1× 5; 5×2、2×5; 5×3、3×5; 5×4、4×5; 5×5 has no equal sign and product, which has certain influence on students' memory and formula use.

Reflection on the teaching of multiplication formula of 5 How to write 2 "multiplication formula of 5" is based on the preliminary understanding of multiplication. In the process of teaching, I mainly introduce situations and interests. A short journey to the west. Improve students' interest in learning. Ask questions in the lead-in, so that students can have a preliminary understanding of the teaching content of this lesson. In the teaching process, props (finger maps) play a very important role. Through the independent observation of students' finger charts and the guidance of teachers, students actively participate in the classroom and accurately understand the teaching content. How to make simple teaching content vivid and enrich students' mathematics learning experience, I have innovated the "multiplication formula of 5" and tried to embody the following points in this teaching:

1. Make full use of props in class and make better use of the concept of intuitive teaching method. Improve students' learning enthusiasm and attract their attention. Creating such a situation can not only cultivate students to observe things around them from a mathematical perspective, but also organically combine math classes with art classes.

2. Stick to the theme in teaching, simplify the teaching ideas as much as possible, and let students accept the learning content of the new lesson more accurately and quickly.

4. Communicate in inquiry and experience the process of writing formulas. The multiplication formula writing teaching of 5 is integrated into the learning methods of independent inquiry, hands-on operation, cooperation and communication, so as to promote students' active construction, improve their independent learning ability and feel the joy of success. Inspire students to understand the meaning and source of each formula of 5 from multiple angles, understand the meaning of multiplication and the relationship between formulas, and experience one formula to calculate two multiplication formulas. Through group discussion, students devote themselves to collective cooperative learning, express their opinions and cultivate cooperative consciousness and spirit.

5, through various forms of memory methods, let students communicate with each other, and finally let students choose the method that suits them, and remember the formula faster and better, which is also an essential content of this lesson.

6. Sublimate in practice and deepen the formation process of knowledge. In order to make students better understand the multiplication formula of 5, we should pay attention to creating an atmosphere of students' autonomous learning and active knowledge construction in practice design, and further deepen the knowledge they have learned by guiding students to think independently and practicing cooperation and communication.

Teachers create a good classroom atmosphere for students, which can not only stimulate students' desire for knowledge, but also play a multiplier role in teachers' teaching.

Reflections on the teaching of multiplication formula of 5: 3 students are familiar with multiplication formula of 5; On the one hand, the multiplication formula of 5 is easy to remember, and it is not difficult to fill it. In order to make students learn more interesting, I invented the multiplication formula of 5.

Because the multiplication formula of 5 is the beginning of learning multiplication formula, in order to attract students' attention, I didn't use the situation map in the textbook, but used the hands that children are very familiar with. Everyone has a palm. One palm and five fingers are 1 5, and two palms and five fingers are 10, that is, two fives, and the addition formula is listed. And so on until five palms, that is, five fives, write the addition formula. Let students rewrite the multiplication formula according to the written addition formula and compile the formula, so that students can understand the meaning of the multiplication formula from a concrete and intuitive point of view, which is more in line with students' psychology, not only conducive to students' quick memory of the formula, but also conducive to students' understanding and solving the multiplication problem.

Formulation formula is the focus of this class. I will let students talk about their intentions first, and then use the teaching method of helping them first and then let them fill in the formula to understand the meaning of the formula through the meaning of multiplication. In this whole process, I believe in the students' ability. Let students solve what they can, instead of being taught by teachers. The purpose is to respect students' existing life knowledge, let students show their skills, pay attention to students' emotions and attitudes, embody students' values, and improve students' interest and self-confidence. The enthusiasm of the whole class to participate is very high and the effect is very good. After editing, most children can recite the multiplication formula of 5.

While consolidating new knowledge, I designed novel and unique exercises. First of all, I consolidated the multiplication formula of 5 in the game with playing cards. Variant exercise, I present it by email; Innovative exercises are presented in the form of scene reappearance. Although it is presented in different ways every time, there is only one purpose at a time, that is, to let children digest new knowledge in a pleasant atmosphere. Because I know that classroom exercises are an important part of a class, designing exercises scientifically and reasonably is an important means to improve teaching quality, a basic skill of math teachers and a teaching art.

As the undertaker of a class, I was very satisfied with my design before entering the classroom, but when you really implement it in the classroom, you will find some shortcomings:

First of all, I think I didn't make full use of the students' hands at the beginning of the class, which can be said to be that I didn't master enough teaching resources.

Secondly, in the arrangement of exercise questions, I use different questions to develop students' ideas, but there are many questions and there is no good classification, which leads to many children being ignored by students at the last question.

I hope that in the future, I can avoid this kind of thing from happening again in my own classroom and improve my professional level obviously.

Reflections on the teaching of multiplication formula of 5 How to write the fourth article With the learning of multiplication formula of 1-4, I believe it should be much easier for children to learn multiplication formula of 5. I didn't adopt a step-by-step teaching method, but let the children learn completely. When I was teaching in Class 1, I found that 1 5 was 5, and two 5s were 10 ... and observed the law between the number of people on board, so I asked the children to try to make up the multiplication formula of 5 first, and then write the corresponding multiplication formula according to the formula. In the process of compiling the formula, I asked four people to work together in groups to give full play to teamwork ability, and asked the team leader to record the formula. When working in groups, the children's habit of working in groups has not been fully formed, and the degree of harmony between members is not too high, which leads to this period of time-consuming. Although children spend a long time, and even some formulas compiled by groups are incomplete, it is also an attempt and a creation for children. In the exchange of reports, the formula "25 10" is somewhat controversial: some groups think it is "25 10", while others think it is "25 10". Finally, after discussion, the children agreed that "25 10" was more concise. In fact, no matter what method is used, the multiplication formula of 5 is not difficult for most children, but letting children write their own formulas is the creator of knowledge, and children can gain a sense of accomplishment and pride in activities. Learning is no longer imposed on them by teachers, but they act consciously, and teachers will naturally be much easier. Although the practical ability of this class is relatively small, what is this compared with the children's learning experience?

In the teaching of Class Two, I changed another way. In the communication of tables in the example diagram, I directly got 1 number 5 and two numbers 5 ... and then I made up a formula by myself according to the multiplication formula. Compared with Class One, the difficulty is lower, the teaching is much smoother, the children's enthusiasm is undiminished, and the forms of practice are more comprehensive and diverse.

No leaf in the world is the same, and I also believe that there is no exactly the same class, and different teachers and students will definitely perform different styles. Teaching is an art that never ends. I want to find my own teaching methods and students' teaching methods through continuous exploration and summary. To this end, I am working hard.

Through this attempt, I think the most important thing is to strengthen the training of group cooperation in future teaching, so that children can learn to explore knowledge, find problems and solve problems with the help of team members' cooperation, communication and collision, so that learning is no longer the only way for teachers to teach.

Reflection on the teaching of multiplication formula of 5 How to write a multiplication formula of 5 "5" is based on students' preliminary understanding of multiplication, and it is the beginning for students to write multiplication formula, which is particularly important. This part combines multiplication formula and its meaning, which is helpful for students to understand the structure of formula. In this lesson, students should not only learn knowledge, but also learn mathematical methods, which will lay a good foundation for later learning multiplication formulas.

In teaching, I introduced two small trees, 10, which have no leaves and no flowers. They can write, calculate, draw, work every day and can't talk. After the students guess their hands, use the song "I have a pair of hardworking hands" to make students proud of their little hands, and let them observe their hands and introduce the multiplication formula in the new lesson 5.

In teaching, we should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students in learning mathematics, emphasizing that teaching should be based on students' existing life experience and knowledge, so as to achieve some losses. When instructing students to make their own formulas, I divide them into three levels: the first level is to make multiplication formulas of 5× 1 and 1×5. Under the guidance of teachers, teachers and students make formulas together. The second level is to compile 5×2 and 2×5, and boldly try to let students compile formulas together at the same table. The third level is to write 5×3 and 3×5, 5×4 and 4×5, 5×5 formulas, which are written by the students themselves. In these three levels of teaching, students' existing foundations are different, which leads to different progress in writing formulas. The accuracy of compilation is also different. I didn't delve into the wrong formula, so that students can learn to explore the law with mistakes.

Let the students observe the multiplication formula of 5, find the law of multiplication formula, and let the students experience and master the multiplication formula of 5 from different angles, so as to achieve the memory based on understanding. Use different strategies to make students memorize formulas. In this way, from "helping" to "releasing", students are gradually allowed to explore new knowledge. Teachers are always in an objective position, pushing students to a dominant position. Teachers only guide and inspire students at key points, leaving enough time and space for students to actively participate in the whole process of knowledge and understand the true meaning of knowledge.

Middle school students have different learning abilities, and different students have different generations to answer questions. In class, I don't take pleasure in students' correct answers, but pay full attention to students, randomly arrange the answers of different students, and guide students to solve problems from the actual situation in class, so that students can find laws in solving problems, better master the formulation method of formulas and better remember formulas.

In the design of exercises, I take into account the active and cognitive characteristics of sophomore students, and pay attention to the diversity of forms and the interest of content. It is divided into three levels: (1) targeted exercises. (2) Basic exercises. (3) Expanding exercises. Let the students memorize the formula in practical use. Let students master the key points by themselves, which can not only strengthen the knowledge they have learned, but also cultivate students' application skills and expand their thinking space.

However, the class still has many shortcomings. In practice, a formula similar to "May Day gets five" has appeared several times. Although repeatedly reminding multiplication formulas usually puts decimals first, some students are still wrong. If you write two multiplication formulas directly when writing multiplication formulas, it may be easier for students to understand. Generally, one multiplication formula can solve two multiplication formulas. My mathematics language is not rigorous enough in teaching, and the classroom teaching language needs to be strengthened. We should pay attention to classroom efficiency, give lectures intensively, and finally adopt different types of questions to develop students' ideas and show them in different ways to stimulate students' interest in the arrangement of exercises. We should take care of students at all levels, not just books.

Reflections on the teaching of multiplication formula 5: Students' first contact with multiplication formula. However, most students are very proficient in the five-digit number, so I will focus on the law of the multiplication formula of five in this lesson, so that students can remember and use it on the basis of truly understanding the meaning of the formula and prepare for the subsequent study. When trying to complement the formula and exchange the multiplication formula of 5, I asked my classmates to talk about their own ideas. Why are you making this up? Ingeniously guide and inspire students to think from all aspects. It is more in line with students' psychology to let students understand the meaning of multiplication formula from a concrete and intuitive perspective, which is not only conducive to students' quick memory of the formula, but also conducive to students' understanding of multiplication problems. It is very helpful to solve the multiplication problem. Reciting formulas is a key point in this class, which can not be simply recited by students, but more reflected in the arrangement of exercises. I use different questions to develop students' ideas, from the shallow to the deep, and take care of students at all levels. So when designing exercises, knowledge is included in the game. In this way, unconscious memorization is produced, and its memory effect is more energy-saving than memorization. The game is as follows:

1, password matching, that is, one student says the first part of each formula and another student says the second part, or group training, teacher-student training.

2. Write formulas. Students practice writing multiplication formulas. Write as many as you want. These game practice methods can greatly improve students' proficiency and interest in oral arithmetic and liberate them from a lot of copying and reciting.

5 Reflections on the Teaching of Multiplication Formula 7 This lesson is to learn multiplication formula on the basis of students' preliminary understanding of multiplication, mainly to let students participate in the activities of compiling formulas, experience the methods of compiling formulas, and gradually learn to compile multiplication formula. In design, it is roughly divided into three links: first, stimulate interest and pave the way. Starting with students' favorite stories, we can stimulate students' interest in learning and adjust the classroom atmosphere. Second, explore independently and create formulas. Start with students' familiar hands and stimulate students' learning enthusiasm through group cooperation. The first two sentences are compiled for students, the third sentence is compiled with students, and the last two sentences are edited by students themselves. Learning activities are gradual, which conforms to students' cognitive laws and reflects students' dominant position. Third, practice happily and deepen consolidation. Remember the formula through analysis. Senior two students like to study in activity middle schools, game middle schools and life middle schools because they are young. I play games with students' age characteristics, memorize formulas in activities, and let them experience the fun of learning. In the consolidation exercise, the design of exercise questions caught the red flag, and the exercise questions had levels and slopes, which further consolidated and deepened the multiplication formula of 5.

The teaching time of the whole class seems to be very hasty, and many lead-in links have been designed in front, which has delayed a lot of time. The students in the whole class have a weak desire to express themselves and have not fully mobilized their learning enthusiasm. Xu teacher's big situation teaching has inspired me a lot. I will adjust teaching design and change teaching methods to create a better class.

Reflections on the teaching of multiplication formula of 5: how to write an article with the multiplication formula of 5 in lesson 8? This part of the content is based on students' understanding of the meaning of multiplication, and it is the beginning of learning to write formulas, and its position is particularly important. In this lesson, students should learn mathematical methods while learning knowledge, so as to lay a better foundation for later learning multiplication formulas.

Success:

A good beginning is half the battle. The introduction of new courses is an important part of classroom teaching and the starting point of a successful class. First of all, I made a picture of Fuwa's situation, so that students can say the multiplication formula according to the information in the picture and think about how to get the calculation result, thus revealing the topic of "multiplication formula" and stimulating students' desire to explore new knowledge. When exploring, let the students compare the multiplication formula and tell the meaning of each part of the multiplication formula. This link emphasizes that students should talk more, talk individually, talk to each other at the same table and talk collectively, so that each child can really understand the meaning of the formula. Get two formulas, compare, analyze and summarize. The multiplication formula should first say the two multipliers in the multiplication formula, and then the product in the multiplication formula. This will enable students to establish a preliminary understanding of the expression of writing formulas. After that, I designed the link of students' independent inquiry and wrote the multiplication formula myself, which fully reflected the leading role of teachers and students' dominant position. Then, let students observe the formula, find the law of the multiplication formula, and let students experience and master the multiplication formula of 5 from different angles, so as to achieve the memory based on understanding. Teachers are always in the object position, pushing students to the subject position. This link focuses on letting students discover the secret of memorizing formulas in the process of discovering laws, and help students to understand formulas more deeply and memorize formulas. Finally, memorizing passwords and driving the train forward and backward in various forms can stimulate students' interest and enthusiasm in learning. Arrange the practice of intellectual breakthrough, arouse the enthusiasm of students to participate, and let more children integrate into the learning process and learn happily.

Disadvantages:

Every grinding class has exposed many of my teaching problems. In the teaching process, teachers' language is not rich enough, the language of evaluation and encouragement is too monotonous, the classroom processing and communication with students are not smooth enough, and the transition between links is not natural enough. These are all areas that I need to improve in my future teaching. The design of all aspects of teaching needs in-depth and careful reflection. Every time you ask a question, you need to preset the students' answers and how to connect them. This is not an immediate problem, nor can it be solved in a day or two. It is necessary to summarize and explore in the accumulation and precipitation of teaching experience, so as to understand the learning situation and thoroughly understand the teaching materials, and there is still a long learning process. Keep trying!

Reflection on the teaching of multiplication formula based on 5: How to write 9 teaching objectives;

1. In the learning activities of number and calculation, I experienced the induction process of multiplication formula of 5.

2, memorize the multiplication formula of 5, and use the formula to calculate.

3. In the process of summing up the formula, let students learn to think methodically.

Teaching emphases and difficulties:

Focus: analyze the quantitative relationship of multiplication application questions and answer multiplication application questions.

Difficulties: Write the multiplication formula independently according to the graphic meaning, and compile the corresponding multiplication formula.

Teaching process:

First, check the import.

1. One person calculates the result according to the formula, and the other person tells the multiplication formula used.

3×3=4× 1=2×2=2×4=

2×3=3× 1= 1×2=4×4=

People at the same table recite the multiplication formula of 1 ~ 4.

Second, new funding.

1. Introduce a new lesson

(1) Show the test questions: add 5 each time and fill in the blanks.

(2) Q: Every time you add 5, that is, the last cell is 1 5 more than the previous cell, and the first cell is 1 5. How many 5' s should you add to the following cells respectively?

(3) After the students answer, the teacher further strengthens how many fives there are in each box and writes down on the blackboard: 1 five, two fives, three fives, four fives and five fives.

2. Exploration and discovery

(1) learning formula: "15 choose 5" (mainly guided by teachers)

The teacher showed pictures of the five-star red flag (made into simple multimedia courseware or pictures) and asked: What do you see? (Guide the students to look at the picture and say: Five stars have five angles. )

The teacher further led the students to say that a five-star has five angles, namely15, and a multiplication formula can be listed: 5 × 1 = 5. According to this multiplication formula, a multiplication formula can be worked out: a five is five.

(Teacher's blackboard writing: 5× 1 = 5, one is five)

(2) Learning formula: "25 10" (mainly guided by teachers)

The teacher took out two more five stars and asked, how many angles are there now? What are they?

How much are two fives? Who can list a multiplication formula according to this diagram and work out the corresponding multiplication formula? (Teacher's blackboard writing: 5× 2 = 1025 10)

Learning formulas: "35- 15", "45-20" and "55-25" (students explore independently)

The third, fourth and fifth multiplication formulas guide students to understand the meaning of the problem through discussion and use the analogy of knowledge transfer to write and fill in books independently.

Then the teacher shows the three stars in turn, and instructs the students to write the multiplication formula according to the pictures, find out the number of the formula from the prepared question list and form the corresponding formula.

The teacher wrote down three formulas and three multiplication formulas on the blackboard.

(3) Q: Look at these five formulas and five multiplication formulas. What are their characteristics?

(5) The multiplication formula * * * has five sentences. The first half of each formula represents several 5s, and the second half represents numbers. The difference between the numbers of two adjacent formulas is 5. When a number is multiplied by 5, the last digit of this number is always 5 or 0. )

Third, consolidate the practice.

1.5×3=5×4=5×5=

2.5×2+5=5×3+5=5×4+5=

Q: What is the relationship between the upper and lower questions of this question?

(1. The result of the upper and lower questions is the same. The following question is easier to write than the last one.

Two 5s plus 1 5s is three 5s; Three 5s plus 1 5s is four 5s; Four five plus 1 five is five fives. )

Fourth, inductive questioning.

What did you gain from today's study? Is there a problem?

Verb (abbreviation of verb) allocation (ellipsis)

Teaching reflection

The lesson "multiplication formula of 5" has basically completed the requirements of teaching objectives. Students can sum up the multiplication formula of 5 through group cooperation, at the same time, they can discover the law of the formula by themselves, memorize the formula skillfully in their favorite ways, and solve problems with the formula they have learned. However, there are still some shortcomings. For example, when students play password games, they can't quickly understand the next sentence of the derived formula, and when they practice after class, they still use the formula incorrectly. On the one hand, students are not sure about the formula, on the other hand, they don't understand it. When it comes to not understanding the formula, the teacher also has certain reasons. For example, when teachers ask students what a formula is, they should explain it thoroughly, so that students can understand that when the multiplier increases 1, the product will increase by 5, so that students can further understand the multiplication formula of 5. In addition, teachers should be good at grasping teaching machines in the teaching process, which is a good class. In this class, I failed to grasp this opportunity well. The student gave 4×5=24, and I asked the student at that time, is there a formula of 4524? The moment when the students answered no, it passed quickly. If I ask the students at that time, please think about how much three fives are. He may know that 4×5=20, what a good opportunity, I missed it. In the future teaching, he should not only study the teaching materials seriously, but also study the students, seize every teaching opportunity and make himself an excellent guide on the way forward for the students!

Reflections on the teaching of multiplication formula of 5. How to write an article 10? After listening to teacher Wei's class, I have some thoughts and feelings, which are arranged as follows:

1. The teaching objectives of the whole class are clear, and the classroom design is clear and focused. Adapt to students' psychological characteristics and cognitive level, pay attention to students' differences, introduce more novelty, stimulate students' interest in learning with children's favorite Joy and Big Big Wolf, and build a good platform for students.

2. Give targeted guidance to students' learning activities. Teachers' language is more accurate, inspiring and inspiring. Moreover, students' participation is relatively high, and students cooperate in groups, listen to each other, and cooperate and share.

3. Encourage students to study independently and enhance their self-confidence.

4. The classroom atmosphere is active and the relationship between teachers and students is harmonious.

Besides, I think if teacher Wei lets them read the formula completely. Then look at the whole class, boys and girls, divide into groups, and write down the formula on the spot for better, which will be better. In fact, seven or eight students couldn't master it at first, but in the end they became familiar with it. Finally, Teacher Wei familiarized the whole class with the password solitaire game. In the end, everyone's voice was loud, indicating full confidence. So many students said after class, teacher, I can recite. I'll recite it to you. I can feel that students are very happy after studying. This also fully reflects the dynamics and happiness of the classroom.

The following suggestions are put forward: in the future, we should prepare the teaching materials deeper and more carefully, make the courseware closer to the actual teaching materials, grasp the teaching objectives, read more teaching books and consult more experienced teachers. I think I will gain more.

In addition, you can not only master routines and prepare lessons well, but also prepare more games. Math stories can make students more interested, and then we can encourage or praise students with love, patience and smile. I think doing these three things well is enough.

I hope that in every class in the future, I can feel the enthusiasm of teachers and the laughter of students in class.