0 by 5 teaching reflection

0 by 5 teaching reflection Fan Wenyi:

In the teaching of this lesson, I introduced a new lesson by questioning, which aroused the desire of students to learn. In the way of guessing, let the students boldly guess that 0 times 5 is equal to a few. Then let the students explore the law of discovery on their own, and draw the conclusion that 0 is multiplied by any number. This allows students to experience success in the process of knowledge formation. .
In order to more fully explain the treatment of “0” in “one factor is 0 multiplication”, and also to create opportunities for students to create problems and discuss opportunities, the textbook has been challenged based on the original “try it”. A sexual problem, so that students can compare, exchange and learn, so that the classroom atmosphere is very active. I also got some inspiration in teaching.
1. Classroom teaching design should pay attention to the students' existing knowledge and experience, appropriately adjust the teaching materials, create a situation with certain challenges and exchange and cooperation learning opportunities, so as to mobilize the students' enthusiasm and add a strong interest in solving problems and solving problems.
2. Fully believe in the students' learning potential. The heavy and difficult teaching can be discovered, discussed and solved by the students themselves, making the classroom full of vitality. The problems that students have explored themselves will be deeply understood by their conclusions.

0 by 5 teaching reflection model two:

The “0×5=?” lesson is the multiplication teaching of 0 in the fourth unit “Multiplication” of the third grade of the Beijing Normal University. The main teaching goal of this lesson is to explore and master the law that “0 times any number is equal to 0”. 2. According to this law, grasp the multiplication formula with 0 in the middle of the multiplier and 0 at the end of the multiplier. 3. Experience the process of communicating with each other's algorithms and experience the diversity of algorithms.
During the teaching, I drew 5 boxes, each with 3 circles, asking the students a total of several circles? How to use multiplication? Then wipe off a circle, leaving two circles, and ask the students a total of several circles? How to use multiplication? ...until a circle in the box is not there. Then ask the students to calculate 3 × 5 =, 2 × 5 =, 1 × 5 =, 0 × 5 = these multiplication formulas, and let them find the law according to the meaning of multiplication, indicating why 0 × 5 is equal to 0? Let the students understand that “0×5 means 0 5 additions, and it can also represent 5 0 additions. 0 5 additions are 0, 5 0 additions also get 0, so 0×5=0”. Speaking of this, some students said that "the five boxes are empty, there is no circle, of course 0 × 5 = 0". At that time, I felt that the children could understand why 0×5=0 according to the actual situation in the textbook and combine the meaning of multiplication. It is easier for students to understand and accept than the teacher simply to use the meaning of multiplication. Therefore, I have given great affirmation and encouragement to his statement.
Through this little teaching plot, I have further understood that the role played by the situation in our usual teaching is really great. It not only attracts students' attention and interest in learning, but it also helps children understand what they have learned.
When discussing the multiplication formula with 0 in the middle of the multiplier, I gradually guide the students to compare the product of the multiplication formula with 0 in the middle of the multiplier, so that the students can correctly handle the zero in the middle of the multiplier.
When I look at multiplications with zeros at the end of the multiplier, I let the student group exchange their algorithms and compare them to the easiest. This not only allows students to learn to work with others, but also personally experienced the process of calculation, and finally I will summarize, let students further understand the simplest algorithm.
Through various forms of practice, the practice not only allows students to master the algorithm, but also enables students to solve simple practical problems in life. The fly in the ointment is that in the final exercise, due to his own negligence, the problem of answering questions has a problem. This made me very self-sufficient, but the overall success was very successful.
The whole class is closely linked, the students learn happily, the teachers teach happiness, especially the situational teaching at the beginning, which improves the students' interest in learning and lays a foundation for the whole class, so we must teach when we teach. Focus on the introduction of the situation, to teach in the situation, let the students explore mathematics knowledge and understand the mathematics knowledge from the practical examples around, so that the mathematics is everywhere in our life, mathematics is in us Around.

0 by 5 teaching reflection model three:

1. Create a situation that students are interested in and stimulate the desire to learn.
2. Guide students to use the existing knowledge and experience of “finding the law” and “multiplication meaning” to explore and discover the law of “0 and any number multiplying by 0”.
3. On the basis of mastering the law of “0 and any number multiplying by 0”, let the students think independently about the exercises, respect each student's different ideas, promote the diversification of computing strategies, and communicate with each other. Continuous improvement to promote the cultivation of students' innovative thinking.
4. In order to explain more fully the treatment of “0” in “Multiplication of 0 in the middle of a multiplier”, this course also aims to create a situation for the students and the opportunity for discussion. On the basis of this, a challenging question 204×3 has been added. This stage organizes students to compare and discuss, find problems through students, explore problems, and solve and deeply understand the different treatments of “one factor is 0 in the middle”.
I also got some inspiration in teaching.
1. Classroom teaching design should pay attention to the students' existing knowledge and experience, appropriately adjust the teaching materials, and create situations with certain challenges and discussion opportunities, so as to mobilize the students' enthusiasm and add a strong interest in solving problems and solving problems.
2, fully believe the students' learning potential, teaching heavy and difficult points can be discovered, discussed and solved by the students themselves, making the classroom full of vitality. The problems that students have explored themselves will be profoundly understood.

0 by 5 teaching reflection model four:

After learning 0╳5=0 today, I asked the students to try to solve the test “130╳5=?”, which is a calculation question with three digits at the end and a single digit. The book provides three methods of calculation:
The first type: column vertical calculation, the end is aligned.
130
╳ 5
650
The second one: first calculate 13╳5=65, then compare the similarities and differences of 13╳5 and 130╳5, and find that 130 is 10 times of 13, so 130╳5 should be equal to 10 times of 65, so 130╳5=650 .
The third type: column vertical calculation, different from the first method, first multiply 13 and 5, and then add a 0 to the end of the multiplied number.
130
╳ 5
650
In the exchange feedback, I found that after learning the two-three digits and one-digit calculation method, the students basically choose the first method. Students only need to use 0 to multiply any number to be equal to 0. Can count this question. And few students use the second and third methods, but these two methods are very important for students to understand the rational and simple calculations. How to do it? Is it a copy of the lesson plan, will it be given to all students? Still think about it? I decided to let go and use the second lesson to find a way to keep the students mastered.
In the second lesson, I asked a question like this: Do you know 45╳10=? When this question came out, many students were a little surprised and looked very difficult. The students had not been exposed to the two-digit multi-digit calculation method. At this time, I encourage students, as long as everyone brainstorms, they can certainly make it. With the stimulation, the students actively think about and talk. When the whole class feedbacks, the student Liang Xinyi thinks of using the second method to get the correct answer. When students listened, they suddenly realized that their interest in mathematics has increased greatly!
Then in order to consolidate this algorithm, I made two calculation questions: 130╳5=? And 13╳50=? Both variants are based on 13╳5=65 and then expanded by 10 times to arrive at the final answer. The students quickly figured out. I guided the whole class to summarize the calculation method for this type of problem: the multiplication calculation with 0 at the end, you can not first look at 0, the first number is calculated first and then 0 is added at the end. In fact, at this time, the calculation of the whole ten-hundred-thousand-hundredths of single digits was included, so that new knowledge was learned, and old knowledge was reviewed and consolidated.
Through the study of these two lessons, the students basically mastered the multiplication calculation with 0 at the end, and experienced the joy of learning mathematics! I am happy for their progress! Classroom is generated and flexible. As a new teacher, as long as you think more and learn more, you will continue to put your own ideas into action, and you will grow up bit by bit, I believe!

0 by 5 teaching reflection model five:

The course "0×5=?" is the multiplication teaching of 0 in the fourth unit of the third grade mathematics book "Multiplication". The main teaching goal of this lesson is to explore and master the law that “0 times any number is equal to 0”. 2. According to this law, grasp the multiplication formula with 0 in the middle of the multiplier and 0 at the end of the multiplier. 3. Experience the process of communicating with each other's algorithms and experience the diversity of algorithms.
During the teaching, I drew five plates, three apples on each plate, and asked the students how many apples there were? How to use multiplication? Then wipe off an apple, left two apples, and ask the students a total of several apples? How to use multiplication? ...not until there is an apple in the plate. Then ask the students to calculate 3 × 5 =, 2 × 5 =, 1 × 5 =, 0 × 5 = these multiplication formulas, and let them find the law according to the meaning of multiplication, indicating why 0 × 5 is equal to 0? Let the students understand that “0×5 means 0 5 additions, and it can also represent 5 0 additions. 0 5 additions are 0, 5 0 additions also get 0, so 0×5=0”. Speaking of this, some students said that "the five plates are empty, and none of them are apples, of course 0x5=0". At that time, I felt that the children understood the reason why 0×5=0 according to the actual situation in the textbook and combined with the meaning of multiplication. It is easier for students to understand and accept than the teacher simply to use the meaning of multiplication. Therefore, I have given great affirmation and encouragement to them.
When discussing the multiplication formula with 0 in the middle of the multiplier, I gradually guide the students to compare the product of the multiplication formula with 0 in the middle of the multiplier, so that the students can correctly handle the zero in the middle of the multiplier. When I look at multiplications with zeros at the end of the multiplier, I let the student group exchange their algorithms and compare them to the easiest. Finally, I will summarize and let the students further understand the simplest algorithm. Through various forms of practice, the practice not only allows students to master the algorithm, but also enables students to solve simple practical problems in life. The fly in the ointment is that in the final exercise, due to his own negligence, the problem of answering questions has a problem. This makes me very self-blaming, but the overall is still very good.