Seventh-grade mathematics people's education edition rational number multiplication teaching plan and reflection
The following is a lesson plan and reflection on rational multiplication in seventh grade mathematics: ##1. Academic Analysis Students have experience in exploring the addition rule of rational numbers, and most students can explore the problem under the guidance of the teacher. Since students are more familiar with the number axis to represent addition, it can be used to represent the multiplication process. ##2. Teaching objectives 1. ** Knowledge and Skill Target ** - Master the rational number multiplication rule and be able to correctly perform the rational number multiplication operation. 2. ** Ability and process goal ** - Through the process of exploring and deducing the multiplication rules of rational numbers, one would develop the ability to observe, deduce, guess, and verify. 3. ** Emotions, attitudes, goals ** - By exploring the laws on his own, he could let his students obtain the joy of success. ##3. Teaching Points and Difficulties 1. ** Main point ** - Use the rational number multiplication rule to calculate correctly. 2. ** Difficulty ** - The exploration process of the rational number multiplication law, the symbol law, and the understanding of the law. ##4. Teaching process 1. ** Create a problem scenario and introduce a new lesson ** - For example, if the reservoir released water to fight drought, it would release two meters of water every day. It had been released for three days, and the current water depth was 20 meters. The water depth of the reservoir before the water was released to fight drought was requested. This led to the discussion of the rational number multiplication algorithm. 2. ** Group exploration, induction rule ** - Set the question based on the direction of the number axis: - For 2×3, consider 2 as moving 2 meters east, and ×3 as moving 3 times in the original direction. The result is 6 meters east, which is 2×3 = 6. - For-2 ×3,-2 is considered as moving 2 meters west, and ×3 is considered as moving 3 times in the original direction. The result is moving 6 meters west, that is,-2 ×3=-6. - Through more similar examples (such as the multiplication of different combinations of positive and negative numbers), let the students induce the multiplication rule of rational numbers: Multiply two numbers, the same sign is positive, the different sign is negative, and multiply the absolute values. Multiply any number by 0, and the product remains 0. - For the multiplication of several factors that are not equal to zero, the sign of the product is determined by the number of negative numbers. When the number of negative numbers is odd, the product is negative; when the number of negative numbers is even, the sign of the product is positive; when several numbers are multiplied and one factor is zero, the product is zero. 3. ** Consolidating Practice ** - He gave various calculation examples of rational number multiplication, such as calculating (-3)×9,(-1/2)×(-2), 0×(-53)×(+25.3), 1×(-1), etc. He asked the students to calculate according to the steps of determining the type, determining the symbol of the product, and finding the absolute value of the product. - For multiplication with scores, students could be guided to turn the scores into fake scores before calculating or to use the multiplication distribution law to calculate. For example, to calculate 74 and 1/72 multiplied by 72/73, one could write 74 and 1/72 as 74 plus 1/72, and then write 74 as 73 plus 1, and then use the multiplication distribution law to calculate. 4. ** Class summary ** - He reviewed the contents of the multiplication rule of rational numbers, emphasizing the method of determining the symbol of the product and the calculation steps. ##5. Reflection on Teaching 1. ** Success ** - Through the introduction of practical problem situations, it can stimulate the students 'thirst for knowledge and make them enter the learning state faster. - The group exploration activity allowed the students to actively participate in the induction process of the rules, cultivating the students 'independent exploration ability and cooperative spirit. - In the teaching process, the explanation of the laws combined with the number axis and other intuitive methods would help the students understand. 2. ** Inadequacies ** - When some students determined the symbol of product, they were easily confused with the symbol rules of rational addition. In the follow-up teaching, they needed to strengthen the comparison practice. - When multiplying multiple factors, some students were slow to understand the symbol part of the negative number judgment product. 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