因数与倍数（Factor and multiple）.docVIP

因数与倍数（Factor and multiple） Taian experimental school Zhang Yan Teaching content: Qingdao edition, five year system, three, 109~110 pages. Teaching process: First, talk before class and inspire thinking Teacher: we live in a world full of numbers, and the same natural numbers match different characters, and you will feel the magic of numbers. For example: 7, see 7, what do you associate with? Student 1: there are 7 days in a week. 2:, snow white and the seven dwarfs. Sheng 3: Shenzhou 7. Teacher: if we had 7 days of classes a week, the 7 was a nuisance; if it were 7 dwarfs, the 7 was lovely; and Shenzhou 7 was magic and great in 7. Teacher: the natural number not only makes us feel the joys and sorrows, but also hides the infinite mystery as the relation between the natural numbers. Lets go into the natural numbers, explore the laws, and discover what wonderful discoveries the natural numbers contain OK or not? Two, introduce new courses, recognize multiples and factors. Combination of 1. figures. (courseware shows 12 identical squares.) Teacher: look, what is this? Student: square. Teacher: research figures. What do you do with graphics? In fact, numbers and shapes are sometimes inseparable. Now lets use figures to study numbers. Please count, how many small squares? Sheng: 12. Teacher: 12 is a natural number. Can you make a rectangle from these squares of the same size? Requirement: you can make a pendulum with a small square, or you can imagine it. (do it manually, put a rectangle.) 2. display pendulum method. T: can you just use a simple multiplication formula to represent your pendulum?. Give birth to 1:2 * 6=12 Teacher: guess what, how many lines did he make? (2 lines.) Teacher: how many rows? (6) Teacher: of course, it may be a few lines (6 lines.) Teacher: how many rows? (2) T: is that so? (courseware demonstration) second pendulum methods, we just rotate him, just like the first one... (the same) T: we can see it as a pendulum. T: how else can I put it? Give