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运用商不变的性质进行有余数的简便运算的教学中,学生处理余数常常出现错误。为了解决这一问题,我在教学中做了如下的设计: 师:“老师这里有170支铅笔,请同学们算一算:如果把这些铅笔平均分给全班同学(40人),每人应分得几支?还余多少支?”生甲:“每人应分得4支,还余1支。”立即引起一部分学生应声附合。师:“请你们说一说你是怎样计算的?为什么这样计算?”生甲把计算过程板书在黑板上,过程如下:
In the teaching of simple operations that use the invariant nature of the business for the remainder, students often make mistakes when dealing with the remainder. In order to solve this problem, I did the following design in teaching: Teacher: “There are 170 pencils in the teacher, please count the students: If these pencils are equally distributed to the class (40), each Should be divided into several? And how many remaining? ”Health A:“ Each person should be scored 4, but also one. ”Immediately caused some students to echo. Teacher: “Please tell us how you calculated it and why it is calculated.” The Acknowledgment of Writing the Calculation Process on a Blackboard is as follows: