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基本功比赛之课堂教学设计（下）基本功比赛之课堂教学设计（下）
【学习目标二】
体验“两位数与9相乘”的计算过程，探索其计算的特征，获得知识间联系的新经验。
【教学设计】
师：小朋友们，会背诵9的乘法口诀吗？
我们的小朋友真聪明，能不能也帮助老师解决一些问题呢？
1．妈妈和儿子比赛画圈，停的时候，儿子画了9个圈，妈妈画圈的个数是儿子的4倍，你知道妈妈画了多少个圈吗？
学生口答算式，并且口算得数，教师板书。
2．儿子不服气啦，说：妈妈这场比赛不算，我们重来！这样吧，你先去睡午觉，等你醒来，我们再重新比赛，好不好？
妈妈说：好啊！妈妈便进卧室午睡啦，可妈妈心里惦记着和儿子的比赛，又不敢睡得太沉。醒来以后，一看儿子趁妈妈午睡的时侯已经画好了很多个圈。现在儿子画好的圈啊，是他原来画好的9个圈的10倍，你知道儿子一共画了多少个圈吗？
学生口答算式，并且口算结果，教师板书。
3．儿子虽然没有跟妈妈同时画圈，但是他愿意放弃午睡的时间弥补和妈妈之间的差距，妈妈还是很高兴的！因为妈妈觉得做事的态度比比赛的结果更加重要，你们觉得妈妈说得对吗？那么，你们能不能帮妈妈算一算妈妈和儿子一共画了多少个圈呢？
4．“六·一”儿童节的时候，我和我班上的小朋友比赛画圈，结果时间到的时候，我画了9个圈，小朋友们画的圈的个数是我的14倍，你们知道小朋友们一共画了多少个圈吗？
学生口答算式，教师板书。
再老师和学生一起完成笔算过程。
把笔算过程与已有的算式进行对比，发现这两种计算得数相同。
从而得出，14与9相乘，其实就是先算9乘4，再算9乘10，最后把两次计算的和相加。
5拓展：聪明的小朋友们，再想一想，14乘9还可以怎样算呢？
【本设计意在整合一位数乘一位数，整十数乘一位数，帮助学生将已学的知识通过整合，形成一个整体，使学生感受到知识之间的联系。通过拓展，旨在拓宽学生的思路，培养学生根据数的特点尝试从多种角度解决问题的意识，积累数学活动经验。】
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