The teaching of fractions can be combined with specific situations and intuitive operation, experience the actual background of fractions, further understand fractions, and correctly describe graphs or simple life phenomena with fractions. The following is my teaching plan for understanding the scores in the first volume of fifth grade mathematics, hoping to provide you with reference and reference.
Comprehension of the scores in the first volume of fifth grade mathematics.
Teaching objectives
1, in the process of hands-on operation, let students know more about the score, and the meaning of the score varies with different standards.
2. Develop students' sense of numbers in concrete operation activities and realize that there is mathematics everywhere in life.
3. Further understand the relationship between "whole" and "part" according to the specific situation.
Emphasis and difficulty in teaching: different "whole" corresponding to a score means different specific quantities. The focus is on the relationship between part and whole in the teaching process;
Active import
Now let's guess a riddle: mother and child are divided on both sides ... (student answers: scores)
Today, we will learn about fractions again (blackboard writing: learn about fractions again)
2, review the import, display graphics:
Put forward review requirements: carefully observe these three figures, and tell what is the score of the shaded part in these three figures, and what does it mean?
(1) Graph 1 means that the graph is divided into two parts on average, and 1 is taken as the fraction of 1.
(2) The graph shown in Figure 2 is divided into three parts, in which 1 is taken and expressed by the fraction of 1.
(3) The graph shown in Figure 3 is divided into four parts, in which 1 is taken and expressed by the fraction of 1.
Through the process of asking students to say the score, recognize the score and say the meaning of the score, we can understand the students from the starting point of knowledge. )
Their answers are very accurate, which shows that they have a solid grasp of the previous knowledge. The teacher wants to see the learning effect of everyone today. Do you have confidence?
Second, introduce new class activities.
1. Teacher, here are three CDs. Can you take out all 1/2 from each one?
Ask for observation: other students observe carefully. What phenomenon do you find? May I ask questions?
Here I want to emphasize who they shared equally. The students took out 6 pieces, 4 pieces and 3 pieces respectively. )
(Students' possible answers)
(1) are all 1/2. Why are the number of films made different?
(2) Why do the three students get different numbers?
2. Group cooperation activities
Put forward the activity request: Why did the three of them take 1/2 of all the discs, but the quantity was different?
Please think for yourself first, why not, and then discuss in groups.
(1) Students operate learning tools independently.
(2) Group communication
(3) Student Representative Report
Teacher's summary: the students all think that the total number of plates in each copy is different, so the number of plates taken out by the three students is different. That is, the overall "1" is different.
Verification: Now, please ask the three students just now to take out all the discs and tell them your respective numbers and their 1/2. At this time, let the students illustrate what is the overall "one". For example, a pile of coal, a pencil, an apple, etc. Ask the students to summarize the unit 1 or the whole 1. By organizing students to communicate, we can get a preliminary understanding of the relationship between "whole" and "part" in comparison, and realize that the whole is different, so the specific figures of the score are different, emphasizing the average score and deepening the understanding of the score. )
3. Summary and induction
(1) The original score has another wonderful feature. Do you have a new understanding of it?
(2) Students' summary: (It is ok to express the following) The 1/2 of a wafer means that a wafer is divided into two parts on average, one of which is 1/2. However, due to the overall difference of the scores, the specific numbers represented by 1/2 are also different. The unit "1" can be an object, some objects or a counting unit. Students have never learned to treat multiple objects as "1", which should be emphasized. Here, students can understand unit one or whole one according to their own life experience and original knowledge. Let the students make it clear that the score is not a specific number like the one they learned before, but the relationship between the two numbers, which does not need to be summarized in any language.
Fourth, understand the application.
1. In order to praise students' attitude and effect on what they have just learned, the teacher bought two books for the class reading corner. Show wall chart:
Teacher: Both Naughty and Xiaoxiao have read this book 1/3. Do they read the same number of pages? Why? Students think independently for a while, communicate at the same table, and then give feedback to the class.
Student report: because the thickness of the book is different, the number of pages read is different. (The whole "1" is different, and the amount expressed by the score is also different. )
2. Read "Draw a picture" on page 34 of the textbook.
Draw 1 for each graph and discuss in groups. Why are you doing this? (student summary)
Question: Why can four squares be represented by 1, and the square of 1 can also be represented by 1?
(Students' possible answers)
Health A: Divide four squares into four parts, one of which can be represented by 1.
Health B: I divide the square of 1 into four parts, and one of them can also be represented by 1, but this is smaller.
Verb (abbreviation for verb) consolidation exercise
1, Introduction: Title 1 on page 35 of the book. The score indicates the color part.
Do it independently and answer by name. (simply review the meaning of the score, and let the students say the meaning of "whole" and "part" represented by the number 1 ~ 2 according to the actual situation. )
2. Students independently complete the second question on page 35 of the textbook. (teacher tour)
3. Show the fifth question on page 36 of the textbook and ask the students to explain the reasons in the communication. This topic is mainly to cultivate students' estimation and reasoning ability and develop their sense of numbers. If students encounter difficulties in understanding, they can use the graphics and sticks prepared in advance to demonstrate and solve them in groups. Finally, the student representatives will report the discussion results of the demonstration group. )
4. Expand the team and complete the sixth question on page 36.
Thinking: What did you learn today? Through practice, we can consolidate basic knowledge and skills and deepen our understanding of the meaning of fractions. Cultivate students' sense of numbers and experience the connection between mathematics and life. )
5. Summary report: The specific number represented by the same score is not necessarily the same, it all depends on the size of the whole. Score is not only a relationship, but also a concrete quantity. Only when the unit is brought, the score is a concrete number (to guide students to sort out knowledge and experience the fun of describing things in life with scores).
Blackboard design:
Re-understanding of fractions
The specific numbers represented by the same score are not necessarily the same, but they all depend on the size of the whole.
12 segment, 1/2 6 segment, 8 segment, 1/2 4 segment, 6 segment, 1/2 3 segment are combined with numbers and shapes.
Comprehension of the scores in the first volume of fifth grade mathematics.
Teaching objectives:
(1) Knowledge and skills: Experience the actual background of music score, further understand music score, and correctly use music score to describe graphics or simple life phenomena.
(2) Process and method: Understand the relationship between "whole" and "part" and feel the relativity of scores according to specific conditions.
(3) Emotion, attitude and values: Being able to actively participate in operation activities, actively observe, operate, analyze and reason, and experience the exploration and challenges of mathematical problems.
Teaching focus:
I will focus on understanding the "overall" difference of a score and deepen my understanding of the essence of the score according to the teaching content and students' cognitive ability in the new curriculum standard. Highlight the construction of the meaning of fractions, so that students can fully understand the relationship between "whole" and "part" and deepen their understanding of the essence of fractions.
Teaching difficulties:
Combined with the specific situation, experience the relationship between "whole" and "part" and feel the relativity of scores.
Teaching situation:
With regard to scores, students have experienced the generation process of scores in the textbook "One Score (1)" in the second volume of the third grade, combined with specific situations and intuitive operation, they have initially understood the meaning of scores, and can recognize, read and write simple scores; In "One Point, One Point, Two Points", middle school students initially perceive the relationship between "whole" and "part", and can initially use fractions to express some things and solve some simple practical problems. On this basis, this unit guides students to further understand and understand the score. The "re-understanding" here has clearly told us that the score knowledge learned here is different from the original score knowledge: first, the meaning of the score is different because of the different "standards" in specific situations; The second is to further understand the relationship between "whole" and "part" in combination with specific conditions. Because what students learn in Grade Three is the elementary knowledge of fractions-the extension of the meaning category of fractions learned here after a long time-the concept is abstract, so teachers must make a good connection between the old and new knowledge so that students can fully perceive it. The Understanding of Fractions is the second semester of Grade Three. Students have understood the meaning of fractions by combining situations and intuitive operations, and can recognize, read and write simple fractions and calculate simple fractions with the same denominator for teaching. Secondly, the fifth-grade students' knowledge-seeking ability and curiosity are enhanced, and they begin to think, pursue and explore new things. But thinking in images is dominant, which requires hands-on operation, and understanding knowledge needs concrete things to support it.
Teaching rules:
According to the teaching content, students' thinking characteristics and new curriculum concept, students are the main body of learning, and teachers are the directors, organizers and collaborators. In teaching activities, we should create as much time and space as possible for students to think independently, operate hands-on and explore independently, and with the appropriate intervention of multimedia courseware, let students experience, feel and discover, with the aim of encouraging students to actively participate in the whole process of exploring fractional knowledge. Experience the formation process of knowledge by dividing points, talking and drawing, master knowledge deeply, flexibly and solidly, complete the active construction of knowledge, form wisdom while gaining positive emotional experience, pay attention to cultivating students' active participation and innovative consciousness, and cultivate students' practical ability and innovative spirit. In teaching, I will create situations to stimulate students' interest in learning mathematics and motivation for positive thinking, and guide students to actively explore. Active exploration and cooperative communication are important ways for students to learn mathematics. Give students more space to carry out inquiry learning and let them think independently in specific operational activities.
Teaching process:
First, teacher-student interaction, review and lead-in.
Lead-in: Students, listen to the instructions and do the actions, ok? Are you ready? Girls stand up, boys sit up straight, the whole class stands up and all students sit up straight. Listen to the answer to this question. Are you ready? How many people are there in the class? How many girls are there? How many boys are there? What percentage of girls are in the class? What percentage of boys are in this class? What is the percentage of boys to girls? Who can ask questions like a teacher? Review the music score through this way of teacher-student interaction, so as to introduce a new lesson and deepen our understanding of music score. Today, we will continue to learn the music score of this lesson. Blackboard Writing: Re-understanding of Grades.
Second, interactive inquiry and learning new knowledge.
Activity 1: Take it.
First, let the students take out their own 1/2 pens. Let the students have a look and tell how you got them. Then the teacher asked: Why do they all carry pens of 1/2, but the numbers are different? Talk at the same table. Let students know the relationship between the whole and the parts, and understand the relativity of scores.
Design intention: Let students understand the relationship between the whole and the parts and the relativity of scores through the activities of holding pens. At the same time, it embodies the dominant position of students and the leading role of teachers. Let students have a deeper understanding of the score through hands-on operation.
Activity 2: Draw it.
The teacher asked two students to draw 1/3 in the two notes they prepared, and the competition was held to see who could draw quickly. Why fast? Guess what? Then reveal 1/3 of two pieces of paper, hide the other parts, and ask the students what you found. What else do you want to say? Teacher's summary: It seems that they are all 1/3 notes, but the lengths of the two notes are different, so their 1/3 notes are also different.
Design intention: This part mainly makes students realize that 1/3 corresponds to the same whole by comparing the differences between the two books, and the specific figures are the same. 1/3 corresponds to a different whole, and the specific quantity is also different. Make students further realize that any score corresponds to the same whole and represents the same specific quantity. The corresponding whole is different, and the specific figures are different.
Third, use new knowledge to consolidate and expand.
Activity 3: Guess.
Teacher: I take out all my books 1/2. Guess how many books I have? Draw your thoughts on paper and communicate your thoughts with your deskmate. The teacher made a tour and named different pictures on the blackboard. Then the teacher asked: Who would like to share their ideas with you? Name the pictures on the blackboard and talk about your own ideas. Teacher: I took out all my books 1/3. Guess how many books I have? I took out 1/4 of all my books. Similarly, students can easily understand and find the answer quickly.
Design intention: At this time, the activity is more difficult, so that students can know the part and guess what the whole is. In drawing, guessing and speaking, they can further understand the relationship between the whole and the parts, and understand the relativity of music scores.
Fourth, practice feedback and develop your own ability.
1. Picture
Give a small square of the figure 1/4 for students to draw, no matter what, as long as the whole figure 1/4 is a small square. Teachers patrol, draw different pictures on the blackboard by name, and then read the pictures of Xiaoming, Xiaolin and Xiao Wei in the book. There seem to be many ways to draw this kind of figure.
Design intention: Through such learning activities, teachers can not only deepen students' understanding of the relationship between the whole and parts of music score, but also develop students' spatial imagination.
Step 2 apply a layer. The second exercise focuses on the diversity of painting methods. )
3. Debate
Xiaoming donated14 pocket money and Xiao Fang donated 3/4 pocket money to help the victims of Wenchuan earthquake in Sichuan rebuild their homes. Does Xiao Fang have to donate more than Xiao Ming? Please provide a justification for the answer.
Design intention: Use different levels of deep consolidation exercises to guide students to fully re-understand the score. Through the exercise of 1, we can deepen students' understanding of the relationship between "whole" and "part" of music score, practice reverse thinking, improve students' consciousness from part to whole, and help students develop their spatial imagination. The second question deepens the understanding of the meaning of the score by expressing the colored part with the score; The third question is to use the situation in life to make students understand the dialectical relationship between the whole and the part of the score: the same amount corresponds to different whole, and the score is different; The scores are different, the whole is different, and the corresponding quantities cannot be compared. In practice, we should fully mobilize the enthusiasm of students and let every student participate in the study.
Fifth, expand knowledge and stimulate patriotic enthusiasm.
Do you know that?/You know what? Do you know that?/You know what?
The generation of scores has gone through a long process. In ancient Egypt, music scores were recorded in the Rhine papyrus more than 3,700 years ago. Fractions have been used in China for a long time, and there are many records about fractions and their applications in the works of the Spring and Autumn Period and the Warring States Period more than 2,500 years ago.
Design intention: let students know the origin of scores from reading and stimulate patriotic enthusiasm.
We often say that it is better to teach people to fish than to teach them to fish. In this class, I not only pay attention to the teaching of knowledge, but also pay attention to the teaching of learning methods. Let the students solve problems in the process of guessing, verifying and summarizing, and reflect on the methods to solve problems.
Six, talk about the harvest, class summary.
What's your new understanding of fractions in this course? This knowledge can solve those problems in life and apply what you have learned.
Seven, homework assignments, extracurricular learning.
When assigning homework, I designed layered exercises, which are divided into compulsory exercises and elective exercises, so that students with spare capacity can improve on the original basis, which embodies the idea of teaching students in accordance with their aptitude and implements the basic teaching concepts of "everyone learns valuable mathematics", "everyone can get necessary mathematics" and "different people get different development in mathematics".
Blackboard design:
Re-understanding of fractions
In this class, I will use the outline blackboard design, because the outline blackboard design is clear and the subordinate relationship is clear, giving people a clear and complete impression, which is convenient for students to understand the content and knowledge system of the textbook.
Comprehension of the scores in the first volume of fifth grade mathematics.
First, the teaching objectives
1, in specific situations, further understand the score, cultivate a sense of numbers, and experience the close relationship between mathematics and life.
2. Further understand the relationship between "integer" and "part" according to the specific situation.
Second, the key points and difficulties
Key point: Understand the integer "1" and realize that different "integers" correspond to a score and represent different specific quantities.
Difficulties: fully understand the relationship between "integer" and "part".
Third, the teaching process
(1) Review old knowledge and introduce new lessons.
1, we have a preliminary understanding of the score in grade three. Can you give me a few points? What do they mean?
2. Today, we are going to learn "Recognition of Scores".
(2) Create situations and learn new knowledge.
Activity 1: pen-splitting game, experience unit 1.
1. Ask four students to come to the podium with pens. (The number of strokes is a multiple of 2: 4, 4, 6 and 8)
2. Please ask four students to take out 1/2 of their pens to see who can take them out quickly and accurately.
3. Find four other students to check.
The students discuss how to divide it among themselves. Divide all the pencils equally and take out one. )
5. Teacher's question: They all took out12 of all pens, but some people took out as many pens as others. Why? (The total number of students is different. )
6. Teacher's summary: At the beginning, each student's pen's "whole" is different, that is, the unit "1" is different, so their 1/2 is different. The original music score also has such a feature. Do you have a new understanding of it?
Activity 2: Talk about the textbook P34.
1, with a new understanding, let's judge whether two children read as many books.
Both Xiao Gang and Xiao Ming have read 1/3. Do they read the same number of pages? Why? Students think independently for a while, communicate at the same table, and then give feedback to the class.
3. Teacher's summary: Because the thickness of the book is different, that is, the total number of pages is different, so the number of pages read by two people is different. (the whole is different, and the figures of the same score are different. )
4. Under what circumstances do they read as much? (the whole is the same, and the same score means the same number. )
Please help the teacher solve another problem: Wang Xingguo ate 3/4 apples and Li Xiaoyang ate 3/4 apples. Wang Xingguo said, "We both eat as much". Li Xiaoyang said, "I eat more than you." Which of them is right?
(3) Consolidate exercises
1. Draw a picture on the textbook P34.
2. Practice the first and second questions in the textbook P35. In practice, explain the more mistakes collectively and the fewer mistakes individually. )
Fourth, blackboard design.
Re-understanding of fractions
The whole is different, and the number of the same score is different.
The whole is the same, and the same score means the same number.
Reflection on the Teaching of verb (abbreviation of verb)
In the teaching of this class, I start with a small game to guide students to understand the music score and understand its meaning. In teaching and practice, I emphasize "average score" and realize the relationship between "integer" and "part". Students can also realize that the whole is different when practicing. The same score means different amounts, such as "Indian Ocean tsunami donation". But there are many mistakes in practicing the score of the first question. The main reason is that there is no average score in the book, so we should draw an auxiliary line and a rotation diagram.