Explore and master the area formulas of parallelogram, triangle and trapezoid. Can identify the shape and relative position of objects seen from different directions, understand the meaning of median, and find the median of data. Next, I will bring you a math lesson plan about the first volume of the fifth grade of primary school for your reference.

The math teaching plan of the first volume of the fifth grade of primary school is 1, and the teaching goal is 1, so that students can understand the calculation method and logic of multiplying decimals by integers.

2. Cultivate students' ability of migration and analogy.

3. Guide students to explore and practice among knowledge, and infiltrate and transform ideas.

Algorithm and calculation method of multiplying decimal by integer.

Teaching difficulty: how to determine the decimal point position of the product of decimal times integer.

The teaching aid is going to enlarge a review table (projection).

Teaching process 1. Try to introduce:

Do children like flying kites? Today, I will lead everyone to buy kites.

1, the meaning and arithmetic of decimal times integer. Take a picture of 1 as an example to guide students to understand the meaning of the question and draw the following conclusions:

(1) Example 1: Kites How much is it to buy three kites per 3.5 yuan? (Let students try to calculate independently)

(2) Report the results: Who will report your results? what do you think? (blackboard student's report. )

Addition calculation: 3.5+3.5+3.5 = 10.5 yuan 3.5 yuan =3 yuan 50.

3 yuan ×3=9 yuan 5 angle× 3 =15 angle 9 yuan+15 angle = 10.5 yuan.

Multiplication: 3.5×3= 10.5 yuan understands three methods, focusing on the third algorithm and operation.

(3) Understand the meaning. Why use 3.5×3 to calculate? What does 3.5×3 mean?

(3 3.5 or 3 times 3.5. )

(4) A preliminary understanding of arithmetic. How to calculate? Think of 3.5 yuan as an angle of 35.

3.5 yuan has expanded 10 times by three pentagons.

× 3 × 3

1 0.5 yuan10.5.

Reduce to110.

105 Angle is equal to 10.5 yuan.

(5) How much does it cost to buy five? Will it count like this?

2. Calculation method of decimal times integer.

Several times as many students in 3.5 yuan can count, but it doesn't mean 0.72×5. Can you count? (Shengshen, called Banyan. )

(1) After the calculation, the group will discuss the calculation process.

Blackboard writing: 0.7 2

× 5

3.6 0

(2) Emphasize vertical calculation by integer multiplication.

(3) Demonstration: 0. 7 2 magnified 100 times 7 2

× 5 × 5

3.6 0 3 6 0

Reduce to1100.

(4) Looking back, how did you calculate 0.72×5 just now?

Let the students draw the following conclusions: First, the multiplicand 0.72 expands 100 times to 72, the multiplicand 0.72 expands 100 times, and the product also expands 100 times. If the original product is needed, the multiplied product 360 will be reduced by 100 times. (Hint: 0 after the decimal point can be removed)

(5) Special exercises

(1) What changes have been made to the following figures except the decimal point?

0.34 3.5 0.20 1 5.02

② What is 353 minus 10 times? Reduce 100 times? 1000 times?

③ judgment

1 3.5

× 2

2.7 0

(6) Summarize the calculation method of decimal times integer.

Calculate 7 ×4 0.7×4 25×7 2.5×7.

Observe these two groups of problems and think about their differences from integer multiplication. How to multiply decimal by integer?

(1) first expand the decimal into an integer; ② Calculate the product according to the law of integer multiplication;

(3) See how many decimal places the multiplicand has, starting from the right of the product and pointing to the decimal point.

L special exercise 1 4

Second, use

1, fill in the blanks.

4.5 ( ) 0 .7 4 ( )

× 3 × 3 × 2 × 2

( ) 1 3 5 ( ) 1 4 8

2. Make a book p2

Experience: (1) What did we learn today? (blackboard writing) (2) what is the calculation method of multiplying decimal by integer?

4. Homework: Practice 1: 1, 2, 3 people modify.

Oral calculation:

70×30

45× 100

5.6× 10

7.3× 1000

0.75× 10

0.008× 100

Note: If there is a 0 at the end of the product, click the decimal point of the product first, and then remove the "0" after the decimal point.

Blackboard design: decimal times integer 1

3.5 yuan, 3.5.

× 3 × 3

1 0.5 yuan10.5.

Example 2

0.7 2 is extended to 100 times its 7 2.

× 5 × 5

3.6 0 3 6 0

Reduce to1100.

Reflection after teaching: Students can basically understand the operation of decimal multiplication, but the decimal point after calculation is often wrong. There will be special exercises in the next class.

The first volume of mathematics teaching plan 2 in the fifth grade of primary school aims at 1, mastering the calculation rules of decimal multiplication, so that students can master the decimal digits of the product. If the digits are not enough, 0 should be added in front.

2. Correctly calculate the fractional multiplication to improve the calculation ability.

3. Cultivate students' abilities of transfer, analogy and generalization, as well as their ability to solve new problems by using what they have learned.

The calculation rules of decimal multiplication are the focus of teaching.

Difficulties in decimal multiplication teaching: the positioning of decimal places and product decimal points. If the number of decimal places of the product is not enough, add 0 in front.

Teaching AIDS Prepare a small blackboard for projection and oral calculation.

Teaching process 1. Introduce an attempt

1, Example 3 Figure: Children, the glass of the bulletin board in our community has been broken recently. Can you help me figure out how big a piece of glass I need? How to go public? (blackboard writing: 0.8 × 1.2)

Step 2 try to calculate

Teacher: Last class, we learned the calculation method of multiplying decimal by integer. Think about how to calculate.

Teacher: It is to convert decimals into integers for calculation. Can we still calculate 1.2×0.8 by this method?

If so, what should I do? Answer by name and write the students' discussion results on the blackboard. )

Demo:

1.2 is expanded to 10 times of 1.2.

× 0.8 is expanded to 10 times× 8.

0.9 6 reduced to its110096.

3. 1.2×0.8. How did you calculate it just now?

Guide the students to draw the following conclusions: 1. Expand the multiplicand 1.2 times to 12 times, and expand the product to 10 times; Then the multiplier is expanded by 0.8 10 times to 8, and the product is expanded by 10 times. At this point, the product is enlarged by 10 × 10 times. Find the original product, and then subtract the product 96 by 100 times.

4. Observe, what is the relationship between the factor and the decimal places of the product in Example 3? The sum of the digits of the factor is equal to the decimal digits of the product. Think about it: How many decimal places does the product of 6.05×0.82 have? What about 6.052×0.82?

5. Summarize the calculation method of decimal multiplication.

Teacher: Please do the following set of exercises (1) (answer the decimal places of the following product first, then calculate) (2) Guide students to observe and think.

How to calculate it? (Use the integer rule to calculate the product first, and then put the decimal point on the product point. )

(2) What is the decimal point? (The factor has several decimal places, so start from the rightmost side of the product and count a few digits, pointing to the decimal point. )

③ What did you find when calculating 0.56×0.04? So how to calculate the decimal point when the multiplied product has insufficient decimal places? (Add 0 in front, and then point the decimal point. Through the above study, who can tell in his own words what the calculation rules of fractional multiplication are?

(3) According to the students' answers, summarize the calculation rules on page P.5 abstractly step by step, so that students can open their textbooks and read the rules together. (sketches and marks)

(4) Special exercises ① Judge and correct mistakes.

0.0 2 4 0.0 1 3

× 0. 1 4 × 0.0 2 6

9 6 7 8

2 4 2 6

0.3 3 6 0.0 0 0 3 3 8

Third, application

1. Add a decimal point to the midpoint of the following products.

0 .5 8 6 .2 5 2 .0 4

× 4.2 × 0 . 1 8 × 2 8

1 1 6 5 0 0 0 1 6 3 2

2 3 2 6 2 5 4 0 8

2 4 3 6 1 1 2 5 0 5 7 1 2

2, do: first judge how many decimal places there should be in the product, and then calculate.

67×0.3 2. 14×6.2

3. P.8 Page 5.

First, let the students say what they need to know to find the prices of various commodities. Then ask the students to answer the weight of each commodity orally, and then calculate it independently in groups.

Fourth, experience and recall what knowledge did you learn in this class?

5. Homework: Questions P8, 7 and 9. P9 13。 Personal modification

Oral calculation:

5.2×0.2

7.3×0.0 1

76×0.03

75×0.05

0.05×6

79.2×0.2

② Write the product of the following questions according to 1056×27=285 12.

105.6×2.7= 10.56×0.27= 0. 1056×27= 1.056×0.27=

Blackboard design:

Reflection after teaching: the multiplication of decimal and decimal is the difficulty of this unit. Students make many mistakes in calculation, so they should continue to practice more, focusing on decimal points.

The teaching goal of the first volume of mathematics teaching plan 3 in the fifth grade of primary school is 1, so that students can further master the calculation law of decimal multiplication.

2. Make students understand and master: when the multiplier ratio is less than L, the product ratio is less than the multiplicand; When the multiplier is greater than 1, the product ratio is greater than the multiplicand.

The teaching focus is on the calculation rules of decimal multiplication; Calculate decimal multiplication correctly.

The decimal point of correct dot product in teaching difficulties; Preliminary understanding and mastery: when the multiplier ratio is small, the product ratio is small; When the multiplier is greater than 1, the product ratio is greater than the multiplicand.

Prepare a few small blackboards or slides as teaching AIDS.

Teaching process 1. Review preparation:

1, oral calculation: P.5 Page 65438 +00.

0.9×6 7×0.08 1.87×0 0.24×2 1.4×0.3

0. 12×6 1.6×5 4×0.25 60×0.5

Teachers draw cards, students write grades and correct them collectively.

2. Without calculation, tell how many decimal places the following product has.

2.4× = 1.2× =

4. Reveal the theme: In this lesson, we will continue to learn fractional multiplication. Title: Complex Decimal Multiplication.

Second, the new grant:

1, teaching example 5: the speed of African wild dogs is 56 km/h, and the speed of ostriches is 1.3 times that of African wild dogs. What is the speed of an ostrich?

(1) Think about it. Can Africa catch up with this ostrich? Why? The speed of ostrich is 1.3 times that of African dogs, which means that ostrich is faster than African dogs, so African dogs can't catch up with ostrich. )

(2) Is this the case? Shall we solve it together?

(1) How to list types? (2) Why do you want to open this column? (Find 0.3 times of 65438+56, so use multiplication. )

Let the students understand that the multiple relationship can also be a decimal greater than 1.

(3) Students finish independently, evaluate their grades and correct them collectively.

(4) Is it correct? How to check?

5] According to the calculation and check by the students just now, the speed of ostrich is 72.8km/h, how does it compare with the speed of African dogs? Can you catch up with the ostrich? Explain what we just thought? Now let's look at another set of questions.

2. Look at the multiplier and compare the size of the product and the multiplicand.

① (Show the size of product and multiplicand in exercise 1, 10) first.

② Guide students to observe: Compare the multipliers of these two examples with L, what do you find?

③ When the multiplier is greater than 1 or 1, what is the relationship between the multiplicand and the product of hours? Why? (Because the multiplier ratio of 1.20.4 is 0.4 less than 1 and the product is less than 1.2, the product is less than the multiplicand; Multiplier of 2. 4×3 is larger than 1 by 3, and the product is 3 times that of 2.4 (or as much as 3 2.4), so the product is larger than the multiplicand.

Can you draw a conclusion? (When the multiplier ratio is 1, the product ratio is less than the multiplicand; When the multiplier is greater than 1, the product ratio is greater than the multiplicand. According to this relationship, we can preliminarily judge the right or wrong of fractional multiplication. )

Third, use

1. Make it: 3.2× 2.5 = 0.8 2.6×1.08 = 2.708. Judge first, and correct if you are wrong.

2. Page 9 13

4. What have you gained from today's experience?

5. Homework: P8 questions, 1 1 and 14 P9 questions.

Personal modification

3. Think and answer.

(1) When doing fractional multiplication, how to determine the decimal places of the product? (2) Do you know what to do if the decimal places of the product are not enough? Such as: 0.02×0.4.

⑤ Special exercise: practice 1, 12, and let students judge independently first. When correcting collectively, let the students be reasonable and understand where each small problem is wrong.

Blackboard design:

When the multiplier ratio is 1, the product ratio is less than the multiplicand; When the multiplier is greater than 1, the product ratio is greater than the multiplicand.

Reflection after teaching: It is important and difficult to instruct students how to calculate the decimal point in products. It should be emphasized that the whole multiplication formula has several decimals, so only a few decimals are needed in the product. Students should also be clear about the reasons. If you regard a decimal as an integer, you have to enlarge it several times and then reduce it by the same multiple, so you have to calculate several decimals in the product.

The first volume of mathematics teaching plan 4 in the fifth grade of primary school;

1. Understand that the operation order of decimal mixed operation is the same as that of integer, and will calculate decimal mixed operation four times (mainly in two steps, no more than three steps).

2. Use decimal addition, subtraction, multiplication and division to solve practical problems in daily life and cultivate application consciousness.

3. Cultivate students' good habit of discussing mathematical problems and their ability to synthesize problems.

Teaching focus:

Master the arithmetic of decimal elementary arithmetic, and be able to do decimal elementary arithmetic.

Teaching difficulties:

Understand the relationship between operations by solving specific problems.

Teaching process:

First, situational introduction

Teacher: A few days ago, the fifth-grade students made a survey on the domestic garbage we usually produce. The following is a survey report of two classes in Grade Five. Teacher: What mathematical information did you get from this survey report?

Student: Grade 5 1 class. Data: A person can produce 30.8kg of domestic garbage around him. Report from Class Two, Grade Five: A residential area produces 3.5 tons of domestic garbage from Monday to Friday, and produces 1.3 tons of domestic garbage every day on weekends.

Teacher: What math questions can I ask after seeing this math information? Guide students to ask different math questions according to different information.

Second, explore new knowledge.

1. Learn the mixed operation of division, multiplication and division.

According to the different questions raised by students, the teacher asked questions selectively: A person can produce 30.8 kilograms of domestic garbage around him, so how many kilograms of domestic garbage does a person produce on average every day?

After the students read the topic, the teacher asked, "To find out how many kilograms of domestic garbage a person produces every day, what books do you need?" Is it given directly in the title? What method is used to calculate? "After students think and calculate independently, they exchange ideas in groups.

Group report, methods that students may propose.

One method: first calculate 4×7=28, then calculate how many days there are in a week, and then use 30.8÷28 to calculate how much garbage is generated on average.

Another method: first calculate how many kilograms of garbage are produced every week, then use 30.8÷4=7.7, and then use 7.7÷7 to calculate how many kilograms of garbage are produced on average every day.

2. Learn the mixed operation of division and addition.

Question 2: A residential area produces 3.5 tons of domestic garbage from Monday to Friday, and it produces 1.3 tons of domestic garbage every day on weekends. How many tons of domestic garbage does this community handle every day on weekends than usual?

Students finish independently, and the teacher should guide the students who list the step-by-step formulas to try to list the comprehensive formulas and calculate the results according to the quantitative relationship between them.

Step 3 summarize the rules

Guide the students to the three comprehensive formulas in the two questions, and draw a conclusion again: the order of decimal elementary arithmetic is the same as that of integer elementary arithmetic, and the law of integer operation is also applicable to decimal operation.

Third, consolidate the practice.

The teaching goal of the first volume of mathematics teaching plan 5 in the fifth grade of primary school;

(A) knowledge objectives

1, understand the meaning of fractional division.

2, master the calculation method of decimal divided by integer (divisible).

(2) Ability goal: be able to find and raise problems in situations, feel the similarities and differences of fractional division in the process of observation and comparison, and be able to cooperate with others to solve problems.

(3) Emotional goal: experience the process of exploring the calculation method of dividing decimal into integer (divisible) and experience the pleasure of success.

Teaching focus:

The meaning of fractional division, the calculation method of fractional division by integer (just division).

Teaching difficulties:

The decimal point of quotient is aligned with the decimal point of dividend.

Teaching methods:

Explore, communicate and guide.

Teaching process:

First, introduce new lessons and create situations.

Naughty wants to buy milk. What mathematical information do you get from the picture?

2. According to the mathematical information in the picture, what mathematical questions can you ask?

3. According to students' questions, teachers guide students to list formulas:11.5 ÷ 512.6 ÷ 6.

Guide students to observe the difference between these two formulas and the division formula we have learned before. The dividend is a decimal and the divisor is an integer. )

Teacher: Today, let's learn the calculation method of dividing decimal by integer, and see which store milk naughty bag should be bought.

Second, explore new knowledge and solve problems.

1, Teacher: What is the unit price of milk in the two stores? Let's calculate the unit price of milk in shop A first.

2, students exchange discussions, teachers patrol guidance.

The teacher instructs the students to compare various summary methods, which one do you think is simpler and more practical?

Resulting in "the decimal point of quotient and the decimal point of dividend are aligned"

4. Know arithmetic.

5. Guide induction and summary, and clarify the calculation method of fractional division: according to the calculation method of integer division; The decimal point of quotient is aligned with the decimal point of dividend.

6, students try, teachers patrol guidance.

Third, consolidate practice and expand extension.

1. Complete page 3 of the textbook and practice 1 topic.

Collective revision.

2. I am a little psychic.

20.4÷4 96.6÷42 55.8÷3 1

Guide students to find that the decimal point of quotient should be aligned with the decimal point of dividend when dividing decimals into two digits and one digit by comparison method.

3. Complete page 3 of the textbook and practice question 4.

Teachers' patrol guidance.

Fourth, the class summary

What did you gain today?

Blackboard design:

How much is a bag of milk in store A? How much is a bag of milk in store B?

1 1.5÷5=2.3 (yuan) 12.6÷6=2. 1 (yuan)