Teaching objective: 1. Explore and understand the significance of fractional division in activities such as painting and calculation.

2. Guide students to explore and master the calculation method of fractional divisibility and calculate it correctly.

3. Be able to divide fractions by integers to solve simple practical problems.

Teaching focus:

Guide students to explore and master the calculation method of fractional divisibility and calculate it correctly.

Teaching difficulties:

1, explore the calculation method of dividing a fraction by an integer.

2. Be able to divide fractions by integers to solve simple practical problems.

Preparation of teaching AIDS: rectangular paper and courseware.

Teaching process:

First, create situations and ask questions.

Students, do you like origami? Today we are going to use origami to learn knowledge. Can you divide a piece of paper into two parts equally? So how much is this newspaper? Divided equally into three parts? What about five copies?

(1) Divide 4/7 of a piece of paper into 2 parts. How much is each part?

(2) Divide 4/7 of a piece of paper into 3 pieces on average. How much is each piece of paper?

Second, independent inquiry group communication

Autonomous learning skills

1. Try to draw and work out the learning paper in your hand to solve these two problems.

2. Talk about each other's thoughts at the same table.

Students with difficulties can use the tips on page 55 of the textbook to complete these two questions.

Third, exchange doubts.

1, preliminary perception score division

Divide 4/7 of a piece of paper into 2 parts. How much is each part of the paper?

Please take out the drawing (1) and color it.

Communication: Why do you want to draw it like this? How much is this newspaper? Are there any different painting methods? Can you list a division formula according to this process? What's the difference between this division formula and the division learned before?

This is the fractional division that we will learn in this lesson. (blackboard writing)

The initial algorithm divides the 4/7 of a piece of paper into three parts, and each part is the score of the paper.

Please draw on the top of Figure (2).

Communication: (Show students different painting methods) Students divide four-sevenths of rectangular paper into three parts, and then color one of them. Who can list a formula according to this process? How can we work out this figure?

What is the relationship between observation 3 and 1/3? Divide by 3 and multiply by the reciprocal of 3. Can division by an integer be multiplied by its reciprocal? Let's verify it.

(The teacher shows three sets of formulas) 1/3÷54/5÷3 1/3÷5

Show students how to observe each set of formulas and tell their findings.

According to these three formulas and the last question, how do you think the score is calculated by dividing it by an integer?

Fourth, practical application.

1, calculate.

2. Fill in the blanks: once you have learned the knowledge, you must use it flexibly. Can you fill in this question?

Students fill in and think about page 56 of the book independently. Collective revision.

Step 3 solve the problem.

Teacher: In order to make our campus cleaner, the school divided our class into health areas. This week, it's the first group's turn to be in charge of sanitation in the health area. The teacher wants three-quarters of the sanitary area to be shared equally by four people. Can you figure out how many parts of the whole health area each person is responsible for? Students answer the above questions in their exercise books.

Many problems in life can be solved by fractional division. Who can talk about the problems in life like a teacher and let everyone solve them?

Verb (the abbreviation of verb) sums up what students have learned from talking about this lesson.

The first grade math teaching plan of the second primary school

Teaching objective: 1. Let students learn the method of classification according to certain standards through activities, experience the process of classification, and initially develop the habit of sorting things in an orderly way.

2. Through classification activities, let students further understand the meaning of classification and feel the use of classification in life.

3. Teachers can timely infiltrate the education of loving labor and family into students.

Teaching focus:

Learn to classify things according to certain standards and form the habit of sorting things out in an orderly way.

Teaching difficulties:

Learn the method of classification according to certain standards.

Teaching process:

First, import

Students, have you ever been to the supermarket? How are the items in it placed?

Why do you put it like this?

It is more convenient for customers to go shopping after sorting. Do you want to learn how to classify?

So today, we will learn classification in this class.

Second, teach new lessons.

1, Activity 1: Tidy up the room

(1) There is a child named Liangliang who wants to go to the park very much, but his mother has a request: he should tidy up his room first.

(2) Courseware display: Students see a bright room. What do you want to say to Liangliang?

Are you willing to help him? So how do you think we should tidy the room? (Discuss in groups and talk about your own ideas)

Group report

Can you tell me why it is organized like this? (Emphasize that the same category should be put together)

Courseware demonstration and arrangement process

Question: What other school supplies do you know?

(3) What kind of feeling will the cleaned room give people? Have you tidied your room at home? When you go back, please tidy your room with what you learned today.

2. Activity 2: Go to the zoo

(1) import. Everyone helps Liang Liang clean up the room. Liangliang, thank you very much. Now he comes to the zoo with his mother. Display courseware

Q: What small animals do you see? Can you classify these small animals?

These small animals can be divided into two categories, which can fly. One kind, the other kind can't fly.

Please dress the flying animals in beautiful clothes. See which classmate draws quickly and well, and the teacher will show you the homework.

Show students' works.

Q: Is he drawing correctly? Do you have any different opinions? Do you know any other small animals that can fly?

3. Activity 3: Go to the farmers' market

(1) Introduction: After visiting the zoo, Liangliang's mother came to the farmer's market and the courseware was presented. Q: What do you see?

Liang Ma will test everyone: which are fruits and which are vegetables?

(2) Students think independently and report by name.

Q: Who can tell which fruits are there in one sentence? What other fruits do you like to eat? What are vegetables? What other vegetables do you know? Fruits and vegetables are so nutritious that everyone wants me to eat them. )

4. Activity 4: Department Store

(1) Import: Recently, Liangliang's mother opened a shop. Let's go see what she bought. Show courseware

(2) Are these goods placed in this way?

Can you help aunt tidy up? How to organize? Report by name

(3) If these goods are divided into toys, stationery, clothing, shoes and hats, how should they be divided? (discuss at the same table)

Report by name and demonstrate the grading process with courseware.

5. Activity 5: Classify students.

The students have done very well in this class, now let's relax! Accompanied by music, the students performed: some read, some beat the ball, some sang and some danced. ...

Let's watch carefully and think about what math problems we can ask. A guide to classifying students with the knowledge learned in this lesson.

Third, the class summary

Students, are you happy today? Please tell me what you learned today. Where else can I use classification in my life? For example, the garbage classification in our school, books in bookstores, etc. )

The first volume of mathematics teaching plan for the third grade and the first grade of primary school

Teaching content: Pages 6-7 of the textbook and the content of "doing", exercise 1 of 1 ~ 4 questions. Teaching objectives:

1, let students know the one-to-one correspondence and know the meaning of "as much". Initially learn to compare the number of objects with a one-to-one correspondence method and know the meaning of more and less.

2. Let students experience the sense of numbers through operation and observation, stimulate students' interest in learning mathematics, and experience the fun of cooperative learning.

Teaching emphasis: know the meaning of "as much" and know the meaning of more and less.

Teaching difficulties: initially learn to compare the number of objects with one-to-one correspondence method,

Preparation of teaching AIDS: tape recorder, magnetic tape, physical projector, rabbit head, pig head, brick and wood pictures.

Preparation of learning tools: pencils, erasers, pears, apples, triangles, disks and flowers.

Class schedule: 1 class hour

Teaching process:

First, listen to the story and ask questions.

Story: Three little pigs grew up and left their parents to live by themselves. They each built a small house. The eldest built a straw house, the second a wooden house and the younger a brick house. After the house was built, they moved into their hut happily. But one day, a hungry and thirsty wolf came. He came to the big brother's house first and blew hard. Big brother's straw house was blown down, and big brother fled to his second brother's house. But the wolf blew hard again and the second brother's cabin was blown down. No way, the two brothers quickly fled to their younger brother's house. This time, no matter how the wolf blows, the brick house will not move. Later, the three little pigs used their brains to drive away the bad wolf. All three brothers gave thumbs up and said, "Brick houses are the strongest." On this day, the weather is fine, and the small fish in the river are swimming happily in the water. Hey! Why is the grass so busy over there? Small fish "Hua" jumped out of the water and looked at it. Oh, it turns out that three enthusiastic little pigs are helping the neighbor rabbit build the strongest new house! They moved wood, I moved bricks, and they did a great job! The small house will be built soon! There are many delicious foods on the stone table over there. It must be a hospitable rabbit to entertain the pig.

(a) Teaching as much as possible

Children, today the teacher tells you a story. The name of this story is three pig brothers. The teacher plays the recording "Three Pigs". Ask the students to listen and answer (while reading):

1. Why do three pig brothers help rabbits build houses?

Infiltrate moral education: educate students to be United, friendly, caring for others, helpful and hospitable.

2. How many rabbits are there in the picture? How many bricks can each rabbit carry?

When the students answered, the teacher posted pictures of rabbit heads and bricks.

3. A rabbit moves a brick. Do you have any extra bricks? Do you have any extra rabbits?

A rabbit is facing a brick. There are no extra rabbits and no extra bricks. We said: rabbits have more bricks. (blackboard writing: that's all. )

Student representative theory, repeat it. Students and teachers are not required to say exactly the same thing, as long as they can fully explain the meaning.

4. What other objects are there in the picture? (Random comparison)

(2) Operation (title/kloc-0 on page 8 of the textbook).

1, the teacher guides the students to put "as much".

After the teacher put six erasers, the students were asked to put as many pencils and erasers as possible.

It means that 1 students put them on the projector and the other students put them on the desks. Finally, the students see if they are the same as those on the projector.

2. The whole class independently put "as much".

Put apple slices under the pear slices (5 slices), and put as many pear slices as possible.

Answer: How many pears are there? An apple is facing a pear ... Is there any extra? How about pear slices and apple slices?

(c) Teaching "more, less"

1. How many pigs are there in the picture? How many pieces of wood are there? (The students answer the teacher and post pictures of the little pig's head and wood. )

A little pig's head is facing a piece of wood. Are there any extra little pigs in the end? Do you have any extra wood? Is there more pigs or more wood? Who is more and who is less?

Ask the representative of the group leader to answer after the students exchange.

Teacher's explanation: more wood, less little pig head. We can also say that there is more wood than a small pig head, and a small pig head is less than wood. Students imitate and say who is more and who is less, and who is more and who is less.

3. What else can be compared in the picture? (Random comparison)

(4) Operation (the second question of "Do it") The whole class begins to operate, 1 students operate on the projector.

In lines 1 and 1, five deltas are placed, and a ○ is placed below ○, which is more than a ○ 1. How many zeros did you put in the second line?

2. Line 1 has four red flowers, and yellow flowers are less than red flowers 1. How many yellow flowers are there in the second row?

Second, the application of new knowledge.

1, question 1: There are many monkeys on the left and many bones on the right. (Avoid students thinking in a fixed way)

2. Question 2: Students observe that cocks and ducks are placed as long as they are, but the density is different, and then judge that there are more ducks and fewer cocks.

3. Question 3: On the basis of observing that there are as many cakes in the first row, students only need to compare the second row in two boxes. There are more in the second row, but fewer in the opposite.

4. question 4; This question is to compare the numbers in the same row. When the beads appeared in the fifth cycle, only one yellow bead appeared, so there were more yellow beads and less red beads. Introduce your method.

Third, summary: Today, we learned "comparison" and know that when comparing, we must compare one by one to get the correct result.