The sixth grade mathematics volume of Beijing Normal University always reviews the first volume, the third part, "algebra preliminary", page 6 1, page 62-equation.

Second, talk about teaching materials.

(1) teaching material analysis:

The content of this textbook is that students have learned to understand equations and solve problems with equations. It is important to review and sort out these knowledge, guide students to understand the significance of solving equations and use equations to solve problems. The textbook creates rich situations close to students' real life, so that students can understand the methods of solving equations and problems in familiar situations. Lay a foundation for middle school mathematics learning.

(2) Teaching objectives:

1, we can further understand what an equation is.

2, can further master the method of solving equations, how to set unknowns and solve problems with equations.

3. Comprehensively apply the knowledge you have learned and feel the diversity of problem-solving methods.

(C) Teaching focus and difficulties

1, understand the meaning of the equation.

2. How to do the equation and solve the equation?

Third, teaching methods and learning methods.

1, teaching method: take reviewing activities as materials to stimulate students' interest in learning. Let students explore by themselves in teaching. This design allows students to explore, discuss and communicate independently and solve practical problems on the basis of independent thinking. Further understand the meaning of the equation in an intuitive and vivid learning environment.

2. Learning methods: eye movement observation, hands-on practice, independent exploration and cooperative communication are important ways to learn mathematics, guiding students to operate, observe and think with eyes, and paying attention to group discussion and collective communication. Fully tap the potential of students and encourage them to take the initiative to participate in learning.

Fourth, the teaching procedure.

(1) Active memory:

1, Question: Students, do you still know what an equation is?

2. The students' answers are all right. This is what we are going to review today-equation.

Design intention: Let the students recall the meaning of the equation and pave the way for the later knowledge review.

(2) Solve the equation:

1, courseware demonstration: 1/2 x = 3

Q: If you want to solve this equation, what should you do first? (Named answer: I remove the denominator, and both sides of the equation are multiplied by 2 at the same time, and X = 6)

That's right. So, how to get rid of the denominator? What's your basis? (named answer: both sides of the equation are multiplied or divided by a number at the same time, and the equation remains unchanged. )

Supplement: Both sides of the equation cannot be multiplied or divided by 0 at the same time. We must pay attention to this.

2. Courseware display: 3 (ⅹ- 1) = 4+ⅹ

Q: If it were you, what would you do first to solve this equation? I'll remove the brackets first. The original formula becomes 3 ⅹ-2 = 4+ⅹ, and then the unknown is solved. )

Summary: Generally, brackets are removed first, then brackets are removed, and finally braces are removed.

Design intention: Go deeper and deeper step by step, and review the process of solving equations.

3. The formula becomes 3 ⅹ-2 = 4+ⅹ. Q: How does this need to be done? What's your reason? (This is the need to shift the term. The original formula can be changed to: 3 ⅹ-ⅹ = 4+2, because both sides of the equation add or subtract a number at the same time, and the equation remains unchanged. )

Note: Moving the term refers to moving the term with unknown number to the other side of the equation, and other terms to the other side of the equation. It should be noted that when moving terms, the symbol "+"should be changed to "-"and "-"should be changed to "+".

Design intention: remind students of some common mistakes at any time to improve accuracy.

4. Students try to solve the above formula (name the board, and the rest of the students finish it in their exercise books. )

Think about it: Have the Hou Equation been solved at this time? What steps are still missing? (swearing question and answer: it hasn't been solved yet and needs to be tested. )

Teacher: OK, now you can check the results yourself. Do you understand correctly?

Design intention: to cultivate students' good habit of paying attention to inspection after solving equations.

5. Consolidation exercises:

Solve the following equation and tell me how you solved it.

15ⅹ=60ⅹ+2ⅹ= 12。 640%ⅹ=4。 24/5ⅹ+6/5ⅹ=25

(3) setting an unknown sequence equation

Teacher: We reviewed the method of understanding the equation. Can you try to solve the following problems with equations?

1, courseware demonstration example 1.

Xiao Gang said: Xiao Qiang and I collected 128 stamps. Xiao Qiang said: I collect three times as many stamps as Xiaogang. How many stamps did they collect respectively?

Teacher: think about it: how to solve it with equations? Think independently, discuss and report in groups. )

2. Courseware display example 2.

The distance between Xiaoming's home and Xiaogang's home is1240m. One day, they agreed to meet on the road between the two families in 10 minutes. Xiaoming walks 75 meters per minute, and Xiaogang walks 80 meters per minute. They both left home at the same time. Can they meet at the appointed time? (Independent thinking, group discussion, report) Are there any other solutions?

Summary: How do you set the unknown and find the equivalence relation? Students show their methods. I first find out the known conditions in the problem, the problem I want and the equivalence relationship between them, set an unknown number, which is represented by the letter X, and then list the equations according to the equivalence relationship. )

Design intention: Let students think independently, discuss and solve problems in groups, and let students review what they have learned in fun.

(4) Integration and application:

1, textbook page 6 1, question 2.

Look at the picture, list the equations, and find the solution of the equations. (Students do it independently. Tell me how you solved the problem. )

2. Question 3 on page 62 of the textbook (students finish it independently and report the problem-solving process by name)

3. Courseware Presentation Exercise 3

The fruit shop brought 490 kilograms of apples, more than pears 10 kilograms. How many kilograms of pears? Think independently, find out the equivalence relation, list the equations and solve the equations. Classroom communication)

Equivalence relation: twice that of apple and pear = 10 Equation: 490-2 ⅹ = 10.

4. Courseware Presentation Exercise 4

Two cars, A and B, set off from two places 324 kilometers apart at the same time and met on the road six hours later. The speed of a car is five-quarters of that of b car. How many kilometers does car A travel per hour? (First think independently, then communicate in groups, and finally report)

Equivalence relation: the distance of vehicle dealership A+the distance of vehicle dealership B = 324km.

Equation: 4/5 ⅹ× 6+ⅹ× 6 = 324 or (4/5 ⅹ+ⅹ )× 6 = 324.

Design intention: Deepen students' problem-solving methods to solve application problems by consolidating exercises. When solving a problem, the unknown quantity can be temporarily regarded as the known number to participate in the formulaic calculation. This can reduce the difficulty of thinking and facilitate the answer.

5, expand the practice

A construction company has red bricks and gray bricks, and the amount of red bricks is twice that of gray bricks. It plans to build several houses. If each house uses 80 cubic meters of red bricks and 30 cubic meters of gray bricks, there will be a shortage of 40 cubic meters of red bricks and 40 cubic meters of gray bricks. Q: How many houses are planned to be built?

Teacher: First of all, please set the unknown directly and list the equations. (Independent thinking, group discussion, report)

Teacher: What were the students thinking when they worked out this equation? (answer by name: I feel that the relationship is complicated, and it is difficult to list the equations. If you are not careful, you will make mistakes. )

6. Teacher's summary:

Students, in the process of practical application, we should learn to use appropriate methods to solve problems according to the actual situation.

Design intention: Let students explore for themselves. It is very complicated to set the unknown directly in some cases, but it is necessary to set the unknown content indirectly.

(5) class summary:

What knowledge have we reviewed in this lesson? Can you work out this equation? What problems should be paid attention to in solving equations?

Design intention: summarize, consolidate again and deepen the impression.