1, let students learn to master? Know what the score of a number is and find out the number. The method of solving application problems can skillfully set equations to solve this kind of application problems. 2. Further cultivate students' ability to explore and solve problems independently and their thinking abilities such as analysis, reasoning and judgment, and improve their ability to solve applied problems. Teaching focus: make clear the unit? 1? Quantity will analyze the quantitative relationship in the problem. Teaching: Difficulties: the characteristics of fractional division application problems, ideas and methods of solving problems.

Emphasis and difficulty in teaching

Teaching focus: make clear the unit? 1? Quantity will analyze the quantitative relationship in the problem.

Teaching: Difficulties: the characteristics of fractional division application problems, ideas and methods of solving problems.

teaching process

First, review.

Show review questions:

1, which of the following questions should be used as the unit? 1

2. Solve the following problems with equations.

According to the measurement, the water in adults accounts for about 2/3 of the body weight, while the water in children accounts for about 4/5 of the body weight. Xiaoming, a sixth-grade student, weighs 35 kilograms. How many kilograms of water does he have?

Ask the students to observe the topic, see if all three conditions given in the topic are applicable, and tell the reasons.

Select the conditions needed to solve the problem and determine the unit? 1? And guide the students to say the quantitative relationship.

Xiao Ming's weight? 4/5 = the weight of water in the body.

4, named oral calculation. Show courseware

Second, new funding.

1, teaching example 1

According to the measurement, water in adults accounts for about 2/3 of body weight, while children

The water in the body accounts for about 4/5 of the body weight, and Xiaoming has 28 kilograms of water in his body.

His weight is 7/ 15 that of his father. What's Xiaoming's weight?

How much does dad weigh?

Example 1 First question: How much does Xiaoming weigh?

(1) Look at the problem, understand the meaning of the problem, and draw a line diagram to express the meaning of the problem;

(2) Guide students to understand the meaning of the question by combining the line diagram, analyze the quantitative relationship in the question and write the equivalence relationship. Xiao Ming's weight? 4/5 = weight of water in the body.

(3) What are the similarities and differences between this question and the review question?

(the same point is that their quantitative relationship is the same; The difference is that the water content is 28kg, which accounts for 4/ 5 of the body weight. Weight? Kg moisture 28 kg known conditions and problems have changed)

(4) What is a unit in this question? 1 set? 1? Is it known or unknown? How to ask? Guide students to divide unknown units according to quantitative relations? 1? Set to? , column equation to solve the problem)

(5) Inspire students to solve practical problems with arithmetic solutions.

Answer independently in the group first.

Courseware demonstrates the calculation formula.

(according to the quantitative relationship: Xiao Ming's weight? 4/ 5 = weight of water in the body,

Conversely, the weight of water in the body? 4/ 5 = Xiaoming's weight).

2. Solve the second problem: Xiaoming's weight is 7/ 15 of his father's. What's dad's weight?

(1) inspire students to find fractional sentences and determine the unit? 1? .

(2) Let students choose a favorite solution and independently calculate and solve the second problem.

(3) Say how you understand the meaning of the question and share your thoughts with other students. (The courseware shows a line chart)

Dad:

Xiao Ming:

According to the quantitative relationship: Dad's weight? 7/ 15 = Xiaoming's weight

Xiao Ming's weight? 7/ 15 = Dad's weight

① Solve the equation: Solution: What is Dad's weight? Kilogram.

7/ 15 ? =35

? =35? 7/ 15

? =75

② Arithmetic solution: 35? 7/ 15 =75 (kg)

Courseware demonstrates the calculation formula.

3. What problems should we pay attention to when solving application problems with equations?

First of all, we must find out what quantities are in the problem and what kind of relationship they have, and then we must find out the quantities in the problem.

Equivalence relationship, and then determine which quantity to set? , and list the equations.

4. Consolidation exercise: P38? Do it. Courseware demonstration:

There are 320 popular science books in the school, accounting for 2/5 of all books, and story books account for 4/3. How many books are there in the library? How many story books are there in the library? Students finish the exam independently first, and then the whole class analyzes the meaning of the question and comments together. )

Third, consolidate the application

1, Xiao Ming read an extracurricular reading, and read 35 pages at the weekend, which is exactly 5/7 of this book. How many pages are there in this extracurricular reading?

(first analyze the quantitative relationship, and then determine the unit? 1? , finally answer. )

2. A cup of 250ml fresh milk contains about 3/ 10 g of calcium, accounting for 3/8 of the calcium needed by an adult in one day. About how much calcium does an adult need a day?

(Pay attention to guide students to find that 250ml of fresh milk is unnecessary. )

The speed of artificial earth satellite is 8km/s, which is 40/57 of that of spacecraft. What is the speed of the spaceship?

Guide students to analyze the quantitative relationship before determining the unit? 1? , and then calculated according to the quantitative relationship)

4. Xiaojun's father's monthly salary is 1500 yuan, and his mother's monthly salary is 1000 yuan. The monthly expenses of the family account for about 3/5 of the salary of both parents. What is the monthly expenditure of Xiaojun's family?

Revision after independence.

Fourth, class summary.

In this lesson, we studied the application of fractions. What is the score of a given number? We know that if the unit in the interest rate sentence? 1? If it is unknown, it can be solved by equation or division.

Fractional Division Teaching Plan (II) Teaching Objectives

1, through observation and exploration, understand the relationship between fraction and division, and use fraction to represent the quotient of division of two numbers.

2. After exploring the relationship between fraction and division, it is clear that fraction can be used to represent the quotient of division of two numbers.

3. Through observation and exploration, penetrate dialectical thinking and stimulate students' interest in learning.

Emphasis and difficulty in teaching

Teaching focus:

Master the relationship between fraction and division, and use fraction to represent the quotient of division of two numbers.

teaching tool

Multimedia courseware, circular paper, scissors

teaching process

First, create situations and introduce new lessons.

Teacher: Students should eat birthday cakes on their birthdays. Do you like it? (Student: Yes)

1. Teacher: Today, the teacher brought eight cupcakes and distributed them to four people on average. How many cupcakes did everyone get?

How to go public? Health: 8? 4=2 (pieces)

2. Teacher: Turn eight small cakes into 1 big cake, and distribute this 1 big cake to four people equally. How many cakes does everyone have?

How to go public? Health: 1? 4=

Second, hands-on operation, exploring new knowledge.

1. Explore the average score of an object and understand the relationship between score and division.

(1) Teacher: How much will everyone get? Please use this white round paper, fold it and divide it into a few points to see how many there are. Handmade origami, thinking.

Health: Think of 1 cake as a unit? 1? Divide it among four people, that is, divide it into four parts equally, and each person gets one part, which is 1/4 of a cake, that is, 1/4 of a cake.

(2) Teacher: Divide 1 cake equally among three people. How many cakes will each person get? How to go public?

Students think independently and answer.

Communicate with the whole class and make it clear: to find out how many cakes each person gets, divide 1 cake into three parts on average and calculate by division; And then play it? 1? Divided into three parts on average, the number of such a part can be expressed by a score (). So 1? 3 = () (piece)

2. Explore the average scores of multiple objects and understand the relationship between scores and division.

Teacher: Divide three cakes among four people equally. How many cakes does everyone have?

Teacher: How about fairness? How much will everyone get? Next, use the learning tools in your hand to make three round pieces of paper, work in groups, divide them up and cut them open.

(1) Communicate fully and show students' ideas and practices (the following situations may occur).

Method 1: Divide each cake into 4 pieces, * *12 pieces, and divide each cake into 3 pieces, and 3 pieces (1/4) are put together to get (3/4 pieces).

Method 2: Stack three cakes together and divide them into four parts, each person 1 part. The three parts of 1 (1/4) are put together to get (3/4).

(2) Argument: (Highlight that 1/4 of the three in Method 2 is 3/4 of 1, and deepen the meaning of 3/4) Either way, we get three cakes to four people on average, and each person gets 3/4 cakes. Namely: 3? 4 = () (piece) (blackboard writing)

(3) Here, 3/4 has two meanings: 3/4 of 1 cake and 1/4 of 3 cakes.

(4) Teacher: The students are really amazing. The teacher also wants to test you: if you divide five cakes equally among seven people, how much will each person get? Can you imagine the process of dividing? Think about it and communicate with your classmates.

Students report that 1/7 of five cakes is 5/7 of 1 cake, which is 5? 7 = 5/7 (each) (blackboard writing) (5) Teacher: We shared the cake just now, now let's share the rope. Divide three ropes into five equal parts. How many are there in each part? How to go public? Students think and answer: 3? 5 = 3/5 (root) (courseware demonstration)

3. Summarize the relationship between generalized fraction and division.

1? 4= (pieces) 3? 4= (pieces)

5? 7= (3)? 5= (pieces)

Teacher: Look at these formulas on the blackboard. What did you find?

Third, observe the formula and summarize the relationship between fraction and division.

(1) Please follow these two sets of formulas. What did you find out about fractions and division? Please observe and think and share your findings with your classmates.

(2) Health report: I found that the dividend in the division formula is equivalent to the numerator of the fraction, the divisor in the division formula is equivalent to the denominator of the fraction, and the divisor in the division formula is equivalent to the fractional line of the fraction. The teacher added: the quotient of the division formula is equivalent to the fractional value of the fraction.

The teacher stressed: equivalent to

(3) Teacher: Please look at these formulas and talk about the relationship between fractions and division.

(The teacher is on the blackboard): Divide? Frequency divider = frequency divider/frequency divider

Question: Can we say, conversely, what is the numerator of a fraction? Who will say something?

Student: The numerator of the fraction is equivalent to the dividend in the division formula, the denominator of the fraction is equivalent to the divisor, and the fractional line is equivalent to the divisor.

(4) Teacher: If A stands for dividend and B stands for divisor, the relationship between them can be expressed in letters: A? b= a/b

Discussion: Use letters to express the relationship between fractions and divisions. B can it be any number? Why? Supplementary blackboard writing (b? 0) The teacher's blackboard: A? b= a/b ( b？ 0) Question: Why B? 0? B can't be 0 because the divisor can't be 0. )

Teacher: Fraction and division are closely related, so is there a difference between them? (Students can't say what to guide)

Discuss in groups and then communicate with the whole class. Make it clear that a fraction is a number, or it can refer to the division of two numbers. Organization is an operation.

Third, practice consolidating the application.

1, can you tell the quotient of these formulas quickly? 3? 8 = 5? 9= 7? 13= 4? 7= 40? 56= 12? 6 1=

2. Put 1kg raisins in two bags on average. How much does each bag weigh? How to go public?

On average, three bags put 1kg raisins. How much does each bag weigh? How to go public?

Put 2 kilograms of raisins in 3 bags on average. How much does each bag weigh? How to go public?

What did you learn in this class today? Is there a problem?