As a people's teacher, you often need to use teaching plans, which are teaching blueprints and can effectively improve teaching efficiency. So how to write the math teaching plan for the second volume of the fifth grade? The following is the fifth-grade math teaching plan I compiled for you. I hope you like it!

Selected text of the second volume of the fifth grade mathematics teaching plan 1 teaching objectives;

1. Master the characteristics of cuboids and cubes and know the relationship between them.

2. Cultivate students' ability of hands-on operation, observation, abstract generalization and preliminary spatial concept.

3. Infiltrating things is a dialectical materialist view that is interrelated, developing and changing.

Teaching focus:

1. Characteristics of cuboids and cubes;

2. Recognition of 3D graphics.

Teaching difficulties:

1. Characteristics of cuboids and cubes;

2. Recognition of 3D graphics.

Teaching aid preparation:

Teaching aids: cuboid frame, cuboid, cube, cylinder, frustum, rectangular platform, etc. Slides; Animation. Learning tools: cuboid and cube cartons.

Instructional design:

First, review preparation

1. Please draw a plane figure that you have learned; Then let each student touch the drawn figure by hand; The teacher made it very clear that these graphics are all on a plane, which is called plane graphics.

2. The teacher took out cuboids, cubes, cylinders, truncated bodies, rectangular tables, ink bottle boxes, etc. The teacher asked: Are all the parts of these objects on the same surface? (No) The teacher made it very clear that the parts of these objects are not on the same plane, but are all three-dimensional figures.

3. Introduction: Today, in this lesson, we will learn more about the characteristics of cuboids.

Teacher's blackboard writing: understanding of cuboid

Second, learn new lessons.

(A) the characteristics of cuboids

1. Please take out your own cuboid. Teacher's question: Please touch the cuboid with your hand. What is it surrounded by? Please touch the intersection of two faces with your hand. Please feel exactly what the intersection of the three sides is.

Teacher's blackboard writing: face, edge and vertex

2. Study the characteristics of cuboids with reference to the discussion outline.

Demonstrate the animation "Features of the Box"

Discussion outline:

① How many faces does a cuboid have? What is the relationship between the position and size of the surface?

② How many edges does a cuboid have? What is the relationship between the position and the length of the edge?

③ How many vertices does a cuboid have?

Teacher's blackboard writing: cuboid:

Faces: 6. Rectangular (or two opposite faces may be square), and the opposite faces are exactly the same.

Side: 12, four opposite sides are equal in length.

Vertex: 8.

Teacher: Please talk about the characteristics of cuboids completely.

3. Compare the difference between three-dimensional graphics and plane graphics.

Teacher's question: Cuboid is a three-dimensional figure, how to distinguish it from plane figure when it is painted on paper? Please observe, how many faces can you see? What kind of noodles? How many sides can you see? Which edges?

The teacher introduced the drawing method of cuboid: the invisible edges are represented by dotted lines, the last one is a rectangle, and the other faces are parallelograms.

4. Show the cuboid frame for observation.

The teacher asked: How many groups can the 12 edge on the frame be divided into? How to divide it? Are the three sides intersecting at a vertex equal in length?

The teacher made it clear that the length of three sides intersecting at a vertex is called the length, width and height of a cuboid.

(2) Cubic features

1. Demonstrate the animation "Features of Cubes"

Teacher's question: Look at the new cuboid and see what changes it has compared with the original cuboid. (Length, width and height become equal, all six faces become squares, and cuboids become cubes)

2. Students teach themselves the characteristics of cubes according to the characteristics of cuboids. After the students discuss and summarize,

Teacher writes on the blackboard: Cube:

Front: 6 identical squares.

Side: 12 sides are all equal in length.

Top: 8。

3. Students discuss and compare the characteristics of cuboids and cubes.

Similarity: the number of faces, edges and vertices is the same;

Difference: the shape, area and side length are different.

Teacher's question: Do you have all the characteristic cubes of a cuboid? On the relationship between cuboid and cube.

Cube is a special kind of cuboid.

The design concept of the second volume of the fifth grade mathematics teaching plan selection

Mathematics curriculum standards clearly point out that students are provided with opportunities to fully engage in mathematics activities and help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent exploration and cooperative communication. This course grasps the mathematical method of classifying keywords and natural numbers (except 0) according to the number of factors, so that students can fully discuss the characteristics of prime numbers and composite numbers, experience the occurrence and development of knowledge of prime numbers and composite numbers, and construct the concepts of prime numbers and composite numbers through observation, comparison, analysis and induction, so as to better master mathematical ideas, enhance students' interest in learning mathematics and cultivate a good learning attitude.

course content

Page 23 ~ 24 of the second volume of the fifth grade of People's Education Press "Prime Numbers and Composite Numbers".

Learning Situation and teaching material analysis

This lesson is based on students' mastery of "multiple characteristics, multiples, odd numbers, even numbers, 2,3,5". This unit involves many concepts. "Prime number and composite number" is a concept teaching course, which is easily confused with abstract concepts and rarely used in life. There is a certain distance from students' life, which is the difficulty of this course and the content teaching of this unit.

Teaching objectives

1. Let students go through the mathematical process of operation, observation, discovery and concept induction, and construct the concepts of prime numbers and composite numbers.

2. Master the classification of integers according to the number of factors, understand and master the characteristics of prime numbers and composite numbers, and apply concepts to find or judge prime numbers.

3. Experience the thinking method of learning mathematics by studying the characteristics of prime numbers and composite numbers.

Teaching preparation

Courseware; Every time you have a piece of exercise paper.

teaching process

Activity 1: Construct the concepts of prime numbers and composite numbers.

1. Guide students to list multiplication formulas as required: "Use integers for factors, not 1".

The teacher wrote "1 =" ... on the blackboard. Without words, the teacher used gestures to guide the students to say the multiplication formula as required.

Presupposition of learning situation: Students may have problems with using 1 or decimals, and teachers will remind them with gestures "Don't use 1" and "Use integers".

2. Teacher: According to the requirement of "replacing 1 with integers", we can't list the number of multiplication formulas, so we call it prime numbers; You can list the number of multiplication formulas, which we call composite numbers.

The teacher fills in "prime number" and "composite number" in front of these prime numbers in turn. The teacher writes on the blackboard and the students naturally say "prime number" and "composite number".

Design intent

In the whole process of "activity 1", teachers basically don't talk, but only use gestures or facial expressions to organize teaching, giving students a sense of mystery and quietly understanding the difference between prime numbers and composite numbers in a quiet atmosphere.

Activity 2: Discuss the characteristics of prime numbers and composite numbers.

1. Teacher: "What do you find from these multiplication formulas?

Academic presupposition: students may say that prime numbers are all odd numbers; Countermeasures: the teacher pointed out that 2 is a prime number and 15 is a composite number;

Composite numbers can be written as multiplication formulas; If you don't use 1, you can't write a multiplication formula for prime numbers.

2. The teacher erases "Don't use 1", the students list the corresponding multiplication formulas, and then use the number of factors to explore the concepts of prime numbers and composite numbers.

Teacher: Observe the number of factors. What do you find?

From the multiplication formula, students can quickly and clearly find that the prime number has only two factors, 1 and itself, and the composite number has other factors (at least three factors) besides these two factors.

3. Answer the blackboard according to the students.

4. Discussion: Is "1" a prime number or a composite number?

Academic presupposition: Some students may think that 1 has two factors, one is 1 and the other is itself, and 1 should be a prime number; Some students may think that 1 itself is still 1, so 1 should have only one factor; Some students may think that 1 is neither prime nor composite.

The teacher wrote a complete blackboard writing.

5. Summary: Who can tell what kind of numbers are prime numbers in their own language? What is the composite number? How to judge whether a number is prime or composite?

Design intent

Leave enough time for students to experience the mathematical process of operation, observation, discovery and concept induction, and construct the concepts of prime numbers and composite numbers. And try to sum up the concepts of prime number and composite number according to the number of factors, learn to judge by using the characteristics of prime number and composite number, and fully feel the differences and connections between knowledge.

Activity 3: Use concepts to find or judge prime numbers.

1. Continue to find other prime numbers within 30.

2. Do: Show the digital cards: 17, 22, 29, 35, 37, 87, 93, 96, 1, and fill them in the set circles corresponding to prime numbers and composite numbers.

3. Is the following statement correct? Tell me your reasons.

All odd numbers are prime numbers. ()

All even numbers are composite numbers. ()

(3) 1, 2, 3, 4, 5 ..., except prime numbers, are all composite numbers. ()

(4) The sum of two prime numbers is even. ()

Design intent

Through the practice of constantly searching, discovering and judging prime numbers, students can realize that they can judge by reasonable methods and consolidate their understanding of the characteristics of prime numbers and composite numbers.

Activity 4: Expand, extend and deepen the concept.

1. Do you know what they are? (Report after group communication)

(1) The sum of two prime numbers is 10, and the product is 2 1. What are they?

The sum of two prime numbers is 20 and the product is 9 1. What are they?

(3) What is the smallest prime number? What is the minimum composite number?

2. Fill in the prime numbers in brackets:

8=()+() 12=()+()28=()+()

3. Mathematics reading: Goldbach conjecture.

Students, do you know that you were trying to solve a world problem just now and did something very valuable? The world problem is: can all even numbers greater than 2 be written as the sum of two prime numbers? This problem was first put forward by the German mathematician Goldbach, so it is called Goldbach conjecture. Mathematicians all over the world want to overcome this problem, but they have not solved it so far. Chen Jingrun, a mathematician in China, has made remarkable achievements in this field.

Let students do some math reading: Goldbach conjecture. After class, interested students can also go online to find relevant books or consult relevant materials.

Design intent

In the moderate expansion, we try to solve the Goldbach conjecture that "any even number greater than 2 can be written as the sum of two prime numbers". In mathematics reading, let students know the history of mathematics development, feel the charm of mathematics culture, and leave space for students to explore after class.

Activity 5: Summary

What did you learn from this course?

The second volume of the fifth grade mathematics teaching plan, selected part 3, teaching content:

Page 65-66 of the textbook in the second volume of the fifth grade.

Teaching objectives:

1. In specific problem situations, explore and understand the relationship between fraction and division, correctly express the quotient of two integers divided by fraction, and describe the meaning of fraction in two ways.

2. In the process of inquiry, cultivate students' ability of observation, comparison and induction.

3. Experience that knowledge comes from the needs of real life and stimulate the enthusiasm for learning mathematics.

Teaching focus:

Through the process of inquiry, understand and master the relationship between fraction and division.

Teaching difficulties:

Through the operation, let students understand the two meanings that a score can represent.

Teaching material analysis:

"Fraction and Division" is the teaching content of the second lesson of Unit 4 "Fraction" in the fifth grade mathematics of the People's Education Press. It is an in-depth understanding based on a preliminary understanding of the meaning of fractions. In this math class, students should not only grasp the intuitive positional relationship between fractions and division, but also understand the relationship between fractions and division from the meaning of fractions. Therefore, in the design of this lesson, the discrimination of the meaning of fractions runs through. Because the meaning of fraction itself is the definition of division, which is the most fundamental connection between fraction and division.

The teaching content of this section attaches importance to guiding students to find the relationship between fraction and division through observation and comparison, and to explore the situation that integer division can not get integer quotient, which can be expressed by fraction; When expressing the quotient of integer division, the divisor is the denominator and the dividend is the numerator. Starting from the actual situation of "dividing the cake", the textbook guides students to list the division formulas, and obtains the results by combining the meaning of the fraction, and then guides students to compare several formulas and explore the relationship between the fraction and division. According to the relationship between fraction and division, let the students use fraction to represent the quotient of division of two numbers or write the fraction in the form of division of two numbers.

Teaching AIDS:

Courseware, model.

Teaching design

First, import

Teacher: Children, let's test everyone before class. (Show the courseware) What is the answer?

Health: moon cakes.

Teacher: Your extracurricular knowledge is really rich. Do you like eating moon cakes?

Health: Yes.

Teacher: So is the teacher. Moon cakes also contain a lot of mathematical knowledge. Let's have a look (show the courseware). Divide six moon cakes among three children equally. How much will each person get? How to calculate in the form of columns?

Health: 2 pieces, 6÷3=2 (pieces). (blackboard writing)

Teacher: Great. It would be better if it were louder. Let's look at the next question. Divide 1 mooncake equally among the two children. How many pieces each? How to calculate in the form of columns?

Health: 0.5 yuan, 1÷2=0.5 yuan. (blackboard writing)

Teacher: the expression is particularly clear, so that everyone can understand it as soon as they listen. The teacher will continue to test everyone. If 1 piece of moon cake is distributed to three children equally, how many pieces will each be divided? How to calculate in the form of columns?

Teacher: You have added another glory to your group. It seems that everyone has solved the problem of dividing moon cakes. How much is 5 divided by 7 without learning tools?

Health: five out of seven.

Teacher: That's right. Let's look at these formulas again. When integer division can't get integer quotient, what number can be used to express quotient?

Student: It can be expressed in fractions.

Teacher: Who is the denominator when expressing the quotient of integer division? Who is the molecule?

Student: Use dividend as numerator and divisor as denominator.

Teacher: So what's the relationship between fractions and division? Who can summarize it in words?

Student: Divided by the divisor equals the dividend of the divisor.

Teacher: It's amazing that you express yourself so clearly and fluently!

Teacher's summary: Fraction can be used to represent the quotient of integer division, divisor is the denominator, dividend is the numerator, and divisor is equivalent to the fractional line in the fraction. Conversely, a fraction can also be regarded as the division of two numbers. The numerator of a fraction is equivalent to the dividend, the denominator is equivalent to the divisor, and the fractional line is equivalent to the divisor. Therefore, the relationship between fraction and divisor can be expressed as: divider ÷ divider = divider/divider (blackboard writing). Is it expressed in letters?

Health: a÷b= a/b(b≠0) (blackboard writing)

Teacher: In this relationship, what should be paid attention to in the range of each number?

Student: Because the divisor in division can't be zero, the denominator of the fraction can't be zero either. That's b≠0.

Teacher: Think about the connection and difference between fraction and division.

The teacher emphasized that a fraction is a number, but it can also be regarded as the division of two numbers (the numerator of a fraction is equivalent to the dividend in the division, and the denominator is equivalent to the divisor). Division is an action.

Teacher: When we look at the scores in the future, there will be two meanings. (Divide "1" into four parts to indicate the number of three parts, or divide "3" into four parts to indicate the number of 1 parts. )

Second, consolidate the practice.

Teacher: Do you know about two generations of love? Are you as clever as he is? Dare to challenge him? Let's break through. Do you have confidence?

1. 1. Use fractions to represent the following quotients.

( 1)3÷2 =()

(2)2÷9 =()

(3)7÷8 =()

(4)5÷ 12 =()

(5)3 1÷5 =()

(6)m÷n =()n≠0

2. Divide 5 kg of sugar into 7 parts, each part is () kg; Divide 1 kg sugar into 7 portions, and 5 portions are () kg; That is, 5 kg of sugar () and 1 kg of sugar.

() are equal.

Third, the class summary

Tell me what you got. Focus on the relationship between fraction and division.

Conclusion: Today we have discovered and learned so much knowledge through our own efforts. Teacher is really proud of you! In fact, there is more knowledge in life waiting for us to discover and explore. Be a new person, and you will grow faster!

Fourth, homework

Exercise 12 question 1 3.

blackboard-writing design

Fraction and division

Dividend distributor = distributor/distributor

a÷b= a/b(b≠0)

Teaching reflection

Before introducing the topic in this class, we should use riddles to stimulate students' interest, introduce scores and review old knowledge. When exploring new knowledge, starting from imagination, everyone has two cakes to one cake. If you divide a cake among four people equally, how many cakes can each person get? With the review knowledge just now, it is easy to use the formula 1÷4 to calculate, and students will soon say 1/4. At this time, I will ask again: Why 1/4? How did you share it? Students get one point with the prepared CD; Then it shows that students have a better understanding of the meaning of the score through the process of grading step by step, and then understand why it is 3/4. When the quotient of integer division is expressed by fraction, the divisor is the denominator and the dividend is the numerator. Conversely, a fraction can also be regarded as the division of two numbers. It can be understood that "1" is divided into four parts on average, indicating such three parts; It can also be understood that "3" is divided into four parts on average, indicating such 1 part. That is to say, the process of understanding and establishing the relationship between fraction and division is essentially synchronous with the expansion of the meaning of fraction. After teaching, I reflect on my own teaching, and find that the state of primary school mathematics knowledge stored in students' minds can be transformed from abstract to concrete mathematics knowledge, except abstract.

Four teaching objectives are selected in the second volume of the fifth grade mathematics teaching plan:

1, through life cases, let students understand the rotation and transformation of graphics. Combined with real life, we can initially perceive the phenomenon of rotation and explore the characteristics and properties of rotation.

2, through hands-on operation, let the students rotate a simple figure 90 on the square paper.

3. Initially learn to design patterns on square paper by rotating method, and develop students' concept of space.

4. Appreciate the beauty created by graphic rotation and transformation, and cultivate students' aesthetic ability; Feel the application of rotation in life and appreciate the value of mathematics.

Key points and difficulties:

1, understand the meaning of graphic rotation transformation.

2. Explore the characteristics and nature of graphic rotation.

3. You can rotate a simple figure 90 degrees on a square paper.

Teaching preparation:

Multimedia courseware grid paper

Teaching process:

First, scene import

Students, do you like playing games? Today, the teacher brought you a Rubik's cube. What is the most common operation to play this game again? (rotating)

Please demonstrate how to rotate by hand. (Students demonstrate with gestures)

Q: Why do some of you rotate to the left and some to the right when you make a rotation gesture? (Because some rotate clockwise and some rotate counterclockwise. )

The collective contact rotates 90 degrees clockwise and 90 degrees counterclockwise.

Please have one person operate the Rubik's Cube before projection. Other students put forward the specific direction of rotation.

Teacher: Just now, the students repeatedly mentioned the word "rotation" in the process of playing games. In this lesson, let's learn "rotation" together.

Writing on the blackboard: rotation

Second, clear the concept.

1, contact life

Teacher: What other spinning phenomena have you seen in your life?

Health: fans, gyroscopes, clocks, wheels, windmills. ...

The courseware shows several rotation phenomena.

Teacher: The students are talking about the phenomenon of rotation, so what are the characteristics and properties of rotation? Let's learn with the help of the most common clocks and watches.

2. Study Example 3.

(1) Know the rotation of line segments and understand the meaning of rotation.

Show the real clock.

Teacher: Please observe the hands of the clock and describe how the hands change from "12" to "1". (The pointer rotates 30 clockwise around the O point from "12" to "1")

The teacher demonstrated that the pointer ranges from "1" to "3".

Q: How did the pointer rotate this time? (The pointer rotates clockwise from "1" around point O by 60 to "3")

The teacher demonstrated the pointer from "3" to "6".

The deskmates said to each other: When does the pointer start? What point does it revolve around? How to rotate? How many degrees did it rotate?

(2) Define rotating elements

At which point do the starting and ending positions of a rotating object rotate step by step?

Blackboard writing: the degree of point direction

Teacher: In order to clearly explain the phenomenon of rotation, it is most important to clarify the above elements.

Third, explore the characteristics and nature of graphic rotation.

1. Observe the spinning process of the windmill. (Show courseware)

Let the students talk about how the windmill turns under the action of wind.

The windmill rotates 90 degrees counterclockwise around the O point.

Thinking: How to judge the angle of windmill rotation?

Communicate the observed phenomena in groups.

First, from figure 1 to figure 2, the windmill rotates 90 counterclockwise around point O; The second is to judge the angle of windmill rotation according to the position of triangle transformation.

Thirdly, judging the rotation angle of the windmill according to the corresponding line segment; The fourth is to judge the rotation angle of the windmill according to the corresponding point.

2. Summary

Through observation, we found that after the windmill rotates, not only each triangle rotates 90 counterclockwise around the O point, but also each line segment and each vertex rotates 90 counterclockwise around the O point.

3. Summarize the characteristics and properties of rotation.

Teacher: Just now, we found that the position of each triangle has changed after the windmill rotates, so what hasn't changed? (The shape and size of the triangle have not changed; The position of point o has not changed; The length of the corresponding line segment has not changed; The included angle of the corresponding line segment has not changed. )

Fourth, draw pictures.

1, independent drawing.

We already know the whole process of graphic rotation. Would you like to try to draw a picture yourself?

(1) The grid paper of Example 4 is given.

(2) Ask students to see the pictures clearly.

(3) Tell me how you draw it.

Guide students to make it clear that the included angle between the corresponding point and the connecting line segment of O point is 90; The distance from the corresponding point to the O point is equal.

Students do it independently.

(4) Exhibition of works and exchange of painting methods.

2. Summarize the painting method.

When we draw a rotating figure, we must first determine the points around it, then find the corresponding points of each point in the figure, and finally connect the lines.

The fifth part "Fractional mixed operation (I)" of the fifth grade mathematics teaching plan selection is the first class teaching content of the fifth unit "Fractional mixed operation" of the fifth grade of Beijing Normal University Edition. The following are some thoughts on actual teaching:

Advantages:

1. Make full use of situation diagram to create problem situation.

Can creatively use teaching materials, turn problem situations into campus characteristic teams familiar to students as learning materials, thus stimulating students' learning emotions and interests. Constructivism holds that learning is a constructive activity of students, and learning should be related to certain situations. Learning in the actual situation can make students use their original knowledge and experience to absorb the new knowledge they want to learn.

Under the background of the new curriculum, computing teaching is no longer a simple skill training, but an integral part of solving problems. Before the new class, make full use of the situation diagram in the textbook to create problem situations, so that students can ask questions themselves, explore ways and means to solve problems independently, communicate with each other, evaluate and reflect on their own or others' activities and results, and let students correctly choose calculation methods, calculate according to a certain operation order, and list step-by-step and comprehensive methods, that is, establish mathematical models. Students feel the natural generation of operation sequence in activities such as observation, thinking, operation and communication. This teaching method has successfully promoted the formation of students' learning style.

2. Pay attention to students' learning.

When answering questions, students consciously use the solution of fractions (one-step calculation method), and find out the steps and keys of solving problems by drawing schematic diagrams and writing equivalence relations. Through the process of step by step, and then listing the comprehensive formula, students can naturally transfer the "operation order of integers" to the "operation order of fractions", which is enough to show that students have their own rich mathematical reality, which can be used for free and multi-angle thinking. Pay attention to the timely capture and comparative feedback of students' classroom generation, so that students can further understand the calculation method of fractional multiplication and division or the mixed operation of multiplication and division in observation, communication and comparison, and at the same time pay attention to cultivating students' good calculation habits and standardizing the format to help them develop good calculation habits.

3. Pay attention to the experience development of mathematics and improve mathematics literacy.

In the process of teaching, I designed mathematics activities that let students do it, use their brains and speak freely, so that students can experience, feel and apply it in the activities, thus deepening their understanding of mathematics. For example, we can deepen students' experience of mathematics by thinking activities such as "drawing a schematic diagram, listing step-by-step and comprehensive types, focusing on what comprehensive type is first, then focusing on arithmetic, and mastering the order of operation", and by asking students to answer different questions in groups and what to ask first to answer this question. After learning this lesson, let the students talk about the gains of this lesson, so that students can experience rich mathematics content. In this atmosphere, the feelings between teachers and students have reached harmony and unity.

Insufficient:

1. Teachers should give students more time to observe, think, compare and analyze, and fully express themselves, so as to better ensure students' dominant position.

2. Teachers are not proficient in computer operation in teaching, which wastes some time and affects students' mood and teachers' mood.