Jiangsu Education Edition National Standard Textbook Primary School Mathematics Grade Five Volume One

"Looking for the Law" unit teaching material analysis

Textbook Interpretation This unit takes the common phenomena with fixed periodicity as the research object, and stimulates the exploration interest and cultivates the exploration spirit through teaching activities such as discovering the periodicity in specific phenomena, judging the subsequent development of phenomena, and solving simple practical problems. Textbooks have the following main characteristics in compiling.

1. The textbook is realistic and close to students' life. Many textbooks are seen in life and are acceptable and interesting to students. The attraction of learning materials is an important factor to stimulate the enthusiasm for exploration. ?

2. Pay attention to the exploration process and encourage diverse methods. Regardless of expressing the periodic law or solving practical problems, we should respect students' methods and personality characteristics. Highlight the mathematical thinking in the process, attach importance to understanding the sense of symbols, and establish models.

3. Grasp the difficulties. The periodic law in the phenomenon is relatively simple and easy to find.

The teaching goal 1 enables students to explore and discover the arrangement rules in some simple periodic phenomena in combination with specific situations, determine what objects or figures a certain serial number represents according to the rules, and correctly calculate the arrangement number of an object or figure according to the periodic rules.

2. Make students actively experience the process of independent exploration, cooperation and communication, and experience different problem-solving strategies such as drawing, enumeration and calculation.

3. Make students realize the connection between mathematics and daily life in the process of exploring laws, gain a successful experience, and enhance their interest and self-confidence in learning mathematics.

The focus of teaching is to let students experience the process of exploring and discovering laws, and experience various problem-solving strategies such as drawing, enumerating and calculating.

Teaching Emphasis [Essentials Guidance] The improvement of students' ability to explore laws is not simply reflected in knowing what laws they have, but in the face of new phenomena or problems, they can actively use relevant strategies to effectively discover the hidden laws in a given phenomenon or method and solve problems. Therefore, the textbook pays attention to guiding students to experience the process of exploring laws, which provides sufficient time and space for students to explore laws independently and solve problems by using them.

Teaching difficulties optimize the strategy of solving problems and determine the superiority of division to solve this problem.

【 Essentials Guidance 】 Provide sufficient time and space for students to explore the law independently, give necessary hints and guidance at the same time, encourage students to communicate in groups, share their thinking results, and constantly optimize their problem-solving strategies.

In the first two textbooks of the second phase, students have focused on exploring the relationship between the number of two objects arranged at intervals and the collocation or arrangement of several objects, and initially formed the ability to explore simple mathematical laws independently. In previous studies, students have also experienced the process of searching for simple arrangement rules of numbers or figures many times.

In teaching, students' existing knowledge, experience and age characteristics should be fully considered, and simple periodic phenomena common in daily life should be selected as materials for students to explore laws. From the actual content, it is easy to stimulate students' interest in learning, and it is also conducive to developing students' application consciousness and cultivating students' mathematical vision.

The role of this unit in the follow-up study can activate students' potential, help students form problem-solving strategies, form unique experiences and develop their innovative consciousness.

Classroom design 1, get a preliminary understanding of the laws in periodic phenomena. .........................................................................................................................................................

2. By solving practical problems, we can further understand the cycle characteristics. ............. 1 class hour

Ancient city central primary school 2006-2007 school year five numbers collective lesson preparation teaching plan

The discussion draft of collective lesson preparation was prepared by Sanduo Zhao.

Discussion record on the arrangement law of simple circulation phenomena in teaching content topics

Teaching suggestion

The first class in the class

Teaching objectives 1. Let the students explore and discover the arrangement law in simple periodic phenomena according to the specific situation, and determine what objects or figures a series represents according to the law.

2. Make students actively experience the process of independent exploration, cooperation and communication, and experience the process of drawing, enumerating, calculating and other different strategies to solve problems and gradually optimize methods.

3. Make students realize the connection between mathematics and daily life in the process of exploring laws, and get a successful experience.

The focus of teaching is to let students experience the process of exploring and discovering laws, and experience various problem-solving strategies such as drawing, enumerating and calculating.

[Guidance] The improvement of students' ability to explore laws is not simply reflected in knowing what laws they have, but in the face of new phenomena or problems, they can actively use relevant strategies to effectively find hidden laws or solutions to problems in given phenomena. Therefore, we should pay attention to guiding students to experience the process of exploring laws in teaching, and provide sufficient time and space for students to explore laws independently and solve problems by using them. At the same time, give necessary hints and guidance, encourage students to communicate in groups, share their thinking results, and constantly optimize their problem-solving strategies.

Finding circulation in teaching difficulties and understanding its inevitability is the key to understanding circulation phenomenon.

[Introduction] The periodic phenomenon is a regular phenomenon, and the law is a structure that appears repeatedly. This definite structure is the period of the phenomenon. The educational value of cycle phenomenon lies in cultivating students' spirit of discovering, following and applying the law, foreseeing the future through the present, grasping the whole through the part and grasping the infinity through the limited imagination.

The teaching method adopts the combination of independent inquiry and cooperative communication.

Prepare a teaching wall chart (slide) before class, or it can be a supporting teaching courseware.

Learning point

Combing and analyzing the arrangement law, drawing strategy, enumeration strategy, calculation strategy and application law in simple periodic phenomena to solve simple practical problems.

teaching activities

Design ideas 1. Observe the scene and perceive the orderly arrangement of objects.

Communicate the arrangement rules of three objects in class.

Second, independent inquiry, experience a variety of problem-solving strategies

1. Ask a question: What color is the15th potted flower from the left?

After forming a preliminary understanding through independent thinking, organize students to communicate in groups.

2. Communicate with the whole class. The research team can put forward the following ideas.

(1) strategy of drawing cards. (2) Examples of strategies. (3) the strategy of calculation.

3. Comparative method.

Third, try independently and gradually optimize the problem-solving methods.

1, the first 1 topic in Try It.

(1) Show students different ideas. (2) Guide students to think about calculation methods.

(3) Comparing these methods, which one do you think is simpler?

2. Show the second question of "Try it" and let the students answer it through calculation.

Fourth, improve exercises and deepen the understanding of problem-solving methods.

Verb (abbreviation of verb) class summary

6. Appreciate the life scene diagram of simple cycle phenomenon.

Five-digit collective lesson preparation teaching plan for 2006-2007 school year in Gucheng Central Primary School

The discussion draft of collective lesson preparation was prepared by Sanduo Zhao.

Discussion record on the arrangement law of simple circulation phenomena in teaching content topics

Teaching suggestion

In the second class.

The teaching goal is 1, so that students can correctly calculate the number of a certain type of objects or figures arranged according to the periodic law in combination with specific situations.

2. Make students actively experience the process of independent exploration, cooperation and communication, and experience the optimal strategy of solving problems with calculation methods.

3. Make students realize the connection between mathematics and daily life in the process of exploring laws, gain a successful experience, and enhance their interest and self-confidence in learning mathematics.

Teaching focuses on solving practical problems and further understanding the characteristics of circulation.

[Introduction] Example 2 On the basis of a preliminary understanding of the periodic phenomenon and the discovery of the arrangement law, we use the periodic law to solve practical problems, so that students can further understand and master the periodic characteristics. The "further" here has two meanings: one is to actively discover-to find the placement (arrangement) rules in the situation by yourself. The second is conscious application-selectively using the information in a loop, such as a * * *, how many objects there are, how many different objects there are, their arrangement order, the number of each object, etc.

Teaching difficulties guide students to solve problems through calculation.

[Guidance] Through the first class, students intuitively feel the superiority of division strategy in solving the arrangement problem in periodic phenomena. This lesson focuses on guiding students to solve practical problems by calculation. Students should be guided to understand the following questions in teaching: 1. What should be regarded as a group? 2. How many groups are there? 3. What is the remainder? What does this mean? 4. How many are there in each object?

Teaching method: students' independent inquiry and cooperation and exchange are combined.

Prepare teaching wall charts and slides before class, and use supporting courseware if possible.

Learning point

This paper combs and analyzes the arrangement law in simple periodic phenomena, and determines the number of some objects or figures arranged according to the periodic law through calculation.

teaching activities

Design ideas 1. Observe the scene diagram and solve Example 2.

Tell me: How are rabbits arranged? Think about it: 18 rabbits are arranged in groups like this?

Calculate: 18 How many gray rabbits and white rabbits are there in the rabbit?

Second, give it a try.

Question: If there are 20 rabbits participating in the high jump, how many white rabbits and black rabbits should there be in this arrangement?

A * * * How many groups are there? How much is left? How are the remaining 2' s arranged?

They are arranged in the order of 1 gray and 2 white, so the remaining two are 1 gray rabbit and 1 white rabbit.

Third, practice.

Question 1: What are the rules for placing chess pieces? Students calculate independently and exchange results.

Question 2: According to what rules are tiles pasted? How many square tiles and rectangular tiles are there in 35 tiles? What graphic tile is the remaining 1?

Comprehensive exercise: exercise 10, questions 4-7.