Hello, experts, judges and teachers! I said that the content of the class is the content of unit 3 information window 3 of the fifth grade mathematics textbook of compulsory education curriculum standard (Qingdao Edition): "The practical problem of finding the score of a number". Mathematics learning should be popular, realistic and valuable. The content of this course is to start from the real life that students are familiar with and let students solve real life problems. This lesson is taught on the basis that students have mastered the meaning and basic properties of fractions, fractions multiplied by integers and a number multiplied by fractions. The content of this lesson is to solve the problem of finding the score of a number by analyzing the quantitative relationship with drawing lines. It is the practical application of learning the meaning of multiplying a number by a fraction, and it is also the basis of learning "how to find a number by knowing its fraction" and solving more complicated fractional problems. Therefore, it is of great significance to master the analysis and solution of this problem. Solving problems plays a very important role in Qingdao textbook mathematics. It can be said that students have received problem-solving training since they entered school. Compared with the middle and low grade students, the rational thinking of the fifth grade students has developed greatly, and they have been able to ask and understand questions from the perspective of mathematics, to solve problems by comprehensively applying the knowledge and skills they have learned, and to have a certain sense of application and problem-solving strategies. These have become an important method basis for them to learn this section. According to the analysis of teaching materials and learning situation, combined with the requirements of curriculum standards, I set the teaching objectives of this course from three dimensions: knowledge and skills, process and method, emotion and attitude, and values: (1) Through hands-on practice and independent exploration, we can clearly see who is regarded as the unit "1", and guide students to adopt the method of combining numbers and shapes-drawing a line diagram to analyze the relationship between quantity. (2) We can think from the meaning of fractional multiplication, understand that "what is the fraction of a number" should be calculated by multiplication, and learn to solve the practical problem of "what is the fraction of a number". (3) We can comprehensively apply the knowledge we have learned to solve some simple problems, gradually form skills, enhance application awareness, cultivate students' problem-solving strategies, and promote the development of students' analysis, judgment and reasoning abilities. The teaching focus of this lesson is to understand the quantitative relationship of "how much is a fraction of a number", which can solve practical problems. The difficulty lies in understanding the arithmetic of "what is the fraction of a number" and giving examples correctly. Making full use of the method of "combination of numbers and shapes", turning abstraction into intuition, organically combining computational learning with problem solving, paying attention to the exploration process of computational methods and guiding students to understand the quantitative relationship are the keys to break through the difficulties and difficulties of this course. Teaching methods: The thinking of fifth-grade students is in the transition stage from concrete image thinking to abstract logical thinking. They already have the ability of abstract logical thinking, observation, comparison, analysis and synthesis, and their creative elements are increasing day by day compared with the average students. In teaching, we should make full use of students' existing knowledge, experience and cognitive development level. In this course, I mainly use the method of combining numbers and shapes, organically combining intuitive teaching with abstract generalization, so that students can understand the quantitative relationship of finding the score of a number through observation, comparison, analysis and synthesis, and master how to calculate the score of a number by multiplication. Based on the above understanding, this course mainly adopts the following teaching methods: (1) "inquiry-discussion" method: after students ask questions, they are encouraged to explore and solve problems independently, and master knowledge and form skills in the process of analyzing and solving problems. (2) Number-shape combination method: It is difficult for students to really understand and master the score of a number, because the content is abstract. In teaching, the combination of numbers and shapes is used to connect abstract knowledge with concrete figures, and the intuitive components in concepts are excavated and utilized, which effectively reduces the teaching difficulty and deepens students' understanding and knowledge. (3) Cooperative learning method: On the basis of independent thinking and exploration, organize and guide students to carry out cooperative exchanges among groups, help students truly understand the quantitative relationship of finding a number score in communication, master the algorithm, fully tap everyone's potential, develop thinking and improve their ability. Students have a certain foundation in observation, analysis and induction. This course mainly helps students to understand concepts, master laws, form knowledge and skills and cultivate abstract thinking ability through students' active participation, analysis and problem-solving inquiry process. As it is the first time for students to contact the company "1", it is expected that students will have some difficulties in finding the company "1". Therefore, students should understand the unit "1" through the practice of finding the unit "1" in teaching, so as to improve the efficiency of classroom teaching. Teaching process: This course mainly designs four teaching links. First, review old knowledge and introduce new lessons. At the beginning of the class, the teacher first showed "What is 4/5 of 20? What are two thirds of 6? " Let the students review the contents of the last two classes. When they say the correct answer and answer "What is the score of a given number? Calculate by multiplication ",and then tell the students that" this is a new problem caused by the expansion of the meaning of multiplication. " What other problems can be solved by using this knowledge? Today we will study together. " This link is to introduce old knowledge, review old knowledge and introduce new knowledge, which not only paves the way for the study of new knowledge, but also stimulates students' interest in learning, so that students can devote themselves to the study of new knowledge with great interest. Second, cooperative exploration and acquisition of new knowledge are divided into three steps. Step 1: Create a situation and ask questions. Show the situation map of teaching materials in time after introducing new classes: In the clay sculpture contest held by the school, the students produced many beautiful works. Please look at the big screen. What information do you get by looking at the picture? According to the above information, what math problem can you ask? Students ask questions, and the teacher writes on the blackboard: How many pieces did the boys in Class One make? How many pieces did the girls in Class Two make? Starting from the environment that students are familiar with, get information from specific life situations and guide students to ask questions according to the information. Let students feel that mathematics comes from life, and there is mathematics everywhere in life, cultivate students' interest in learning mathematics, and then stimulate children's curiosity.