Mathematics teaching plan for the sixth grade of primary school: Fan: "Solving problems in proportion"
Let's talk about textbooks first:
1, teaching content:
This part is taught on the basis of the meaning, nature and quantity of proportion, and it is a comprehensive application of proportion and proportion knowledge. The textbook first shows that some practical problems can be solved by applying the knowledge of positive and negative proportions. The teaching of Examples 5 and 6 applies the meaning of positive and negative proportion to solve basic application problems. In order to strengthen the connection between knowledge, let students answer in the way they have learned before, and then teach with proportional knowledge. The quantitative relationship of basic problems involved in positive and negative proportion application problems is something that students have learned before and can be solved by arithmetic. The content of this lesson is based on the original solution, through independent participation, cooperation and communication, and discovery, to sum up a thinking and calculation method to solve some basic problems of positive and negative proportions. So as to further improve students' ability to analyze and answer application questions.
Positive and negative proportional quantities are widely used in real life. Students have also been exposed to such problems in the previous two years' study, such as normalization and generalization, but it was only a topic at that time and did not rise to the general law. Here, students learn to answer with proportional knowledge, and then on the basis of the original understanding, students can answer the same question in other ways and sum up the general rules. Through solving, students can further judge the positive and negative proportional quantity skillfully, thus deepening their understanding of the meaning of positive and negative proportional quantity. At the same time, because the equations are listed in the sense of positive and negative proportions, the understanding of simple equations can be consolidated and deepened. Therefore, in re-teaching, we should attach great importance to the derivation of new knowledge from old knowledge. In this process, there is an abstract generalization method, which is the unique ability of mathematics learning to judge new practical problems.
2. Teaching objectives:
Knowledge and skills:
1, which enables students to judge the number of positive and negative proportions more skillfully and deepen their understanding of the concept of positive and negative proportions.
2. Enable students to use the meaning of positive and negative proportions to answer simple application questions, and consolidate and deepen their understanding of the simple equations they have learned.
3. Cultivate students' ability of analysis, judgment and reasoning.
Process and method:
Experience the process of solving problems with proportional knowledge, experience the strategy of solving problems, and cultivate and develop students' divergent thinking ability
Emotional attitudes and values:
Feel the close connection between mathematical knowledge and real life, and cultivate mathematical application ability. Experience the fun of solving problems, stimulate learning interest and cultivate students' good thinking and learning habits.
3. Teaching emphasis: solving practical problems with proportional knowledge.
4. Teaching difficulties: be able to correctly analyze the proportional relationship in the problem stem and list the equations.
Second, talk about learning.
Using proportion to solve problems is something that students explore and learn under the background of having a certain construction foundation for the basic nature of proportion and mastering the meaning of positive and negative proportions. The sixth-grade students have already possessed certain abilities of inquiry, cooperation, communication and autonomous learning. I believe that under the organization and guidance of teachers, we will be able to break through the difficult knowledge and thus achieve the teaching objectives.
Third, preach the law:
1. In order to achieve the teaching objectives, highlight the key points and solve the difficulties, students should use the existing knowledge and proportional relationship to ask questions, create effective mathematical activities for students, and explore the problem-solving ideas and calculation methods for solving basic application problems.
2. Adopt the learning mode of independent exploration, cooperation and communication, so that students can consciously participate in the process of knowledge formation through watching, thinking and communication, acquire basic mathematical knowledge and skills, stimulate students' interest in learning, and increase their confidence in learning mathematics well.
3. Improve students' ability to think and solve problems in the process of exploring "multiple solutions to one problem" to ensure the effectiveness of mathematical activities.
Fourth, talk about the teaching process:
First, the scene introduction:
The teacher asked you to measure the height of the school flagpole with a meter ruler. Can you do it? Provide information and introduce new courses.
Second, review migration in combination with practice.
1, Show Courseware: Mathematics Clinic
Judge whether the following statement is correct and explain the reasons.
2. Judge whether the following two related quantities are directly proportional? Why?
Third, the new curriculum situational teaching
1, learning example 5, using positive proportion to solve problems.
(1), students ask questions. Students, the whole society is saving water resources. Please think about it. What mathematical problems are hidden in the water problems that are closely related to us?
Summary: The unit price of water is fixed, and the tonnage of water used is directly proportional to the total price.
2. The teacher asks questions.
Students seem to be able to correctly judge the proportional relationship between two quantities. In this class, we use the knowledge of proportion together to solve some practical problems. Look at the screen
Example 5:
Thinking: What does the question tell us? What is the problem to be solved? Can you use your math knowledge to help Li Nainai work out last month's water bill?
Mathematics teaching plan for the sixth grade of primary school: model: mathematics problems in stamps
First of all, talk about textbooks.
1, teaching material analysis:
This course is a practical course, and the letter-sending activities related to students' lives are selected as the material. By exploring how to determine postage and how to pay postage according to the quality of letters, on the one hand, the knowledge of collection and combination is consolidated, on the other hand, the students' inductive reasoning ability is cultivated.
2. Teaching objectives:
Knowledge and skills:
Let students be familiar with, understand and consolidate the knowledge of stamp combination they have learned, and know how to determine postage by inquiring and sending letters.
Process and method:
By exploring how to determine postage and how to pay postage according to the quality of letters, students' investigation ability, information collection and processing ability and inductive reasoning ability are cultivated.
Emotions, attitudes and values:
Let students feel the close connection between mathematics and life.
3. Emphasis and difficulty of this lesson:
Discuss how to determine postage and how to pay postage according to the quality of letters.
Third, preach the law.
1), introduce students' existing experience and improve their interest in learning.
In the teaching process, students are presented with some different stamps first, so that students can understand the relevant knowledge and functions of stamps, paving the way for exploring the mathematical problems in stamps later, and at the same time, students can understand the great rivers and mountains of China through the patterns on stamps, and carry out patriotic education for students.
2) Give full play to the role of group cooperation and highlight the effectiveness of teaching.
In teaching, I make full use of the role of group cooperation, so that students can find, analyze and solve problems in group cooperation. First of all, the regulations of the State Post Bureau on new postage are displayed, so that students can understand some common sense about the postage of letters, and explain two major factors that determine the postage of letters: First, whether the destination of letters is local or foreign. Second, the quality of letters. Give full play to the role of group cooperation, guide students to fill in the expense table of 1g- 100g, determine the expenses paid for letters within 100g, and then determine which expenses can only be paid by stamps from 0.8 yuan and 1.2 yuan. Then the group worked together to design a stamp face value that met the requirements (only three stamps were used to pay for letters that did not exceed100g). This can cultivate students' sense of cooperation and the ability to solve practical problems.
3) Improve students' awareness of applied mathematics and cultivate students' innovative consciousness in practice.
Practice similar exercises, such as using up to 4 stamps to pay for letters not exceeding 400 grams. Besides stamps from 0.8 yuan and 1.2 yuan, what denomination stamps should I add? In practice, we should first cooperate in groups and then solve independently, give full play to students' leading role, make students use mathematical thinking mode to solve some problems in daily life, enhance their awareness of applied mathematics, and cultivate their practical ability and innovative spirit.
Fourth, talk about the teaching process
First of all, reveal the topic:
1. Observation stamp
Q: Have you ever sent a letter? Have you seen these stamps?
2. Tell me about it.
(1) These are ordinary stamps. What other stamps have you seen?
(2) Do you know their respective functions? After the exchange, students can learn that ordinary stamps have a full range of face values and can be used in various postal services.
3. reveal the topic.
Teacher: Today, we will discuss the math problems in stamps together.
Mathematical problems in stamps.
Second, organize activities:
1. Expenses related to displaying stamps. (textbook 1 18)
Q: What information did you get from the form?
For example: (1) For letters under 20g, you only need to post a stamp of 0.80 yuan to your friends at this port.
(2) Letters smaller than 20g should be sent to friends in other places with stamps of 1.20 yuan.
2. How to stamp a 45g letter sent to other places?
(1) Students observe the data in the table and calculate the required postage.
(2) Tell me how you worked it out.
Think about it: a letter with a weight of 20g and a postage of 1.20 yuan and a postage of 40g has a postage of 2.40 yuan.
3. Less than 20g is calculated as 20g, so the postage for sending a 45g letter to other places is 3.60 yuan.
4. If you send a letter smaller than 100g, you can only stick three stamps at most. Can I only use 80 cents 1.2 yuan stamps? If not, please design another stamp to see how many denominations of stamps can meet the needs.
(1) What's the postage for a letter not exceeding 100g?
Students talk about various possible tariffs. Boot list description. (textbook 1 19)
(2) How much can 2 yuan pay with only 80 cents1?
1: 80 points 1.2 yuan.
Two tickets: 80 points× 2 =1.6 yuan 1.2×2=2.4 yuan 0.8+ 1.2=2.0 yuan.
Three: 0.8×3=2.4 yuan.
1.2×3=3.6 yuan
Only by improving learning efficiency and mastering learning methods can we achieve good results. The second volume of mathematics teaching in the sixth grade of primary school is highly targeted, and I hope my classmates and teachers can use it reasonably!
Mathematics teaching plan for the sixth grade of primary school: Fan Wensan: interesting balance
First, the analysis of teaching content
"Interesting balance" belongs to the first category of comprehensive application in Unit 6 "Arrangement and Review" of Grade 6. This course is designed on the basis of students' knowledge of proportion. Its purpose is to let students discover and initially feel the lever principle through experiments. At the same time, by verifying this rule, it is found that when the product of "number of hooks on the left × number of scales" of the lever is unchanged, the number of hooks on the right is the same as that of scales.
Second, the analysis of students' situation
The sixth grade belongs to the senior period of primary school, and students begin to be more interested in "useful" mathematics. The phenomenon of balance is not unfamiliar to sixth-grade students, but they seldom make a rational analysis of it. They are all emotional life experiences, and they have never risen to the scientific level. People's intelligence is diverse, and students' development is also different. Some students are good at thinking in images, some are good at logical reasoning, and some are good at hands-on operation. The learning mode of group activities and division of labor and cooperation is more conducive to mobilizing students' learning enthusiasm and making it easier for different students to gain successful experiences in their studies. Students always think of themselves as explorers, researchers and discoverers, so this course makes students feel that learning is challenging in the form of experimental inquiry, which is in line with the psychological characteristics of sixth-grade students.
Third, the teaching objectives
1, knowledge and skills: make students understand the principle of lever balance, and cultivate students' hands-on practice, cooperation and coordination with others, and their abilities of transfer, analogy and abstract generalization through experimental exploration.
2. Process and method: During the group experiment, students gained knowledge through their own hands and brains. After inspiration, discussion and independent thinking, students actively participate and explore, obtain the conditions of leverage balance, and cultivate students' cognitive level, practical ability and innovative consciousness.
3. Emotion, attitude and values: let students experience the fun of learning in experiments and practical operations, organically combine knowledge in and out of class through practice, and cultivate students' awareness of application and innovation. Learn to cooperate with others and be able to communicate the process and results of thinking with others.
Fourth, the theoretical basis (teaching philosophy)
1, method is more important than knowledge.
The new curriculum standard of primary school mathematics requires that "method is more important than knowledge". The teachers in this class changed the traditional "transmission-acceptance" mode and tried to adopt the "independent inquiry" teaching mode, which runs through the idea of "experiment-discovery-verification". The whole teaching process pays attention to the acquisition of learning methods, thinking methods and exploration methods, so that students can actively acquire knowledge and let them know. The guidance of "experiment-discovery-verification" learning method is very important for students' future development.
2. Learn to cooperate with others.
In this lesson, we use different experimental materials and methods to explore the law of lever balance and start the whole teaching process of acquiring new knowledge through group cooperation. Group cooperative learning refers to the heterogeneous grouping of students according to their ability, personality and other factors. By guiding group members to carry out cooperative learning, the positive role of the group can be brought into play, the motivation and ability of individual learning can be improved, and the group goals can be achieved. Because the team members have their own responsibilities and clear responsibilities, students actively participate; The all-round interaction of students can also make up for the shortage that teachers can't teach each student alone. On the basis of individual learning, group cooperative learning allows students with different personalities and academic abilities to participate in learning and communication independently and spontaneously, which really improves the learning efficiency of each student and truly realizes "different people get different development in mathematics".
3. Apply knowledge to real life
After obtaining the law of lever balance through independent inquiry, design application exercises to guide students to apply what they have learned to real life. By solving practical problems, students can turn book knowledge into ability. Solving problems in real life not only enriches students' life experience, but also improves their ability to solve practical problems.
4. Cultivate practical ability and innovative consciousness.
In the process of exploration and discovery, students gain perceptual knowledge through their own hands and brains. After inspiration, discussion and independent thinking, students actively participated in and explored, obtained the law of lever balance, and cultivated their cognitive level, practical ability and innovative consciousness.
Analysis on the Emphasis and Difficulty of verb Teaching (Verb Abbreviation)
The study of the law of lever balance is to lay the foundation for students to further study the principle of lever. Therefore, the teaching focus of this course is to understand and master the law of lever balance. The difficulty lies in: let students comprehensively use the knowledge and methods they have learned to solve practical problems.
teaching process
First of all, create a scene and lead to a topic.
Students think about it, how can we keep the seesaw balanced? Design intention: "Learning begins with thinking and begins with doubt". Students' thinking process of exploring knowledge always starts with questions, and they are confused about their familiar activities. They ask questions: "How to balance the seesaw", which enhances students' interest and curiosity in exploring.