Primary school mathematics multiplication and division teaching plan 1

Teaching objectives

1, so that students can master the method of solving the application problem of "How many fractions are known in a number, and can skillfully formulate equations to solve this kind of application problem. 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 emphasis: find out the number of units "1" and analyze the quantitative relationship in the stem. Teaching: Difficulties: the characteristics of fractional division application problems, ideas and methods of solving problems.

Emphasis and difficulty in teaching

Teaching emphasis: find out the number of units "1" and analyze the quantitative relationship in the stem.

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 regarded 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.

Choose the conditions needed to solve the problem, determine the unit "1", and guide the students to say the quantitative relationship.

Xiao Ming's weight ×4/5= the weight of water in his 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 many kilograms 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= the weight of water in his 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 the unit "1" in this question? Is the unit "1" known or unknown? How to ask? (Set the unknown unit "1" as χ according to the quantitative relationship to guide students to solve problems. )

(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: Xiaoming's weight ×4/5= the weight of water in the body,

On the contrary, 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.

Xiaoming's weight ÷7/ 15= Dad's weight.

① Solving the equation: Solution: Let Dad's weight be χ kg.

7/ 15χ=35

χ=35÷7/ 15

χ=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.

Then determine which quantity is χ and list the equations.

4. Consolidation exercise: p38 "Do one thing" courseware presentation:

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, then determine the unit "1", and finally solve it. )

2. A cup of 250ml fresh milk contains about 3/ 10g of calcium, accounting for 3/8 of the calcium required 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 first, then determine the unit "1", and then calculate 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 learned the application problem of "How many fractions of a number are known to find this number" in the fractional application problem. We know that if the unit "1" in a fractional sentence is unknown, it can be solved by equation or division.

Primary school mathematics multiplication and division teaching plan II

Teaching objectives:

1. In the process of solving practical problems, the result of dividing 0 by any number that is not 0 is equal to 0.

2. Go through the exploration process of division calculation method with quotient middle and quotient end being 0, and calculate correctly.

3. In the process of solving practical problems, feel the connection between mathematics and daily life, enhance the consciousness of independent exploration and improve the ability of cooperation and communication.

Teaching process:

I. Teaching examples 1

1. Create situations and ask questions.

Show the situation map and ask: What do you know from the map? How many mushrooms can each rabbit pick on average? What is the formula?

How many peaches can each monkey pick on average? How to arrange them?

2. Combine old knowledge and solve problems.

Three little monkeys pick peaches, but there are no peaches on the tree. How many peaches do you think each little monkey can pick?

I can't pick one out, so how much is 03?

What happens if four little monkeys pick peaches? How about five? How about nine o'clock? What is the formula? And the result?

Q: Look at these formulas carefully. What did you find?

It follows that 0 is divided by any number that is not 0.

Second, consolidate the practice.

Think about doing 1

Students call the roll after completing their independence.

Summary: 0 divided by or multiplied by any number other than 0 equals 0.

Three. Teaching example 2

1. Create a situation and ask questions.

Show the diagram and ask: What do you know from the diagram?

Q: How many kilograms of eggs were required to be produced on average every day in the first three days?

2. Explore independently and solve problems.

Dialogue: How much is 3063? Estimate first, then calculate.

Understand the students' methods and selectively ask students to write their own methods on the blackboard.

Q: What is the quotient of 3063? How do you estimate it?

Focus on learning written calculation methods and writing formats.

Analysis guide: Why write 0 in the tenth place of quotient (because 0 is divided by 3 to get 0), can this 0 not be written? Why? Let the students know that 0 is a placeholder.

Explain the writing format.

Q: What do you think of comparing the written calculation results with the estimated results? What if you left out the zero in the middle of the quotient?

Fourth, complete an attempt.

1. Show the questions and ask the students to tell how many digits the quotient is.

2. Students independently complete books and nameplates.

3. Let the students talk about the calculation process.

4. If the vertical style written by students is not simple enough, we can conduct a guiding analysis: Can the vertical calculation in the last step be omitted? If omitted, should the unit of quotient be written as 0? Where else should I write 0 for division?

5. Summary: If the digit of the dividend is 0, you can write 0 directly on the digit of the quotient unless the tenth digit of the dividend is divisible.

Verb (abbreviation of verb) class summary

What do you think is the difference between an example and an attempt? What are the similarities? What conclusion can you draw?

Summary: If there is a 0 in the middle or at the end of the dividend and the digits before it are divisible, directly align the 0 in the dividend and write a 0 in the quotient.

Sixth, consolidate and improve.

1, think about doing 2

Show the questions and ask the students to tell how many quotients each question is.

Then finish it independently and name the board.

Choose two questions and let the students talk about the calculation process.

Step 2 consider doing 3

Find out the reasons of the three questions independently, correct them, and then call the roll.

Seven. homework

Consider doing 4

Primary school mathematics multiplication and division teaching plan 3

Oral grouping

1, integer thousand, integer hundred, integer ten divided by one digit.

(1) Division calculation in the table: Divide the number in front of dividend 0 by one bit. After calculating the result, see how many zeros are at the end of dividend, and then add several zeros after the calculation result.

(2) Calculate division by multiplication: See how many times a number is equal to the dividend, and the multiplied number is the quotient.

2. Estimation method of dividing three digits by one digit.

The divisor of (1) is constant, and the three digits are regarded as hundred, ten or even hundred, and then calculated by the basic method of oral calculation.

(2) Think about formula estimation: If you want to multiply a number by the digits closest to or equal to the dividend or the first two digits, then hundreds or dozens are the quotients to be estimated.

(b) Written division of labour

1, firmly grasp the writing methods, steps and formats of two-digit divided by one-digit and three-digit divided by one-digit, especially the writing methods of writing formulas with 0 in the middle of quotient.

(Divider is the calculation rule of a number. The dividing line is a number. Divide the high order of dividend by the first digit of dividend. If it is not enough, divide by the first two digits of the dividend and the quotient will be written on the dividend. Except for the dividend, which bit is not quotient 1, use "0" to occupy a place. The remainder of each division must be less than the divisor. )

2, will judge the quotient is a few digits.

Compare the divisor with the dividend. If the dividend is smaller than the divisor, then the quotient must be smaller than the dividend by one. If the number of digits of the dividend is greater than or equal to the divisor, then the quotient and the number of digits of the dividend are equal.

3, the calculation method of division:

(1) Division without residue: quotient× divisor = dividend;

(2) Division with remainder: quotient × divisor+remainder = dividend;

4. Some provisions about 0:

(1)0 is not divisible.

(2) The divisor of the same two numbers is 1. Since this number is divisible, it is not 0. )

(3) Divide 0 by any number that is not 0 to get 0; Multiply 0 by any number to get 0.

5. Estimation by multiplication and division: 4 divided by 5 input.

For example, the multiplication estimate is: 8 1×68≈5600, that is, 8 1 is estimated to be 80, 68 is estimated to be 70, and 80 times 70 gets 5600.

Division estimation: 493÷8≈60, that is, 493 is estimated as 480(480 is a multiple of 8, which is also the most closely related to 492), and then 480÷8 is calculated to get 60.

Primary school mathematics multiplication and division teaching plan 4

Teaching material analysis:

? Fraction and division are the teaching contents of the third unit fraction in the fifth lesson of the fifth grade of primary school mathematics published by Beijing Normal University.

On the basis of students' initial understanding of the score, their experience of its production, their understanding of its significance and their reading and writing of some simple scores, in the first four lessons of Unit 3 of this textbook, students will re-recognize the score in combination with specific situations, which greatly enriches their perceptual knowledge. The teaching content of this section focuses on guiding students to find the relationship between fraction and division through observation and comparison, and on this basis, explore the mutual transformation method between false fraction and fraction. Starting from the actual situation of dividing cakes, the textbook guides students to list division formulas, and obtains the results by combining the meaning of fractions, and then guides students to compare several formulas and explore the relationship between fractions 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. On this basis, guide students to explore the mutual transformation method between false scores and scored scores. It is the basis for students to further study the basic properties of fractions.

Design concept:

1. Attach importance to the process of knowledge acquisition and establish a new teaching concept.

Mathematics curriculum standards point out that it is difficult to arouse students' thinking by focusing only on the results of knowledge and paying more attention to the process of acquiring knowledge. In this class, I don't want to tell students the knowledge and results directly, but to create opportunities for students to explore and discover new knowledge, and provide them with some interesting and thoughtful mathematical materials, so that students can acquire knowledge through observation, analysis, comparison and group discussion.

2. Reorganize teaching materials and establish a new concept of teaching materials.

The new curriculum advocates teaching with textbooks, not teaching textbooks. Teachers should change from diggers and executors of teaching materials to researchers and designers of curriculum development. In this class, after analyzing the textbook, I put the original textbook into a class for 2 hours, which reflects the large-capacity classroom.

Teaching objectives:

1. By observing, comparing, discovering and understanding the relationship between score and division in a specific situation, the commercial score of dividing two numbers is expressed.

2. Using the relationship between score and division, explore the method of mutual transformation between false score and score, preliminarily understand the algorithm of mutual transformation between score and score, and carry out mutual transformation correctly.

Teaching focus:

1, grasp the relationship between fraction and division, and express the quotient of division with fraction.

2. Using the relationship between fraction and division, we can correctly realize the mutual transformation between false fraction and fraction.

Teaching methods:

In order to achieve the above-mentioned teaching objectives, highlight key points and break through difficulties, I mainly adopt teaching methods such as creating situational method, guiding inquiry and discovery induction. Give appropriate inspiration, guidance and inspiration when exploring the essential laws of knowledge, and help students complete the process of exploring knowledge.

Teaching process:

First, the introduction of situations leads to new knowledge.

The courseware plays the scene of dividing cakes. Students observe and say the corresponding division formula, and use scores to indicate the number of blocks each person gets. This link follows the familiar situation of dividing cakes in last class, and leads to the protagonist of division and fraction.

Second, explore and discover, and summarize cognition.

1, the relationship between fraction and division. At this time, the teacher will develop the students' thinking of sharing cakes in time and practice quickly.

(1). Divide cake A into 8 pieces on average. How many pieces per piece?

(2) Divide the cake A into b blocks on average. How many pieces per piece?

Students write the division formula first, and then express the result with fractions. The teacher writes on the blackboard.

12= 1/2 block

94=9/4 pieces

A8 = 1/8th block

Ab=a/b block

Through this exercise, the transition from individual to general thinking is completed, which creates conditions for fully discovering the relationship between fraction and division.

2. Induce cognition and clarify the relationship.

(1), students observe and think: What is the relationship between fraction and division?

(2) Report the survey results.

Blackboard writing: dividing line dividing line =

(3) Guiding ideology: In division, the divisor cannot be 0, so what should be specified in the score?

The denominator of student discussion cannot be 0.

Blackboard: (divisor is not 0).

3. Try to use letters.

4. Practice in time.

23= 87= 165= 10 12=

5/6= ()() 13/ 15=()( )

12/7= ()() 100/6= ()( )

(2) False scores and scored scores are exchanged.

How to turn 7/3 into a fraction? How to turn 2 into a false score?

1. Students study in groups. Teachers show warm tips to guide students to cooperate in learning.

2. Test the effect of cooperative learning.

3. The teacher makes targeted comments.

4. Practice in time.

Question 2 on page 40 of the textbook. This link guides students to explore the method of interaction between false scores and scores, and adopts the form of learning and practicing, so that knowledge can be consolidated in time.

Fourth, the class summarizes and the students talk about the gains.

Students summarize the knowledge points of this lesson and form a complete understanding of this lesson.

Blackboard design:

The blackboard writing is the epitome of a class, and my blackboard writing is designed by grasping the relationship between the teaching key scores and division in this class.

Elementary school mathematics multiplication and division teaching plan 5

Teaching content:

Pages 29-30 of the textbook.

Teaching objectives:

1, simple practical problems about fractions can be solved by equations, and the initial experience of equations is to solve practical problems.

2. Explore and master the calculation method of dividing a fraction by an integer and calculate it correctly.

3. Be able to divide fractions by integers to solve simple practical problems.

Teaching focus:

Analyze the relationship between quantities in fractional division application problems, and solve fractional division application problems with equations.

Teaching difficulties:

Solving simple practical problems by dividing fractions by integers.

Teaching aid preparation:

Multimedia courseware.

Preview outline:

1. What mathematical information can you get from the picture on page 29 of the textbook?

2. According to these mathematical information, what questions can you ask?

3. Analyze the example, write the equivalence relation and try to solve the equation.

4. Think about other algorithms?

Teaching process:

First, create a situation, lead to inquiry

1. Do students like extracurricular activities? What extracurricular activities do you like to participate in?

2. Courseware presentation: What mathematical information can you get from the pictures? What is the relationship between these quantities?

(1) The number of people who play basketball is 4/9 of that who play football.

(2) The number of shuttlecock players is 65438+ 0/3 of the number of football players.

(3) The number of people skipping rope accounts for 2/9 of the total number of people participating in the activity.

……

Second, ask questions and explore independently.

1. According to these mathematical information, what questions can you ask?

There are 27 people taking part in activities on the playground. The number of children skipping rope accounts for 2/9 of the total number of people participating in activities on the playground. How many people jump rope?

List the equivalence relation of this question and answer it. The whole class communicates.

2. What other mathematical problems can be put forward, which leads to examples?

There are 6 children skipping rope, accounting for 2/9 of the total number of people participating in activities on the playground. How many people are there on the playground?

What is the difference and connection between this question and the last one? Can you find the quantitative relationship of this problem?

Can you solve such a problem with the knowledge of equations? How to solve the problem? Discuss in groups and then demonstrate on the blackboard according to the teacher's name.

Solution: suppose there are x people participating in the activity on the playground.

χ×2/9=6

χ×2/9÷2/9=6÷2/9

χ×=27

3. Think about it. Are there any other algorithms? How to calculate? Why?

6÷2/9=27 (person)

Third, consolidate practice and practical exploration.

Just now, the students put forward many math problems according to the math information in the picture. Can you answer these math problems?

There are four people playing basketball on the playground.

(1) The number of people who play basketball is 4/9 of that who play football. How many people play football?

(2) The number of shuttlecock kickers is 1/3 of that of football players. What's the number of people kicking shuttlecock?

(3) There are 9 people playing football on the playground, which is 1/3 of the total number of people participating in activities on the playground. How many people are taking part in the activities on the playground?

(4) There are three people kicking shuttlecock on the playground, which is 1/9 and 1/3 of the total number of people taking part in activities on the playground.

There are 9 weekends in a month, which is 3/ 10 of the total days in this month. How many days are there in this month?

(During the performance, focus on analyzing the misunderstandings that students may have. )

3, according to the following equation, make up the corresponding application questions.

χ× 1/5=30 χ×2/3=40

Fourth, review and reflect, and sum up the whole class.

What did you get from this lesson?

Primary school mathematics multiplication and division teaching plan 6

Teaching objectives:

1. Knowledge objective: Experience the calculation method of dividing a score by an integer, summarize the calculation rules on the basis of discussion and exchange, and calculate correctly.

2. Ability goal: cultivate students' ability to use their hands and brains, as well as their ability to judge and reason.

3. Emotional goal: to cultivate students' sentiment that they are willing to communicate and cooperate, like mathematics, feel that mathematics comes from life and experience the fun of operation.

Teaching focus:

You can find the reciprocal of a number.

Teaching difficulties:

Deduction process of calculation rules for integer fractional division.

Teaching preparation:

A rectangular piece of paper.

Teaching process:

First, the creation of situations, the significance of fractional division teaching

1, Teacher: Students, we learned integer division and fractional division. Today we will learn about future division. Let's study several children's problems about sharing cakes together. Please list the formulas and calculate them to see who can calculate quickly and well!

(1) Everyone eats 1/2 cakes. How many cakes do four people eat?

(2) Divide the two cakes among four people equally. How many cakes did everyone eat?

(3) There are two cakes, which are distributed to everyone according to 1/2. How many people can be allocated?

2. Teacher: Let's look at these three formulas, observe the known numbers and obtained numbers of these three formulas, and talk about their known and solved methods. This is the meaning of fractional division.

Teacher: Discussion: Does fractional division have the same meaning as integer division?

Summary: The significance of fractional division, like integer division, is the operation of finding another factor by knowing the product of two factors and one of them.

Second, explore the calculation method of fractional division.

(1) Guide participation and explore new knowledge.

Teacher: We already know the meaning of fractional division, so how to calculate it? Look at the blackboard, please.

Show me the question 1.

Please take out a surgical paper and color it to reveal 4/7 of this paper.

Teacher: Divide 4/7 of a piece of paper into 2 parts. How much is each part of the paper? How to form? 4/7÷2

Please study how to calculate 4/7÷2 by drawing and calculating. Teamwork, reporting and communication.

Method 1: Divide 4/7 into 2 equal parts, that is, divide 4 equal parts into 2 equal parts, each part is 2 1/7, that is, 2/7. Show origami and calculation process. 4/7÷2=4÷2/7=2/7

Method 2: Divide 4/7 of a piece of paper into 2 parts and find out how much each part is, that is, how much is 0/2 of 65438+4/7, which can be done by multiplication. Show origami and calculation process. 4/7÷2=4/7× 1/2=2/7

Teacher: Do you have any questions about this exercise?

Student: This is division. How did it become multiplication?

Teacher: The teacher has the same problem. Can you tell me something about it?

Teacher: Who can tell with pictures?

Teacher: Good! Turn division into multiplication and the problem will be solved. You're amazing! ……

(2) Ask difficult questions and understand new knowledge.

① Teacher's summary: Some calculate the result of 2/7 by dividing the numerator by the integer and keeping the denominator unchanged, and some by multiplying the components ... So, which of these methods do you like best?

Next, please use your favorite method to solve this problem: divide 4/7 of a piece of paper into 3 parts. How much is each part of this paper? The first column, and then use your favorite method to calculate.

What did you find through calculation?

Health 1, which can't be done by the first method. Because: in the previous question, the molecule 4 is a multiple of 2, and 4÷2 can get the integer quotient. When it is 4÷3, the molecule 4 is not an integer multiple of 3, and the integer quotient cannot be obtained. So you can't divide molecules by integers.

Health 2: Convert division into multiplication ... 4/7 ÷ 3 = 4/7×1/3 = 4/21.

Can you tell me more about the reason for this?

Teacher: "4/7÷3" means dividing 4/7 into three parts and taking one of them.

Please take out the second piece of homework paper. Can you divide the 4/7 in the picture into three parts and show some of them?

Show the students' views.

Teacher (pointing to the colored part): How much is this part you said?

Understanding 4/7 of 1/3 is 4/2 1 by looking straight at it.

(3) Comparative induction and discovery of laws.

Teacher: When calculating these two problems, the students thought of different algorithms. Which method do you prefer to use to calculate the problem on the left? What about the right?

In the calculation of the two questions, the students all thought of transforming division into multiplication. Please observe which ones have changed and which ones have not. How did it change?

Teacher: Students, watch carefully! How do you calculate a problem like dividing a fraction by an integer? Please communicate with each other in the group!

Group work, such as algorithms.

Teacher: Through discussion, we know that a fraction is divisible by an integer and can be divisible by a molecule, but sometimes the quotient of an integer cannot be obtained, so it is usually converted into the method of multiplying the reciprocal of this integer.

Show: dividing a fraction by an integer is equal to multiplying the fraction by the reciprocal of the integer.

Is there anything else to pay attention to?

Student: Yes, the divisor cannot be 0.

Teacher: Who can tell the calculation rules of dividing a fraction by an integer in his own words?

Perfect algorithm: the fraction divided by an integer (except 0) equals the fraction multiplied by the reciprocal of this integer.

6. What should I pay attention to when calculating the divisibility of fractions like this?

Student: Give points! The result is the simplest. Division should become multiplication!

Third, consolidate the practice.

Students finish independently

Fourth, class summary.

1. What have we learned in this lesson? What does fractional division mean? What is the calculation method of dividing a fraction by an integer? (student summary)

Blackboard design:

Fraction divided by integer

Primary school mathematics multiplication and division teaching plan 7

Teaching content: Textbooks p55 and P56.

Teaching objective: To make students feel that using division knowledge with remainder can solve practical problems in life and improve their interest in learning.

Teaching emphasis: using division with remainder to solve practical problems.

Teaching process:

Briefing.

Show the situational map and ask the students what information they have learned from the map and what questions they can ask.

Blackboard: 32 people jump rope, a group of 6 people. How many groups can they be divided into?

Second, the new lesson

Teacher: Is there an average score for this activity?

What method should be used to solve it? (group discussion)

Report, the teacher's blackboard: 32÷6

Students work out the results independently.

Report: It can be horizontal or vertical.

The teacher asked: What do you mean by taking 5? What does 2 mean? So what is the unit?

Teacher: When solving such a problem, you can choose what formula to use according to your own preferences. Pay attention to the unit of the result.

Third, do it.

Show the dining cabinet and ask: What information have you learned?

(1) Teacher: Now Xiaoli has 20 yuan. How many bottles can she buy if she buys all mineral water? How much money is left?

Thinking: Does buying the same thing divide the money equally?

Students finish the book independently, and pay attention to the inspection of horizontal units.

(2) If you have 15 yuan, can you ask a question about subtraction, division with remainder and division without remainder? (Group discussion, report)

Fourth, practice

Exercise 3.

Show me the calendar for April. From the calendar, you send

What is it now? The teacher asked: How many weeks are there in April?

How many weeks will it take? What information do I have to know?

How many days are there in April? How many days are there in a week?

The students came up with a solution. 30÷7

Since there are four weeks, how many Saturdays and Sundays will there be? If there are five Saturdays and five Sundays in April, then the remaining two days are Saturday and Sunday respectively. So April 1 may be last Saturday.

5. Homework: Exercise 1, the second question of 13th.