People's Education Press Primary School Grade Five Volume One Mathematics Achievement Significance Teaching Plan
Teaching objectives:
1. Know the main generation score and unit? 1? Understand the meaning of score and the unit of score.
2. In the process of understanding the meaning of fractions, the mathematical thinking methods and application consciousness such as the combination of numbers and shapes are infiltrated to cultivate students' abstract generalization ability.
3. Let students feel the magic charm of mathematics through the study of fractional meaning.
Teaching emphasis: Understand the meaning of fractions.
The teaching difficulty is: understanding the unit? 1? . Know the decimal unit.
Teaching preparation:
Teaching AIDS: Courseware, an apple, five pencils and a pencil case.
Learning tools: disk, square, a one-meter-long rope, a piece of bread (8 pictures), apple 12 pictures.
Teaching methods and learning methods: teaching methods: stimulating dialogue, lecturing, guiding discovery, and problem-motivating; independent inquiry, cooperative communication, etc.
Communication before class:
Teacher: The teacher is honored to come to Xunyang, a beautiful city of Taiji, to have a math class with you. I am very happy. Children, do you welcome me?
Health: Welcome.
Teacher: Why didn't I see you clapping?
Health: Applause.
Teacher: Thank you. The teacher also brought many small gifts today. Do you want it?
Student: Yes.
Teacher: I can't give it to you for free because? There is no such thing as a free lunch? You need to work hard to get it. As long as you are active in class, diligent in thinking and good at talking, you will have a chance to get it. Have confidence?
Design intention: Establish relationships, enliven classroom learning atmosphere, and pave the way for later study.
Teaching process:
First, stimulate the introduction of interest and reveal new knowledge.
Teacher: Today, the teacher tested the children in our class to see if your math level has reached the fifth grade level. Show two pieces of plasticine, one for the left hand and one for the right hand. Show your right hand and your left hand respectively. Ask the students how many pieces there are.
Health: 1 quick.
Teacher: The students have read carefully enough. Now the teacher puts them together. What is the number? Why don't you answer me?
Default 1: 2 (your math level is limited to Grade One)
Default 2: 1 (Can you tell the teacher why? 1? And then what? )
Health: just two small and fast plasticine kneaded into a whole, which can be used? 1? Express. (Derived? The whole? )
Teacher: (thumbs up, your idea is unusual, the teacher doesn't say how good you are, but you are different) Now the teacher divides this whole plasticine into two parts (emphasizing the average score). Look at the students, how much is the whole plasticine in my left hand now?
Health: half, 0.5,
Teacher: There are words, kindergarten, decimal, which I learned in the third grade. But I want to praise the students who express their scores. You are awesome, just know the teacher. You hit the nail on the head. Can you tell us what the middle line stands for? What's the score? 1 What is the score? Now the teacher uses the scoreboard with his left hand. What about the right hand? How much are these? Two add up to a whole? 1?
Teacher: Through your efforts, you have reached the fifth grade level. In the real world, there are many divisible quantities that can't be expressed by natural numbers except those synthesized by some unit quantities. At this time, we can use scores to express it. Today we will learn the meaning of fractions. (Write it on the blackboard and present the topic)
Teacher: Just now, we used plasticine to study how the score came from. In fact, scores were produced a long time ago. According to scientists' research, scores are second only to nature. The ancients encountered the same confusion when measuring the length of an object. Please look at the screen carefully and see the generation of ancient spectrum. Then listen to the teacher's introduction to us (PPT presentation and introduction recording)
Teacher: the reality is where have you seen fractions (talking about life fractions)
Health: Musically, octave is equal to the salt content in the surface water of the Dead Sea, and China's per capita water resources account for the world average.
Design intention: create an intellectual trap for students and stimulate their desire for knowledge through concrete things. At the same time, the name of each part of the score is copied once. Thirdly, pave the way for the following learning score unit and several such score units. Students have a preliminary understanding of the generation and application of scores from history and real life, which shows the necessity and importance of learning scores.
Second, cooperative exploration, understanding the significance of music
1. Operation research
Teacher: Is the score important? What do you want to know about the score?
Student: report and exchange, and sort out the knowledge points of this lesson.
Teacher: OK, first of all, let's pay attention to what is a score. Give students five minutes to learn the knowledge on page 46 of the textbook, communicate in groups, open the prepared study package and express this score in your favorite way.
2. Feedback communication
Teacher: I just took a look and collected these expressions. Now I ask him to tell you how to express it?
Yi Sheng: (Projection shows) I folded the disc in half, and then folded it in half again, so it was evenly divided into four parts. If you draw a picture like this, it means. (The teacher instructs the expression of language: Students, please listen to me. Do I understand you? )
Teacher: Well, you divide a wafer into four parts, and then take one of them to represent it. That's very thoughtful.
Student 2: (Projection display) I fold a square in half and then fold it in half, so it is divided into four parts on average. Drawing such a part means.
Teacher: You also divide a figure into four parts on average and use one of them to represent it. Great, class. Are there any different expressions?
Health 3: This is how I fold a rope in half and then fold it in half, and take 1 as the representation.
Teacher: You are very independent. You divide the rope with a length of 1 meter into four parts, and take 1 as the representative. We can also call a one-meter-long rope a unit of measurement. Please sit down. Students, just now these three students shared a circle and a square with us. A unit of measurement is divided into four parts on average, indicating that 1 part is painted with different colors, and the colored part belongs to this object. Do you have any other representations besides the above objects?
Health 4: I divide eight loaves into four equal parts and use one of them to represent them.
Teacher: Huh? How much bread do you have?
Health five: two.
Teacher: (puzzled) The sample tables of the above students are all 1 parts. Why are there two this time?
Health: There is an object above, and there are eight loaves below, which are divided into four parts on average, and each part is two loaves. Take these two bags as 1 serving and take this 1 serving. So eight loaves means two loaves.
Teacher: Your analysis is really in place. Which student can represent 12 apple in the same way as the one just now?
Health: I said that 12 apples are three apples, and 12 apples are divided into four parts on average, each with three apples. If these three apples are regarded as 1, we will take 1 of them. So 12 apples is 3 apples.
Teacher: You are really a studious child. Not only do you learn quickly, but you also use it quickly. Eight loaves of bread and 12 apples are divided into four parts on average, which can also mean 1.
Design intention: On the basis of knowing the score in grade three, let students express freely, deepen their understanding of the meaning of the score, and let students further clarify that the whole average score can be an object or some objects, so as to prepare for summarizing the meaning of the score and understanding the unit. 1? Work hard.
3. Induce the definition and know the unit? 1?
Teacher: The students are very active. Students who speak clearly and loudly, children who listen carefully, have orderly thinking. Now please observe, compare and analyze the similarities between the objects or measurement units represented by the courseware. What is the difference? Think for yourself first, and then talk to your deskmate about your thoughts.
Student 1: In the same place, we all divide it into four parts on average (blackboard writing: average score), which is 1 part. The difference is that our objects are different and the total number of objects is different.
Teacher: What objects did we divide equally?
Health: A circle, a square, a one-meter-long rope, some bread and apples.
Teacher: Good answer! Here, an object, a unit of measurement or some objects can be regarded as a whole. Divide the whole into several parts on average, and such one or several parts can be expressed by fractions. Can we use natural numbers to represent the whole? 1? To show. (blackboard: all units? 1? )
Teacher: Now, students, what other objects can we regard as units? 1
(Student report, student self-evaluation)
Teacher: Students, through our research just now, we found this unit? 1? Divided into 4 parts on average, such 1 part can be expressed by, and such 3 parts?
Teacher: It seems that the students have mastered expressing the number of objects by fractions. Now follow the teacher and say, put the unit? 1? Divided into four parts on average, that's it. Three parts. Put the unit? 1? It is divided into five parts on average, that is, the meaning of two parts, which can be expressed by Xia Zhengjun, the instructional design of The Meaning of Fractions in Xiao Shuang Primary School in Baihe County. Put the unit? 1? Divided into ▇ parts on average, which shows that such three parts can be expressed by Xia Zhengjun, the instructional design of "The Meaning of Fractions" in Xiao Shuang Primary School in Baihe County; Put the unit? 1? Divide it into □ parts on average, which means that such △ parts can be used? To express; (written on the blackboard)
Classroom evaluation 1: P47 (see PPT)
Classroom evaluation 2: PPT does one thing orally (P46 does one thing)
Design intention: Through similarities and differences, let students discover the essence through appearances, and then get the meaning of the score through observation, comparison, analysis and summary, and know the unit. 1? . After two classroom exercises, we can consolidate the meaning of the score and pave the way for the study of the score unit.
4. Understand decimal units and deepen units? 1? Understand.
Teacher: What did we regard as a unit just now? 1? what's up
Health: A pile of sugar.
Teacher: put the unit? 1? How many copies are divided on average (the teacher pointed to the PPT students and answered: 2 copies, 3 copies, 4 copies, 6 copies), indicating the number of one of them, which also has its own name in mathematics? Fractional unit? . For example, the decimal unit of is.
Teacher: Pointing to the courseware (the blank part left by students after using the CD), students can see what score the blank part can be expressed by.
Health:
Teacher: What's the score unit? How many people are there in the room?
Health: three
Third, extend and strengthen cognition.
1. Create a score: 9 pieces of plasticine, the first student takes it, and the second student takes the rest. What did you find?
2. Teacher: Teacher, there is a figure here, only part of it is exposed. I only know that it belongs to this number. Clever children, can you still know what this number looks like? Draw a picture. (Smooth sailing)
Student: Hands-on operation, communication and report.
Teacher: You can read the scores below and say what they mean (see PPT).
Design intention: By letting students draw hidden graphics, it not only deepens students' understanding of the unit? 1? Understand the meaning of fractions and cultivate students' thinking of combining numbers with shapes.
Fourthly, the beauty of numbers and shapes is combined with emotional mathematics.
Teacher, here is a picture. Can you show the size of the shadow by the score? (gossip, ellipse)
Teacher: Are these pictures beautiful? Is there anything more beautiful than this? Please appreciate and feel the charm of mathematics. What pattern do you find from this picture? (see PPT)
Design intention: Through intuitive pictures, stimulate students' desire to learn mathematics, realize the value of mathematics, and cultivate students' aesthetic concept.
Verb (abbreviation for verb) sums up the harvest
Teacher: Students, what did we learn together today?
Health:
Teacher: Children, today's excellent performance surprised the teacher very much. I believe your tomorrow will be more exciting. Finally, the teacher sent you a message related to the score. Maybe you don't understand now, but slowly you will understand the truth.
Design intention: Let students review new knowledge, talk about their own gains, give them a chance to communicate again, let them remind each other, and further highlight the knowledge points of this lesson. Through intuitive graphic display, students' desire to learn mathematics is stimulated, the value of mathematics is realized, and students' aesthetics is cultivated.
People who read the significance of the first volume of mathematics scores in the fifth grade of primary school also read:
1. Teaching design of simple mathematical equations in the first volume of grade five
2. The teaching design of mathematics score division in the first volume of the fifth grade of primary school.
3. The fifth grade first volume mathematics possibility teaching plan
4. The fifth grade primary school mathematics volume I decimal times integer teaching plan
5. The regional teaching plan design of the first volume of the fifth grade mathematics polygon in primary school.
6. The teaching plan of dividing a number by a decimal in the first volume of mathematics in the fifth grade of primary school