First, the teaching thought:

Carrying out the spirit of "the State Council Central Committee's Decision on Deepening Education Reform and Promoting Quality Education in an All-round Way" aims to make primary school mathematics education more conducive to improving students' quality and cultivating students' innovative consciousness and preliminary practical ability; On the premise of not changing the basic structure and examples of textbooks, we should try our best to embody some new ideas and new measures in the reform of primary school mathematics textbooks in recent years, so that the revised textbooks can better reflect the universality, foundation and development of compulsory education, create favorable conditions for classroom teaching reform, and implement the cultivation of students' innovative consciousness and practical ability as soon as possible.

Second, the teaching content arrangement:

This textbook is divided into eight units. Number and algebra, space and graphics, statistics and probability, and comprehensive application. The unit layout and main contents are as follows.

(1) number and algebra (***4 units)

Unit 2-Decimal Multiplication

The change law of decimal size caused by the change of decimal position, the approximation of decimal multiplication and product, and the mixed operation of multiplication, addition and multiplication and division.

Unit 4-Fractional Division

Two-step calculation of decimal division and decimal mixing operation, and approximate value of quotient and cyclic decimal.

Unit 5-Mixing Operation

Simple three-step calculation, three-step mixed operation of integer and decimal, problems encountered in understanding brackets and application problems.

Unit 7-Re-understanding of Fractions

True fraction, false fraction, with fraction, comparison between general fraction and fractions with different denominators, least common multiple, addition, subtraction and mixed operation of fractions with different denominators.

(2) Space and graphics (***3 units)

Unit 1- Symmetry, Translation and Rotation

Further understand the translation and rotation of axisymmetric graphics and graphics, draw symmetrical graphics on grid paper and translate or rotate the graphics by 90 degrees, and design patterns through symmetry, translation and rotation.

Unit 6-Land Area

The ratio and unit conversion between hectares, square kilometers, square meters, hectares and square kilometers, solve the problems about land area and planting, and study the per capita area with the help of calculator.

Unit 8-Polygon Region

Exploration and application of parallelogram, triangle and trapezoid area calculation formulas, calculation of simple combined graphic area.

(3) Statistics and Probability (1 unit)

Unit 3-Statistics and Possibility

Experience the possibility of events, experience the equal possibility of events and the fairness of game rules, design game rules, and express the possibility of events with scores.

(4) Comprehensive application (5 activities)

Prosperous vegetable market-combined with "decimal multiplication" unit design The problems in real life are presented with several sets of shopping scenes in the vegetable market, which enriches students' experience in mathematics application and improves their ability to solve practical problems by using what they have learned.

Measuring the quality of a soybean skillfully —— Combined with the unit design of "fractional division". Through the activity materials of how to "measure the quality of a soybean", students can gain practical experience in solving problems by using mathematical knowledge comprehensively.

Travel expenses-combined with "mixed operation" unit design. Select the problems of people's travel during the "Eleventh" holiday and estimate the "travel expenses". Provide students with opportunities to comprehensively apply knowledge to solve practical problems.

Estimation of corn income-combined with unit design of "land area" Select the problem of farmers' estimation of autumn corn income, and comprehensively use the knowledge of space and graphics, number and algebra to create materials for students to solve practical problems, cultivate students' ability to solve practical problems, and make students realize the value of mathematics.

Mathematics on Bus —— Combined with the unit design of "score identification". Through the bus departure time, ticket income and other issues, it provides students with materials to find mathematical problems from the surrounding environment and solve them by comprehensively applying knowledge such as time, digital operation and least common multiple.

Third, the teaching objectives of each unit:

Unit 1, Symmetry, Translation and Rotation

1. In order to further understand the axisymmetric figure, we can use origami and other methods to judge whether a figure is axisymmetric and how many axes there are, and we can draw an axisymmetric figure on grid paper.

2. By observing examples, we can understand the translation and rotation of graphics, and we can translate or rotate simple graphics 90 on grid paper. .

3. Appreciate the patterns in life and flexibly use translation, symmetry and rotation to design patterns on paper.

4. In the process of exploring graphic transformation and designing patterns, further develop the concept of space.

5. Be curious about the things related to graphic transformation in the surrounding environment and feel the beauty of graphic transformation; Can take the initiative to participate in mathematics activities, and get positive emotional experience in the activities.

Unit 2, fractional multiplication

1, combined with the specific situation, understand the law of decimal size change caused by decimal position movement, and use this law to perform decimal multiplication (or division) of whole ten, whole hundred and whole thousand.

2, can write simple decimal multiplication, and will use the "rounding method" to get the approximate value of the product.

3. I can do two-step mixed operation of decimal multiplication and addition and multiplication and division, which can solve simple practical problems about decimals in life.

4. In the process of exploring the changing law of decimal point position and the calculation method of decimal multiplication, we can think methodically and convincingly explain the rationality of the conclusion.

5. Be able to solve problems with the help of a calculator, express the process of solving problems, and try to explain the results.

6. Experience the wide application of decimals in daily life, you can find mistakes in calculation and correct them in time, overcome difficulties in mathematical activities, and have successful experience in using existing knowledge to overcome difficulties and solve problems.

Unit 3, Statistics and Possibility

1. Through the process of guessing, experimenting, sorting out data, describing and analyzing data, the possibility of experiencing events is large or small, which can be described in language; Be able to predict the possibility of simple events and explain your reasons.

2. Experience the equal possibility of events and the fairness of the rules of the game, design a scheme that meets the specified requirements, and express the equal possibility of some simple events with scores.

3. In the process of judging the possibility of an event, develop the preliminary rational reasoning ability.

4. Be able to solve problems through experiments, lists and other methods, express the process of solving problems, and try to explain the results.

5. Experience the exploration and challenge of mathematical problems through operation, induction, analogy and reasoning; People realize that many practical problems can be solved by mathematical methods and expressed and communicated in mathematical language.

Unit 4, Fractional Division

1, can write simple fractional division; Will use the "rounding method" to get the approximate value of quotient; A preliminary understanding of cyclic decimal.

2. I can do two-step mixed operation of decimals, which can solve simple practical problems about decimals in real life.

3. In the process of exploring the calculation of fractional division, we can think methodically; Can make a convincing explanation for the correctness of the results.

4. I can explore the problems in decimal division calculation and circulating decimal with the help of calculator, express the problem-solving process, and try to explain the results.

5. Feeling that mathematics is closely related to daily life; Can overcome the difficulties encountered in mathematics learning, and have successful experience in solving problems with the help of calculators.

Unit 5, Mixing Operation

1. Combined with real materials, in the process of solving practical problems, we can further understand the operation sequence of two-stage mixed operation, perform two or three-step elementary arithmetic, and solve some simple practical problems.

2. Be able to make a reasonable explanation of the mathematical information in the problem and think methodically in the process of solving the problem.

3. Be able to independently explore effective methods to solve problems, experience the diversification of problem-solving strategies, express the ideas and processes of solving problems, and try to explain the results.

4. Feel the close connection between mathematics and daily life, gain successful experience in using knowledge to solve problems, and enhance the awareness of mathematics application.

Unit 6, Land Area

1, combined with examples, knowing and understanding the unit hectare and square kilometer for measuring land area, knowing the relationship between square meters, hectares and square kilometers, and the conversion between units can solve simple problems about land area.

2. Be able to make a reasonable explanation of the mathematical information about land area in real life, think methodically in the process of solving the conversion of area units and related problems, and make a convincing explanation of the rationality of the conclusion.

3, can explore effective methods to solve the problem, and strive to find other methods, can use a calculator to solve the problem.

4. Curious about things related to land area in the surrounding environment; Feel the extensive application of mathematics in life and gain successful experience in solving simple problems with existing knowledge; Experience the objectivity of explaining problems with data, and cultivate the scientific attitude of speaking with data and the consciousness and responsibility of loving the motherland and caring about the national environmental resources.

Unit 7, Re-understanding of Scores

1. Knowing the true score, false score and banded score will make the integer and false score, false score and banded score mutually.

2. Knowing the general fraction, common multiple and minimum common multiple, we can find the common multiple and minimum common multiple of two natural numbers within 10.

3. Will compare the sizes of fractions with different denominators, convert fractions and decimals, and calculate the addition and subtraction of fractions with different denominators and the mixed operation of addition and subtraction.

4. In the process of dividing scores of different denominators, comparing sizes and adding and subtracting, you can think methodically and convincingly explain the rationality of the results.

5. Explore effective problem-solving methods and express the problem-solving process in the process of comparing, adding and subtracting scores of different denominators.

6. With the encouragement and guidance of others, I can overcome the difficulties encountered in mathematics activities and have successful experience in overcoming difficulties and solving problems with knowledge.

Unit 8, Area of Polygon

1. Explore and master the area formulas of parallelogram, triangle and trapezoid, and use the formulas to calculate the graphic area.

2. The area formulas of parallelogram, triangle and trapezoid can be comprehensively used to solve the combined graphic area and some simple practical problems.

3. In the process of exploring the formula of graphic area, the mathematical thinking method of transformation is infiltrated to further develop students' spatial concept.

4. Be able to explore effective methods to solve the area problem, feel the diversity of solutions to some problems, express the process of solving problems, and try to explain the results.

5. Through observation, operation, induction, analogy and other mathematical activities, feel the exploration and challenge of mathematical problems, and experience the scientificity of the formula derivation process and the certainty of mathematical conclusions.