New People's Education Publishing House Lesson Preparation for the Sixth Grade Unit of Primary School Mathematics Lecture New People's Education Publishing House Lesson Preparation for the Sixth Grade Unit of Primary School Mathematics Lecture Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Book Lesson Content Teaching Content::: Unit 1, Grade 6, 2222,,, Teaching Objectives Teaching objectives::: 1 Have a preliminary understanding of negative numbers in familiar life situations, read and write positive and negative numbers correctly, and know that 0 is neither positive nor negative. 2. Learn to express some practical problems in daily life with negative numbers and experience the close relationship between mathematics and life. 3. Can learn to compare the sizes of positive numbers, 0 and negative numbers with the help of the number axis. Unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes,,,,,,,,,,,,,,,,,,, Difficulties::: Key points: Get to know positive numbers and negative numbers, and understand their reading and writing methods. Understand the arrangement of positive and negative numbers on the number axis. Difficulties: Understanding that 0 is neither positive nor negative. Compare the sizes of positive numbers, 0 and negative numbers on the number axis. Four, four, four, four, four, four, four, four, four elements teaching material analysis element teaching material analysis element teaching material analysis::: negative number is an important part in the field of number and algebra. In the mathematics textbooks for grades one to four, the column "Number and Algebra" mainly teaches the knowledge of integers, which are all natural numbers (0 and positive integers). This unit teaches negative numbers, which was not available in primary school mathematics before. The specific goal of negative number teaching in Mathematics Curriculum Standard (Experimental Draft) is to "understand the meaning of negative numbers in familiar life situations and express some problems in daily life with negative numbers". Teaching the knowledge of negative numbers in primary school mathematics (only involving the initial understanding of negative integers) is based on two considerations: First, negative numbers are widely used in daily life, and students often have the opportunity to see negative numbers in their lives. Let them learn some knowledge of negative numbers, which will help them understand the specific meaning of negative numbers they encounter in life, thus broadening their mathematical horizons. Second, we can better understand the meaning of natural numbers by knowing some negative numbers and expanding the understanding range of integers. It is beneficial to the connection of mathematics in primary and secondary schools and lays a good foundation for further understanding the significance and operation of the third rational number. 5555,,, instructional design instructional design instructional design:: 1, for example 1. Example 1 Teach the writing and reading of negative numbers by introducing negative numbers into the situations that represent indoor and outdoor temperatures respectively, and guide students to understand that positive numbers and negative numbers can represent two quantities with opposite meanings. When teaching, if the local temperature conditions permit, field observation activities can be arranged. You can also make an enlarged thermometer teaching aid. According to the example 1, draw the corresponding temperature on the teaching aid for students to express, so as to guide students to know negative numbers, understand the necessity of introducing negative numbers into life, learn to write and read negative numbers, and help students understand that positive numbers and negative numbers represent two opposite meanings with examples. 2. Example 2. In the textbook, positive numbers and negative numbers are used to represent the deposits and expenditures in the passbook details, so that students can further understand that positive numbers and negative numbers represent two opposite quantities. In teaching, students should focus on the column of "expenditure (-) or deposit (+)" in the passbook, and realize that the meaning of deposit and expenditure is just the opposite in combination with specific data. 3. Example 3. Example 3 teaches to represent positive numbers, 0 and negative numbers on a straight line. By describing the relative position of students and trees in a straight line, students are guided to correspond the points on the number axis with abstract positive and negative numbers with the help of the intuition of the number axis, feel the arrangement law of positive and negative numbers on the number axis, and initially penetrate the concept of the number axis and the idea of combining numbers with shapes. In teaching, students can first recall the method of expressing numbers by straight lines, and then give the case of Example 3 to guide them to determine the starting point (origin), direction and unit length appropriately, thus leading them to understand the number axis, guiding them to get rid of the specific situation and corresponding the points of the number axis with abstract positive and negative numbers. 4. Example 4. Example 4 Comparison of teaching numbers. By displaying the daily minimum temperature in the coming week on the number axis, the textbook allows students to compare numbers with the help of the number axis, including positive numbers and positive numbers, positive numbers and 0, positive numbers and negative numbers, 0 and negative numbers and negative numbers and negative numbers. When teaching, first show the daily minimum temperature in the coming week on the axis of numbers, and then ask students to compare the numbers. It can also be compared to the arrangement of temperatures on a thermometer, that is, the order of temperatures from low to high, and the order of points on the corresponding axis is from left to right, that is, the order of numbers from small to large. On this basis, guide students to summarize the relationship between positive numbers, 0 and negative numbers. Lesson preparation handout for math unit Lesson preparation handout for math unit Lesson preparation handout for math unit Lesson preparation handout for math unit Lesson preparation handout for math unit 111,,Teaching content: Unit 2, Grade 6, 2222,,, Teaching objectives::1,Know cylinders and cones and master them. Know the bottom, edge and height of the cylinder; Know the bottom and height of the cone. 2. Understand the calculation method of lateral area and surface area of cylinder. All students should be able to calculate, and students with ability can calculate in a simple way. 3. Understand the formula for calculating the volume of cylinder and cone, and use the formula to calculate the volume and volume, thus solving related practical problems. 4. Cultivate the good habits of careful observation, diligent hands-on, bold association and good at analysis and summary. Unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching. Meta-teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching. Learning emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching emphasizes unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit teaching stresses unit unit 4444,,, unit teaching material analysis unit teaching material analysis unit teaching material analysis unit teaching material analysis:: This unit is the last part of elementary school geometry learning, including the understanding of cylinders and cones, their surface areas, their volumes and the understanding of cylinders. The textbook starts with intuition, enables students to understand the knowledge about cylinders through physical observation, and further understands cylinders through "doing one thing"; Surface area of cylinder, on the basis of students' existing knowledge of rectangular and circular areas, expand the surface of cylinder, and combine the previous knowledge to derive the surface area formula of cylinder; In the volume part of the cylinder, the textbook adopts an intuitive method, which combines the knowledge of rectangular (or square) area through cutting and splicing, thus deducing the volume formula of the cylinder; In the derivation of the cone volume formula, students observed the relationship between the cylinder and the cone through experiments (that is, the volume of the cylinder is three times that of the cone with the same base and height), and then obtained the cone volume formula. 5555,,, instructional design instructional design instructional design:: 1. Understanding of cylinder. (1) For example, 1. In the teaching of example 1, students should be guided to grasp the composition of the cylinder as a whole, and then explore each part in depth. (2) Example 2. In the teaching of Example 2, let the students imagine the shape of the unfolded edge first, and then let the students cut the edge. Through operation, we can see that the unfolded side of the cylinder is a rectangle or a square. Then, guide students to think about the relationship between the length and width of the rectangle obtained by cylinder expansion and the cylinder, so that students can experience the transformation between three-dimensional graphics and its expansion diagram. 2. Surface area of cylinder. (1) Example 3. In the teaching of Example 3, the knowledge of cuboid surface area can be transmitted, so that students can clearly understand the meaning of cylindrical surface area, and then guide students to deduce the calculation formula of surface area, with the emphasis on how to calculate lateral area. (2) Example 4. Example 4 Practical application of teaching cylindrical surface area calculation. When teaching, let the students imagine what the chef's hat is made of. Turn practical problems into mathematical problems and calculate them independently. Teachers should guide students to understand that the result of this problem is approximated by "one step in place" according to the specific situation. 3. The volume of the cylinder. (1) Example 5. Example 5 Derivation of teaching cylinder volume formula. The textbook first asks students to think about whether a cylinder can be transformed into a learned three-dimensional figure to calculate the volume. Then demonstrate how to transform the cylinder into an approximate cuboid through teaching AIDS, and get the volume calculation formula of the cylinder V = SH through observation and reasoning. In teaching, students can review the formulas for calculating the area of a circle and the volume of a cuboid, and then guide them to think about whether a cylinder can be transformed into a learned figure, and then calculate its volume. With the aid of teaching AIDS, how to transform a cylinder into an approximate cuboid is demonstrated intuitively, and students are guided to discover through imagination that the more sectors the bottom is divided into, the closer the shape is to a cuboid, and thus the formula for calculating the volume of the cylinder is deduced. (2) Example 6. Example 6 Using the calculation of cylinder volume to solve the problems in teaching. In teaching, students should be guided to make it clear that finding the volume of a cup means finding the volume that this cylindrical cup can hold, and the calculation method is the same as the cylindrical volume. 1. Understanding of cones. (1) theme map. The textbook first shows the cone-shaped object diagram that is common in life, and then abstracts the geometric figure of the cone from the object diagram, and gives the name of the figure-cone, so that students can experience the process from concrete to abstract. (2) Example 1. Example 1 teaches the composition and characteristics of the cone, and introduces the method of measuring the height of the cone. Then, let the students quickly rotate the stick with right-angle triangular paper and guide them to know the cone from the angle of rotation. When teaching, we can review the names and characteristics of each part of the cylinder first, and understand the composition and characteristics of the cone through comparison. Understanding the height of cone is a difficult point in teaching. In teaching, students should be guided to distinguish the height from the bus and help them understand the method of measuring the height of the cone. When doing the activity of rotating triangular pieces of paper, students can guess first and then operate. 2. The volume of the cone. (1) Example 2. Example 2 Derivation of teaching cone volume formula. The teaching materials are mainly arranged in four levels: causing problems-association, guessing-experimental exploration-deducing formulas. In teaching, let students understand the necessity of deducing the formula of cone volume in the process of asking questions. In the guessing session, guide the students to relate the volume of the cone with the volume of the cylinder. In experimental inquiry, guide students to find that water (or sand) is poured into a cylindrical container with equal bottom and equal height exactly three times, and vice versa. Finally, help students draw a conclusion: under the condition of equal bottom and equal height, the volume of cone = the volume of cylinder = the area of bottom × height, that is, V = SH. (2) Example 3. Example 3 The application of teaching cone volume formula. The textbook gives the diameter and height of the bottom of the conical sand pile, and calculates the volume of the sand pile. When teaching, students can solve it by themselves first. When giving feedback, let the students know the steps of solving the problem first, and then help them to further understand why they want to multiply and deepen their understanding of the cone volume formula. Schedule Arrangement Schedule Arrangement Schedule Arrangement Schedule Arrangement:::: Cylindrical —————————————1Schedule Arrangement ...

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