The first course standard:
1. Experience the relationship between mathematical knowledge and between mathematics and life, think with mathematical thinking, and enhance the ability to find, ask, analyze and solve problems.
2. Mathematical problems are abstracted from real life or situations, and model ideas are initially formed.
Teaching objectives:
1. Through group cooperation, students can say what speed, time and distance are in their own words. If they know the unit of speed, they will read and write the unit of speed correctly.
2. Students build a mathematical model of speed × time = distance through independent inquiry to understand the relationship among speed, time and distance.
3. Use the relationship between speed, time and distance to solve some simple practical problems.
Teaching focus:
Familiar with and master the relationship between time, speed and distance.
Teaching difficulties:
Familiar with and master speed and speed units
Analysis of learning situation:
Students master the relationship between the parts of multiplication and division, have the calculation ability of division with divisor being integer ten, and can independently solve the application problem of how many meters per minute. In the existing life practice, they have experienced distance, time and speed, and they can vaguely feel that there may be some relationship between them. These knowledge, ability and experience provide a prerequisite for students to master the teaching content of this lesson, build a quantitative relationship model in travel problems and solve corresponding application problems.
Teaching strategies:
1) aid list first, teaching depends on learning. Teachers' teaching is to promote students' learning. How much do students already know about this topic, and what are the obstacles? What can be done to help students achieve their goals easily and effectively? These are the starting point and focus of my teaching method design.
2) Reflect the principle of "five masters and one assistant". In this class, I follow the principle of taking students as the main body, teachers as the leading factor, thinking training as the main line, teaching materials as the main load, students' emotional sublimation as the main purpose, supplemented by interesting storylines and audio-visual images of multimedia resources, to create problem situations, inspire students' abstract thinking, promote students' active and harmonious development, and finally achieve modeling.
Teaching process:
First of all, an exciting introduction.
Teacher: Classmate, have you and your family ever bought anything online?
Teacher: Do you know how the things we bought were delivered to us?
Teacher: Actually, express delivery is also logistics. About logistics, the teacher has a video here. Let's have a look. (Students watch the video)
Teacher: It is precisely because the logistics center has so many functions that cars come and go every day. Look at motorcycles, big trucks and small trucks, scrambling to deliver goods to the physical center.
Teacher: What mathematical information did you find?
Teacher: According to these two pieces of information, what math problem can you ask?
Health 1: How many meters is the distance from the station to the logistics center?
Teacher: After observation, we found and put forward mathematical problems. Now let's analyze and solve them.
Second, activities to promote thinking
1. Explore speed, time and distance
Teacher: Students, this is the first question on the supplementary list. Please recall it first. How did you feel yesterday? Now please share your thoughts in the group.
Teacher: Which group would like to exchange your ideas?
Show in groups and interact with students.
Teacher: The students had a very heated discussion. Just now you mentioned several key words (blackboard writing speed, time and distance). Please use examples to think about what speed is. What is a journey?
Students interact closely.
Conclusion: In this way, we can call such time minutes, hours, etc. The number of meters or kilometers traveled per unit time can be called (speed).
Teacher: How to write the speed unit? Who wants to be a little teacher and tell you something?
Student explanation
Teacher: Have you learned? That teacher will test everyone.
Courseware shows: * I walked 9 kilometers by bike, where 9 kilometers represents the speed of cycling.
Teacher: It seems that when expressing speed, you must clearly express the speed of driving in that unit time.
Courseware shows that Liu Xiang's speed is 9 m/s and snail's speed is 9 m/h, which are equal.
Teacher: What's wrong?
Teacher: If Liu Xiang is allowed to compete with snails, who will go out with ticks? Who's still crawling behind?
2. Explore the relationship between the three
Teacher: Just now we know the speed, time and distance. Think about what questions the teacher will ask next.
Students guess
Teacher: That's right. Let's start to solve the third problem of the student aid form. Let's talk about the relationship between speed, time and distance with examples. Now think about it first and exchange your thoughts in the group.
Students' interactive communication
Teacher: After interactive communication, the students have made clear the relationship among speed, time and distance. Let's review it together. Speed × time = distance ÷ time = speed, distance ÷ speed = time, which is what we are going to learn today.
Teacher: Now please talk to each other at the same table.
Third, expand the fun.
Teacher: Seeing that everyone is studying so hard, the teacher rewards everyone to play a game to see who will come to our class, but the lovely Xiong Er bear was kidnapped by Logger Vick. Would you like to take part in the rescue activities?
Fourth, consolidate practice.
1, the first level: first talk about the relationship between distance, speed and time, and then fill in the following table (textbook page 100 1).
Teacher: These are three forms of transportation. Observe carefully and solve the first one. What kind of relationship are you going to use?
Health: Because distance ÷ time = speed, we use 30÷2= 15.
Teacher: Can you answer the second question about motorcycles? What about the third one?
Teacher: Congratulations on successfully passing the first level. Let's go to the second floor.
2. The second level: The distance between A and B is 240 kilometers, the speed of the car is 60 kilometers per hour, and it takes 4 hours to drive from A to B..
(1) 60× 4 = 240m
(2)240÷4=60 km/h
240/60 = 4 hours
Teacher: What does the first one mean? The second one? The third one?
Teacher: The students are really amazing. These two questions have not stumped everyone. Next, we will accept greater challenges. Please have a look.
3. Level 3: You can make 25 paper flowers per hour on average. How many paper flowers can you make in three hours?
Health: 25×3=75 flowers
Teacher: Tell me what you think.
Teacher: the number of flowers per hour × time = the number of flowers per flower * * *
Xiaoming types a composition, with an average of 100 words per minute, which can be finished in 5 minutes. How many words are there in his composition?
Health: 100×5=500 (unit)
Teacher: Can you talk about the relationship between this question like the last one?
Student: Typed words per minute × time = one * * * typed number.
Teacher: Congratulations to the students for successfully rescuing Xiong Er. The teacher praised you.
Teacher: Look carefully at the two problems we just solved, and then recall the problems we solved in the first class. What do you think is the connection between them?
Teacher: The teacher is waiting for you. Think it over.
Teacher: In mathematics, it is very important for us to look at problems from the perspective of connection.
Teacher: So many different math problems can be summarized by a relational expression. I hope you will continue to look for the mathematical problems in your life with the eyes of discovery.
Verb (abbreviation of verb) summary and review
Teacher: This class is coming to an end. What have you gained by coming back to this class?
Teacher: The students have gained a lot. Please arrange the knowledge of this lesson in the mind map book after class, so that the children who are good at summing up can make greater progress.
The second teaching content:
Textbook 62-64 pages
Teaching objectives:
1. Understand the relationship between distance, time and speed in actual situations.
2. Solve simple problems in life according to the relationship between distance, time and speed.
3. Feel the close connection between mathematics knowledge and life, and establish the idea that there is mathematics everywhere in life.
Teaching focus:
Solve practical problems in life according to the relationship between distance, time and speed.
Teaching process:
First, create situations to stimulate students' interest in learning.
Show pictures of Liu Xiang running.
Teacher: Students, who is running in the picture? Do you know each other? (Liu Xiang)
Teacher: Yes, this is our flying man Liu Xiang from China.
Teacher: Boys and girls, how did Liu Xiang run? (Soon) What does "fast" here mean in Liu Xiang? (Speed) (Show report card)
Teacher: From the report card, what does running 1 10 meter mean? (Display: Distance)
So what are their 12.95438+0 seconds, 13. 18 seconds, 13.20 seconds? Students, from this table, why did Liu Xiang win? (He spends the least time) Teacher: (Show and observe these two watches), so what do you find to do with speed through the two comparisons just now? (Time and distance are related) What is speed? What's the difference between speed and distance and time?
What does it matter? Today, let's study together in this class (blackboard writing: travel time and speed)
Second, teachers and students interact to explore new knowledge.
1, Teacher: Just now we learned that if the distance is equal, whoever uses less time will be faster. What if the distance and time are different? How to compare speeds? Please look at this set of information: trucks travel for two hours 120km, and buses travel for three hours10km. Which car runs faster?
(1) Teacher: What mathematical information can you learn from the pictures?
Which car runs faster? Can you try to solve it?
(2) We can analyze the quantitative relationship and solve the problem by calculating or drawing a line graph. Is that clear? After that, you can communicate with your deskmate. Let's get started.
(3) Report their respective solutions. (tell the performance of the board of directors)
(4) The students are doing very well, so when the teacher visited just now, he found that the students didn't use line drawing. In fact, line drawing can help us correctly understand the quantitative relationship and solve problems, so how to draw line drawing? Do you want to study?
Teacher: OK, please have a look. Let's draw a line segment first, and use it to represent the distance traveled by the truck. How many kilometers has this truck traveled? (Draw a line representing 120km on the blackboard)
Then we draw a line segment to indicate the distance traveled by the bus, so we should pay attention to the left end alignment when drawing. So students, how long should we draw relative to this line segment?
Key point: it should be appropriately lengthened according to a certain proportion.
A line segment of 2 10 km is drawn on the blackboard. )
So how many kilometers did the bus travel? (marked at 2 10 km)
Teacher: How long does it take for a pickup truck to travel 120km? (Student feedback: 2 hours)
Teacher: So how do you show its 1 hour driving distance on the line segment map?
Teacher: So, how about drawing the line in half position?
Teacher: Divided into two halves on average.
(The teacher points it out on the blackboard) Then each copy here represents the distance that the pickup truck travels at 1. Let's just say. So how do you show the bus distance at 1 on the line segment map?
(Draw three different paragraphs on the blackboard) Is that all right? How to divide it? Say it together.
Teacher: Divided into three parts on average. Again, this is each part indicating the distance the bus is traveling at 1. Again, let's take this paragraph as a representative.
(The teacher points it out on the blackboard) So from the line diagram, 1 which car has a long journey? Teacher: The bus is a long way. The bus runs very fast.
2. Explain the reading and writing speed.
Teacher: In the process of comparison just now, whether by calculation or by drawing a line diagram, how long did the two cars travel?
Teacher: By the way, the distance they travel per hour or 1 is their speed, so like this, the pickup truck 1 has traveled 60 kilometers, which means the speed of the pickup truck is 60 kilometers per hour.
(60 km/h on the blackboard) This is the unit of speed that we are going to learn today. Who can tell us what this unit is made of?
Teacher: Yes, the unit of speed is composed of distance unit and time unit, separated by diagonal lines. Read it once every 60 kilometers. (Read by name)
Do you know what 60 kilometers per hour means?
So can you express the speed of the bus in this way? Write it in the exercise book (name the blackboard)
3. Go through the process of formula formation.
Teacher: Good. Just now, we worked out the speed of cars and buses. Then, let's look at this formula and line diagram. What is the relationship between speed and distance and time? Communicate with your partner. All right, let's get started.
(Report, combined with 120÷2=60 (km) to explain. Write it on the blackboard: speed = distance/time) for students to read.
4, understand the unit time, understand the meaning of speed.
Students, from this relationship, what do we need to know to find out the speed? Knowing the corresponding distance and time, we can calculate the speed. Ok, please look at the following questions in a low voice and then answer the speed of the object in the following questions. Let's get started. Teacher: Please write down the speed of the following objects.
(1) a train running at 2 o' clock 180 km, the train speed is _ _ _ _ _ _ _.
(2) The bicycle travels 600 meters in 3 minutes, and the speed of this bicycle is _ _ _ _ _ _ _.
(3) An athlete runs 80 meters in 8 seconds, and his speed is _ _ _ _ _.
Teacher: Let's look at these three speeds. How long did these objects travel?
Teacher: In fact, the distance they move every hour, minute and second is their speed. We call such time an instant, a minute, a second ... unit time. How do you understand speed? The distance traveled by an object in a unit time (an instant, a minute, a second ...) is called speed. Practice speaking by yourself.
5. Go through the process of formula formation.
Now that we know what speed is, we also know that speed equals distance divided by time. So, students, how to find time? How to ask the distance? Let's try the following questions together. (Show the topic 1) What mathematical information can you get from it?
So based on this information, can you solve this problem?
Can you tell me what the relationship of seeking distance is like?
Time = distance/speed
Distance = time × speed
Teacher: The students are really amazing. It can be seen from this relationship that if you want to find the speed, you must know the corresponding distance and? (time)
Teacher: So it is the same to seek time and distance. You must know the other two corresponding quantities. Look, this way.
How closely the relationship between time and speed is.
Third, practical application.
1, feel the speed of life
Teacher: Speed is ubiquitous not only in our classroom, but also in our life. Let's feel the speed in life together, shall we? Read it and feel it. Show the pictures and let the students have a look and read.
Step 2 solve the problem
Xiaohong and Xiaoming have an appointment to visit the Children's Palace. If they leave home at the same time, who will arrive at the Children's Palace first?
(Show the problem that there is only distance and no other conditions)
Teacher: So, class, if you look at the distance, can you determine who will arrive at the Children's Palace first? Teacher: What else do you need to know?
Chapter III-Teaching Purpose: 1. Understand the relationship between distance, time and speed in actual situation. 2. Solve simple problems in life according to the relationship between distance, time and speed. 3. Establish the concept that there is mathematics everywhere in life.
-Teaching emphasis: understanding the relationship between distance, time and speed.
-Teaching difficulties: understanding the relationship between distance, time and speed.
-Teaching preparation: thematic map.
-Teaching methods: talking; Situational teaching method.
First, dialogue import
Teacher: In life, we often encounter some math problems, which are closely related to our daily life. Let's have a look. (Show the theme map)
Second, explore the relationship between distance, time and speed.
1. Students think: If you want to know who runs fast, what should you compare? What can you do?
2. Group communication, clear: If you want to know who runs fast, you must also see who runs far and who is fast. The same time here is 1 hour, so the tractor ran within 1 hour/hour 120 ÷ 2 = 60 (km) and the truck ran 2 10÷3=70 (km) 60 < 70, so the truck ran away.
3. Teachers guide students to understand that the unit time is: 1 hour, 1 minute, 1 second. The distance traveled per unit time is called speed. In this problem, the speed of the tractor is 60 km/h, while the speed of the van is 70 km/h. Therefore, the van is very fast.
Let the students understand that if you want to know who runs fast, it is not to see who runs far, but to see who runs far in a unified time, and to establish the appearance of unit time.
4. Let the students draw the relationship between distance, time and speed according to this situation. Speed = distance/time
5. Take a look.
Show the common data in life, expand students' understanding of speed in daily life, and exchange the data collected by students before class.
Through examples, students are given sufficient space to explore independently, and the relationship among distance, time and speed is really clarified. Cultivate students' ability to collect and process information and acquire knowledge.
Third, consolidate the practice.
1. Complete the first question of "Try it". Look at the picture and answer according to the situation. Further consolidate the relationship between distance, time and speed.
2. Complete the second question of "Try it".
The three formulas combine specific situations to experience, think, communicate and report. Let the students further clarify the relationship between the three.
Fourth, summarize the dialogue-what have you gained from this class?
Lesson 4: Distance, Time and Speed
Teaching purpose: 1. Solve simple problems in life according to the relationship between distance, time and speed. 2. Establish the concept that there is mathematics everywhere in life.
Teaching emphasis and difficulty: according to the relationship between distance, time and speed, solve simple problems in life.
First, check the import.
Last class, we learned the relationship between distance, time and speed. Who can tell us what kind of relationship they have?
Ask the students to clarify the relationship between them and lay the foundation for the later exercises.
Second, comprehensive exercises.
1. Complete the first question "Exercise".
2. Finish the second question "Practice". Calculated according to the situation map.
3. Complete the third question of "Practice". According to the formula 1, write the numbers of the second and third formulas and find out the rules.
4. Complete the fourth question "Practice". After the calculation, ask another group of such questions with your deskmate and answer them.
Cultivate students' strategic awareness in the process of solving problems. Let students get results through observation, discover laws, cultivate students' rich imagination and promote the development of students' thinking. Letting students write their own questions is a consolidation and extension of what they have learned and will greatly stimulate students' enthusiasm for learning.
Third, practical application.
-Complete the fifth question of "Practice".
Look at the line chart and ask:/kloc-where are 0/5 and 35 respectively? Let students understand the relationship between distance, time and speed in solving problems.
Fourth, expand exercises-guide students to complete the relevant content of autonomous learning in mathematics.