Article 1 of the first volume of mathematics courseware for the sixth grade of People's Education Press
Teaching objectives:
1. Make students learn to explore the method of determining the position in a specific situation and know how to express the position of an object with numbers.
2. Go through the process of exploring the method of determining the position of objects, so that students can develop the concept of space in the learning process.
3. Make students feel the rich realistic scene of determining the position, realize the value of mathematics, and have a sense of intimacy with mathematics.
Teaching emphasis: The position of an object can be represented by several pairs.
Difficulties in teaching: the position of objects can be expressed by number pairs, and the order of rows and columns can be correctly distinguished.
Teaching preparation: projector, seat map of students in this class
Teaching process:
First, review the old knowledge, a preliminary understanding
1. Teacher's question: Students, can you tell me where your seats are?
Students can introduce the location in the following two ways:
(1) is described by "which group is which".
I use "front", "back", "left" and "right" to describe it. Let the students talk about it first
There are 48 students in our class, but most students and teachers don't know each other. If I want to invite one of you to speak, can you help me think about how to express it simply and accurately?
3. Students express their opinions and discuss how to use the method of "which column and which row".
Second, explore new knowledge.
1, teaching example 1 (showing the students' seat map of this class)
(1) If the teacher uses the second column and the third line to indicate the position of XX, can you also use this method to indicate your position?
Students make a preliminary perception against the seat map and tell their position. Individual report, collective error correction.
(2) Students practice showing other students' positions in this way. (pay attention to the column first and then the emphasis of the lines)
(3) Teaching writing: the position of XX is in the second column and the third line, which we can express as: (2, 3). Can you write down your position according to this method? (Students write down their positions in their exercise books and name their answers)
2. Summary example 1:
(1) How much data did you use to locate a classmate? (2)
(2) We are used to saying columns before rows, so the first data represents columns and the second data represents rows. If the order of these two data is different, then the position of the representation is different. Compare the differences between (2,3) and (3,2).
{Find differences in comparison, so as to deepen students' understanding of logarithmic pairs. }
Step 3 practice:
(1) The teacher reads the name of a classmate in the class, and the students write his exact position in the exercise book.
(2) When do you need to locate yourself in your life? Talk about the way they determine their position.
(The seats in the electric *, the longitude and latitude on the globe, the ancient Go in China, etc. )
{Broaden students' horizons and let them experience the application of mathematics in life. }
Third, in-class evaluation
The teacher presents the courseware and the students finish it independently. Error correction in group evaluation.
{Qiang Bing, be a soldier trainer. }
Fourth, class summary.
What did we learn today? What do you think of your present situation? What else don't you understand?
{Let the students speak out and understand the mastery of knowledge. }
People's education printing plate, sixth grade, volume I, mathematics courseware, volume II
Teaching objectives:
1. enables students to determine the position on the grid paper with two data and determine the position on the grid paper according to the given data.
2. Through learning activities, enhance students' ability to use what they have learned to solve practical problems and improve their awareness of application.
Teaching focus:
Determine the position of a point on a square paper with several pairs.
Teaching difficulties:
Correctly represent columns and rows with grid paper.
Teaching preparation:
Teacher preparation: projector.
Student Preparation: Square Paper
teaching process
First, review and consolidate.
Mark the positions of the students in the following classes (sketch)
{With the help of the teacher's operation of the student seat map on the platform, the actual specific situation can be quickly mathematized}
Second, explore new knowledge.
(A) Teaching Example 2
1. We just learned how to indicate the position of our classmates. Now let's see how to show the location of the venue on such a schematic diagram.
2. According to the example 1, the whole class discussed how to show the position of the gate. (3,0)
In the teaching process, teachers should pay special attention to the 0 th column and 0 th line to guide students to find it correctly. )
3. Discuss and tell the location of other venues at the same table, and answer by name.
4. According to the data given in the book, students mark the positions of "Bird House", "Orangutan House" and "Lion Tiger Mountain" on the map. (Projection Review)
{Make full use of students' existing life experience and knowledge, and encourage students to explore independently and cooperate and exchange. In teaching, we should make full use of these experiences and knowledge to provide students with exploration space, so that students can describe the position from life experience to determine the position by mathematical methods, develop mathematical thinking and cultivate spatial concepts through observation, analysis, independent thinking and cooperative communication. (2) Classroom improvement
Exercise 1, question 6
(1) Write the position of each vertex on the graph independently.
(2) Vertex A is translated 5 units to the right. Where is it? What data has changed? Point a is further shifted upward by 5 units. Where is it? What data has also changed?
(3) Translate point B and point C according to the method of point A, and get a complete triangle after translation.
(4) Observe the pictures before and after translation and tell me what you found. Talk to each other in groups.
(The graph remains the same, the column, that is, the first data changes when moving to the right, and the row, that is, the second data changes when moving up).
{。 Let the students see the method of expressing the position of points on the plane with number pairs, build a bridge between number and shape, and strengthen the mutual connection between knowledge. }
Third, in-class evaluation
Exercise 1, question 4
Students finish independently, and then students check and communicate with each other. Finally, the teacher shows the students' works and the students evaluate them.
Exercise 1, question 5
(1) Students draw a simple polygon on paper. Each vertex is represented by two data.
(2) Work at the same table, with one person describing and one drawing.
Continue to infiltrate the idea of combining numbers with shapes.
Fourth, classroom self-evaluation.
What do you think of your performance in this class? What areas need to continue to work hard?
Verb (abbreviation of verb) Design intention:
In this section, I make full use of students' existing life experience and knowledge, starting from familiar seating positions, and let students subtly establish the concept of "which column and which line" in the practice of dictation, and cultivate the habit of saying "column" before "line" from habit. Then use the grid diagram to show the position, so that students can know how to find the corresponding position from the grid coordinates. This is from intuition to abstraction, from easy to difficult, in line with children's learning characteristics.
After-class notes
The third part of the first volume of mathematics courseware for the sixth grade of People's Education Press
Teaching objectives:
1. On the basis of students' existing fractional addition and the basic meaning of fractions, combined with life examples, students can understand the meaning of fractional multiplication by integers, master the calculation method of fractional multiplication by integers, and skillfully use the calculation rules of fractional multiplication by integers to calculate.
2. Through observation and comparison, guide students to sum up the calculation law of fractional multiplication by integer through experience, and cultivate students' abstract generalization ability.
3. Guide students to explore the internal relationship of knowledge and stimulate students' interest in learning. Through demonstration, students can have a preliminary understanding of arithmetic, and feel the charm and beauty of mathematical knowledge in this process.
Teaching emphasis: make students understand the meaning of fractional multiplication by integer and master the calculation method of fractional multiplication by integer.
Teaching difficulties: guide students to summarize the calculation rules of fractional multiplication by integer.
Preparation of teaching AIDS: multimedia courseware,
Teaching process:
First, review the introduction.
1. Courseware shows the review questions.
(1) and tell what the multiplicand and multiplier in the formula mean.
What is five 12? How much is nine 1 1? How much is eight sixes?
(2) Calculation:
++=、++=
2. Lead the topic.
++How can this problem be calculated? Today we are going to learn fractional multiplication.
Second, new knowledge exploration.
1. Show topics and define learning objectives.
2. Courseware shows the self-study outline, so that students can learn textbooks by themselves.
What does it mean to multiply the score of (1) by an integer? Is it the same as integer multiplication
(2) What is the calculation method of multiplying a fraction by an integer? How is it derived?
(3) The meaning of multiplying a fraction by an integer.
3. The courseware gives an example of 1.
The teacher instructed the students to draw line segments.
Students list different formulas according to the line graph and answer them.
(1) Guide students to look at the pictures and understand that "the distance a person runs is equivalent to the distance a kangaroo jumps.
",that is, the distance the kangaroo jumps, that is, the whole line segment, is regarded as the unit" 1 ". Divide this line segment into 1 1, where two represent the distance that people run one step.
(2) Guide the students to understand according to the line diagram. If a person runs one step and kangaroo jumps, then "How many points does a person run three steps and kangaroo jumps?" How much is three?
2/ 1 1+2/ 1 1+2/ 1 1=
2/ 1 1×3=
(3) The Law of Fractions Multiplying Integers.
A. Derive the calculation method.
Can you calculate? See which students can convert the new knowledge of multiplying scores by integers into the old knowledge they have learned without the teacher's explanation, and calculate according to the conversion idea. You can talk to each other and look at each other. )
B. induction.
Through the above calculation, think about how to multiply the fraction by the integer.
Teacher: Compare and see which group of students summed up the language accurately and concisely.
Group discussion, summed up the law: the score multiplied by the integer, the product of the score multiplied by the integer is the numerator, and the denominator remains unchanged. (blackboard writing)
C. apply rule calculation.
Discuss, which of these two methods is simpler? Why?
Emphasize: if you can mention something, mention it first; The result is that false scores must become integers or fractions.
4. Teaching Example 2
(1) displays ×6, and students can calculate independently.
(2) According to the calculation results, students observe and discuss: Is the product of multiplication simplest fraction? What should I do?
(3) Students divide by their own ideas: a, divide first and then calculate; B, first calculate the product and then drop the score.
(4) Contrast, let students understand that the method of dividing first and then calculating is relatively simple, and explain the writing format of dividing first and then calculating to students.
Third, classroom evaluation (courseware demonstration)
1. Look at the picture and write the formula.
2. Say the meaning of the formula first, then fill in the blanks.
3. Look at the formula and calculate with fractions. Remind students to observe whether the denominator and integer of a score can be reduced before calculation, and form the habit of reducing scores before calculation.
Fourth, students' classroom self-evaluation
1. What did you learn from this course?
Every student evaluates his performance in class.
blackboard-writing design
Fraction multiplied by integer
Meaning: A simple operation to find the sum of several identical addends.
Rule: a fraction is multiplied by an integer, and the product of the multiplication of the fraction and the integer is used as the numerator, and the denominator remains unchanged.
2/ 1 1×3
=2×3/ 1 1
=6/ 1 1