6 5438+0. Teaching content: Unit 4 of the first volume of the fifth grade of primary school solves simple equations. The fifth class: "slightly complicated equations" (page 65 of the textbook, example 1)

2. Orientation of teaching materials: This section is to learn the method and application of solving equations, which plays the role of connecting the past with the future.

3. Emphasis and difficulty of the textbook: Students independently explore ways to solve complex application problems by using equations.

4. Teaching objective: To understand how to solve slightly complicated equations according to their basic properties, and to learn how to solve some simple practical problems by arranging equations.

Second, oral teaching methods

According to the actual situation of the students in our class, I am going to adopt the three-step teaching method of guiding-exploring-practicing in the teaching process to stimulate students' interest in learning, encourage students to speak actively and dare to question, guide students to use their own brains, hands and mouths, focus on analyzing and studying the quantitative relationship of slightly complicated equations, let students list the correct quantitative relationship according to the meaning of application questions, consolidate various forms of exercises, and let students turn hard study into happy study.

Third, theoretical study.

Through this kind of teaching, students can learn to draw line drawings to analyze and solve problems.

Fourth, talk about teaching procedures.

(A) the introduction of new courses

Show me a football. Teacher: What are the characteristics of this football? Do you know how many pieces of white leather and black leather it is made of? We will understand after this class.

(2) teaching new courses

Example 1: white leather * * *, 20 pieces, 4 pieces less than 2 times of black leather. How many pieces of black leather are there?

-1-group discussion: analyze the quantitative relationship between the known conditions and the questions asked.

Teacher: Draw a line segment according to the result of students' discussion.

(3) Students write the quantitative relationship: the number of black leather blocks × 2-4 = the number of white leather blocks.

Number of black leather blocks ×2- Number of white leather blocks =4

Number of black leather blocks ×2= Number of white leather blocks +4

Ask the students to list the equations according to the relationship and answer them.

Let * * have x pieces of black skin.

2x-20=4

2x-20+20=4+20

2x=24

2×2 = 24×2

x= 12

(5) Teachers ask students to try to list equations with other quantitative relationships and solve them. Finally, it is emphasized that 2x should be regarded as a whole when solving the equation, and then the value of x should be calculated.

(6) Teachers and students * * * list equations and summarize the steps to solve problems:

<1> Find out the meaning of the problem, find out the unknown, and express it with X. 。

〈2〉 Analysis, find out the equation of the equal relationship between quantity and quantity.

< 3 > solve the equation.

< 4 > Test and write the answer.

Verb (abbreviation for verb) consolidation exercise

1. Solve the following equation.

3X+6 = 18 16+8X = 40 4X—3×9 = 29

2. Solve application problems with column equations.

There are 145 people who have lunch at school in grade one, which is twice as much as that in grade two. How many students in Grade Two have lunch at school?

Attached book design:

A slightly complicated equation

Let * * have x pieces of black skin.

2x-4=20

2x-4+4=20+4

2x=24

2×2 = 24×2

x= 12

A: * * * Yes 12 is almost black.