Fan, draft of the fifth grade mathematics handout.
First of all, talk about textbooks.
1, teaching material analysis
_ Maximum Common Factor This part is taught on the basis of students' mastery of the concept of factors, mainly to prepare for learning reduction. According to the requirements of the standard, only the _ greatest common factor for finding two numbers appears in the textbook.
2. Teaching objectives
Combined with the positioning of teaching materials and students' reality, I have set the following teaching objectives:
Knowledge goal: let students understand the meaning of common factor and _ common factor in the process of self-study, and explore the method of finding common factor, which will correctly find the common factor and _ common factor of two numbers.
Ability goal: according to the different relations between two numbers, flexibly find the greatest common factor of two numbers. Infiltrate the idea of set and experience the diversification of problem-solving strategies.
Emotional goal: let children experience the happiness of success in life experience, the close relationship between mathematics and human beings, and the relationship between mathematics and daily life. Experience the concept of "mathematics is everywhere in life, and mathematics is used everywhere".
3. Emphasis and difficulty of teaching: According to the above objectives, I have determined that the teaching focus of this course is to let students understand the meaning of common factor and _ common factor in the process of self-study, and explore the method of finding common factor, which will correctly find the common factor and _ common factor of two numbers.
Second, design concepts in concept teaching, pay attention to the creation of problem situations and give full play to the role of situations. The transformation from "seeking" to "seeking" is the common factor of two numbers, which embodies the diversity of methods.
Third, talk about the teaching process
Combining the teaching materials, teaching objectives and students' reality, I designed the following five links according to the teaching requirements of "learning before teaching":
1, review lead-in: The teaching of this lesson is based on students' mastery of factors. Therefore, I show the students two figures and tell them all the factors. ( 16、 12)
2. Explain the objectives: Only by clarifying the learning objectives can students better complete the learning tasks of this lesson independently, so I will show the learning objectives to the students before learning the new lesson, so that they can clearly understand the learning tasks of this lesson.
3. Show tips for self-study: In order to help students learn by themselves better, after giving the goal, I have drawn up two tips for students to learn by themselves, so as to cultivate their self-study ability.
4. Independent inquiry, report and communication:
When learning the concepts of "common factor formula and _ great common factor formula" and exploring the method of finding the _ great common factor formula of two numbers, let students learn by themselves. When encountering difficulties, they can communicate freely in groups, discuss freely, think independently and learn from each other. In discussion and communication, the mind is open (cn-teacher.com), and different viewpoints collide, trigger and ignite each other. In the report and communication, we should strengthen the comparison and choose appropriate methods to realize the overall dialogue between individuals and others, groups and the whole class.
5. Teachers' teaching: Teachers should combine the characteristics of this class with camera teaching when guiding students to report.
Fan, the manuscript of the fifth grade mathematics lecture.
First, teaching material analysis:
This section belongs to Unit 4, Book 5 of Primary School Mathematics of Beijing Normal University Press "Cuboid (2)". After learning the calculation of cuboids and cubes, we can further understand and deepen. It is its comprehensive application and close to life, which is of great help and role in solving some practical problems in life.
Second, the goal analysis of the first draft of the fifth grade mathematics "Interesting Measurement" published by Beijing Normal University
According to the content of this lesson and the requirements of the new curriculum standard, I have determined the following teaching objectives:
1. Knowledge and skills: Through observation, experiment, guessing, proof and other mathematical activities, students can experience the mathematical method of "equivalent substitution" and develop their awareness of mathematical application.
2. Process and method: Feel the close connection between mathematics and human life, and cultivate students' practical ability and innovative spirit.
3. Emotion and value: actively participate in mathematics activities, have curiosity and thirst for knowledge about mathematics, cultivate a sense of cooperation, feel the value of mathematics, and experience the joy of learning.
Third, teaching focus: the measurement method and calculation of irregular object volume.
Teaching difficulty: designing investigation scheme
Preparation of teaching AIDS: transparent containers, irregular plasticine, stones, soybeans, cubes and cuboids.
Fourth, the analysis of learning situation:
In terms of composition, some students in Class 5 (1) belong to the original central primary school. They study seriously, practically and consciously, with a solid foundation, eager to learn and make progress, while most of the students come from rural areas and teaching classes, with poor foundation, poor foundation, mixed students and passive learning. I am not interested in mathematics, and some students are young and obviously have children's nature in them, such as hyperactivity, curiosity, easy distraction and poor self-control. Therefore, in view of the students' personality characteristics and the actual situation of this class, I adopt the following teaching methods.
Analysis of teaching methods of verbs (abbreviation of verb);
I first draw students' attention to the classroom by telling stories, and then guide students to find and explore ways to solve problems through hands-on operations, demonstrations and other activities, encourage students to find different methods and means independently, make boring mathematics both informative and interesting, and stimulate students' interest in learning and cultivate students' various abilities. "Interesting" and "measurement" are two key points in my design of this course. It is challenging for students to transition from measuring the volume of regular objects to measuring irregular figures. How to make students acquire new knowledge easily and happily, I adopt a three-step strategy: ① First, choose plasticine to test, because students have played it, so it is easy to understand; Secondly, take out potatoes that students are very familiar with to measure, because potatoes can be pinched and deformed like plasticine after being cooked, and the results can be found soon. (3) The stone reappears for students to explore and find a simple scheme. (4) _ After that, through practical application and divergent thinking, end this lesson on the basis of practice and consolidation.
Teaching process design of intransitive verbs: (7 links)
1, review the old knowledge, first review the calculation method of cuboid (positive) volume, and tell the calculation formula used by * * *.
2, talk to reveal the topic:
Who knows the story of the crow drinking water? Why can crows drink water? Are we not smarter than animals? Attract students' attention, stimulate their interest in learning, and dare to compare with crows in learning enthusiasm. The atmosphere in the classroom suddenly enlivened. At this time, plasticine, potatoes, stones and other objects are presented, and the concepts of regular body and irregular body are obtained from the appearance. Who can tell their shapes? These objects and shapes are not as regular as the shape of a cuboid (positive) and have no fixed shape. They are called irregular objects. Today we are going to learn about the measurement of the volume of irregular objects (blackboard writing: the measurement of the volume of irregular objects). Prompt the topic.
3. Q: How to calculate their volumes and see who can figure out a way? It is also the difficulty of this class to let students actively think about the scheme, fiddle with possible situations in time and let students explore boldly.
① estimation; 2 Knead like mud into a cuboid (front); ③ Boiled potatoes are pressed into cuboids (positive); ④ Grind the stone (iron) into a cuboid (positive).
What if rocks, iron, eggs, etc? Not easy to change shape or not allowed to change shape. Can tips be inspired by the story of crows drinking water? Introduce the fifth scheme.
Teacher's demonstration: sink the stone into the water. (Students observe carefully): ① What has changed? ② Discussion: Why does the water surface rise? (Volume increases) ③ Where is the increased part? What does it have to do with the volume of the stone? (4) What happened to the stone after it was thrown into the water? What hasn't changed? The length and width are constant, but the height of the water surface changes. ⑤ How to calculate the volume of stone? What conditions do I have to know? Length, width and water height of the container: the original water height.
The height of the water after putting the stone in.
The height of rising water
To answer the above questions, the volume of the stone = the length of the container × the width × the height of the rising water. Students can easily find a way to measure the volume of irregular objects.
Explain why crows can drink water.
The above is the focus of this section, from easy to difficult, from shallow to deep, thus highlighting the breakthrough of difficult points.
4. Guide students to think from different angles: Who can think of other ways?
① Inverse method; ② Fill with water. Encourage students again.
5. Consolidation exercise: from mathematics in life to practical application.
Example: Show a small blackboard.
Iron volume = bottom area × height, from which two other formulas can be obtained:
Bottom area = volume/height = volume/bottom area
Let students learn to use it flexibly, so as to achieve the effect of changing a subject, drawing inferences from others and achieving mastery. _ After that, the volume of forced water transfer should be unified with the unit of iron block volume. (L=dm3)
6. Summary: This section is a comprehensive application of the knowledge learned, which fully embodies that mathematics comes from life and serves life. Only by understanding can we turn book knowledge into our own knowledge, and then solve practical problems in life. In the whole class, students' thinking is always in a state of excitement. By answering teachers' questions, they can find different ways to solve problems, which is also in line with the requirements of the new curriculum standard "teachers are the organizers and guides of the class, and students are the masters of learning".
7, homework layout:
P55 questions 1, 2, 2 as after-class thinking questions: it is also the extension and expansion of this section of knowledge, cultivating students' divergent thinking. 1, how to measure the volume of a soybean? 2. In the experiment just now, can we only grow water?
Fan Wensan, draft of the fifth grade mathematics lecture in primary school
textbook
On the basis of students' understanding that a vertical bar graph represents two units and five units, this section continues to introduce some common bar graphs through two examples: one is a horizontal bar graph, and the other is a bar graph in which the starting cell and other cells represent different units. Let the students make a preliminary data analysis according to the statistical chart, find information through the analysis, and make further judgments and decisions according to these information.
Through this stage of study, students have a basic understanding of the structure, data representation and function of bar statistical charts, which lays a solid foundation for the next stage of learning broken-line statistical charts.
The requirements of the previous textbooks are the same. We don't ask students to do bar charts completely, as long as they can complete the charts according to the data in statistics. According to the characteristics of teaching materials and the development level of students' knowledge, the teaching objectives and key points of this section are determined: (1) To make students further understand the meaning of bar charts and know how to read them. (2) Learn to make bar charts initially. (3) Correctly analyze the bar graph to cultivate students' observation and analysis ability.
On Teaching Methods and Means
We should fully guide students to explore independently and cooperate and exchange.
Because students already have a lot of knowledge base about bar charts, they can explore new knowledge through independent thinking and group discussion in teaching. Through this way of learning, students' innovative consciousness and openness of thinking can be better cultivated. The content of this lesson is simple, which plays the role of eugenics and can effectively improve the teaching effect.
On the Teaching Process
1. Review: and drawing
Statistics of mineral water sales in a shopping mall in the first quarter of June (omitted)
Students complete the statistical chart.
Review aims to review old knowledge, mobilize students' knowledge base and pave the way for this section. )
Transition: How to draw a statistical chart? (Stimulate students' desire to learn)
2. Directly show the bar chart in the textbook (blank).
Students talk about the difference between this statistical chart and the previous statistical chart, what is the meaning of its horizontal axis and its vertical axis, and then let the students complete the statistical chart by themselves according to the knowledge they have learned before through group discussion.
Let students give full play to their creativity in the process of solving problems and design various bar charts. At this point, the student's design scheme may be very open. For example, some students just rotate the vertical bar chart by 90 degrees, and the directions of the horizontal axis and the vertical axis of the horizontal statistical chart are always inconsistent with the standardized statistical chart (in fact, these "statistical charts" also reflect the status of these data, but they are not standardized enough). On the basis of students' independent exploration, teachers can show standardized bar charts for students to complete, which can greatly stimulate students' interest in learning. )
3._ Then let the students discuss: If you want to buy next week, which brand of mineral water should be more and which brand should be less? And explain why. Through discussion, students can find the hidden information behind the data, make decisions by using the statistical results, and realize the role of statistics in daily life. (This part belongs to knowledge expansion, which is also the fundamental purpose of learning this lesson. Learning mathematics knowledge should be used in our lives. )
4. Exercise guidance after class, consolidate knowledge and apply what you have learned.
After-class notes:
The knowledge in this lesson is relatively simple and easy to understand. Students actively participate in learning, and the learning effect is good. The learning atmosphere in the group is warm, and different forms of statistical tables are designed (just not perfect). However, in teaching, students' level of drawing statistical charts is overestimated, which leads to a waste of too much time. This is caused by insufficient preparation before class. If each group of students make a blank pattern before class, the teaching effect will be more perfect.