The teaching goal of high-quality math teaching plan 1
1. Let students understand the meaning of solution ratio.
2. Make students master the method of solving the ratio and understand the ratio.
Teaching focus
Make students master the method of solving ratio and learn to solve ratio.
Teaching difficulties
Guide the students to rewrite the proportion into the form that the product of two internal terms is equal to the product of two external terms according to the basic properties of proportion, that is, the equation with unknown numbers.
teaching process
First, review preparation
(1) Solve the following simple equation and dictate the process.
2=8×9
(2) What is proportion? What is the basic nature of proportion?
(3) Using the basic nature of proportion, which of the following groups can be judged as two proportions?
6∶ 10 and 9∶ 1520∶5 and 4∶ 15∶ 1 and 6∶2.
(4) According to the basic properties of proportion, rewrite the following proportion into other equations.
3∶8= 15∶40
Second, the new teaching
(1) reveals the significance of solution ratio.
1. Replace any of the above two questions (one can be changed at will), and discuss: If any three items are known, can you find another unknown item in this ratio? Explain why.
2. Student communication
According to the basic properties of proportion, if any three terms in the proportion are known, it can be rewritten as the form that the product of inner terms equals the product of outer terms. By solving the equation we have learned, we can find another unknown term in this ratio.
3. The teacher made it clear that according to the basic nature of the proportion, if any three items in the proportion are known, another unknown item in the proportion can be found. Finding the unknown term in the proportion is called the solution ratio.
(2) Teaching examples 2.
Example 2. The solution ratio is 3∶8 = 15∶ 1
1. Discussion: How to turn this proportional formula into a learned equation with unknowns and find the solution of the unknowns.
2. Organize students to communicate and make it clear.
(1) can be rewritten as: 3=8× 15 according to the basic properties of the ratio.
(2) When rewriting, write the product with unknown terms on the left side of the equal sign, and then solve it according to the method of solving simple equations learned before.
(3) Standardize the process of writing solution ratio on the blackboard.
Solution: 3=8× 15
=40
(3) Teaching Example 3
Example 3. Solution ratio
1. Organize students to answer independently.
2. Student report
3. Exercise: Understand the following proportions.
=∶=∶
Third, the class summarizes.
In this lesson, we learn proportion. Think about it. What is the key to solving the proportion? (according to the basic properties of proportion, the proportion formula is transformed into a simple equation that has been learned), and then the simple equation can be solved.
High-quality mathematics teaching plan for the sixth grade of primary school 2 teaching material analysis
This unit is based on students' knowledge of integer multiplication, the meaning and basic properties of fractions, addition and subtraction of fractions and reduction of fractions. The content of this unit belongs to the basic knowledge and skills of fractions, which can not only solve related practical problems, but also serve as an important basis for studying fractional division, ratio, fractional elementary arithmetic and percentage in the future. Therefore, when teaching this part, students should really understand the meaning of multiplying a number and a fraction, master the calculation method of multiplying a number and a fraction, solve the practical problem of finding the fraction of a number, and lay a good foundation for subsequent study.
Analysis of learning situation
There are 24 students in grade 6 * * *, some of whom have not developed good study habits, and their computing ability needs to be strengthened; Most students are sensitive to new things and like to operate by hand, but their thoughts are not easy to concentrate for a long time; There are 30% students with relatively weak foundation and low interest in mathematics learning.
Teaching objectives
1, so that students can understand the meaning of multiplying fractions by integers and experience the process of exploring the calculation method of multiplying fractions by integers.
2. According to the meaning of fractional multiplication by integer, the calculation rules of fractional multiplication by integer can be correctly deduced and calculated.
3. Cultivate students' ability to solve problems independently by using knowledge, and experience the happiness of success and the value of learning mathematics. Cultivate students' transfer analogy ability and independent exploration spirit.
Teaching emphases and difficulties
Teaching emphasis: let students experience the simple calculation method of multiplying fractions by fractions and fractions by integers (first subtract fractions and then multiply them).
Teaching difficulties: the writing format of fractional multiplication by fractional or fractional multiplication by integer.
Design description of high-quality mathematics teaching plan 3 for sixth grade in primary school
The rotation of graphics is taught on the basis of line segment rotation. In this part of knowledge learning, it is difficult for simple graphics to rotate 90 clockwise or counterclockwise on grid paper. Based on this, the following designs are specially designed in teaching:
1. Feel the rotation of the plane figure in observation and discovery, and pave the way for later study.
By demonstrating the windmill rotation on the big screen, students can find the similarities and differences before and after the triangle rotation and experience the three elements of graphic rotation, which provides a perceptual basis for later exploration and learning, and also improves students' initiative in exploration.
2. Rational use of learning tools to cultivate students' geometric intuitive ability.
How to cultivate students' geometric intuitive ability in the teaching of Graphics and Geometry is a core concept in the new curriculum standard. Pupils' thinking is mainly based on images, and intuitive illustrations are the most important way for them to know and learn mathematics. This design allows students to use the practical operation of learning tools before drawing, and then draw the rotated figure on the grid paper. Let students summarize the method of drawing flags and triangles on square paper through intuitive demonstration, operation and exploration, so that students' thinking image can be organically combined with abstraction, sensibility and rationality.
Preparation before class
Teachers prepare multimedia courseware
Students prepare square paper, several triangular square papers and triangular flags.
teaching process
⊙ connected with life, leading to the rotation of graphics.
1. Talk: Students, have you ever played with windmills? Look, what did the teacher bring? (courseware shows windmills) Under the action of wind, windmills turn. (Courseware demonstrates windmill rotation)
2. Q: What did you find? The windmill rotates counterclockwise around a central point, and each triangle rotates as the windmill rotates. )
Teacher: Last class, we learned to draw rotated line segments. How to draw the rotated triangle, square and other plane figures? In this lesson, we will continue to learn the rotation of graphics. [Blackboard Title: Rotation of Graphics (2)]
Design intention: Starting from students' existing life experience, organically combine mathematics with life problems, so that students can feel that mathematics is around, enhance their interest in learning mathematics, and pave the way for new knowledge learning.
Observe the picture and explore the rotation method of simple graphics.
1. Guide the students to think: What do you find by observing the same triangle while the windmill is rotating?
(The shape and size of the rotated triangle have not changed, but the position has changed; Each vertex and each side of the triangle rotates 90 counterclockwise around the O point; The length of the corresponding line segment has not changed, the size of the corresponding angle has not changed, the position of the point O has not changed, and the distance from the corresponding point to the point O is equal)
2. Question: According to the above findings, do you know how to draw a rotating figure?
Students discuss, explore and report on this painting.
(It can be drawn by line segment rotation. Firstly, determine the rotation center and direction, then find out the key line segment of the original image, rotate the key line segment by the method of line segment rotation and draw the corresponding line segment, and then connect other corresponding line segments according to the position relationship of the rotated line segment. )
Design intention: By observing the process of windmill rotation, we can further understand the meaning of rotation. Guide students to observe and explore the characteristics and properties of graph rotation from the angle of graph to line segment and then to point, so as to prepare for the later teaching of "rotating a graph 90 clockwise or counterclockwise on grid paper".
Draw a graph and experience the process of graph rotation.
1. Please take out the square paper prepared before class (the courseware shows the example on page 30 of the textbook).
(1) Imagine the position of the flag after rotation, and then draw a picture.
(2) Show works and exchange paintings.
Teacher: Who wants to show your work and say how you draw it?
(First find out the position of the flag pole after rotation, then find out the positions of the four vertices of the square according to the position of the flag pole after rotation, and then connect the points.)
preinstall
Method 1: Cut out a small flag from paper or use school tools instead to help you think, put out a small flag that rotates 90 clockwise around point M and draw it.
The second method is to draw a flagpole that rotates 90 clockwise around point M, and then draw a small flag.
(3) Summarize the painting.
Cooperate with courseware to demonstrate and explain the process of national flag rotation.
Methods: ① After rotating 90 in the specified direction, find the position of the key line segment.
② Connect other corresponding line segments according to the positional relationship of the rotated line segments.
2. Drawing the rotated triangle on page 30 of the textbook.
(1) Read it. What are the requirements in the title? How are you going to draw it?
(2) Try to draw a graph of triangle ABC rotating 90 clockwise around point A on the grid paper.
(3) Say, how did you draw it? What is the shape of the whole figure after rotation?
(4) Do it, draw a figure of triangle ABC rotating 90 counterclockwise around point B on the grid paper.
Design intention: Through imagination, operation, presentation and communication, students are given enough time and space to explore, so that students can gradually sum up the method of rotating the graph 90 degrees on the grid paper in operation, communication, presentation and evaluation, so as to have a deep understanding of the rotation movement of the graph, form the corresponding spatial concept and break through the teaching difficulties.
High-quality math teaching plan for the sixth grade of primary school 4 I. Guiding ideology:
The semester is coming to an end, and the teaching activities carried out according to the teaching plan have entered the review stage. If we don't pay attention to scientific attitudes and methods, it will be very boring for students. Therefore, it is very important to arouse students' enthusiasm for review. In order to improve the review efficiency, highlight the top students, pay attention to the students with learning difficulties, improve the middle students, and make targeted review, this review plan is specially formulated.
Second, review content:
People's Education Press, Primary Mathematics, Volume 1 1.
Third, review objectives:
1, so that students can further understand the significance of fractional multiplication and division and master the calculation rules of fractional multiplication and division. Proficient in calculating fractional multiplication and division, able to calculate simple fractional multiplication and division orally. Further understand the reciprocal of cognition, understand the meaning and nature of ratio, skillfully calculate ratio and simplify ratio.
2. Make students skilled in fractional elementary arithmetic and improve the calculation speed. Will apply the learned algorithm to perform simple operations.
3. Enable students to solve relatively easy fractional and percentage application problems, improve their ability to comprehensively apply what they have learned to solve relatively simple practical problems, and flexibly choose arithmetic solutions and equation solutions according to the specific conditions of application problems, so as to improve their problem-solving ability.
4. Make students further understand and master the formula for calculating the circumference and area of a circle, so that they can correctly calculate the circumference and area of a circle and apply the formula to solve common practical problems; In order to further understand the meaning of axis symmetry, we can draw the axis of symmetry.
Fourth, review measures:
1, comprehensively and systematically sort out the knowledge system of the whole textbook, and check for missing parts.
2. Adhere to the people-oriented teaching concept, ensure students' dominant position, organize review activities in various forms such as discussion and cooperative learning, let students participate in the whole review process, consolidate the learning methods they have learned, continuously improve their self-study ability and cultivate the spirit of exploration.
3. Strengthen the vertical and horizontal connection of knowledge, take students as the main body, guide students to review and organize actively, pay attention to strengthen the connection between knowledge on the basis of students' understanding of basic concepts, laws and properties, and systematize the concepts, laws and properties obtained by students. For the confusing content, we should strengthen the comparison, such as looking for comparison, simplifying comparison, etc., so that students can clearly understand their connections and differences.
4. Strengthen the basic training of application problems and the accumulation and application of common quantitative relations, so that students can firmly grasp the steps and basic methods of solving application problems and constantly improve their ability to analyze and solve problems.
5. Strengthen capacity training. While reviewing the basic knowledge of mathematics, we should pay attention to the cultivation of students' various abilities. For example, review the four operations, train regularly on the basis of students' understanding of the operation rules, continuously improve the accuracy of calculation, and cultivate students' ability to use calculation methods reasonably and flexibly. For another example, when reviewing the circumference and area of a circle, students' spatial concepts are developed through various intuitive means, and the skills of measurement and drawing are cultivated.
6. Strengthen feedback and pay attention to teaching according to the village. When reviewing, we should pay attention to the key points, be targeted, strengthen feedback, and adjust the teaching process in time according to the students' learning situation so that students at all levels can develop effectively.
7. Complement design exercises appropriately, strengthen training, further develop their thinking flexibility, and improve their ability to comprehensively apply knowledge to solve practical problems.
8. Do a good job in reviewing and changing jobs, especially for students with learning difficulties. And set up a support group. Work in pairs, one on one. With the help of teachers and students, underachievers will strive for qualification at the end of the term.
9. Speak instead of doing, listen instead of practicing, practice instead of saying, and conduct effective review and inspection in a focused and systematic manner.
10, pay attention to the test. Through unit tests and comprehensive papers, students can master the learning content of this textbook. When testing and marking papers, we should pay attention to stimulating students' sense of competition and mobilizing their enthusiasm for learning.
Verb (abbreviation for verb) review schedule:
1, week 15- 16: straighten out the knowledge points, students review the contents of the book, and conduct unit tests simultaneously to understand the contents that are usually wrong or forgotten.
2. Week 17:
(1) calculation is specially reviewed, especially simple calculation and solution equation.
(2) Score (percentage) The special review of application questions will show the usual wrong questions, let students analyze their mistakes in class, and urge students to master the correct problem-solving ideas. Special review of calculation, especially simple calculation and solution equation.
(3) The special review of circle, because the knowledge of circle-is well mastered, is mainly to let students pay attention to some particularity when using formula calculation.
(4) wide-angle review of statistics and mathematics.
3. Week 18: Simulation test of the whole textbook.
4. Week 19: Check and fill in the problems in the review.
High-quality teaching plan for sixth grade mathematics in primary school 5 1. Teaching objectives
1. Understanding the meaning of solution ratio and mastering the method of solution ratio will help us to understand the solution ratio correctly and solve practical problems according to the proportion of meaning.
2. Learn to apply the significance and basic nature of proportion to solve practical problems.
Second, the teaching focus:
Master the method of solution ratio and learn the solution ratio.
Third, the teaching difficulties:
Apply the significance and basic nature of proportion to solve practical problems in life.
Fourth, teaching presupposition:
(A), self-study feedback
1, what is the solution ratio?
The length-width ratio of our national flag is 3:2. If the length of our national flag is 240 cm, what is the width of our national flag?
(1) Can you answer me? After answering independently, talk to each other at the same table.
(2) Feedback communication
①240÷3×2= 160 (cm)
② Solution: Let the width of our national flag be cm.
240:=3:2
3=240×2
=240×2÷3
= 160
The width of our national flag is 160 cm.
(3) What do you think?
(2) Key points.
1, using proportion to solve practical problems
(1) Do you understand the second scheme?
(2) The simplest integer ratio of the length and width of the national flag can form a ratio with the actual length ratio, so we can set the width of the national flag as cm, establish a ratio of 240:=3:2, and then calculate the value by solving the ratio.
(3) Summary: This method is called solving practical problems in proportion.
2. Dissolution ratio method
(1) How did you achieve the solution ratio of 240:=3:2?
(2) According to the meaning of proportion, first find the ratio of 3:2, then convert the ratio into an equation, and then find the numerical value.
(3) According to the basic property of proportion, "the product of two external terms is equal to the product of two internal terms", the proportion is transformed into an equation, and then the value is obtained.
(4) How can we be sure that this value is correct? (check)
(5) Which solution do you prefer? Why?
(3), consolidate the exercise
1, and solve the following ratio
: 10=:0.4:= 1.2:2=
2. Shrink the triangle on the left to get the triangle on the right, and find the unknown X.. (Unit: cm)
Students finish independently, report and communicate.
Xiaoli has prepared two cups of honey water. The first cup used 25 ml of honey and 200 ml of water. The second cup used 30 ml of honey and 250 ml of water.
(1) Write the volume ratio of honey to water in each cup of honey water to see if it is proportional.
(2) According to the ratio of honey to water in the first cup of honey water, how many milliliters of honey should be added to 300 milliliters of water?
Students answer the first question and write it on the blackboard. Then let the students observe whether it can be proportional.
Analysis: The first question should be said to be relatively simple, and the ratio is 25:200 and 30:250 respectively.
(4), share the harvest, talk about feelings
What did you get from this lesson? Random thoughts in class