Knowledge and skills:

1, let the students know the score initially and understand a score;

2. Know the names of each part of the music score, and read and write the music score correctly;

Process and method:

1, through cooperative learning and communication of thinking, cultivate students' awareness of learning to make progress together with other students;

2. Cultivate students' independent and innovative learning ability through the hands-on process with thinking;

3. Through learning activities, students' observation ability and abstract generalization ability are also cultivated.

Emotions, attitudes and values;

1, the whole teaching process should fully respect students' opinions and ideas, so that students can learn mathematics with passion and imagination;

2. Cultivate students' active learning attitude of being willing to listen and dare to speak through students' exchange learning activities;

3. Through the connection between mathematics and life, let students feel the beauty of mathematics, which comes from the truth of life.

Emphasis and difficulty in teaching

Know the true meaning of a part and how to use it.

teaching process

First, create a scene.

Teacher: Students come to the teacher to write a number 1/2 (look carefully).

Teacher: Do you know this number?

Preset one. Great! You know this number is a fraction! (revealing topic: preliminary understanding of scores)

Premise 2: You are very good! Know so much.

Teacher: Can you read this number?

Health: One-half.

Preset 3 is really capable! Everyone can read this number, and read half of this number. Let's read together.

Teacher: What does this 1/2 mean? Can you use the examples around you to talk about it? Talk to your deskmate.

(Student example)

Teacher: It seems that the students have a general understanding of 1/2.

Second, know what time.

(1) half-understood.

1. Found half a moon cake.

(Show moon cake map)

(1) Teacher: Can you find the 1/2 of this moon cake?

The teacher showed the average score. Q: Is each share the same size here?

Teacher: like this, each share gets the same amount, which is called average score. (blackboard writing: average score)

(2) Teacher: Let's review how we found this moon cake 1/2 just now. Let's think about it first and talk about it together.

(Courseware demonstration process) Divide a moon cake into two parts on average, one of which is half of the moon cake. (blackboard writing)

Teacher: This can be expressed by 1/2. How's this? (The teacher points to the moon cake)

Teacher: Why? what do you think?

To sum up, it seems that we divide a moon cake into two parts on average, each part is half of it, and write 1/2.

2. Find the rectangle 1/2.

Teacher: The students in our class are really capable. They found the 1/2 of the moon cake. Can you find this rectangular 1/2?

Teacher: Who wants to read the topic to everyone? Is that clear? Then let's get started.

Show and feedback students' works.

Seeking common ground while reserving differences: these colored parts have different shapes. Why can everything be represented by 1/2?

Teacher: It doesn't matter if the folding method is different in the same figure, as long as an object is divided into two parts on average, each part is half of it.

(2) Create scores and know how many points:

1. Teacher: I know 1/2. How many do you want to create? Can you finish it?

Activity theme: Do you want to create other scores? Please listen carefully to the activity requirements first.

Activity requirements: each student randomly selects the graphics in the envelope, folds them and colors them to show their scores.

Achievement display: Let the students say the scores of the graphics they created first, and write the scores on the blackboard. Then students will explain how they got the grade and communicate with other students.

2. Show feedback: seek common ground while reserving differences, seek differences from the same, and further understand the nature of scores.

1. Different graphs produce the same score (represented by 1/4).

Unify graphics and create different scores.

(3) Appreciate the scores in life. In fact, there are many scores hidden in life. Let's find it together!

(4) the composition of the score:

Teacher: The score is different from the integer we learned before. It is divided into three parts. Do you know the names of these three parts?

Please teach yourself at the bottom of page 90.

Question 1: What must we do? Are these scores found in our life or created by ourselves? (average score)

Note: It can be seen that the average score is the beginning of a score (blackboard writing score), which is called the score line, which means the average score.

Challenge: So, how should we write a score?

(Write fractional line first, then denominator, and finally numerator)

Third, the practice of crossing obstacles:

1. the first level: critical, judging.

2. The second level: quiz. Fill in the blanks: use scores to represent the shaded parts in the picture.

3. The third level: whimsy.

4. Maneuvering development: find the score in the picture.

Fourth, the class summary:

Recall the learning process of this class with your classmates and talk about your own gains or problems to be solved.

"Preliminary Understanding of Fractions" Teaching Plan (2) Teaching Objectives

1. Guide students to get a preliminary understanding of scores in familiar life cases, intuitive graphic and physical discussion and research, establish a preliminary concept of scores, read and write scores, and clarify the meaning of scores with the help of graphics.

2. Cultivate students' cooperative consciousness, mathematical thinking and language expression ability through group cooperative learning activities.

3, in the hands-on operation, observation and comparison, cultivate students' courage to explore and learn independently, so that they can obtain successful experience in using knowledge to solve problems.

Emphasis and difficulty in teaching

The preliminary construction of the concept of fraction and some points to be understood.

teaching process

First, create a situation, set doubts and stimulate interest, and experience the process of generating scores.

Stimulate interest introduction

Teacher: Xiaoming and Xiaohong met some problems related to mathematics when the students went on an outing. It turns out that they are sharing moon cakes. Can you help them divide it fairly?

Health: The average score is acceptable.

Teacher: How many pieces does everyone have?

Health: 6? 2 =3, each person is divided into 3 pieces.

Teacher: Well, that's very kind of you. Now I take out four pieces and give them to two people. How can we divide it fairly? Student: Still average, 4 points? 2 = 2, each person is divided into 2 pieces.

Teacher: What you said is really complete. Now I'll take out another piece for two students. How do you think I should divide it fairly?

Student: Let's divide the moon cakes into two parts, one half, that is, everyone is divided into half, which is fairer.

Teacher: Oh, yes, what you said is very reasonable. (Teacher demonstrates dividing moon cakes)

Teacher: So, what number can this half square be represented by? Let's meet a new friend today? Scores? . Teacher's blackboard? Scores.

Writing and reading of teaching scores

Teacher: Then how do you express this half moon cake with scores? How did the teacher divide the moon cakes just now?

Student: Average score.

Teacher: How many shares did you get?

Health: Two copies.

Teacher: How much does everyone get?

Health: One of two copies.

Teacher: Yes, that's half. So how do you write half?

Teaching writing scores? Half?

Teacher: Take out your exercise book and write after the teacher: Draw a short horizontal line to indicate the average score. (The teacher said while writing on the blackboard) Divided into two parts on average and written at the bottom of the score line? 2 ? (Teacher writes on the blackboard) Each person is assigned two copies of 1, and they are written on the score line? 1 ? . (Teacher writes on the blackboard)

Teacher: This half means, please read it together.

We divide a moon cake into two parts, one of which is half. Write 1/2. Who can tell us how to divide the mooncakes below? Which score can be used to represent one of them? (Discuss at the same table) Take a student's answer.

Teacher: Oh, it's amazing.

Students, do you know that every part of the grade has a name? Let's meet together! Teacher: Great. Exactly.

6. The teacher brought some figures. Look at the picture below. What should the colored part be? It should be the score, the reason.

Next, judge right or wrong, and judge by what we have just learned.

8. I have a problem. I wonder if the students have the confidence to finish it?

Teacher: OK, please take out the bottom of the square paper and create a score. You can fold this paper in half, a third or a quarter, and so on, and talk to your deskmate. Who will report it? (Life and death teachers patrol)

Teacher: Most students are sitting. I think it's all broken. Who wants to show you your folded one? (refers to students' display)

Health: I'll first fold the corners of the square diagonally, divide the square into four parts, draw 1 part, and the drawn part is a quarter of the square.

Health: I just folded this square edge to edge, divided it into four parts on average, and painted it with 1 part. The colored part is one quarter of this square.

Teacher: Just now, everyone's folding method is different, but why is the colored part a quarter?

Health: The graph is divided into four parts on average, and the colored part is 1.

Teacher: Yes, just divide the square into four parts, and each part is a quarter of it. Health: The color part of the second figure can't be represented by half, because it is divided into four parts on average and should be represented by a quarter.

Teacher: The same figure shows the same score with different folding methods.

X. What knowledge did you learn through this lesson?

summary

Teacher: In today's class, we have got to know each other a little. In the future study, we will continue to approach the music score, understand the music score and explore more mysteries about the music score.