Description of fractional multiplication teaching plan design 1
1. Pay attention to students' practical operation.
Hands-on practice is one of the main ways for students to learn mathematics, which can deepen their understanding of abstract mathematics knowledge. In this design, teachers provide students with sufficient hands-on opportunities. Students can further understand the meaning of multiplying a fraction by an integer through divisible points, calculation and other activities, and at the same time further understand the truth that when a fraction is multiplied by an integer, the numerator and the integer are multiplied, and the denominator remains unchanged.
2. Realize the individuation of mathematics learning.
This design fully taps students' potential, leaves enough time and space for students, allows students to contact with existing knowledge and experience, and independently explores calculation methods, which greatly exerts students' subjectivity and initiative in learning. Students have produced a variety of algorithms in independent inquiry, so that students can sum up the optimal calculation method of "subtracting points first and then calculating is relatively simple" through trying, feeling, experiencing and exploring. Students construct knowledge independently, which fully embodies the concept that "different people learn different mathematics".
Preparation before class
Teachers prepare PPT courseware
Students prepare colored paper clips and artistic rectangular strips of paper.
teaching process
Significance and calculation method of 1 class score multiplied by integer
Check the introduction and ask questions.
1. Change 8+8+8+8 to multiplication formula. (8×5)
2. Replace 0.5+0.5+0.5 with the multiplication formula. (0.5×3)
3. Column calculation.
How much is (1) five 12? ( 12×5)
(2) What is 12 1.5? ( 1.5× 12)
Ask questions.
Teacher: How much is three? Can it be expressed by the formula ×3? Today, we will learn fractional multiplication together.
(Title on the blackboard: Significance and Calculation Method of Fraction Multiplying Integer)
Design intention: By reviewing integer multiplication and decimal multiplication, the problem of decimal multiplication is introduced, which not only naturally transitions to the next link, but also stimulates students' desire to explore new knowledge.
⊙ Cooperation and exchange, exploring new knowledge
1. Explore the meaning of fractional multiplication by integer, and initially perceive the calculation method of fractional multiplication by integer.
Courseware presentation: 1
Start the whole note, three
What percentage of the whole note?
(1) Guide students to analyze problems.
What method are you going to solve this problem? How to get the final calculation result?
(2) Group discussion and communication.
(3) report to the class.
preinstall
① Graphic calculation.
Take a rectangular piece of paper as the unit "1", and divide it into five parts on average, one of which is one.
Yes, three copies is three copies, as follows:
Three are.
② addition calculation.
I want three
A fraction of the whole note is the sum of three additions.
Formula:++=.
③ Multiplication.
By trying to calculate, it is found that the result is the same as other algorithms, which shows that the addition of several identical fractions can also be calculated by multiplication.
×3=++===
(In the process of students' report, teachers ask questions in time to guide students to fully express the calculation process. )
Teacher: The students are really amazing! This is the new knowledge we are going to learn today-fractional multiplication by integer.
Fractional multiplication teaching plan 2 Teaching hours of this topic: 1 This teaching time is 1 teaching time, and the preparation date is1September 7.
Teaching objectives
Further master the problem-solving methods of general application problems of fractional data; Only by further mastering the quantitative relationship and problem-solving ideas of fractional multiplication application questions can we correctly answer fractional multiplication application questions.
Emphasis and difficulty in teaching
Only by further mastering the quantitative relationship and problem-solving ideas of fractional multiplication application questions can we correctly answer fractional multiplication application questions.
Teaching preparation
Teaching process design
course content
Teacher-student activities
comment
First, uncover the topic.
Second, basic contact.
Third, practice together
Fourth, class summary.
Verb (short for verb) homework
In this lesson, we review the application of fractional multiplication. By reviewing, we can further master the quantitative relationship and problem-solving ideas of fractional multiplication application problems, and we can correctly answer fractional multiplication application problems.
1. Question: What is the key to solving the application problem of fractions?
2. Find the unit 1 according to the conditions and talk about the quantitative relationship.
(See the slide courseware of the topic)
3. Solve application problems
Example 1. The road from A to B is180km long. A car has been driving all the way. How many kilometers has it traveled?
Q: What do you think of this problem? Why use multiplication?
1, contrast exercise
Please review question 9.
Q: What are the similarities and differences between these two questions?
What are the similarities between the solutions?
2. Do the review questions 10.
Let the students say what they think.
Follow-up: What is the first step? Which quantity is regarded as the unit of 1? What is the second step? What is the unit 1?
3. Do the review questions 1 1.
4. Do the review questions 12.
Discussion: Is there any way to know which car is closer to the midpoint?
What did you review in this class? What is the key to solve the application problem of fractional multiplication? What is the basic quantitative relationship? How to solve the application problem of continuous fractional multiplication of a number?
Review questions 7 and 8.
Feeling after class
Let students learn to think, and when they have difficulties, they can use line graphs to help them understand.
The teaching date is September 23rd.
Fractional multiplication teaching plan 3 1. Carding knowledge
1. How to calculate fractional multiplication
2. What is the reciprocal? How to find the reciprocal of a number?
3. Give an example to illustrate what practical problems you can solve by fractional multiplication.
Second, basic exercises
1. Write the quantitative relationship of the following questions.
(1) Green flowers are yellow.
(2) There are more yellow flowers than green ones.
(3) coats are sold at a reduced price.
(4) The actual output is higher than planned.
calculate
2 1×= ×26= ×= × 15×=
3. Calculate the following questions, and then observe each group of questions and results. What did you find?
4.× 16 ○ 16× 13 ○× 13 ×○ ×○×
5.M = () cm ton = () kg W W W X K B 1 C O M。
Hours = () square meters = () square decimeter
6.×( )=( )×0.5=( )×6=( )×= 1
Third, application exercises
1.( 1) There are 50 yellow flowers, and red flowers are yellow flowers. How many red flowers are there?
(2) There are 50 yellow flowers. There are more red flowers than yellow flowers. How much more red flowers than yellow flowers?
(3) There are 50 yellow flowers, with more red flowers than yellow flowers. How many red flowers are there?
2.( 1) There are tons of coal in the canteen, and there is a part left after use. How many tons are left?
(2) There are tons of coal in the canteen, and tons will be used at most. How many tons are left?
There are tons of coal in the canteen. Use it. How many tons are left?
There are tons of coal in the canteen. Use it. How many points are left?
3. A truck consumes oil 1 km. According to this calculation, how many liters of oil is consumed per kilometer? What about 50 kilometers?
A sweater was originally sold in 56 yuan, but now it is sold less. How much is the price reduction? What's the current price?
There are five people in Xiaojun's family. Everyone drinks a bottle 1 liter of milk in the morning. How many liters did a * * * drink? Every liter of milk contains about 20 grams of calcium. How many grams is a bottle of milk?
6. There are 48 students in Class One of Grade Six, Class Two is Class One, Class Three is Class Two. How many students are there in Class Three of Grade Six?
Fractional multiplication teaching plan 4 I. Teaching objectives:
1, knowledge objective: Continue to learn the calculation method of multiplying an integer by a fraction, so that students can calculate the fraction of an integer and skillfully and accurately calculate the results of multiplying an integer by different fractions.
2. Ability goal: Explore relevant mathematical information according to the needs of solving problems and develop the initial ability of fractional multiplication.
3. Emotional goal: let students feel the close connection between fractional multiplication and life, and cultivate a good interest in learning mathematics.
Second, the key difficulties:
Students can skillfully calculate the results of multiplying integers by different fractions.
Third, teaching methods:
Teachers and students are the same in induction and reasoning.
Fourth, teaching preparation:
Teaching reference books and textbooks.
Verb (abbreviation of verb) teaching process;
(1) Review the import.
The teacher shows the teaching blackboard and asks the students to calculate the following fractional addition and subtraction problems.
1, Teacher: Go back and forth to inspect the students' problem-solving situation, and ask the students to talk about the meaning of each formula.
2. After the search, the students raised their hands to answer questions.
3. The teacher asked the students to answer the questions, paid attention to correcting the students' mistakes and praised the students who answered the questions.
(2) Classroom exercises.
Students do the problem 1, and the teacher pays attention to let the students compare the height of the door and Xiaoming, and pay attention to the conversion of length units.
Students do the second question, and the teacher pays attention to reminding students to divide them into the simplest scores in time. Talk to each other at the same table about the mathematical meaning of each formula.
The students do the third question, and the teacher examines the students' problem-solving situation and helps the students in trouble in time.
When the students do question 4, the teacher pays attention to let the students distinguish the minimum and maximum range, and asks the students to tell their own answers.
(3) class summary.
Students, what knowledge have you learned in this class? (Ask students to answer)
Blackboard design:
Fractional multiplication
480180kg180 =150kg
Fractional multiplication teaching plan 5 teaching content: the first volume of the sixth grade mathematics textbook of the People's Education Press, pages 2 ~ 3, example 1, example 2 and related exercises.
Teaching objectives:
1. Create a situation in connection with students' real life, and guide students to explore and understand the meaning of multiplying scores by integers through observation, discussion, comparison and verification; Multiplying a number by a fraction means finding "what is the fraction of this number".
2. Let students cooperate and communicate on the basis of independent exploration, so as to sum up the calculation method of multiplying fractions by integers and calculate them correctly.
3. Be able to use what you have learned to solve simple problems in life and further cultivate students' analytical reasoning ability.
Teaching emphasis: master the calculation method of fractional multiplication by integer.
Teaching difficulties: understand the meaning of multiplying a fraction by an integer and a number by a fraction.
Teaching preparation: courseware.
Teaching process:
First, create situations and explore new knowledge.
(A) explore the significance of fractional multiplication by integer
1. Teaching examples 1 (courseware shows scene diagram)
Teacher: Look carefully. What mathematical information can you get from the picture? This is "
"What do you mean? Can you use what you have learned to solve this problem? (Students think independently)
Teacher: Think about it, can you verify your calculation results in another way?
2. Communicate in groups and report the results
3. Comparative analysis
Teacher: Let's compare the methods of (1) and (2) first. what do you think? Default value:
Health 1: everyone eats one, and three people add up to three.
Student 2: 3 can also be added by multiplication, as shown below.
Question: 3
Can the sum of addition be calculated by multiplication? Why?
Default: Multiplication is a simple calculation to find the sum of several identical addends, except that the same addend here is a fraction.
The introduction says: the meaning of fractional multiplication by integer is the same as that of integer multiplication. (blackboard writing)
Teacher: Let's compare methods (2) and (3) again. Is this ok? Why?
Guide said: both expressions can mean "found three"
What's the total? "
Teacher: Let's look at the fourth method here. Can you understand its meaning? Communicate your ideas with your deskmate by combining graphics.
4. Summary
Through the study just now, we know that these three formulas solve the same problem. And know that the meaning of decimal multiplication by integer is the same as that of integer multiplication. Next, let's look at the connection and difference of their calculation methods.
The design is intended to present life scenes and guide students to observe and think "How much did a * * * eat?" Let students quickly enter the learning state. On the basis of original knowledge and experience, through independent thinking, independent calculation and verification, group communication and other links, students are encouraged to boldly put forward personalized methods, taking into account different levels of learning status. Through the comparative analysis of old and new knowledge, guide students to draw conclusions independently and deepen their understanding of the meaning of fractional multiplication by integer.
(B) the calculation method of fractional multiplication by integer
1. Introduction and comparison of different methods
Teacher: The method (4) just now describes the process of getting the calculation result in language and reviews it with your own problem-solving method.
How to express the calculation process? Default value:
Health 1: addition calculation.
Teacher: By comparison, are the results of these two methods the same? What are their similarities? (Denominators are all 9) What is the difference? (Tick the box according to the students' answers) What are the 2+2+2 and 2×3 here? Default: How much?
2. Inductive algorithm
Teacher: Which method do you think is simpler? So how is this method calculated?
Introduction: Take the product of multiplication of numerator and integer as numerator, and the denominator remains unchanged. (blackboard writing)
3. The teaching of appointment before calculation
Teacher: I saw a classmate doing this calculation just now. How is it different from the second algorithm here?
Premise: one algorithm is to calculate first and then subtract points, and the other algorithm is to subtract points and then calculate.
Teacher: By comparison, which method do you think is simpler? Why?
Summary: The method of "divide first and then calculate" makes the number involved in the calculation smaller than the original one, which is convenient for calculation. But pay attention to the format, the approximate number and the original number are aligned up and down.
Through comparison, the design intention makes clear the direction of independent exploration, which makes the perception of the algorithm rise to understanding. In the teaching process, consciously give students enough time to think and give full play to their subjectivity. "Why does the denominator remain unchanged, and only the numerator is used to multiply with the integer" is a difficult point in teaching. Through repeated questions, properly guide the transformation and promote students' understanding. For the teaching of this method, make full use of classroom-generated resources, guide students to experience the process of observation and thinking, and let students "know why" and "know why".
Second, consolidate practice and strengthen new knowledge.
1. Example 1 "Do it" question 1
Teacher: Tell me about your thinking process.
2. Example 1 "Doing" Question 2
Teacher: What should I pay attention to when calculating? (strengthen the algorithm, highlighting the reducible ` to subtract points first, and then calculate. )
Third, explore the meaning of multiplying a number by a fraction.
Teaching Example 2 (Courseware to Show Scenes)
(1) Teacher: According to the information provided, what questions can you ask? How to calculate? Tell me what you think.
Default1:How many liters are there in 3 barrels * * *? Is to find the sum of three12 l.
Premise 2: It can also be said that what is the three times of 12 L?
Premise 3: unit quantity × quantity = total quantity, so 12×3=36(L).
(2) Teacher: Let's look at this question again. Can you list the formulas? (Students think independently and form independently. )
Communication: According to what formula? Lead the thinking process and write it on the blackboard: "Seeking half of 12 L is seeking12 L."
how much is it? "
(3) Show the second question and practice by yourself. The leader said, "12×"
Indicates that 12 L was found.
how much is it? "Here, 12 L is regarded as the unit" 1 ".
(4) Teacher: According to the number of units × quantity = total quantity, can similar problems be raised and solved? (Students practice communication. )
Summary: According to the relationship between unit quantity × quantity = total quantity, we can draw the conclusion that a number multiplied by a fraction is the fraction of this number.
Fourth, classroom exercises to deepen understanding
1. For example, 2 "Do it". A bag of flour weighs 3 kilograms. I've eaten.
How many kilograms did you eat?
Teacher: Can you tell me the meaning of this formula? "For three kilograms.
how much is it? "
2. Compare these two meanings
Show: How much a bag of bread weighs.
Kilogram. How much do three bags weigh?
Teacher: List the formulas and compare them with the last one. What's the difference between these two formulas?
The default value is 1: one is a fraction multiplied by an integer, and the other is an integer multiplied by a fraction.
Premise 2: They have the same meaning, but different meanings.
The introduction says: the meaning of fractional multiplication of integers is the same as that of integer multiplication, and they are both simple operations to find the sum of several identical addends (or how many times a number is). Multiplying a number by a fraction means finding a fraction of this number.
Teacher: So, are they the same? (Calculation method and results)
The purpose of the design is to review the old knowledge, understand the meaning of multiplying a number by a fraction, and list the corresponding multiplication formulas according to the quantitative relationship between unit quantity × quantity = total quantity. On this basis, students are mainly required to say what is the basis for solving the last two problems. Through practice and communication, we can deepen students' perceptual knowledge and enrich inductive materials, and finally deduce the significance of this fractional multiplication. Comparatively speaking, teaching material resources have been fully tapped. Through the analysis and comparison of two different formulas, the similarities and differences between the two formulas are abstracted, so as to deepen students' understanding of the significance of fractional multiplication.
Five, combined with the actual, flexible use
1. formula
Can be listed as x, indicating; Or express delivery;
It can also be listed as x, which means.
Teacher: Choose a formula to calculate. Think about it. What should I pay attention to when calculating?
Comparative exercise
(1) A pile of coal has 5 tons, all of which have been used.
How many tons were used?
(2) A pile of coal has
Tons, how many tons are there in five piles of this coal?
Can you write a similar problem and solve it?
Expand your practice.
1 koalas eat it once a day or so.
Kilogram eucalyptus leaves. 10 How many kilograms of eucalyptus leaves does koala eat a week?
The design of design intention exercise is closely related to the difficulties in teaching. At the same time, the arrangement of exercises reflects the hierarchy from easy to difficult. The selected materials are closely related to students' real life and have certain interest.
Sixth, class summary, expansion and extension.
1. What did you learn from this course? I see. What can you tell me about the calculation method of multiplying fractions by integers?
2. Who will use a formula containing letters to express the calculation method of fractional multiplication by integer?
The design intention is to strengthen the understanding of the learned knowledge through review. Students are required to use formulas containing letters to express calculation methods, which well cultivates their symbolic expression ability.
Fractional multiplication teaching plan 6 teaching content:
Exercise 1
Teaching objectives:
1. Ability goal: Explore relevant mathematical information according to the needs of solving problems and develop the initial ability of fractional multiplication.
2. Knowledge goal: Review the calculation methods of multiplying a score by an integer and a score by a score, so that students can skillfully and accurately calculate the results of multiplying a score by an integer and a score by another score.
3. Emotional goal: let students feel the close connection between fractional multiplication and life, and cultivate a good interest in learning mathematics.
Key points and difficulties:
Students can skillfully calculate the results of multiplying scores by scores and multiplying scores by integers.
Teaching methods:
Teachers and students are the same in induction and reasoning.
Teaching preparation:
Teaching reference books and textbooks
Teaching process:
First, check the import.
The teacher shows the teaching blackboard and asks the students to calculate the following fractional multiplication problems.
Teacher: Go back and forth to patrol the students' questions and ask them how to calculate. What's the difference between these fractional multiplication operations?
After the search, the students raised their hands to answer the questions.
The teacher asked the students to answer the questions. (Fraction multiplied by fraction, numerator multiplied by numerator, denominator multiplied, can be divided into preferential points. Fraction multiplied by integer, integer multiplied by numerator, denominator unchanged. )
Second, classroom exercises
Do the eighth question, let the students understand the meaning of discount in shopping malls, and find out what the scores of an integer are. Such as: =?
Students do the ninth question, pay attention to let students multiply the scores by integers, and find out how many pears, apples and bananas each account for the total number of fruits.
Students do the question 10, and ask them to calculate what fraction of the score is. Pay attention to remind students to make an appointment in time.
Students do the problem 1 1, let them calculate the number of fractional multiplication first, and then learn to compare fractions.
Students do 12, and the teacher pays attention to let the students observe the statistical chart to find out how much 20xx years are more than 20xx years.
Ask the students to do the problem 13, let them use the knowledge of integer times the score to solve the life problems about the score, and pay attention to remind the students to know the length unit.
Students do the problem 14, and the teacher pays attention to let students use fractional multiplication to solve practical problems in life.
Third, the class summary
Students, what knowledge have you learned in this class? (Ask students to answer)
Blackboard design:
Exercise 2
15 10(m) 15- 10 = 5(m)
Fractional multiplication teaching plan 7 teaching content:
Fractional multiplication
Teaching objectives:
1. Ability goal: Explore relevant mathematical information according to the needs of solving problems and develop the initial ability of fractional multiplication.
2. Knowledge goal: By learning the calculation method of score multiplication, students can skillfully and accurately calculate the result of multiplying one score by another.
3. Emotional goal: let students feel the close connection between fractional multiplication and life, and cultivate a good interest in learning mathematics.
Key points and difficulties:
Students can skillfully calculate the result of multiplying scores by scores.
Teaching methods:
Teachers and students are the same in induction and reasoning.
Teaching preparation:
Teaching reference books and textbooks
Teaching process:
First, check the import.
The teacher shows the teaching blackboard and asks the students to calculate the following fractional multiplication problems.
Teacher: Go back and forth to patrol the students' questions and ask them how to calculate.
After the search, the students raised their hands to answer questions.
The teacher asked the students to answer the questions. (Fraction multiplied by fraction, numerator multiplied by numerator, denominator multiplied, can be divided into preferential points. )
Second, classroom exercises
Students do the first question with some discounts and some erasures. Ask the students to verify the arithmetic of multiplying the score by the score again by origami, and pay attention to let the students know what the score is.
Students do the second question, pay attention to let students experience the relationship between the product of score multiplication and each multiplier.
Students do the third question, so that students can understand the relationship between the score and the total 1.
Students do the fourth question and let them learn how to compare the sum of 1.
When the students do the fifth question, what is the score that the teacher pays attention to?
Students do the sixth question and ask them to pay attention to the scores of different standards. A small part of the whole.
Students do the seventh question, and the teacher pays attention to let students solve practical problems in life by fractional multiplication.
Question 8: According to the knowledge of fractional multiplication, students can tell whether it is fair for Tang Priest to divide watermelons.
Third, the class summary
Students, what knowledge have you learned in this class? (Ask students to answer)
Blackboard design:
Fractional multiplication
It belongs to the whole playground 1, and it belongs to the whole playground 1.
Arithmetic of fractional multiplication: numerator multiplication, denominator multiplication, divisible divisor.
Fractional multiplication teaching plan 8 teaching objectives:
1, so that students can master the quantitative relationship of fractional multiplication application problems, learn to apply the meaning of multiplying a number by a fraction, and solve the one-step application problems of fractional multiplication.
2. Cultivate students' analytical ability and develop their thinking.
Teaching focus:
Understand the relationship between the unit 1 in the question and the question.
Teaching difficulties:
Grasp the key of knowledge and correctly and flexibly judge the unit 1.
Teaching aid preparation:
Multimedia courseware.
Teaching process:
First, review the introduction (stimulate interest, introduce the foreshadowing)
1, column calculation.
How much is (1)20?
(2) What is 6?
Second, independent inquiry (independent study and discussion)
1, teaching example 1.
Example 1: The school bought 100 Jin of Chinese cabbage, and after eating it, how many Jin did you eat?
(1) Read the questions by name and state the conditions and questions.
(2) Instruct students to draw a line segment diagram and mark the conditions and problems in the topic on the line segment diagram.
Draw a line segment first, which means 100 Jin of Chinese cabbage.
Yes, who did you eat? (100 kg of Chinese cabbage) What does it mean to divide 100 kg of Chinese cabbage into 5 portions on average and eat 4 portions?
The teacher said and drew the following picture.
(3) Analyze the quantitative relationship to inspire problem-solving thinking.
A. Please look at the picture carefully and think carefully. How much did you eat?
B. Group discussion and communication: According to 100 kg, which quantity should be regarded as the unit of 1? Why? what do you think?
(4) Formula calculation.
A. students fully describe the problem-solving ideas.
B. Students make calculations, and teachers write on the blackboard: (kg)
C. write the answer. The teacher wrote on the blackboard: A: I ate 80 kilograms.
(5) Summarize ideas.
According to the above analysis, let the students discuss the order of solving the problem: how much (known) is who ate the product.
(6) feedback exercises. (Page 14) Question 1-3, which will be revised after completion. Tell me what you think.
2, reading textbooks: carefully read the thinking process and line drawings, do not know how to ask questions.
Third, expansion summary (application expansion, inventory harvest)
1, judge who should be regarded as the unit 1 for the two quantities in each group below.
(1) B is a, and a is B.
(2) A is B, and B is twice as much as A. ..
2. Exercise 4, 1 and 2, complete in the exercise book, and then modify.
3. Operation: Draw a line drawing with twice the number of people in the sports group as in the art group, fill in the conditions and questions and answer them yourself.