(A) the generation of scores

In ancient times, knot counting was used, and the area of land was measured with calculation. From the emergence of numbers to the present, the development of mathematics stems from the needs of social progress, and the appearance of scores stems from the satisfaction of "deficiency" in life, which is the expression of things with "1" as the unit, after natural numbers.

When averaging and measuring, we often can't get integer results, so scores are produced. As the mother of decimals and percentages, fractions can be divided into true fractions and false fractions, and false fractions can be divided into integers and fractions. Integer is a special fraction, which is very complicated.

(B) Mathematics curriculum standards for students' requirements

The requirements of Mathematics Curriculum Standard for Full-time Compulsory Education (20 1 1 version) for fifth-grade students are as follows: students can master the knowledge points of scores and understand the meaning of scores; Learn to think and further understand the information contained in data, analyze the meaning contained in a score and develop the concept of data analysis; I try to find and put forward simple score problems from my daily life and use the knowledge of scores to solve them. Willing to know the information related to scores in social life and actively participate in learning activities related to scores.

(C) the significance of the role of scores

"The Meaning of Fractions" is a lesson connecting the past and the future. Before that, students have already known the score through "understanding the score" and can write and read the score. Since then, students have linked the specific operation of learning scores with real life and solved practical problems. The score is an abstract number, and the meaning of the score is to explain why the score is a score and turn the score from abstract to concrete. In the whole primary school stage, it is a number expressed by pupils in another form except integer.

Second, the scores in the textbook.

(A) reflected in different teaching materials under the same standard

Six different editions (People's Education Edition, Qingdao Edition, Zhejiang Edition, Jiangsu Edition, and Beijing Normal University Edition, the first volume of the fifth grade) arranged a "preliminary understanding of scores" in the third and fourth grades, laying the foundation for the "meaning of scores" in the fifth and sixth grades.

(2) Key knowledge points

Three key knowledge points in the sense of score: 1 and unit "1"; 2. The meaning of the score; 3. Fractional units. In order to better realize students' understanding of the meaning composition of fractions, we can think about the unit "1", the meaning of fractions and the relationship between units of fractions from different angles.

The (1) unit "1" is different, and the actual quantity contained in the same score is also different. (2) The unit "1" is the same, but the scores are different. (3) The number actually included is the same, but the unit "1" is different, and the score is also different.

Third, the concept of score

As one of the core contents of primary school mathematics, fractions are both difficult to learn and ideological for primary school students. The development experience of children's score concept includes three levels: the score is expressed as two independent natural numbers, the "part-whole" relationship, and the score is expressed as the ratio of two numbers. The development of the concept of score includes several stages: understanding the average score, understanding the unit "1" and understanding that the score is a number.