Mastering the method of converting false scores into scores can correctly convert false scores into integers or scores.

Emphasis and difficulty in teaching

Learn to focus on how to turn fake fractions into integers or fractions.

Learning difficulties master the method of turning fake scores into integers or fractions.

teaching tool

Ppt courseware

teaching process

First, review the introduction. (6 minutes)

1. Determine which of the following numbers are true scores and which are false scores.

1/7 3/2 4/9 12/47

According to the classification of students, the teacher showed the false scores to the students for observation.

2. Observe the false scores above. According to whether the numerator is divisible by the denominator, how many categories can the false scores be divided into? Write it on the blackboard according to the student's report.

3. Reveal the topic: In this lesson, let's learn to turn fake scores into integers or fractions. Writing on the blackboard: true points and false points (2).

Second, explore new knowledge. 15 minutes)

Teaching example 3.

1. Turn 3/3 8/4 into an integer.

(1) The courseware draws a circular diagram of Example 3 (1). Question: How to express scores separately?

(2) Discussion: How to convert 3/3 and 8/4 into integers?

2. Turn 7/3 and 6/5 into fractions.

(1) Question: The numerators of 7/3 and 6/5 are not multiples of the denominator. How to change this situation?

(2) exchange discussion methods.

(3) Students try to translate it into scores in exercise books.

3. Summary: the method of turning false scores into integers or fractions.

learning plan

1. Classify according to the meaning of true score and false score, and report and communicate.

2. Classification of exchange false scores.

3. Make clear the learning content of this lesson.

1.( 1) Look at the courseware and answer with 3/3 and 8/4.

(2) Talk at the same table after discussion: ① According to the relationship between score and division, 3/3 =3? 3= 1, ② According to the meaning that the score is 1, it can be considered that there are three 1/3 in 3.

2.( 1) Think about the teacher's problem.

(2) Communication after discussion: ① 7/3 is a number composed of 6/3 and 1/3, which is equal to 2 1/3. ② You can also use 7? 3=2 1, quotient 2 is the integer part with fraction, and remainder 1 is the numerator of fraction, and the denominator remains unchanged.

(3) Students practice independently and revise collectively.

Teachers and students have the same summary.

Third, consolidate practice. (14 minutes)

1. After reading page 54 of the textbook? Do it. Question 2.

2. Complete question 4 on page 55 and question 6 on page 56 of the textbook.

Fourth, class summary. (5 minutes)

1. Through the study of this lesson, everyone learned how to turn false scores into integers or fractions. I hope students can apply what they have learned and experience the fun of learning mathematics.

2. Arrange the learning content after class.

Summary after class

The teaching focus of this lesson is to let students master the method of turning false fractions into integers or using fractions. Teaching mainly adopts methods and concepts to help students master methods. From the relationship between fraction and division, the method of transforming false fraction into integer or with fraction can be derived, and the result of transforming false fraction into integer or with fraction can be explained according to the meaning of fraction, which can be explained by combining directed graph. When teaching, let students explore communication and feel the diversity of methods. In the process of communication, students optimize their thinking and teachers do it. Make the finishing point? The type of guidance.

homework

1. Write the following score.

Eight and three sevenths

Writing: _ _ _ _ _ _ _ _ _

Fifteen and one sixth

Writing: _ _ _ _ _ _ _ _ _

Twenty-three and three quarters

Writing: _ _ _ _ _ _ _ _ _

1. Read the band score below.

3 1/8 is pronounced: _ _ _ _ _ _ _ _

70 3/57 Pronunciation: _ _ _ _ _ _ _

Announced on April 2, 79: _ _ _ _ _ _ _

2. Write down the following scores.

Eight and three sevenths

Writing: _ _ _ _ _ _ _ _ _

Fifteen and one sixth

Writing: _ _ _ _ _ _ _ _ _

Twenty-three and three quarters

Writing: _ _ _ _ _ _ _ _ _

Answer: 8 15 23

3. Fill it in.

( 1)23? 9= ( )/( )

(2)6= 12/( ) =( )/3 = ( )/5 = 24/( )

(3)3 1/2 is pronounced as (), its decimal unit is (), and it has such a decimal unit as ().

4. To make the same part, Master Zhang will make 17 pieces in 2 hours and 20 pieces in 3 hours. Who can do it faster? (Compare with the score again)

Master Zhang does it quickly.

Write on the blackboard.

True Score and False Score (2)

Method of converting false fraction into integer or with fraction:

Divide the numerator by the denominator,

When the numerator is a multiple of the denominator,

Can be turned into an integer, and the quotient is this integer;

When the numerator is not a multiple of the denominator, it can be divided into fractions.

The quotient is an integer part with a fraction, the remainder is the numerator of the fraction part, and the denominator remains unchanged.

True Score and False Score Teaching Plan (2) Teaching Objectives

1, students understand the meaning of true points and false points and can correctly distinguish true points from false points.

2. Cultivate students' observation ability, comparison ability and abstract generalization ability.

3. Feel the beauty of mathematical graphics, feel the value of mathematics, and infiltrate the mathematical thinking method of set transformation.

Emphasis and difficulty in teaching

Teaching emphases and difficulties: 1. Understand the concepts and characteristics of true points and false points. 2. Understand the practical significance of false scores.

teaching process

First, check the import.

Think about it, what knowledge have we learned in recent classes?

1, what is a score? What do the numerator, denominator and fractional line of a fraction mean?

What do you mean by 2, 2/3, 6/7?

3. Name the decimal units of 5/6, 3/4 and 7/8, and how many such decimal units they have.

4. What is a score? What do the numerator, denominator and fractional line of a fraction mean?

Put the unit? 1? Divide into several parts on average, and the number representing this part or parts is called the score.

The numerator of a fraction represents the dividend, the denominator represents the divisor and the fractional line represents the divisor.

What do you mean by 5, 2/3 and 6/7?

2/3 means put the unit? 1? Divide it into three parts on average, and take two of them, which is 2/3 in terms of score.

6/7 means put the unit? 1? Divide it into seven parts on average, and take six of them, which is 6/7 in terms of score.

6. Name the fractional units of 5/6, 3/4 and 7/8, and how many such fractional units are there.

Second, explore new knowledge.

1, know the real score.

(1) courseware example 1 orthographic drawing,

Observe the fractions shown in the figure below and compare the size of the numerator and denominator in each fraction.

(2) The numerator and denominator of the three fractions in the comparative example 1. What characteristics do you find in these three scores? The numerator of1/3,3/4,5/6 is smaller than the denominator. Blackboard writing: numerator is less than denominator

(3) Think directly: Are these scores greater than 1 or less than 1? Why? Blackboard: less than 1

Summary: Scores like 1/3, 3/4 and 5/6 are all called true scores.

Question: Who will summarize what kind of score is true? What are the characteristics of true scores?

Fractions with numerator less than denominator are called true fractions. The true score is less than 1.

(blackboard writing: the fraction with numerator less than denominator is called true fraction. The true score is less than 1. )

(4) Let the students say some real scores.

2. Know the false score.

(1) courseware gives an intuitive view of Example 2,

Observe the scores represented by each group of charts below and compare the size of the numerator and denominator in each score.

(2) What do you find by comparing the numerator and denominator of these fractions? Blackboard writing: numerator equals denominator, numerator is greater than denominator.

(3) Think directly: Are these scores greater than 1 or less than 1? Why? (3/3= 1, 8/4 and 1/5 are both greater than 1) blackboard writing: equal to 1 and greater than1.

(4) Scores such as 3/3, 8/4, 1 1/5 are all false scores. Who can say what kind of score is a fake score? Blackboard writing: false scores

(5) What are the characteristics of false scores? Is there such a score? For example.

Fractions with numerator greater than denominator or numerator equal to denominator are called false fractions. False score is greater than or equal to 1.

Such as: 5/3, 6/2, 13/2, 15/4. ......

3. Activity: Ask the students to tell some true scores and false scores. (Talking to each other at the same table)

4. Exercise: Name all true fractions with denominator of 6. Name all the false fractions whose numerator is 6. Say that some molecules are true fractions of 6. Say some false fractions with a denominator of 6.

5. Hands-on operation: Use the round paper in your hand to represent a true score and a false score.

6. Summary: Fractions with numerator less than denominator are called true fractions. The true score is less than 1.

Fractions with numerator greater than denominator or numerator equal to denominator are called false fractions. False score is greater than or equal to 1.

Third, consolidate and improve.

1, do it:

(1), which of the following scores are true and which are false?

(2) Use points on a straight line to express the scores in the above questions.

2, thinking training, practice:

Write down the scores represented in the figure below and explain the reasons.

Which of the following scores are true and which are false? Why?

3. Judges:

Fractions with numerator less than denominator are called true fractions. ( )

(2) Fractions with numerator greater than denominator are called false fractions. () ③ Fractions with numerator not less than denominator are false fractions. ( )

Fourth, class summary.

What knowledge have you gained through the study of this lesson? What are the new understandings of fractions?