Teaching content: page 14- 15 of the first volume of sixth grade mathematics. Example 9, Doing, Exercise 3, Questions 4, 5, 6 and 7. Teaching objectives

1, master the quantitative relationship of the application problem to find the difference (sum) between a number and its score, and answer correctly.

2. Through analysis and comparison, cultivate students' ability to think and ask questions.

3. Cultivate students' good habit of examining questions.

Teaching emphasis and difficulty: Through analysis and comparison, problems can be solved correctly and skillfully.

Teaching methods: independent exploration, cooperation and exchange.

teaching process

First, review and consolidate.

1, find the unit "1"

(1) Two-fifths of an expressway has been built. How many points are left?

(2) The actual output is 3/4 of the planned output.

(3) There are 45 sixth-grade students, accounting for the whole school 1/8.

2. Oral answer:

(1) A batch of goods has been shipped (), with 2/7 left?

(2) Boys are less than girls 1/4, and boys are less than girls 1/4.

(3) There are 2/5 more hens than cocks. How many times are hens more than cocks?

3. Introduce new courses

Today we will inherit and solve the problems in life.

Second, explore new knowledge.

(1), 1, Example 9

The number of heartbeats varies with age. Teenagers beat about 75 times a minute, and babies beat more than teenagers. How many times does the baby's heart beat every minute?

Reading and understanding

1. Students' independent reading.

2. Exchange information obtained from the topic. (1) The heartbeat of teenagers is 75 beats per minute. (2) The heartbeat of infants is 4/5 more than that of teenagers. (3) Find the baby's heartbeat per minute. Students fill in the blanks 14 pages. Analysis and solutions

1. Question: Who is the unit "1" in the question?

2. Draw a line diagram for analysis, and combine the students' communication with the teacher's line diagram on the blackboard.

3. Exchange ideas to solve problems

Method 1: First, find out the number of times the baby jumps than the teenager per minute, and then find out the number of times the baby jumps per minute. Method 2: first find out how many times the baby beats per minute as a teenager, and then find out how many times the baby beats per minute.

4. Students try to answer independently, and teachers patrol to help students with difficulties.