First, the student situation analysis:

There are 54 students in Class * * * in Grade Five (1). Most of them have high enthusiasm for mathematics learning, can acquire knowledge from existing knowledge and experience, and their abstract thinking level has also developed to a certain extent. They have a solid grasp of basic knowledge and a certain ability to learn mathematics. In the classroom, most students can actively participate in the learning process and have some general abilities such as observation, analysis, self-study, expression, operation and cooperation with others. In group cooperation, students communicate and cooperate, but their ability of independent discussion is not high. A considerable number of students have poor basic knowledge, don't listen carefully in class, can't consciously complete their learning tasks, and need teachers to supervise and coach them. This semester, we will focus on the teaching of students with learning difficulties. In teaching, we will create happy situational teaching for all students, stimulate their learning motivation and enter the dynamic of best learning.

Second, a brief analysis of teaching materials:

This textbook arranges the teaching content of seven units. Teach the factors and multiples in the field of number and algebra, the meaning and properties of fractions, and the addition and subtraction of fractions. Teaching graphic transformation, cuboids and cubes in the field of "space and graphics". Teaching mode and compound broken-line statistical chart in the field of statistics and probability. In solving problems with mathematics, on the one hand, the textbook combines the addition and subtraction of fractions, cuboids and cubes, and also arranges the teaching content of "the angle of mathematical light" to experience the diversity of problem-solving strategies and the effectiveness of using optimization methods to solve problems, and feel the charm of mathematics. According to the teaching content of the above three fields, arrange three practical activities to teach some basic mathematical ideas and methods. The textbook also arranges some "do you know" to introduce the background knowledge of mathematics. Arrange some thinking questions as flexible teaching content.

When compiling textbooks, it is considered that the knowledge of senior mathematics teaching is larger than that of middle grade, and students' learning ability and self-awareness are stronger than that of middle grade. The writing style of the textbook has been properly adjusted, and columns and sections such as examples, attempts, exercises, exercises, sorting and exercises have been set up.

Third, the teaching objectives and requirements:

(1) Basic knowledge:

① Understand the meaning and basic properties of fractions, compare the sizes of fractions, turn false fractions into fractions or integers, and transform integers and decimals into each other, and skillfully divide and divide.

Master the concepts of factors and multiples, prime numbers and composite numbers, odd numbers and even numbers, and the characteristics of multiples of 2, 3 and 5; Will find the greatest common factor and the least common multiple of two numbers in 100.

③ Understanding the meaning of the addition and subtraction of fractions, mastering the calculation method of the addition and subtraction of fractions and skillfully calculating simple addition and subtraction of fractions will solve simple practical problems about the addition and subtraction of fractions.

(4) Know the volume and its meaning and unit of measurement, know the conversion between units, and feel the practical significance of volume and unit of volume.

⑤ Explore and master the calculation methods of volume and surface area of cuboids and cubes, and explore some measurement methods of physical volume.

⑥ Can draw an axisymmetric figure on the grid paper and rotate the simple figure by 90 degrees; Appreciate the patterns in life, and flexibly use translation, symmetry and rotation to design patterns on square paper.

⑦ Understand the meaning of patterns through abundant examples, find a set of data patterns, and explain the practical significance of the results; According to specific problems, appropriate statistics can be selected to represent different characteristics of data.

⑧ Understand the composite broken-line statistical chart, and select the appropriate statistical chart to represent the data as needed.

2) Basic skills:

① Experience the process of finding, asking and solving problems in real life, understand the role of mathematics in daily life, and initially form the ability to solve problems by using mathematical knowledge comprehensively.

② Experience the diversity of problem-solving strategies and the effectiveness of using optimized mathematical thinking methods to solve problems, and feel the charm of mathematics. Form the consciousness of discovering mathematics in life, and initially form the ability of observation, analysis and reasoning.

(3) Emotional attitudes and values:

① Let students actively participate in the whole process of acquiring knowledge, let them realize the value of mathematics, let them like mathematics and enjoy the fun of learning mathematics.

(2) form a strong interest in mathematics, establish students' self-esteem and self-confidence, and improve students' ability of mutual cooperation and interpersonal communication.

③ Guide reflection and promote the development of emotional attitude. In teaching, we should pay attention to guiding students to reflect on the learning activities of the day, timely educate students to actively participate in learning activities, seek truth from facts in learning, and strengthen students' good learning attitude in a positive way.

(4) Create opportunities for students to apply what they have learned, solve practical problems, apply what they have learned, and realize that mathematics is around, thus stimulating and protecting students' curiosity and thirst for knowledge about mathematics.

Fourth, teaching measures:

(1) Create a pleasant teaching situation to stimulate students' interest in learning.

(2) Advocating the diversity of learning methods and paying attention to students' personal experience.

(3) The forms of classroom training are diversified, focusing on multiple solutions to one problem and solving problems from different angles.

(4) Strengthen the teaching of basic knowledge, so that students can master these basic knowledge effectively.

(5) Students can preview the textbook, put forward the key points of knowledge, how they understand it, and have any questions. I can find a solution to the problem by consulting the information.

(6) As the instructor of classroom teaching, teachers pay attention to students' autonomous learning, advocate inquiry-based and experiential learning methods, and cultivate students' hands-on operation ability and divergent thinking ability.

(7) By using group discussion, students can participate in the discussion, express their opinions, inspire each other, find out their own solutions to problems, and experience the joy of learning mathematics.

(8) Cultivate interest and self-confidence in learning mathematics and improve the ability of each student.

(9) Reflect students' main role, make students love learning, and teach students to master learning methods.

(10) Combining teaching with practical activities, teaching students in accordance with their aptitude. The design of teaching content in each class is based on teaching objectives and students, creating teaching problem situations, which is a teaching process that conforms to students' cognitive laws.

Teaching progress of verbs (abbreviation of verb)

First, the transformation of graphics (4 class hours)

Second, factors and multiples (6 class hours)

Cuboid and Cube (12 class hours)

Fourth, the meaning and nature of the score (20 class hours)

Verb (abbreviation for verb) score addition and subtraction (7 class hours)

Statistics of intransitive verbs (3 class hours)

Seven, mathematics wide angle (2 class hours)

Eight. Comprehensive review (4 class hours)

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