Fractional division teaching plan 1 teaching objectives
1, we can use the equation to solve simple fractional practical problems, and get a preliminary understanding of the important model of equation to solve practical problems.
2. Consolidate the calculation method of fractional division in solving equations.
Teaching focus
Simple practical problems about fractions can be solved by solving equations.
Teaching difficulties
Calculation method of consolidating fractional division
training/teaching aid
wall map
Teacher guidance and teaching process
The process of students' learning activities
Design intent
First, create situations and introduce new knowledge.
1, show the theme map.
Ask the students boldly: How many people are there on the playground?
Step 2 solve the problem
Encourage students to solve problems with equations.
3. Choose to calculate the kinetic energy of line segment diagram by division to sort out ideas.
Blackboard writing:
Second, try to solve it
1, give it a try.
Blackboard writing:
Solution: There are X people playing football.
4/9x=4x=9
Or 4÷4/9=9
2, give it a try, 1 (2) blackboard writing:
Students ask questions after carefully observing the situation map.
When students solve problems independently, there may be a variety of problem-solving strategies, so that students can perform on the blackboard with equations and division.
The whole class communicates.
Students can solve equations or divide fractions.
Collective correction
Students solve equations independently.
Nomination Committee performance
Then communicate with the whole class
Collective correction
Make full use of the theme map and let students ask questions boldly.
Guide students to do a good job of analysis and clear their minds.
Encourage students to complete independently, and guide them to clear their thinking of solving problems.
Consolidate students' use of equation calculation methods
Teacher guidance and teaching process
The process of students' learning activities
Design intent
9× 1/3=3 (person)
Third, practice.
1, solve the equation:
1/5x=73/4x=4
5/8x = 1/ 123/8x = 1
Step 2 solve the problem
Let students understand that "20% discount is 8/ 10, which can be solved by equation method, and skill is the basic requirement"
3, solve an exercise, and third, the topic
Blackboard writing:
Solution: Let the mother's height be xcm15/16x =150.
X= 160 or
150× 15/ 16x = 160
Solution: The incubation period of geese is X days.
14/ 15x=28 or x=30.
2814/15 or x=30 days.
The current price is the original price, and it can also be solved by arithmetic. This is the basic requirement.
Students solve independently
Or solve problems with arithmetic.
Then communicate with the whole class to correct it.
Guide the society to find useful digital information.
Combined with the incubation period of chickens, ducks and geese, a method of solving problems by fractional multiplication and division was created for students.
Blackboard Design: Fractional Division (2)
Solution: suppose there are x people participating in the activity on the playground.
x×2/9=6
x = 6 \2/9
x=6×9/2
x=27
Fractional Division Teaching Plan Part II Learning Objectives
1, master the solution of the application problem "How many fractions are known in a number, and find this number".
Can skillfully set equations to solve such application problems.
2. Further cultivate the ability to explore problems independently and the thinking ability of analysis, reasoning and judgment.
3. Improve the ability to solve application problems.
Learning difficulties
1, the key point is to find out the quantity of the unit "1" and analyze the quantitative relationship in the problem.
2. The difficulty lies in the characteristics of fractional division, ideas and methods of solving problems.
learning process
First, review.
1, review question: According to the measurement, the moisture in adults accounts for about 24% of body weight, while that in children accounts for about 35% of body weight.
Xiaoming, a sixth-grade student, weighs 35 kilograms. How many kilograms of water does he have in his body?
2. Observe the topic to see if all three conditions given in the topic can be used, and explain the reasons.
3. Select the conditions needed to solve the problem, determine the unit "1" and state the quantitative relationship. _______________
4 = weight of water in the body 5
4 rows of calculation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Second, explore new knowledge.
1, solution example 1 First question: What is Xiaoming's weight?
(1) Look at the problem, understand the meaning of the problem, and draw a line diagram to express the meaning of the problem;
(2) Understand the meaning of the problem with the line diagram, analyze the quantity in the problem, and write the equivalence relation. _________________
(
3) What are the similarities and differences between this question and the review question?
(4) What is the unit "1" in this question? Is the unit "1" known or unknown? How to ask?
1 "is set to χ, and the equation is solved. Pay attention to the problem-solving format. Answer this question in the correct format on the back. )
(5) Arithmetic method can also be used to solve this problem. __________________________________________
2. Read the example 1 question 2 and think about the following questions. Questions can be discussed in groups.
(1) What two conditions should I ask my father to weigh?
(2) Draw a schematic diagram of the line segment, and mark the known situation and problems on the line segment diagram. Think about the last question and the line diagram of this question.
What's the difference between line charts of questions?
(3) Write the equivalence relation, list the equations and solve them. (On the reverse side)
Third, knowledge application: independently complete P38 "Do one thing", and the team leader will check and ask questions.
4. Level training: 1, consolidation training: complete P40 exercise 10, topic 1, 2, 3, 5.
2. Expand and improve: exercise 10, questions 6, 7, 8, 9.
Verb (verb's abbreviation) summary: Review the study in this class and tell me what you have gained.
Learning experience _ _ _ _ _ _ (A. I am great and successful; B: I have gained a lot, but I still need to work hard. Self-Presentation Desk: Write down your personalized solutions or innovative ideas! )
Fractional division teaching plan 3 teaching purpose: to make students use fractional division to calculate an application problem and know how many times a number is.
teaching process
First, review.
1. orally calculate the following questions.
2. Rewrite the following false scores into component numbers.
3. Rewrite the following scores into false scores.
Let the students finish it independently. Pay attention to students' mistakes in inspection and strengthen individual counseling. Collective modification after completion.
Second, the new lesson
1. Teaching example 5.
The teacher gave an example 5:
Teacher: What if there is a score in the fractional multiplication we have learned? (First turn the band score into a false score, and then multiply it. )
Teacher: So, if there is a fraction in the fractional division, how should we calculate it? (Also, change the band score into a false score and then calculate. )
The teacher asked the students to turn the band score in Example 5 into a false score and then calculate it independently. Pay attention to whether the students rewrite the divisor as its reciprocal and whether the divisor is wrong when converting division into multiplication. Collective modification after completion.
2. Do the topic in the middle of page 39 of the textbook.
Let the students finish it independently. Collective modification after completion.
3. Teaching example 6.
(1) Preparation question.
What is the triple of ①? What is the number of ②? What is the number of ③?
Teacher: How should these three questions be calculated according to the meaning of the questions? (According to the meaning of fractional multiplication, use multiplication to calculate. )
The teacher asked the students to revise collectively after calculation.
(2) Teaching 6.
The teacher gave an example 6:
The teacher spoke out the conditions and questions of the topic.
Teacher: If a number in Example 6 is known, how to calculate the multiple of a number? (It should be a multiplication calculation. )
Teacher: From what I learned last class, how to answer Example 6 is more convenient? It is more convenient to solve with equations. )
Teacher: What number should be set as unknown X? (Let this number be the unknown X.)
Let the students solve the equation. During the inspection, pay attention to whether the students set unknown numbers, whether the writing is standardized, correct the problems in time when they are found, and correct them collectively after finishing.
4. Do the topic below page 39 of the textbook.
Let the students finish it independently. Pay attention to students' setting unknowns and writing norms when patrolling. Collective modification after completion.
Third, consolidate the practice.
1. Do the exercises 10/Line 1.
Let the students dress independently. Collective modification after completion.
2. Do the first two small questions of exercise 10.
Let the students dress independently, and then revise collectively.
3. Do exercises 10 (1) to (3) in question 3.
Question (1): The teacher asks the students to read the question first, then make clear the conditions and problems of the question and the relationship between them, and then solve the equation. Collective modification after completion.
Questions (2) and (3): Let students complete the installation independently. When reviewing, let the students pretend to say what the equation is based on. (according to the meaning of multiplication. )
4. Do exercise 10, question 5.
The teacher asked the students to look at the questions and analyze the quantitative relationship, and then list the equations to solve. Collective modification after completion.
Fourth, homework
Exercise 10: the second line of question 1, the last question of question 2, question 3 (4) and question 4.
Fractional Division Teaching Plan Part IV Teaching Preparation
Teaching hours 2 class hours
teaching process
One, what have you learned? Communicate with classmates.
1, the content of unit 1.
Students communicate in groups first, and then teachers and students discuss knowledge together.
The significance of fractional multiplication, the calculation method of fractional multiplication, and the simple application of fractional multiplication.
2. The content of Unit 2.
Characteristics of cuboids and cubes, their development diagrams, and calculation methods of their surface areas.
3. The content of Unit 3.
The meaning of division, the calculation method of division, the meaning of reciprocal, solving problems with equations and solving division problems with arithmetic.
Second, solve the problem.
1. Question 1, students finish independently, teachers answer questions collectively, and praise students who do it right.
2. Question 2, students do it independently. Let the students talk about their ideas.
3. Question 3. Students should finish it independently and explain to them how to know the length, width and height of 10 package of paper towels. Teachers and students discuss with each other.
4. Question 4, guide students to think about the methods to solve problems from different angles, and also guide students to understand the meaning of the problem through drawing.
5. Question 5. First, encourage students to understand the pictures, then analyze the quantitative relationship in the pictures and list the problem-solving equations: 2/9 ⅹ = 140.
6. question 6 Encourage students to understand the meaning of the question, then analyze the quantitative relationship in the question, and solve the problem independently on this basis.
7, question 7. Students finish independently and teachers comment collectively.
8. question 8. Communicate in groups, and then finish with teachers and classmates.
9. question 9. Review fractional multiplication appears in the form of statistical table, but it is easy to solve. Let students solve the problem independently first, and then talk about the strategy of the meaning of the problem.
Three.
What have you learned through the review of these two units?
Teaching objectives of the fifth lesson of fractional division;
Ability goal: to cultivate students' ability to use their hands, brains and calculations.
Knowledge goal:
Experience the calculation method of integer divided by fraction, and can calculate it correctly.
Emotional goals:
Cultivate students' sentiment of being willing to communicate and cooperate, like mathematics, feel that mathematics comes from life and experience the joy of success.
Teaching emphasis: the calculation method of integer divided by fraction.
Teaching strategies:
On the basis of communication and cooperation among groups, improve the computing ability and speed.
Teaching preparation: small blackboard
Teaching process:
First, introduce new lessons.
In the last lesson, we learned the calculation method of dividing an integer by a fraction. Do you remember? Will the teacher test you? See the problem.
6÷=÷=÷=÷=
2÷=÷=÷=÷=
Ask questions, review the whole class and introduce new lessons. And evaluate it.
Second, use the small blackboard to show the following questions.
3x=x= 10x=25x=
Ask the students the law of solving equations and tell the solution to the first small problem.
Other topics are written independently and revised by the whole class.
Third, the third question in the textbook
Say the meaning of the topic, then answer, and the class decides.
Fourth, the fourth question.
1, independent calculation first, class correction.
2. What rules have been found in the communication between groups?
3. Communicate with the whole class.
4. The teacher summed it up.
Blackboard design:
Integer divided by fraction
The quotient divide by that true fraction is greater than an integer.
The quotient of an integer divided by a fraction and then divided by 1 is an integer.
The quotient divided by the false fraction is less than an integer.
Fractional division teaching plan 6 teaching content:
Example 5: Attempt and Practice, 5 1 page, Exercise 7, 1~4, compulsory education textbook of Jiangsu Education Press, the first volume of the sixth grade.
Teaching objectives:
Let the students contact the existing understanding of "what is the score of a number" and learn to solve the equation "what is the score of a number?"
The simple practical problem of "number" can further understand the internal relationship between multiplication and division of fractions and deepen the understanding of the quantitative relationship represented by fractions.
Teaching focus:
The column equation solves the simple practical problem of "what is the fraction of a number" Find this number. "
Teaching difficulties:
Understand the train of thought of solving practical problems of simple fractions with column equations.
Teaching process:
First, import
1. Draw a picture of two bottles of juice in Example 5. It is estimated that what is the relationship between large and small bottles of juice?
Display: a small bottle of juice is a big bottle.
What does this sentence mean? Can you tell the equivalence relation?
If the juice in the big bottle is 900 ml, how can I find the juice in the small bottle? Do the math yourself.
If you know small bottles of juice, how can you ask for large bottles of juice?
2. Reveal the topic: the simple application problem of fractional division.
Second, teaching examples 5
1, example 5, students look at the questions.
Q: How do you want to solve this problem?
2. Discuss and communicate: What do you think and how to calculate?
(1) is calculated by division.
Lead the discussion: Why can we calculate by division? What is the basis?
(2) Solve by equation.
Discussion: What do you think? What is the basis for solving the equation?
Ask the students to complete the process of solving equations in the textbook and name the board.
3. Guide: Is 900 the solution of the original equation? How to test?
Communication test method.
4. Teach "Give it a try"
(1) Show the questions and let the students read the questions and understand the meaning of the questions.
(2) Discussion: What do the two scores here mean?
What is the quantitative relationship in this question?
(3) How to solve this problem, complete it by yourself and name it.
(4) Communication: How did you solve this problem?
4. summary.
Third, practice.
1, do "practice".
After answering independently, exchange reports. Encourage students to answer in two ways.
2. Do exercises 12, questions 1.
(1) Read the topic and draw the key sentences in the topic.
(2) Students say the meaning of the topic.
(3) Guide students to say and write the quantitative relationship in the book.
(4) Answer independently and perform by name.
(5) collective evaluation and correction.
3. Practice the second question.
Revelation: How do you analyze the quantitative relationship? Why solve the equation?
3. Summarize the problem-solving strategies.
Homework: exercise 12, question 1, 3, 4.
Design of blackboard writing: (omitted)
Fractional division teaching plan 7 teaching objectives
1. Make students master the method of solving the application problem of "a fraction of a known number". Find this number by column equation.
2. Cultivate students' ability to analyze and answer questions and the good habit of carefully examining questions.
Teaching focus
Find out the unit "1" and find out the equivalence relation.
Teaching difficulties
Can correctly analyze the coordinate equation of quantitative relationship and solve application problems.
teaching process
First, review and introduce new ideas.
(1) Determine the unit "1"
1. There are twice as many pencils as pens. The number of poplars is the number of willows.
3. White rabbits are only black rabbits. The number of red flowers is equivalent to the number of yellow flowers.
(2) Xiaoying Village has 75 hectares of cultivated land, including cotton fields. How many hectares is Xiaoying village?
1. Find out the known and unknown conditions in the topic.
2. Analyze the parallel answers to the questions.
Second, teach new lessons.
(1) Change the review question to 1.
Xiaoying village has 45 hectares of cotton fields, accounting for the whole village's cultivated land area. What is the area of cultivated land in the village?
1. Find out the known conditions and problems.
2. which sentence is analyzed?
3. Guide students to express the quantitative relationship in the topic with a line chart.
4. Compare the similarities and differences between review questions and examples 1.
5. Teachers ask questions:
(1) Who is the unit "1" in which cotton fields account for the whole village's cultivated land area?
(2) If the area of cultivated land in the whole village is required, how should it be listed? (the area of cultivated land in the whole village ×).
(3) Whose area is the arable land in the village? (i.e. cotton field area)
Solution: Assume that the cultivated land area of the whole village is hectares.
A: The area of cultivated land in this village is 75 hectares.
6. The teacher asked: How to take the exam? Can you solve it in other ways?
(1) is substituted into the original equation, the left and right are 45, and left = right, so it is the solution of the original equation. )
(hectare)
According to the sum of cotton fields, we know the cultivated area of the whole village, and according to the meaning of fractional division, we know the product of two factors and one of them, and the other factor should be calculated by division.
(2) Practice
There are 560 peach trees in the orchard, accounting for 40% of the total fruit trees. How many fruit trees are there in the orchard?
1. Find out the known conditions and problems.
2. Draw a picture and analyze the quantitative relationship.
3. Column solution
Solution 1: Let a * * own a fruit tree.
There are 640 fruit trees.
Solution 1: (tree)
(3) Teaching Example 2
A pair of trousers, 75 yuan, is the price of a coat. How much is a coat?
1. Teacher asks questions
What are the known situations and problems in (1)?
(2) Comparing several quantities, which quantity should be taken as the unit "1"?
2. Guide the students to say how to draw a line drawing. Coat-priced
3. Analysis: Whose price is the coat price? (It's the price of pants) Who can find the equal relationship between the quantities? (coat unit price × = trousers unit price)
4. Let students use the method of solving equations independently and strengthen individual counseling.
Solution: Put on a coat.
A: A coat costs one yuan.
5. How to directly calculate the unit price of coat by arithmetic?
6. Compare the similarities and differences between arithmetic solutions and equation solutions.
Similarity: all should be formulated according to the equal relationship of quantity.
Difference: the arithmetic solution is to list the division formula directly according to the meaning of fractional division; The solution of the equation needs to set the unknown number first, and then list the equation according to the equivalence relation.
Third, consolidate the practice.
(1) A road maintenance team built a road and completed the whole length on the first day, which was exactly160m. What is the total length of this road?
Question: Who is the unit "1"? What is the equal relationship between quantity and quantity? How to form?
(2) Kindergarten bought a kilogram of fruit candy, which was bought by milk candy. How many Jin of toffee did you buy?
(3) Xinfeng Primary School planted 320 trees last year, which is equivalent to the number of trees planted this year. How many trees were planted this year and last year?
1. Courseware demonstration: application problems of fractional division
2. Column solution
Fourth, class summary.
In this lesson, we learned how to solve the application problem of fractional division with column equation. What are the characteristics of this kind of problem? How many steps are needed to solve this problem?
Verb (abbreviation for verb) homework after class
(1) A bucket of water uses exactly 15 kg. How much does this bucket of water weigh?
Wang Xin bought a book and a pen. The price of this book is 4 yuan, which is exactly the price of this pen. How much is this pen?
The fastest speed of a car 140 km is equivalent to the speed of a supersonic plane. How many kilometers does this supersonic plane fly per hour?
Fractional division teaching plan 8 teaching objectives:
1. Explore and understand the significance of fractional division in activities such as painting and calculation.
2. Guide students to summarize the calculation methods through hands-on operation, explore the calculation of integer division fraction, and flexibly choose the appropriate calculation method according to the characteristics of the topic.
3. Be able to divide fractions by integers to solve simple practical problems.
4. Closely combine calculation with life to cultivate students' awareness of mathematics application.
Teaching emphasis: understand the meaning of fractional division and master the calculation method of fractional division by integer.
Teaching difficulty: the derivation process of the calculation rule of fractional division by integer.
Teaching process:
First, the creation of situations, the significance of fractional division teaching
1, Teacher: Students, we have learned how to divide integers into integers and divide them by decimals. Today, we will learn how to divide. Let's study several children's problems about sharing cakes together. Please list the formulas and calculate them to see who can calculate quickly and well!
(1) Everyone eats 1/2 cakes. How many cakes do four people eat?
(2) Divide the two cakes among four people equally. How many cakes did everyone eat?
(3) There are two cakes, which are distributed to everyone according to 1/2. How many people can be allocated?
2. Teacher: Let's look at these three formulas, observe the known numbers and obtained numbers of these three formulas, and talk about their known and solved methods. This is the meaning of fractional division.
Teacher: Discussion: Does fractional division have the same meaning as integer division?
Summary: The significance of fractional division, like integer division, is the operation of finding another factor by knowing the product of two factors and one of them.
Second, explore the calculation method of fractional division.
( 1)
Guide participation and explore new knowledge.
Teacher: We already know the meaning of fractional division, so how to calculate it? Look at the blackboard, please.
Show me the question 1.
Please take out a surgical paper and color it to reveal 4/7 of this paper.
Teacher: Divide 4/7 of a piece of paper into 2 parts. How much is each part of the paper? How to form? 4/7÷2
Please study how to calculate 4/7÷2 by drawing and calculating. Teamwork, reporting and communication.
Method 1: Divide 4/7 into 2 equal parts, that is, divide 4 equal parts into 2 equal parts, each part is 2 1/7, that is, 2/7. Show origami and calculation process. 4/7÷2=4÷2/7=2/7
Method 2: Divide 4/7 of a piece of paper into 2 parts and find out how much each part is, that is, how much is 0/2 of 65438+4/7, which can be done by multiplication. Show origami and calculation process. 4/7÷2=4/7 1/2=2/7