Teaching content: People's Education Press, the second volume of fifth grade mathematics, "Progress rate between unit of volume", teaching plan.

1. Teaching objectives: 2. Teaching emphasis: 65,438+0. Make students experience the derivation process of 65,438+0 cubic decimeter = 65,438+0,000 cubic centimeter, 65,438+0 cubic meter = 65,438+0,000 cubic decimeter, and grasp that the progress rate between two adjacent unit of volume is 65,438+0,000.2. 1 cubic decimeter = 1000 cubic centimeter, 1 cubic meter = 1000 cubic decimeter. Third, teaching difficulties: 1 cubic decimeter = 1000 cubic centimeter derivation process, 1 cubic meter = 1000 cubic decimeter. Four, teaching preparation: PPT courseware, chalk box five, teaching process: 1. What are the units that review the papers? Draw the volume of 1 cubic centimeter, 1 cubic decimeter and 1 cubic meter with gestures. What is the formula for calculating the volume of a cuboid? What is the formula for calculating the volume of a cube? What is the unified formula for calculating cubes and cuboids? 2. Scenario presentation: "The side length of a box of cube gifts is 1 decimeter. How many cubic centimeters is its volume?" Let the students read and say some things that should be paid attention to when doing this problem. How many cubic centimeters is 1 cubic decimeter? Guess what the final result is? Blackboard 1 cubic decimeter is equal to multiple cubic centimeters. 3. Deduce the cube displayed in the courseware of Xinzhi observation screen, think about the answer, and deduce the forward speed between 1 cubic decimeter and 1 cubic centimeter. (1) 1 decimeter = 1 0cm,10cm×10cm = 1000 cubic centimeter, so1cubic decimeter =/kloc-0. 100 cm2× 1 0cm = 1000 cm3 (3) Divide the cube of1m3 into 10 layers (moonlight thumb /onlytoi), and each layer has10×/. So the volume of a big cube is100×10 =1000 cubic centimeters. How many cubic decimeters is 1 cubic meter? Say it. 4. To sum up: 1 cubic decimeter = 1000 cubic centimeter, 1 cubic meter = 1000 cubic decimeter. 5. Analyze and compare, and complete the learning table. The propulsive rate between two adjacent unit of volume is 1000. 6. Consolidate and deepen, show the problem and get the method of volume conversion unit. Topic: 3.8m3 = dm3,2400cm3 = dm3. Students do the problem and independently summarize the method of unit transformation: small units become large units, divided by large units and small units, multiplied by the rate. 7. Basic exercises, expanding and improving (1) Basic exercises: do 3.5dm3= cm3, 700dm2= m2,1.02 cm2 = dm2,960 dm3 = m3, 23dm3= cm3, 36000cm= m, so that students can change between different types of units. Mastering the conversion between cubic meters and cubic decimeters has deepened, and (Moonlight Thumb /onlytoi) has a new understanding of length units and area units in unit of volume. (2) Expansion and promotion: How many cubic centimeters is the volume of this milk packaging box? How many cubic decimeters? How many cubic meters? Students answer independently. What is an analytical unit? What do 50, 30 and 40 stand for? Contact life and answer practical questions in life. Feel unit of volume further. Think about it: 1m3= cm3 to further improve students' reasoning ability. 8. Class summary. What did you get from this lesson? Attachment: courseware drawing (click on the picture to see the big picture)