Fraction is a mathematical concept with complex connotation and various forms. If the initial understanding of the score is limited to the formal understanding, the students' understanding must be superficial. In the design and implementation of this lesson, I strive to find the combination of students' existing cognitive framework and the complex meaning of fractions, that is, the intuitive model.

Based on the above ideas, I try to embody the following three points in teaching design:

-Let students know the score more systematically.

The introduction of this lesson comes from the remainder division that students have just learned. Through this introduction, students can realize that in the past we used the remainder to represent the remainder in division, but today we can continue to average the remainder and get the score. Through this introduction, students have a more systematic understanding of the score.

Second, let students know the score more comprehensively.

In this lesson, I provided students with a large number of intuitive models. In addition to the area model in which the color part of the textbook accounts for several parts of the whole graph, I also provided a large number of life examples, especially the life examples in which the relationship between two quantities can also be expressed by fractions. So let students have a more comprehensive understanding of the score.

Third, strive to highlight the concept of helping students develop.

In this class, I pay attention to the change of students' learning style, so that students dare to question and develop themselves in communication with their peers. I try to make students have more sparks of thinking and promote their all-round development through the activities in math class. However, the implementation of classroom teaching always deviates from the preset ideal state, and the main teaching time is not reasonable enough.