The fifth grade is the most important grade in a five-year primary school. Because of the "senior high school entrance examination", fifth-grade students should study hard and strive to do well in the exam. The following is the draft of the fifth grade math lecture in 2022, which I compiled for you, for reference only, and I hope it will help you.

Draft of the fifth grade mathematics lecture in 2022 1. First, the textbook says.

1. Textbook content: Volume 10, Solving Simple Equations and Exercise 26: 1 ~ 5.

2. Brief analysis of teaching materials:

This lesson is based on the fact that students have learned to express the relationship between numbers and quantities by letters and mastered the method of finding the unknown X. Through learning, students can understand the meaning, solution and concept of solving equations, master the relationship between equations, master the general steps of solving equations, and lay a foundation for learning to use equations to solve practical problems in the future.

3. Teaching objectives:

(1) Make students understand the meaning, solution and concept of the equation, and master the relationship between the equation and the equation.

(2) Mastering the general steps of solving equations is helpful for students to solve simple equations, cultivate the habit of testing and improve their computing ability.

(3) Combining with teaching, cultivate students' learning attitude and scientific spirit of seeking truth from facts, and form good study habits. Infiltrate the mathematical thought of one-to-one correspondence.

4. Teaching emphasis and difficulty: understand the meaning of equation and master the relationship between equation and equation.

Teaching AIDS: a balance, several calculation cards and a tea cone.

Second, preach the law.

(A) the creation of situations, independent experience

This lesson focuses on the introduction of games, and stimulates students' strong desire for knowledge by creating interesting learning situations. Let students perceive balance, experience independently and accumulate mathematical materials in activities such as operation, observation and communication, so as to pave the way for better introduction of new courses and understanding of concepts. No matter the interesting balance phenomenon in life or the actual state of things in the scale, they all radiate the light of science. What they bring to students is not only the stimulation of interest and the experience of knowledge, but also the potential scientific attitude and truth-seeking spirit.

(B) focus, independent exploration

Understanding the meaning of equations and mastering the relationship between equations are the key points of this course. Through a series of activities such as column observation, independent inquiry, analysis and comparison, successive classification, discussion and examples, students can understand the meaning of equations and master the relationship between equations. Make students integrate knowledge inquiry with ability training, cultivate students' scientific thinking methods, and make students actively learn and invest. At the same time, the in-depth questioning and guidance at different levels also infiltrated the teachers' encouragement and cultivation of students' scientific thinking, so that students can constantly experience the process of seeking knowledge in exploration and practice and absorb the nutrients of knowledge like cocoon peeling and reeling.

(3) Self-study thinking and acquire new knowledge.

When teaching the concept of solving equations and the solution of equations, two self-taught thinking questions are put forward.

What is the solution of (1) equation? Please give an example.

(2) What is solving an equation? Please give an example. "It has changed the teaching method based on demonstration and explanation, allowing students to take questions and turn boring theoretical concepts into concrete examples through self-study textbooks, which not only cultivates students' ability to think independently, but also solves the contradiction between the abstraction of mathematical knowledge and the dependence of primary school students' thinking on intuition.

It is based on the above considerations that when teaching the general steps and examination methods of solving equations, students are also taught to master the examination methods through self-study and standardize the writing format.

(D) the use of communication, focusing on evaluation

Cooperative learning is an effective way to explore unknown knowledge fields. The new teaching concept makes the meaning of cooperative learning more extensive, such as student-student cooperation, teacher-student cooperation and so on. Student-student cooperation helps to verify each other and brainstorm. Teacher-student cooperation is embodied in "teacher guidance", especially in students' blocking thinking and understanding of key knowledge points. In this class, there are many processes of talking, evaluating and checking each other between deskmates. The power of cooperation will certainly promote the improvement of students' cognitive level. The combination of self-evaluation and mutual evaluation will also help students to correct their learning attitude, master scientific learning methods and promote the formation of good study habits.

Draft of the second lecture on fifth grade mathematics in 2022 I. Talking about teaching materials

1, teaching content: PEP Mathematics Volume 10 p50

2. teaching material analysis: Status and Function: This lesson is based on students' learning of four integer operations and their understanding of natural numbers. Through the study of divisor and multiple, it paves the way for further study of prime number, composite number, greatest common divisor and least common multiple, and also lays the foundation for further study of divisor, general fraction and fractional operation.

3. Teaching objectives:

⑴ Knowledge and skills: Being able to explore and master the meaning of divisibility, understand the meaning of divisor and multiple, and learn to correctly judge whether one number is the divisor and multiple of another number.

⑵ Process and method: Through intuitive analysis, students can fully experience the formation process of knowledge and experience the fun of success.

⑶ Emotion, attitude and values: cultivate students' ability of analysis, comparison, abstraction, generalization and judgment. Infiltrate the dialectical relationship between interrelated and interdependent things.

4、

Key points: Understand the meanings of divisibility, divisor and multiple.

Difficulties: Understanding the meaning of divisibility.

Emphasis: Through analysis and discussion, the characteristics of divisibility are obtained. Understanding of interdependence.

Second, oral teaching methods

1, let students fully perceive through intuitive analysis, and then summarize the meaning of divisibility through comparison and induction, so that students can gradually transition from image thinking to abstract thinking, and then achieve the purpose of perceiving, summarizing, applying, consolidating and deepening new knowledge.

2. Stimulate students' interest in learning with the happy teaching method, encourage students to speak actively, participate in the learning process and dare to question, guide students to use their own mouths and brains to take various forms of consolidation exercises such as judgment and games, so that students' learning is not a burden, but a pleasure, and make mathematics classes interesting, beneficial and effective.

Third, theoretical study.

Through this kind of teaching, students can learn to understand and master new knowledge by observing, analyzing and discussing, and learn to observe, think, compare and analyze problems and summarize knowledge purposefully.

Fourth, talk about teaching procedures.

(A) reveal the subject and learning objectives

In today's lesson, we learn the meaning of divisor and multiple, and do the following through learning requirements:

① Grasp the meaning of divisibility, and then understand the meaning of divisor and multiple.

Learn to correctly judge whether a number is a divisor or a multiple of another number.

[Cut to the chase, put forward specific and clear learning goals to students, give full play to the goal-oriented and incentive functions, make students clear their learning tasks, generate positive learning intentions, and actively participate in the learning process. ]

(2) Review: Review natural numbers and integers. Students already know what a natural number is. Can you give me an example? What is its unit?

[The growing point of divisibility of numbers is based on integers, so students must be clear about the concept of numbers. ]

(3) learning new knowledge

A, the separability of preliminary perception

1, oral calculation (displayed on the blackboard)

15÷5= 1.5÷5= 24÷4= 3.6÷0.9=

16÷3= 80÷20= 6÷5= 23÷7=

[The problem groups in the textbook should be appropriately changed to provide richer perceptual materials for the concepts summarized and divided. ]

2. Learn the meaning of divisibility.

① Students discuss freely in groups, report the grouping basis of each group, and draw a conclusion: according to the business situation, division and division can be divided into two groups.

15÷5=3 1.5÷5=0.3 16÷3=5…… 1 80÷20=4

24÷4=6 3.6÷0.9=4 23÷7=3……2 6÷5= 1.2

(2) Students continue to discuss freely, divide the first group into groups, report the basis of grouping, and lead to:

Dividend, divisor and quotient are integers;

Dividend, divisor and quotient are not all integers.

Students' free play fully exposes their thinking process and promotes their divergent thinking. ]

For more information, please give lectures according to the actual teaching situation. ....

I said that the content of the class is Unit 3 "Understanding of Cuboids and Cubes" in the second volume of the fifth grade of primary school mathematics.

Say curriculum standards:

Curriculum reform emphasizes that the implementation of curriculum should focus on the change of students' learning style. The design of classroom teaching should be based on the idea that "teaching activities must be based on students' cognitive development level and existing knowledge and experience" advocated by the new curriculum standard. Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent inquiry and cooperative communication, so as to gain extensive mathematical activities and experience. "

According to the concept of "New Curriculum Standard", students in compulsory education stage should acquire important mathematical knowledge, basic mathematical thinking methods and necessary application skills necessary to adapt to future social life and further development; Initially learn to use mathematical thinking to observe and analyze the real society, solve problems in daily life and other disciplines, and enhance the awareness of applied mathematics. In view of "space and graphics", students need to go through the process of exploring the shape, size, positional relationship and transformation of objects and graphics, master the basic knowledge and skills of space and graphics, and solve simple problems.

Say textbook:

The understanding of cuboids and cubes is to learn cuboids and cubes on the basis of students' understanding of cuboids and cubes, which is the beginning of students' in-depth study of solid geometry Expanding from plane graphics to three-dimensional graphics is a leap for students to develop the concept of space. Cuboid and cube are the most basic three-dimensional geometric figures. Geometry knowledge is highly abstract, and this course is the first time for students to learn solid geometry. Through the study of cuboids and cubes, students can form a preliminary space concept for the surrounding space and objects in the space, laying a foundation for further study of other solid geometry.

Say advice:

According to the curriculum standards and teaching suggestions of teaching materials, the teaching objectives of this section require students to master the characteristics of cuboids and cubes, and know their length, width and height. Cultivate students' ability to see three-dimensional graphics initially and gradually form the concept of space. Cultivate students' spirit of unity and cooperation in the learning process. Focus on the characteristics of the vertices of cuboids and cubes, and know their length, width and height. The difficulty lies in forming the concepts of cuboid and cube and developing students' concept of space.

According to the knowledge reserve of fifth-grade students, students have already had a perceptual knowledge of simple geometry in their study, and they have also known the characteristics of cuboids and cubes and their relationship, which is the basis for understanding cuboids and cubes. According to students' existing life experience, students can also find a large number of long cube-shaped materials from their lives, and some basic characteristics of long cubes can be found through these materials. According to the students' cognitive ability and level, the fifth-grade students already have some mathematics learning methods, and they can use the existing knowledge and experience to discover and explore new knowledge, which has a certain level of understanding.

According to the characteristics of geometry knowledge teaching, the teaching concept of student-oriented education, the teaching content of this class and the weak image thinking and spatial concept of primary school students, I teach students to operate, compare, measure and do on the basis of observing and perceiving various physical objects, and use these methods to stimulate students' interest in learning, mobilize their enthusiasm for learning and cultivate their initiative through a series of orderly activities.

2022 fifth grade mathematics handout 4 teaching material content:

Beijing Normal University Edition Mathematics Grade Five Volume I P90-9 1.

Teaching material analysis:

In the aspect of combined graphics, the calculation method of combined graphics area is emphatically discussed. In the second unit of the textbook, students have learned the areas of parallelogram, triangle and trapezoid. On this basis, learning combined graphics can not only consolidate the basic graphics learned, but also integrate the knowledge learned, pay attention to the thinking strategy of infiltrating problem solving and improve students' comprehensive ability.

Teaching objectives:

1. Let students know the characteristics of combined graphics by enjoying the activities of graphics.

2. In the activity of independent exploration, various methods for calculating the area of combined graphics are summarized. According to the situation of various combination diagrams, the calculation method can be effectively selected to solve.

3. Cultivate students' enthusiasm for exploring mathematical problems and enhance their confidence and interest in learning mathematics.

4. Further infiltrate and change teaching ideas to improve students' ability to apply new knowledge to solve practical problems.

Teaching focus:

Students can master the calculation method of finding combined figures by division and complement through their own hands-on operation.

Teaching difficulties:

Understand all kinds of calculation methods for calculating the area of combined graphics, cut and supplement the learned graphics according to the relationship between graphics and certain conditions, and choose the most appropriate method to find the area of combined graphics.

Teaching process:

First, create a situation to understand the combination of graphics

(The courseware shows a set of combined graphics)

Ask a question

1. What are these pictures like and what are the basic graphics?

2. What are the characteristics of these figures?

Teacher: We call a graph composed of several basic graphs a composite graph. (Blackboard: Combination Graphics) Today, we will discuss the calculation method of the area of combination graphics. (blackboard writing: combined graphics area)

Design intention: Let students have a look, think and talk, fully arouse their enthusiasm, and feel that knowledge comes from life and serves life in a strong learning atmosphere.

Second, explore new knowledge and actively construct.

1, guess

(Courseware shows the theme map)

Question: Please guess what this number is. Students can guess the numbers in the questions according to the observation of the courseware.

Instructed by the teacher, this is the plan of naughty living room. Question: Can you help the naughty boy calculate how many square meters of floor to buy according to this information?

2. estimate.

Teacher: Before calculating, please help her estimate and give the reasons.

3. Explore the calculation method of simple combined graphic area,

Teacher: What are you going to do if we want to calculate the area of this combined figure?

Inductive induction: A combined graph is composed of several basic graphs, and the area is the sum of the areas of the basic graphs.

4, class report, the teacher pointed out in time.

(1) When presenting students' learning achievements with multimedia, there are five situations by default.

When the students reported, the teacher immediately wrote on the blackboard. Other students can clearly contrast with their own ideas, find mistakes and correct them in time. After the report, ask the students to evaluate the reports of the group members, and finally other groups make supplementary reports.

(2) Teachers and students summarize the segmentation method and supplementary method to improve the optimization method.

Let students observe and compare the differences of the above methods independently, sum up the calculation methods for calculating the area of combined graphics, and then classify them to master two calculation methods: segmentation method and supplementary method.

Teacher's summary: The method of segmentation is different, but the idea is the same, which is to simplify complex graphics.

Third, integrate practice and apply what you have learned.

In order to consolidate new knowledge and highlight the teaching difficulties of this course, we designed the practice of "three levels". )

The first level: say it one by one.

1, any score: give this number any score (as long as the number we have learned).

2, the least score: please divide it into the least learned graphics.

3. Conditional scoring: The scoring is reasonable, and the area of this combined graph can be calculated.

Design intention: this question is multi-purpose, step by step, and spirals up. Through the division of three levels, let students understand that in the division of combined graphics, we should make reasonable division according to the given conditions and optimize the conditions.

The second layer: do math.

Please calculate the area of this combined figure.

Design intention: In order to enable students to choose their own learning content, fully consider the individual differences of students, and take care of the needs of different students in the exercise design, open exercises are designed.

The third level: small design

Use the basic figures we have learned (rectangle, square, parallelogram, triangle, trapezoid) to design a combination figure, calculate their areas, and then test teachers and classmates.

Design intention: This topic is an open topic, which allows students to understand and apply what they have learned, so that students at different levels can improve accordingly on the original basis, and then experience the joy of success and enhance their interest and confidence in learning mathematics. The meaning of mathematics and mathematics education is expounded again: everyone can get a good mathematics education, and different people get different development in mathematics.

Fourth, sum up the harvest and the whole class.

Students, what have you gained today?

Students can be said to have gained both knowledge and emotion. Interactive evaluation among students can not only know themselves and build up confidence, but also experience success together and promote development.

Teacher: Finally, the teacher gives you a word to encourage you. I don't have any special talent, but I like to get to the bottom of it. Einstein hoped that everyone could swim faster and stronger in the ocean of mathematics.

2022 Fifth Grade Mathematics Lecture Draft 5 Teaching Content:

Nine-year compulsory education Six-year primary school mathematics Volume 10 Page 49

Teaching purpose:

1, to further understand and master the meaning of divisibility.

2. Understand and master the meaning of divisor and multiple, understand the interdependence between divisor and multiple, and infiltrate the ideological education of dialectical materialism.

3. Let students try to solve problems through group cooperation and communication; Cultivate students' mathematical communication ability and cooperation ability.

4. Stimulate students' interest in learning and cultivate students' autonomous learning ability through self-study and discussion.

Teaching preparation:

1, two cards, 2, multimedia demonstration courseware

[Comment] In order to reflect the new educational concept today, that is, in classroom teaching, children should not only master certain basic knowledge and skills of mathematics, but also cultivate students' mathematical ability purposefully. Therefore, the target system is comprehensive and appropriate.

Teaching process:

First, review to further understand and master the meaning of divisibility.

1, the meaning of divisibility

Ask the students to write a division formula on the small card.

② Show the students' division formula on the blackboard.

[Comment] Students find their own study materials, not the materials given by teachers or books. They come from the students themselves. This kind of learning can make students in a positive state from the beginning, make students interested in learning, and make students willing to continue learning without being forced by teachers.

(3) The teacher asked: A. Which division formula can divide the dividend equally?

B, under what circumstances, we can say "a number can be divisible by another number"

④ Let students cooperate and communicate in groups to solve the above two problems.

⑤ After the students communicate, each group sends representatives to report the research results of this group.

[Comment] Let students cooperate, communicate and try to solve problems. This kind of teaching gives students an opportunity to participate and explore independently, so that students can understand and master knowledge; It also enables students to learn to get along with others in an equal, free and sincere emotional relationship.

2. Abstractly summarize the concept of divisibility.

Teacher: If the letter A stands for dividend and the letter B stands for divisor, under what circumstances can A be divisible by B?

② Health: omitted.

Teacher: Let the students summarize the meaning of divisibility completely.

[Comment] Because students have a further understanding of the meaning of divisibility. Therefore, through the discussion of students and the dialogue between teachers and students, the concept of divisibility is abstractly summarized. This kind of teaching conforms to students' cognitive law and can cultivate students' abstract generalization ability.

Step 3 consolidate the exercise

① Which of the following groups has the first number divisible by the second number?

17 and 549 and 73.6 and 1.2 10 and 10.

② Who can be divisible by whom in the following four numbers?

2、3、6、 12

[Comment] After the concept came out initially, in order to consolidate it effectively, exercises were just added. When designing exercises, the development of different students is taken into account, and open questions are added, which not only stimulates students' interest in learning, but also deepens their understanding of divisibility.

Second, new knowledge teaching, understanding the significance of divisor and multiple

1, ask questions, read books and teach yourself.

Under what circumstances, A is a multiple of B, and B is a divisor of A. ..

(2) What are the numbers in divisors and multiples? What figures are not included?

(3) You can imitate the example in the book (for example 1) to show that one number is a multiple of another number, and the other number is a divisor of this number.

2. Students teach themselves and answer questions, giving examples to explain the reasons.

[Comment] Teachers ask questions and students teach themselves with questions. This kind of learning not only embodies students' dominant position and role in classroom teaching, but also cultivates students' independent thinking and self-study ability.

3. Understand the relationship between divisor and multiple.

According to examples, this paper puts forward the question: 45 can be divisible by 15, can it be said that 45 is a multiple and 15 is a divisor, and why?

Health: ellipsis

Teacher-student summary: divisor and multiple are interdependent, and it cannot be said that a number is multiple or divisor alone.

[Comment] Through the above study, the students made it clear that whether a number is a multiple or a divisor of another number must be based on the premise of divisibility. Divider and multiple are interdependent concepts and cannot exist independently. Highlighted the teaching focus and accurately grasped the teaching focus.

Step 4 consolidate the exercises

(1) Who is a multiple of who in each set of numbers below? Who is who's divisor?

36 and 97 and 1445 and 45 1 and 100.

(2) Who is a multiple of who in the following figures? Who is who's divisor?

1、2、6、 12

③ Games

Rule: The teacher shows a number to see if the cards in your hand meet the requirements put forward by the teacher. If it meets the requirements, please put up a sign.

A, this is 12. Who can 12 divide?

What are you to me? What am I to you?

B, I am 19. Who is my divisor?

C, I am 2. Who is my multiple?

D, I am 1, and who is my multiple? (Summary: 1 is the divisor of all natural numbers)

Let all the students hold up the cards, and let the students with the number 6 point out their approximate numbers.

[Comment] When designing exercises, different students should have different development, that is, there are levels, slopes and various forms. That is, pay attention to the training of basic knowledge, and at the same time organically combine knowledge with interest. The students are full of interest and quick thinking. Through practice, not only the knowledge has been consolidated, but also all the students have been developed to varying degrees.

Third, review and reflect, and talk about everyone's gains.

Teacher: What did we learn today? How did it come out? What did you get?

[Comment] Let the students summarize the learning methods of this lesson and talk about their own gains. This process not only makes students understand a lot of truth, but also deepens their understanding and mastery of knowledge. It induces students' creative thinking. Students gain not only knowledge, but also ability, method and emotion. Students experience the joy of learning and enhance their confidence in learning mathematics well.

[Reflection]: The important focus of quality education is to change students' learning style. The implementation of quality education must be based on the development of students. It is necessary to change students' learning style which emphasizes memory and understanding and is based on accepting teachers' knowledge, and help students form an active learning style which actively explores knowledge and attaches importance to solving practical problems. This is a way that is conducive to lifelong learning and developing learning. In order to advocate this learning mode and make quality education be implemented, the author designed the lesson "The Meaning of Divisions and Multiples", taking problems as the center and under the guidance of teachers, so that students can actively acquire knowledge, apply knowledge and solve problems in the form of cooperation, discussion and self-study, so that the development of students' innovative spirit and practical ability has a practical foothold.

Throughout the class, the teacher teaches very little, while the students talk a lot. There is a lot of cooperation and communication among students, and many students study independently. Teachers are only organizers and participants, and students really become the masters of learning. They not only actively participated in every teaching link, but also felt the joy of learning mathematics and tasted the joy of success. In addition, different students develop in different ways to meet their needs for knowledge, participation, success, communication and self-esteem.