(A) Teaching objectives
A systematic and comprehensive review of the knowledge learned in this semester will help students better understand and master the concepts, calculation rules and regular knowledge they have learned, further develop the concepts of number, space and statistics, and enhance their comprehensive application ability and application consciousness, so as to fully achieve the teaching objectives stipulated in this semester.
(2) Description of teaching materials
The review of this unit includes the main contents of this textbook. * * * is divided into five parts: factors and multiples, meaning and nature of fractions, addition and subtraction of fractions, space and graphics, and statistics. The seventh unit "Mathematics Wide Angle" aims to penetrate the optimization idea by "looking for defective products", so that students can fully feel the close connection between mathematics and our daily life. There is no specific requirement for this part, so there is no separate review content in this unit.
In the arrangement of the total review content, at the same time, consider the knowledge field stipulated by the standard and the order of the previous teaching content, and properly concentrate the relevant content. On the one hand, it highlights the internal relationship between knowledge and helps students to establish a clear knowledge system; On the other hand, it is convenient for students to collate and compare when reviewing and consolidating what they have learned.
Here is a brief introduction to the review of each part.
1. Factor and multiple.
There are many concepts involved in this part, such as factor, multiple, odd number, even number, prime number and composite number, which are abstract and easy to be confused. Consolidating the understanding of these concepts and clarifying their similarities and differences is the focus of review. In addition, the textbook also reviews the characteristics of multiples of 2, 3 and 5 in the form of judgment. These contents are very important, which are the premise and foundation for students to further learn the knowledge of approximate points and general points, and strive to make students understand and master them effectively in review.
2. The significance and nature of music score.
Scores are another expansion of children's understanding of logarithmic concepts. What I learned this semester is "the meaning and nature of fractions", which is based on my preliminary understanding of the results I learned in the last semester of Grade Three. When reviewing the meaning of fractions in textbooks, we first emphasize the meaning of fractions through examples: when a quantity cannot be expressed in integer units of measurement, it can be expressed in fractions, that is, fractions can represent a quantity; Fraction can also represent the relationship between two quantities, for example, each rope is 65438+ 0/5 of the total length. The basic nature of scores, approximate scores and general scores are also the focus of review, so we should pay attention to reviewing their concepts and combing their relationships. The textbook also reviewed the comparison of scores through the fifth question on page 138. In addition, the relationship between fractions and division, true fractions and false fractions, and the relationship between fractions and decimals are all important contents of learning fractions, and related concepts and knowledge should be consolidated during review.
3. Addition and subtraction of fractions.
The addition and subtraction of the scores learned this semester is more difficult than the simple calculation of the scores learned last semester in Grade Three. It includes not only the addition and subtraction of fractions with the same denominator, but also the addition and subtraction of fractions with different denominators and the mixed operation of fractional addition and subtraction. In the general review, these three kinds of topics are arranged in a centralized way, aiming to help students understand the connection and difference between the addition and subtraction of fractions with the same denominator and the addition and subtraction of fractions with different denominators, and master the mixed operation of fraction addition and subtraction. In addition, the simple algorithm of score addition and subtraction should also be emphasized in the review.
4. Space and graphics.
The "space and graphics" part of this textbook mainly includes the transformation of graphics, cuboids and cubes. Among them, the graphic transformation of this semester is the content of the second period of space and graphics. In the first study period, students have intuitively perceived the phenomena of axial symmetry, translation and rotation in daily life, and have further studied graphic transformation this semester. When reviewing, pay attention to let students know the axis symmetry and have a deeper understanding of the rotation of the figure through observation and operation. In the review of cuboids and cubes, volume and surface area should be reviewed accordingly to help students distinguish the concepts of surface area and volume in comparison. In order to make students grasp the volume and unit of volume more firmly, when reviewing textbooks, students are required to consolidate the appearances of different volumes and unit of volume with examples from life, and review the conversion of units to deepen their understanding of these units.
5. statistics.
There are two main contents of "statistics" in this textbook: mode and compound broken-line statistical chart. When reviewing the mode, students need to consolidate the concept of mode and its statistical significance, and deeply understand the differences among mode, average and median in representing a set of data. The statistical chart of compound broken line is also the focus of this part of the review. First of all, students need to fully understand the advantages of composite broken-line statistical charts. In the composite broken-line statistical chart, we can not only see the overall trend of each group of data changes, but also analyze and compare the differences between the two groups of data, and infer the development of things through the obtained information. In addition, students can openly ask questions according to a large amount of information provided by statistical charts, and further improve their ability to ask and solve problems.
(3) Teaching suggestions
This part of the content can be reviewed in four classes, and teachers can also master it flexibly according to the actual situation of the class.
Before organizing the review, teachers should know the students' mastery of this semester's knowledge, such as the understanding level of concepts, the correct rate of calculation, what knowledge they have mastered, which knowledge is easy to be confused, and which knowledge has more mistakes. And make an appropriate review plan according to the actual situation of this class. When reviewing, on the one hand, we should pay attention to let students strengthen the connection between related contents on the basis of mastering all parts of knowledge, so as to make students' knowledge structure more systematic and complete. For example, to review factors and multiples, we should not only consolidate the concepts of factors and multiples, prime numbers and composite numbers, but also link the knowledge of the greatest common factor and the least common multiple to form a systematic knowledge network. At the same time, we should also pay attention to highlighting the key points and difficulties to improve the review efficiency, especially to choose different review methods according to different contents. For example, for factors and multiples, the meaning and nature of scores, students can deepen their understanding of concepts through judgment. For space and graphics, we can understand the characteristics and transformation of graphics through specific operations. In short, review should not only help students with learning difficulties to make up for their lack of knowledge, but also meet the further needs of students with higher development level.
The following is a brief explanation of the problems that should be paid attention to when reviewing each part.
1. When reviewing "factors and multiples", students need to consolidate the concepts of factors and multiples first, because it is difficult to know and understand the concepts of prime numbers and composite numbers by separating the concepts of factors and multiples. In order to make students better understand and master these abstract concepts, teachers can guide students to organize these closely related concepts systematically, so that they can deeply understand related concepts through comparison and difference, and form corresponding knowledge networks.
After the students can clearly distinguish these concepts, complete 1 and 2 in the general review and 1 and 2 in Exercise 27.
2. When reviewing the "Meaning and Nature of Fractions" in the textbook, first consolidate the meaning of fractions through the example of question 3 on page 138 of the textbook, and help students understand the difference between expressing a quantity with fractions and expressing two numbers (or quantities). The basic properties of fractions can be reviewed by combining the knowledge of approximate fractions and general fractions. Let students know that approximate score and general score are the basic properties of application score, but they are different in specific applications: approximate score is the law that the numerator and denominator of application score are divided by the same number (except 0), and the size of the score remains unchanged; General division is the law that the numerator and denominator of a fraction are multiplied by the same number (except 0), and the size of the fraction remains unchanged. Approximate score and general score are the important basis of score calculation, and students can practice properly in review to improve their proficiency. On this basis, we can combine the comparison of review scores in the total review question 5, and the teacher can consciously let the students summarize the methods of score comparison themselves.
3. When reviewing "addition and subtraction of scores", first guide students to recall and summarize the calculation methods of addition and subtraction of scores, and find out the connections and differences between these methods. After finishing the sixth question of the general review, please check the results with the inspection methods you have learned.
4. When reviewing "Space and Graphics", students can be guided to further understand axis symmetry and rotation through hands-on operation in combination with the general review question 7. First, please tell the students how Figure 2 is transformed from Figure 1 and ask them to draw a picture with the attached grid paper. Some students use the rotation of figure 1 to get figure 2, and some students may get the symmetrical figure of figure 1 first, and then rotate the two figures 90 degrees clockwise to get figure 2. Teachers should affirm the correct method. After completing this activity, the teacher can also ask students to observe Figure 2 carefully and draw the symmetry axis of Figure 2 to help students further consolidate their understanding of axisymmetric graphics. When reviewing cuboids and cubes, we should not only master their physical characteristics, but also distinguish the concepts of surface area and volume according to the existing space concepts, correctly use the units of surface area, volume and volume, and skillfully convert the corresponding units.
5. When reviewing Statistics, first of all, you can review the mode in combination with Exercise 27, Question 13, so that students can sum up the differences among mode, average and median. Especially with examples, please tell the students which number is more suitable to describe the achievements of the two classes. When reviewing the composite broken-line statistical chart through the general review of the question 1 1, guide students to summarize the characteristics of the statistical chart and its differences from the single-line statistical chart, and then let students analyze the data, or ask questions according to the statistical chart and answer them publicly.
6. Explanations of some exercises in Exercise 27 and teaching suggestions.
Question 1, after students make judgments through independent thinking, they can also tell the reasons for right and wrong to deepen their understanding.
Question 3: Ask students to clarify the relationship between fractions and integers, fractions and decimals.
Question 6. After students solve it, they can check the correctness of the calculation results with corresponding checking methods.
Question 7. This question is to find the common multiple of 4 and 6, which can be 24, 48, 72, 96 ... According to the information given in the question, the number of preserved eggs is more than 70, so it can be judged that it is 72.
When answering the question 10, let the students know the meaning of the question. You can ask students to cut a piece of paper, fold it according to the picture in the book, see how to fold it into a rectangular box without a cover, and what is its length, width and height, and then think about how to calculate its volume.
The first solution is to calculate the length, width and height of the folded rectangular iron box in centimeters, then calculate its volume in cubic centimeters, and then convert it into milliliters.
(30-5×2)×(25-5×2)×5
= 1500 (cubic centimeter)
=1500ml
The second solution is to change the number of centimeters into the number of meters, find out the number of liters of rectangular iron boxes, and then convert them into milliliters.
(3-0.5×2)×(2.5-0.5×2)×0.5
= 1.5(dm3)
= 1.5 (length)
=1500ml
The question 1 1 can be completed with the grid paper in the attached page, and let the students say how they draw it.
In the 13 problem, students need to review the concepts of average, median and mode before solving the problem, and make clear their connections and differences before solving the problem.
143 Thinking questions below. Students can think and answer independently. When they can't answer, they can actually put them on four digital cards. The answer is that there are six even numbers:12,32,42,14,24,34. For students with strong ability, we can also guide them to find the law to solve this problem. According to the requirements of the topic, we are looking for an even number of two digits. So according to the concept of even numbers, only two cards, 2 or 4, can be put in one place. 2 in the unit, with three digits: 12, 32, 42; 4 in the unit, there are three digits: 14, 24, 34.
Question 14. After answering questions (1) and (2), the teacher can ask students to predict the trend of per capita expenditure and per capita food expenditure in 2005 according to the information on the map.
first kind
Project review content
View coefficients and multiples
Review factors and multiples of teaching content
Textbook page 65438 +038, questions 1 and 2, page 65438 +04 1, questions 1 and 2.
The teaching goal is to enable students to master the concepts of factor, multiple, prime number and composite number. Understand the connections and differences between related concepts, master the characteristics of multiples of 2, 5 and 3, and gradually cultivate students' abstract thinking ability.
Important and difficult
Teaching preparation
teach
study
get through
Cheng Yi, basic exercises.
1, as a teaching material 1 page 381.
Students do it independently. what do you think?
2. Do the second question on page 138 of the textbook.
Students write answers according to the requirements of the topic and communicate collectively.
Second, review the guidance.
1, review factors and multiples
2. Review multiples of 2, 5 and 3.
3. Review prime numbers and composite numbers
Third, consolidate the practice.
1. Complete the question on page 14 1 1.
Guide students to complete and teachers to correct.
2. Complete the second question on page 14 1.
Let the students finish independently and revise collectively.
Fourth, the class summary (omitted)
board
book
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Second lesson
Significance and nature of subject examination scores
The Significance and Nature of Teaching Content Review Scoring
Textbook page 65438 +038, questions 3, 4 and 5, page 65438 +04 1, questions 3, 4 and 5.
The teaching goal is to make students further understand the meaning and nature of music score through sorting and reviewing. Can divide and score skillfully.
Important and difficult
Teaching preparation
teach
study
get through
Cheng Yi, basic exercises.
1, do the third question on page 138.
Guide students to complete and teachers to correct.
2. Do the fourth question on page 138 of the textbook.
Students write answers according to the requirements of the topic and communicate collectively.
3. Do the fifth question on page 138.
Let the students finish independently and revise collectively.
Second, review the guidance.
1, review the meaning of the score
2. Review true points and false points.
3, review the basic nature of the score.
Step 4 check the approximate score
5. Review the general comments
6. Review the reciprocity of fractions and decimals.
Third, consolidate the practice.
1, complete the third question on page 14 1.
Guide students to complete and teachers to correct.
2. Complete question 4 on page 14 1.
Let the students finish independently and revise collectively.
3. Complete question 5 on page 14 1.
Fourth, the class summary (omitted)
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The third category
Addition and subtraction of subject review scores
Addition and subtraction of teaching content review scores
Textbook 139, page 6, 14 1 page 6, 7 and 8.
The teaching goal is to make students further understand the significance of fractional addition and subtraction, master the calculation of fractional addition and subtraction skillfully, and enable students to flexibly choose simple algorithms when adding and subtracting fractions and decimals.
Important and difficult
Teaching preparation
teach
study
get through
Cheng Yi, basic exercises.
Do the sixth question on page 139.
Let the students finish independently and revise collectively.
Second, review the guidance.
1, review the addition and subtraction of fractions with the same denominator.
2. Review the addition and subtraction of different denominator scores.
3. Review the mixed operation of fractional addition and subtraction.
Third, consolidate the practice.
1, complete question 6 on page 142.
Guide students to complete and teachers to correct.
2. Complete question 8 on page 142.
Guide students to finish independently and discuss collectively.
Fourth, the class summary (omitted)
Verb (short for verb) homework
Question 7 on page 142 of the textbook
board
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the fourth lesson
Topic comment space and graphics
Teaching content review space and graphics
Textbook pages 139, 140, questions 7, 8, 9 and 10, questions 142, 143, 9, 10,/kloc-.
The teaching goal is to enable students to further master the characteristics of cuboids and cubes, and correctly calculate the surface areas and volumes of cuboids and cubes according to their meanings.
Important and difficult
Teaching preparation
teach
study
get through
Cheng Yi, basic exercises.
1, as a textbook 139, page 7.
Students discuss in groups.
2. Do the textbook1page 8.
Guide students to complete and teachers to correct.
3. Do the ninth question on page 140 of the textbook.
Students write answers according to the requirements of the topic and communicate collectively.
4. Do the textbook page 140 10.
Let the students finish independently and revise collectively.
Second, review the guidance.
1, review the understanding of cuboids and cubes.
2. Review the surface areas of cuboids and cubes.
3. Review cuboids and cubes.
Third, consolidate the practice.
Complete the question on page 143 1 1.
Guide students to finish independently and discuss collectively.
Fourth, the class summary (omitted)
Verb (short for verb) homework
Textbook pages 142 and 143, question 9, 10 and 12.
board
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design
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The fifth category
Simple statistics of subject review
Simple Statistics of Teaching Content Review
Textbook page 140, questions 1 1, questions 143, 144, 13 and 14.
The teaching goal enables students to further understand the meaning of the model, understand the composite broken-line statistical chart, and make a simple analysis and prediction of the data.
teach
study
get through
Cheng Yi, basic exercises.
Do the textbook page 65438 1 1 topic.
Students discuss in groups, and * * * has induction.
Second, consolidate the practice.
Complete the question on page 143 1 1.
Guide students to finish independently and discuss collectively.
Third, the class summary (omitted)
4. Homework: Question 14 on page 144 of the textbook.
(1) The highest sales volume of the two branches is ().
(2) The sales of a branch increased from () to () the fastest.
(3) The sales of the second branch increased the fastest, from () to ().
teach
study
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Integrated application call
First, the teaching objectives
Through this comprehensive application, students can further understand the close relationship between mathematics and life, optimize the application of ideas in life, and cultivate the ability to apply mathematical knowledge to solve practical problems. At the same time, they can discover the hidden laws of things by drawing pictures and cultivate their thinking ability of inductive reasoning.
Second, the idea of arrangement.
1. Explore the best solution (everyone is not idle).
2. Seek the law (the number of people who receive calls in the nth minute is the total number of students who receive calls in the first n- 1 minute plus 1 (teachers), and the total number of students who receive calls in the first n minutes is the power of 2 minus 1).
3. Apply the rules.
Third, teaching suggestions
1. Group cooperative learning, teacher guidance, class report exchange.
2. Prompt the students to solve the problem in an intuitive way by drawing charts.
3. The mathematical model is an idealized theory, and it is necessary to design a specific notification scheme (including everyone's notification object) and flow chart in advance.
Comprehensive application of whitewashing walls
First, the teaching objectives
Consolidate the knowledge about surface area, strengthen the application of mathematical knowledge in real life, and cultivate students' awareness and ability of collecting, sorting and analyzing information.
Second, the activity steps
1. Define the work to be completed in the design scheme.
2. Collect data.
3. Organize data, analyze and compare information.
4. Submit the plan of painting the fence in writing.
Third, teaching suggestions
1. As this practical activity will involve field measurement and investigation, the teaching activity can take the form of combining indoor teaching with outdoor teaching.
2. In indoor teaching, teachers can guide students to discuss and think about how to sort out and analyze the relevant mathematical information collected.
3. In the process of showing the plans, teachers can guide students to compare and see which group of plans are more reasonable and practical, stimulate mutual evaluation among students, and let students understand and accept others' better methods in communication.
4. After the activity, students can also be encouraged to put their own design schemes into the relevant departments of the school, and put forward some suggestions for the construction of the school, so that students can realize the value of mathematics and their own labor.