1. Make students know natural numbers and integers, master decimal counting, and read and write three-level multi-digits correctly according to the series of numbers.

2. Make students understand the meaning of four integer operations and master the relationship between addition, subtraction, multiplication and division.

3. Make students master the operation rules of addition and multiplication, and use them to perform some simple operations; Further improve the proficiency of integer oral calculation and written calculation.

4. Make students understand the meaning and nature of decimals, and skillfully do written calculation and simple oral calculation of decimals.

5. Make students know the simple method of data arrangement and simple statistical chart; If you understand the meaning of average, you will find a simple average.

6. Make students further master the elementary arithmetic order, calculate the general three-step calculation problems more skillfully, and use brackets to solve some easy three-step calculation problems.

7. Making students solve some application problems of two-step calculation with slightly complicated quantitative relationship will solve some relatively easy application problems of three-step calculation; Learn the method of inspection preliminarily.

8. Combine relevant contents, further cultivate students' inspection habits, and carry out education of loving the motherland and socialism and enlightenment education of materialist dialectics.

Main knowledge and teaching structure:

This textbook includes the following contents: mixed operation and application, four operations of integer and integer, measurement of quantity, meaning and nature of decimal, addition and subtraction of decimal, triangle, parallelogram and trapezoid.

The main direction of learning methods and ability training:

1. Cultivate students' abstract generalization ability.

2. Cultivate students' comprehensive analysis ability.

3. Cultivate students' judgment and reasoning ability.

4. Cultivate students' ability of migration and analogy.

5. Guide students to reveal the relationship between knowledge and explore the law.

6. Cultivate the flexibility of students' thinking.

7. Pay attention to cultivating students' interest in learning mathematics, good ideological and moral character and study habits.

Used to be. The focus of teaching:

The problem of mixed operation and application is a focus of this book.

First unit

Mixed operation and application problems

Overall perception

The first unit is divided into three sections, the first section: mixed operation; The second part: application questions; Section 3: data classification and averaging.

The three-step test questions of mixed operation are taught on the basis of the three-step test questions learned in books 5 and 6. The three-step test questions in this unit are three-step questions, and the brackets are two-level operations. Through study, we will further consolidate the operating order of mixed operation. In teaching, we should make full use of the relationship between three-step problems and two-step calculation problems, strengthen the operation order, let students calculate independently on the basis of mastering the operation order, and gradually improve the accuracy and speed of operation. The three-step calculation method of application problems is an extension of the two-step calculation method of application problems, aiming at improving students' ability to understand mathematical language and express and synthesize formulas with formulas, and further strengthening the operation order. When calculating the three-step application problem, we should focus on analyzing the words describing manpower, first determine what the last step is, then deduce it according to the quantitative relationship, and determine what to calculate first, then what to calculate, which part is in front and which part is behind, and how to use parentheses until a comprehensive formula is listed. The application problem is the focus of this unit, in which the two-step operation of multiplication and division is related to Book 6.

The application of multiplication and division is different, and the characteristic is that the unknown can change with the change of two quantities. In teaching, we should analyze the relationship between the unknown quantity and the two known quantities, get two methods to solve problems, and then solve them in tabular form. The multiplication and division method of application problems is contradictory in solving problems. In teaching, we should strengthen the connection between the two kinds of problems and strengthen the quantitative relationship through comparative exercises, which requires that we can solve them in two ways, so as to work out a comprehensive formula.

The application problem part also arranges a simple and easy-to-answer three-step calculation application problem, which is the development of the original two-step calculation application problem. This part is close to students' life, and the quantitative relationship is simple. Through analogy, students can easily master the analysis and solution methods of three-step application problems. In teaching, two-step application problems can be introduced into teaching, so that students can analyze the main quantitative relations by using the problem-solving ideas of two-step calculation application problems, and determine the operation steps from the comparison with two-step application problems. In the teaching of practical problems, we should also pay attention to cultivating students' ability to express quantitative relations with line graphs. At the same time, the teaching material also introduces the inspection method, which should pay attention to cultivating students' good inspection habits, but the inspection method only requires students to master it from the beginning, and does not require writing out the inspection process. Data sorting and averaging are the primary knowledge of statistics. On the basis of predecessors' infiltration of statistical thought, the textbook introduces the preliminary knowledge of statistics from this volume. Data collation includes simple statistical tables and bar charts. Through teaching, students can have a preliminary understanding of data arrangement, read simple statistics and charts, and fill in incomplete simple statistics or histograms completely. Averaging is a statistical method, so students should understand the meaning of averaging, pay attention to the difference from the average score, and learn the simple method of averaging data. The statistical knowledge of this unit is the most basic, so students are required to understand it.

In the teaching of this unit, we should make full use of the connection between old and new knowledge, contact with students' real life, and link new knowledge points with students' original knowledge system for teaching and learning through knowledge transmission, analogy, comparison and expansion. In addition, in the teaching process, teachers should fully mobilize students' enthusiasm for autonomous learning, let students explore freely, do more hands-on, discuss more and communicate more, and try to guide students to draw their own conclusions. It is necessary to arouse the interest of students with learning difficulties and let them feel the fun of learning mathematics, especially the fun of learning applied problems. In addition, while learning knowledge, we should pay attention to the combination of teaching content and cultivate students' abilities, including calculation ability, analysis and judgment ability, comprehensive thinking ability, reasoning ability and hands-on operation ability.

Mixed operation

Teaching content: textbook examples 1 and "do it" exercises 1, questions 1 and 2.

First, the goal of quality education

(A) the main points of knowledge teaching

1. Master the operation sequence of the two-step calculation formula in brackets.

2. Be able to calculate complex three-step problems.

(2) Key points of ability training

Cultivate students' analogy ability and calculation ability.

(C) moral education penetration point

Teach students to calculate and do things carefully. '

(D) the starting point of aesthetic education

Make students feel the beauty of the inner connection of mathematics knowledge and improve their aesthetic consciousness.

Second, the guidance of learning methods

Instruct students to make use of existing experience, study cooperatively and explore new knowledge.

Iii. Key Points and Difficulties

1. teaching emphasis: understand the operation order of the three-step expression problem of two-level operation in brackets.

2. Teaching difficulty: accurate calculation of three-step expression questions.

Fourth, prepare teaching AIDS and learning tools.

Cards and courseware

Teaching steps of verbs (abbreviation of verb)

Pave the way for pregnancy

1. Exercise: (Card)

30+30÷3 42×3 80÷ 16+2

12×5—60÷2 8×5× 10 120÷4×5

2. Say the order of the following questions. Choose a deskmate's question and tell the other person: What operations are included in the question, which ones are calculated first, and which ones are calculated later, and why are they calculated in this order? The revision emphasizes: in a formula, if there are addition, subtraction, multiplication and division, multiply and divide first, then add and subtract; For formulas with brackets, the operation in brackets must be calculated first.

3. Calculation:

32+540÷ 18 100—(32+30)

At the same table, exchange the operation order with each other and work out the results orally.

(2) Explore new knowledge

1. Introduce a new lesson:

Looking at the two questions just now, can you combine them into one question? (The teacher asks questions and draws lines under 30 and 540÷ 18 with colored pens. )

Students ask questions in groups, and the teacher writes on the blackboard: 100—(32+540÷ 18)

It is pointed out that this is the example of mixed operation that we are going to study today 1.

Blackboard writing: mixed operation example 1

Grasp the connection between old and new knowledge, use the analogy of knowledge transfer to learn knowledge. )

2. Comparative example 1 and review questions. Discussion: What is the difference between the example 1 and the mixed operation problem we have learned before?

Guide the students to observe and discuss, and draw the conclusion that there are two levels of operation in the brackets of 1. Teacher's guidance: The brackets in this question include two levels of operation: division and addition. In what order should they be calculated? What's first? What is it? What is it?

3. Students try to do the examples directly, compare them at the same table after completion, and correct each other.

4. Let the students report their own calculation process and form a blackboard writing:

Example1100—(32+540 ÷18)