Teaching design of applying wide angle

Teaching content: Jiangsu Education Press, fifth grade mathematics volume II, pages 1 19 to 120.

Teaching objectives

1. Make students further understand the connection between mathematical knowledge and real life when learning mathematics, and comprehensively use the learned mathematical knowledge and methods to solve various practical problems in life. Improve the ability to solve problems

2. Make students consciously review their knowledge, further evaluate and reflect on their overall learning situation this semester, experience the fun of communicating with classmates and learning successfully, feel the significance and value of mathematics, and develop positive feelings about mathematics.

Pre-class requirements

1. Each student collects some statistical charts or information expressed by scores;

2. Each student makes a calendar card.

3. Collect questions related to life application this semester.

teaching process

First of all, the conversation quoted

Admission is for use. This semester, students have learned a lot of mathematics knowledge. Please tell us which problems in your life this mathematical knowledge has helped you solve.

1. Take out the collected questions related to life application and communicate with each other in groups of four;

2. Report the results on stage respectively.

Design intention: Mathematics originates from life and is used in life. Let students exchange their experiences, which increases the width of understanding and stimulates the enthusiasm of students.

Second, teaching problems 25.

Ask the students to take out the information expressed by the collected statistical data or scores and communicate in groups. Ask individual students to report their achievements and experiences (what data have you collected and what have you seen from these data? )。

Design intention: Students may have different understandings of the same statistical chart, and exchange ideas and opinions with each other, which can further deepen students' understanding of the statistical chart.

Ii. teaching problems 26.

Take out the calendar card. To understand the meaning of the question and specify the requirements, you can only box it. Try to finish it. Displays the results using projected coordinates.

Design intention: to cultivate students' comprehensive ability to use knowledge to solve practical problems.

Iii. teaching problems 27.

1. What are the simplest true fractions with denominator of 8? What's their total number? Let the students write quickly, finish and report within the specified time.

2. Choose any number of integers, write all the simplest true scores with these numbers as denominators respectively, and find the sum of each group of true scores. (Choose two integers for each person, write all the simplest true fractions with this integer as the denominator, and then calculate the sum. )

3. What laws have you found?

Any integer greater than 2, the sum of all the simplest true fractions using it as denominator must be an integer. )

Design intention: through their own practical operation, cultivate students to learn to discover laws and summarize them.

Iv. teaching problems 28.

Students do it independently and show the results by projection.

Design intention: to cultivate students' sense of orientation and direction.

5. Teaching question 3 1.

Read the questions and understand the meaning. The students try to play games.

If you want to win, you can think backwards (leave a few for your opponent before you take it for the last time).

It is pointed out that after each extraction, the remaining matching number must be a multiple of 4. Try this game again.

Talk about winning strategies.

Design intention: It is far more effective to find the rules in the game than the boring pen calculation.

VI. Teaching problems 29.

Group communication.

Report the conclusion and pay attention to the correctness of the statement.

7. After-school extension questions 30.

After class, complete the measurement and calculation in groups.

Design intention: Homework after class is closely related to life, which further reflects the importance of group cooperation and strengthens the sense of group cooperation.

Eight. Summarize.

Talk about the gains and disadvantages of this course.