六年级数学下册教案 表格式(2016年最新版人教版数学下册教案（附答案）|小编)(3)

C. How many more meters does Team A repair than Team B?

D. How many meters did Team B repair less than Team A?

(3)List formulas based on conditions and questions.

A bag of rice is known to weigh 40 kilograms.

(四)class summary

2021 newest version of PEP Edition Sixth Grade Mathematics Book 2 Teaching Plan Template 5

Teaching goals

1. enables students to become more familiar with the quantitative relationship of word problems, and to be able to use arithmetic and equation methods to solve the two-step calculation of fraction and decimal word problems.

2. Improve students' ability to analyze and solve application problems.

3.Penetration corresponds to the idea.

教学要点

Grasp the relationship between numbers and clarify the idea of ​​problem-solving.

教学难点

Analyze the equivalence relationship between the quantities.

教学准备

The slideshow.

Teaching process

(一)review

1.Look at the sentence formula.

2.Review the quantity relationship.

(1)What is the three-quantity relationship in the itinerary problem?

(2)What is the difference between the three-quantity relationship between the encounter problem and the itinerary problem? What is it?

Projection presentation: speed and × encounter time = combined distance

Joint distance ÷ speed sum = encounter time

Joint walking distance ÷ meeting time = speed and

(3)What is the relationship between their similar quantities?

Joint distance = distance taken by A + distance taken by B

Speed ​​sum = A's speed + B's speed

(二)import new class

These quantitative relationships have been learned before and have solved some practical problems. Today we will apply these quantitative relationships to solve some practical problems in fractions and decimals. （黑板主题）

(三)讲教新课

Example 1 The two places are 13 kilometers apart, and the A and B set off from the two places at the same time, walking towards each other, through

1.Read the question, what are the known and unknown conditions?

2.Analysis:

(1)What kind of question is this? How is it different from the encounter question we have learned before?

(Encounter problems, the time of encounter is a score.)

(The meeting time, both A and B have worked for so long.)

In daily life, the numbers encountered cannot be integers, so use fractions and decimals to represent them. Will you solve such a problem?

(3)Please choose your own method to do this question.

(4)projection feedback all kinds of different practices, be reasonable.

Talk about the calculation of each step.

Solution ③ Let B travel x kilometers per hour.

Why are the equations listed like this, and what is the basis?

(The distance traveled by A + the distance traveled by B = total distance)

Solution ④ Set (omitted)

The equations are based on: speed and × time of encounter = distance.

(5) What is the difference in the way of solving the problem by comparing the solution with equations and the solution with arithmetic methods?

(The arithmetic method is based on the known quantity, using the relational expression to find the unknown quantity; the equation method is to determine the equivalence relation according to the relational expression, and let the unknown number x participate in the calculation.)

(6)Summary: When solving practical problems, first clarify the relationship between the numbers, use them flexibly, choose multi-angle thinking, and use different methods to answer.

(1)读题Analysis:

What kind of word problem is this question?

What are the steps to solve the fraction application problem?

(一、 Seriously reviewing the questions; 二、Analyzing key sentences; 三、Determining the unit "1";四、Accurate drawing;五、Column formula calculation.)

(2) After discussing at the same table according to the problem-solving steps, give out the idea of ​​solving the problem. (The key sentence is "Two weeks are just right

The sum of the joint repairs. )

(3)students draw their own pictures, column style. (Lifeboard performance)

Solution① Let this section of road be x meters long.

What do the left and right sides of the equal sign mean?

Why is this column format?

First ask for two weeks of repairs, and then ask how many kilometers the length of the road is. )

(4)What is the difference between the two solutions?

(The equation method sets the full length unit "1" as x, and lists the equivalence relations according to the meaning of fraction multiplication

The unit is "1". )

(5)例2 What is the difference between the simple fraction word problems learned before?

(Simple score application questions are to directly give the corresponding quantity rate; but today I learned to use the corresponding idea to indirectly find the corresponding quantity rate.)

The study of the above two sample questions makes us understand that the quantitative relationship learned in integer word problems can still be applied to decimals and fractions, and the ideas are the same.

(三)巩固练习

The latest edition of PEP Edition Sixth Grade Mathematics Volume 2 Teaching Plan Template Related Articles:

★ The newest sixth grade mathematics lesson plan template of the latest PEP edition

★ The latest template for the teaching plan for the second volume of sixth grade mathematics

★ 2021 sixth grade mathematics teaching plan booklet template

★ PEP Version Sixth Grade Mathematics Teaching Plan 2021 Template

★ The design and reflection template of mathematics teaching plan for the second volume of the sixth grade of the 2021 People's Education Edition

★ The latest template of the sixth grade mathematics whole book teaching plan

★ 2021 People's Education Edition Primary School Sixth Grade Mathematics Volume 2 Unit 6 Teaching Plan Template

★ The latest PEP version of the sixth grade primary school mathematics review lesson plan template

★ The latest Beijing Normal University Version Sixth Grade Mathematics Book 2 Teaching Plan Template

★ Excellent mathematics teaching plan 2021 template for grade six

教案网123