每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。写范文的时候需要注意什么呢?有哪些格式需要注意呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。
四年级下册数学教学设计意图篇一
这部分内容是在学生学习了整数除法和小数意义的基础上进行教学的。除数是整数的小数除法既是小数除法的起始点,又是除数是小数的小数除法的基础。因为除数是小数的小数除法都要转化为除数是整数的小数除法,教材创设“精打细算”的情境,贴近现实生活,提出了数学问题“哪个商店的牛奶便宜”。引导学生对此展开研究,在交流时,尊重学生个性思差异,使学生了解在计算时应注意什么,突出本节课的重点内容。在总结比较的基础上,引导学生重点掌握除数是整数的小数除法的竖式计算方法:与整数除法的计算方法相类似,只要商的小数点和被除数的小数点对齐就可以了,如果除到小数部分有余数,可以添0再继续除。最后将学生所学的新知识进一步与生活实际联系起来,巩固深化。
1、结合具体情境,体会小数除法在日常生活中的应用,进一步体会除法的意义。
2、利用生活经验和已有知识,经历探索小数除以整数计算方法的过程,发展推理能力。
3、正确掌握小数除以整数的计算方法,并能利用这些方法去解决日常生活中的一些问题。
小数除以整数的计算方法。
让学生理解商的小数点是如何确定的。
弄清楚商的小数点为什么要与被除数的小数点对齐。
1、(3分钟)昨天,淘气逛商店的时候,“用432元买了8个足球,每个足球多少钱呢?用816元买了8套运动服,运动服每套多少钱?”你能帮淘气算一算吗?(汇报,如何计算的。是整数除法)(投影)
(设计意图:先让学生用竖式解决问题,复习整数除法的计算方法,为小数除法的学习作好铺垫。)
2、(2分钟)今天淘气打算去买牛奶(出示主题图)
你猜一猜淘气会买那个商店的牛奶?为什么?
生1:我猜测淘气可能会买甲商店的,因为11.50÷5大约是2元多,我感觉已经很便宜了。
生2:我猜测淘气可能会买乙商店的,因为乙商店虽然总价高一些,但是可以有六袋,我觉得比较合适。......
(学生可能会有几种不同的判断方法,这样充分看出学生的生活经验和学习基础的差异,根据学生不同的情况,只要他说的有道理,就给予肯定。)
(设计意图:让学生根据自己的生活经验去估计、猜测,一方面调动学生的积极性,一方面让学生体会数学来源于生活。充分激发学生学习的积极性。)
3、(2分钟)师:现在大家的意见不太统一,如果两个商店的牛奶质量一样,你觉得淘气应该买价格高的还是价格便宜的牛奶?
师“如果品质相同的话,我们自然要买便宜的,因为要精打细算嘛!
师:那么我们现在就来计算一下每个商店牛奶的价格,谁会列算式呢?
请学生列出算式:11.5÷512.9÷6
你是根据什么列式的?
(总价÷数量=单价)
师:观察这两个算式,与我们以前所学的除法有什么不同?它们有什么特点?
生:这两题的被除数都是小数,除数都是整数。
师:我们把这样的除法就叫做“小数除法”(板书课题),今天我们就来研究小数除法的计算方法,看看淘气到底应该买哪个商店的牛奶。
(设计意图:统一学生的认识,引入新知,渗透“生活要精打细算”的思想。)
1、师:两个商店牛奶的价格分别是多少呢?现在同学们可以结合自己的生活经验和已经掌握的知识,在小组内讨论交流一下想法,并且尝试计算。
学生交流讨论,教师巡视指导。(7分钟)
师:请小组选派代表汇报你们的讨论结果。(10分钟)
生1:我们组在计算甲商店中每袋牛奶的价格时,先是把11.5元转化成115角,然后用“115÷5=23(角)”最后再把23角转化成2.3元。在计算乙商店的牛奶价格时,我们用的是同样的方法。先把12.9元转化成129角,129÷6=21(角)......3(角)因为有余数,于是我们就把12.9元转化成1290分,1290÷6=215(分),215分=2.15元,2.3元〉2.15元,所以乙商店的牛奶便宜。
生2:我们发现可以用小数直接去除以整数,只要在竖式计算时,小数点和被除数的小数点对齐就可以了。
生3:这样计算到“12.9÷6”时,除小数部分的时候还有余数,我们还不知道该怎么办,请大家帮助我们。
生4:我们可以帮助你们,当除到小数部分还有余数的时候,可以在余数的末尾补“0”,然后再继续除。因为小数的末尾添0或者去掉0,小数的大小不变。
师:你们真了不起,有这么多想法,大家比较一下,你们认为哪个方法比较简便实用?
生:竖式计算。(学生也可能会说其他的方法)
师:我们大部分同学会认为竖式计算比较简便实用,现在请两名学生到前面写出竖式,大家也试一试用竖式解决这两个题目。(指名两生板演,其余学生写在课练本上。)
集体交流订正,明确小数除法的计算方法:按照整数除法的方法计算;商的小数点与被除数的小数点对齐;除到小数部分有余数时,可以添0再继续除。
(设计意图:把问题交给学生,放手让学生探究寻觅小数除法的计算方法。但学生的语言不一定很规范,教师可以根据学生的回答进行总结。)
2、(3分钟)教师板书:13.6÷812.5÷2
师:谁愿意来试一试用竖式计算出结果?
请两生到前面板演,其余学生自己练习。然后集体交流订正,并让学生说一说算法。
(设计意图:及时进行相似题目的练习,对于接受快的学生有提高熟练程度的作用,对于接受慢的学生有逐步熟练的作用。)
看来同学们已经掌握了除数是整数的小数除法的计算方法了,愿意用你所学的知识解决一下,下面这几道题吗?
1、先估一估,再算一算。(商会是一个什么样的数,估算可以让我们检验自己的计算结果是否准确)
7.42÷71.2÷513.8÷15
题目分析:第一题是商的中间有0的小数除法;第二题和第三题是整数部分为0,除的时候还需要补0再除的小数除法,可以先放手给学生,在交流的时候再让学生讲明计算方法。
(设计意图:充分相信学生在整数除法的基础上,能迁移出类似的小数除法。如果学生对于练习不能全部接受,教师可以先引导学生估计每题的商,然后再进行计算。)
2、根据5145÷15=343,口算下面各题
514.5÷15=51.45÷15=5.145÷15=
3、开放题:(根据时间灵活练习)
小明在献爱心活动中,准备把72.72元零花钱捐给灾区的小朋友,你认为小明会捐给()位小朋友,每个灾区小朋友()元钱。
师:在今后的学习中,希望我们的学生也能伸出友爱之手,将自己的零花钱节省下来,捐给哪些需要帮助的学生。
(设计意图:联系生活实际,在巩固知识的同时,对学生进行爱心教育。)
师:今天我们学习了什么?今天你有什么收获呢?请大家评价一下自己的表现,说说自己的体会、感受或想法。
(设计意图:让学生根据自己的学习情况,对本节课进行多方面的反思与回顾,培养学生自我评价的能力。)
数学活动课《快餐店》教学反思
数学来源于生活,扎根于生活,应用于生活。《数学课程标准》强调让学生“人人学有价值的数学”。“有价值”的数学应该与学生的现实生活和以往的知识体验有密切的关系,是对他们有吸引力,能使他们产生兴趣的内容。一节课下来,面对学生接二连三的出呼意料的精彩的对话,我不由得为他们喝彩。爱因斯坦说过:“教育应当使所提供的东西让学生作为一种宝贵的礼物来领受,而不是作为一种艰苦的任务要他去负担。”课堂上,学生学得轻松愉快、积极主动,而且思维灵活多样,富有创造性,获得了成功的体验。我心里有一种深刻的感受越来越鲜明——这不就是我们新课标所追求的吗?
反思整个教学过程,我认为成功的关键在于:
小学生学习的有价值的数学应与他们的生活存在最近连接点、是思维最近发展区的数学。
众所周知,现实世界是数学的丰富源泉,生活离不开数学,数学源于生活。尤其是小学数学,在生活中都能找到其原形。因此,数学教学应广泛挖掘各类生活素材,创设生活情境,让学生感到数学知识就是从活生生的生活中来的。
感兴趣的学习自然充满激情,让整个课堂教学充满活力,所有的问题都迎刃而解。
《数学课程标准》指出:教师应该充分利用学生已有的生活经验,引导学生把所学的数学知识应用到现实中去,以体会数学在现实生活中的应用价值,从而培养学生应用数学的意识和综合运用知识解决问题的能力。
反思本课的教学,我觉得理解什么、掌握什么、运用什么都不应该是本课教学的最终目标,本课教学的最终目标应该是:让学生通过上这样一节实践活动课,使他们切切实实地感受到数学知识无处不在,数学和我们生活息息相关,从而激发他们“爱数学、学数学、用数学”的情感。
总之,面对新课程课堂教学的成功与失败,我将真实的对待、坦然地看待,将在不断地自我反思中加强“课标”的再学习、再实践,相信能在不断的反思中成长,在不断的实践中发展,在不断的成长中创新!
四年级下册数学教学设计意图篇二
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四年级下册数学教学设计意图篇三
1、通过解决实际问题,使学生体会确定位置在生活中的应用。
2、通过学生自主探索,使学生能根据距离确定物体的位置。
3、培养学生空间观念和小组合作能力。
通过解决实际问题,使学生体会确定位置在生活中的应用。
课件
一、讲解定向运动,导入新课。
定向运动就是借助地形图和指南针,按照标绘在地图上的方向线,在野外环境中自行选择行进路线,不断地判断并纠正前进的方向,依次通过赛会预先放置的各个检查点,以最短时间到达所有点标并到达终点者为胜的一项体育运动。定向运动是一项健康的户外运动、是一项人与自然融合的运动、是一项挑战自我的运动。在运动中人们有回归自然、身心放松的良好感觉。定向运动通常在森林、郊外和城市公园里进行,也可在环境优美的校园里进行。
二、板书课题:位置与方向
师:下面就让我们共同挑战一次公园定向越野赛。
自己探究:这次探究公园定向越野赛,第一赛段是从起点到1号点,那我们如何去找1号点呢?
生:1号点在起点东北方向,我们从起点向东北方向走。
师:只知道向东北方向走,能又快又准的找到号点吗?
生:我认为不行。从起点到东北方向有很多路线可以走。
师:对啊!我们只知道方向,但怎样才能很快到1号点呢?
生:我认为找起点到1号点路程最近的方法最好,这样才能很快到1号点。
师:现在我们同学有两种方法,一种只看方向,另一种只看两地的距离,那么,大家想一想:这样能准确描述1号点吗?
师:那怎样才能准确地找到1号点呢?
生:只知道方向或距离是不行的,要同时知道这两个条件才行。
师:那怎样利用已有的方向和位置来确定1号点的位置?(分组讨论)
生:1号点在起点东偏北30°的方向,大约要走1000米。
生:1号点在起点北偏东60°的方向上,大约要走1000米。
师:提问:确定任意一点,应从哪几个方面描述?
生:从方向、距离来描述。
师:同学们能否指出教室的东南西北方向?
一生指出东南西北方向。
师:你能根据自己所在的位置指出东偏北30°的方向吗?(学生指出了)
小结:同学们,平时我们在生活中描述位置方向,一般以夹角较小方向上物体所在方向离得较近,就说偏向那个方向。
三、拓展练习:
1、图上练习:教材第18页“做一做”
2、实践活动:分组交流描述学校里各个建筑物的所在位置方向。
四、总结:你在本课学到了什么?有什么收获?
课后习题
完成课后练习题。
四年级下册数学教学设计意图篇四
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四年级下册数学教学设计意图篇五
知识与技能
1.通过观察发现,掌握加法交换律的意义。
2.学会用自己喜欢的方式表示加法交换律,初步感知代数思想。
3.会运用加法交换律验算加法。
1.经历加法交换律的发现过程,体验观察比较,举例论证,总结归纳的学习方法。
2.经历加法交换律的应用过程,体验数学知识间的联系和它的广泛应用性。
情感、态度与价值观
让学生感受发现知识的快乐,激发学生的兴趣,感受数学与生活的联系。培养学生学数学、用数学的乐趣。
教学重点:理解并掌握加法的交换律。
教学难点:能根据实际情况,在计算式灵活应用加法运算律。
多媒体、板书
创设情境,探究新知
李叔叔准备骑车旅行一星期,他今天上午骑了40km,下午骑了56千米,李叔叔今天一共骑了多少千米?
(1)理解题意
求李叔叔今天一共骑了多少千米,就是求上午和下午一共骑了多少千米?
用加法:40+56或56+40
师:今天我们就来学习一下加法运算的定律。
板书:加法运算定律
(2)解决问题
40+56=96(km)或56+40=96(km)
(3)观察算式,发现定律
两道算式的得数相同,所表示的都是李叔叔今天一天骑的路程,因此两道算式之间可用等号连接,即40+56=56+40
观察40+56=56+40,发现,等号左、右两边的加数相同,只是交换了位置,但结果不变。由此可以得出结论:交换加数的位置,和不变。
(4)验证定律
是否所有的加法算式交换加数的位置,和都不变呢?可以举例验证。如:
0+200=200;200+0=200所以0+200=200=0
11+78=89;78+11=89所以11+78=78+11
发现:任意两个数相加,交换加数的位置,和不变,这就是加法的交换律。
(5)用字母表示定律
在数学当中通常用字母表示定律,若用a,b分别代表两个加数,则加法交换律就可以表示为a+b=b+a(a,b代表任意数)。用字母表示更加直观、方便。
板书:加法交换律:a+b=b+a
归纳总结1:两个加数交换位置,和不变,用字母表示为:a+b=b+a。
随堂练习:
小红有24支水彩笔,小刚有16支水彩笔,小红和小刚一共有多少支水彩笔?
答案:24+16=40(支)或者16+24=40(支)
探究新知2:加法结合律
情境导入:
问李叔叔这三天一共骑了多少千米?
1.理解题意
师:要求三天一共骑了多少千米,就是求第一天所骑的加上第二天再加上第三天所骑的所有路程是多少,列式:88+104+96
2.解答:
方法一:按从左往右的顺序:
88+104+96
=192+96
=288(千米)
方法二:观察算式中96+104正好等于200,所以可以先把后两个数加起来,再加上他们的和。
即:88+104+96
=88+(104+96)
=88+200
=288(千米)
答:李叔叔这三天一共骑了288千米。
3.发现规律
观察两种解题方法,发现:一是先把前两个数相加,再加上第三个数,方法二是先把后两个数相加,再和第一个数相加,他们的计算结果相同,因此,
可以写成等式(88+104)+96=88+(96+104)
归纳总结2:三个数相加,先把前两个数相加,或者先把后两个数相加,和不变,这个叫加法结合律。
4.用字母表示定律
如果用a,b,c表示任意三个数,那么加法结合律可以表示为:(a+b)+c=a+(b+c)
板书:加法结合律(a+b)+c=a+(b+c)
活学活用:
有三块布,第一块长68米,第二块长59米,第三块长41米,那么三块布一共有多长?
68+(59+41)
=68+100
=168(米)
答:三块布一共有168米
探究新知3:加法中的简便运算
下面是李叔叔后四天的行程
1.理解题意
师:要想求李叔叔后四天还要骑多少千米,只要把后四天所有的路程加起来就行了,列式为:115+132+118+85
2.观察算式特点
师:同学们,仔细观察发现,115与85能凑成整百数,132与118能凑成整数,因此用加法交换律和加法结合律就能把式子改写为:
115+132+118+85
=115+85+132+118
加法交换律=(115+85)+(132+118)
加法结合律
=200+250
=450
3.解答
115+132+118+85
=115+85+132+118
=(115+85)+(132+118)
=200+250
=450(千米)
归纳总结:
在加法算式中,当某些数可以凑成整十,整百数或者多个相同数时,运用加法交换率或者加法结合律改变式子的运算顺序,可以使运算更方便。
活学活用:
丁杰看一本故事书,第一天看了62页,第二天看了93页,这时还剩下138页没有看,这本故事书一共有多少页?
答案:62+93+138
=(62+138)+93
=200+93
=293(页)
答:这本故事书一共有293页。
探究新知4:连减的简便运算
情境导入
一本书一共有234页,还有多少页没看?
1.理解题意
师:已知总页数是234页,减去昨天和今天看的,就是剩下的。
2、列式子
解法一:(1)今天看的66+34=100(页)
(2)剩下的234-100=134(页)
解法二:从总页数中减去今天看的34页,再减去昨天看的66页,
剩下的就234-34-66=134(页)
3.比较发现
比较以上解法得数是一样的,可知:从一个数中连续减去两个数,也就相当于从被减数中减去两个减数的和,在连减算式中任意交换减数的位置,差不变。
即:a-b-c=a-(b+c);a-b-c=a-c-b
活学活用:
妈妈拿100元去超市购物,买蔬菜花了26元,买水果花了24元,还剩多少钱?
答案:100-26-24=50(元)
拓展提升:
1、计算:1+2+3+4+5......+48+49+50
师解析:
方法一:观察这组数据发现,1+50=51,2+49=51,3+48=51….25+26=51
50个数相加,两两结合为25组,每组的和都为51,这样可以算出答案:51×25=1275
方法二:如果把50个数倒过来写,分别相加,就是50个51相加再除以2,即是答案。
即:1+2+3+4….+48+49+50
=(1+50)×(50÷2)
=1275
归纳总结:解决问题要动脑,这样会找到多种解决问题的方案,解答时要选择一个最简便的方法。
举一反三:
用简便方法计算:199999+19998+1997+196+95
答案:199999+19998+1997+196+95
=200000+20000+20xx+200+100—(1+2+3+4+5)
=222300—15
=222285
归纳小窍门:当算式中的数字较大时,可以利用估算的思路,把它们都看做是和它们最接近的整百、整千、整万….的数,计算出结果后,再减去多加的部分。
课后小结
这节课你学会了什么呢?
a.这节课我们学习了加法运算律和加法结合律
用字母表示为a+b=b+a;a+b+c=a+(b+c)
b.数学运算时要选择简便运算方法,在加法算式中,当某些数可以凑成整十,整百数或者多个相同数时,运用加法交换率或者加法结合律改变式子的运算顺序,可以使运算更方便。
课后习题
1、计算下列算式
138+227+17369+406+94
答案:138+227+17369+406+94
=138+(227+173)=69+(406+94)
=138+400=69+500
=538=569
2、一根钢丝,第一次用去187米,第二次用去145米,这时还剩下113米,这根钢丝全长多少?
答案:187+145+113
=(187+113)+145
=300+145
=445(米)
答:这根钢丝全长445米
板书
加法运算律
加法交换律,加法结合律
a+b=b+a;a+b+c=a+(b+c)
善于发现简单法,计算准确快又好
四年级下册数学教学设计意图篇六
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四年级下册数学教学设计意图篇七
1、结合生活经验和实例,感知平移现象。能直观地分辨常见的平移现象。
2、能在方格纸上画出一个简单图形沿水平方向、竖直方向平移后的图形。
3、经历观察、操作等过程,感受图形的美,发展空间想象能力,会判断图形平移的方向和距离。
1、体会平移的本质特征。
2、物体沿着直线运动,把这样的直线运动叫做平移现象。
在方格纸上画出一个简单图形沿水平方向、竖直方向平移后的图形。
教学环节问题情境与教师活动学生活动媒体应用设计意图
一、知识铺垫
学生观察教师示范:
1、这个物体在做什么运动?
2、物体从一个位置沿着 直线运动 到另一个位置,这种现象叫做平移。
3、生活中你还见过哪些平移现象。
在学生已有知识的基础上进行谈话,既能提高学生学习的主动性和积极性,又复习平移的知识。
二、学习新知
1、出示例3
(1)怎样数出图形平移的格数?
小结:平移的关键:根据箭头观察平移的方向,采用找对应点的方法确定平移的格数。
(2)画出平移后的图形。
2、在方格纸上平移图形的方法步骤
(1)找出原图形的关键点(如顶点或端点)
(2)按要求分别描出各关键点平移后的对应点
(3)按原图将各对应点顺次链接。
3、平移的特点: 形状,大小不变,位置变。
三、巩固应用p87做一做
四、总结
四年级下册数学教学设计意图篇八
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四年级下册数学教学设计意图篇九
知识与技能:通过情景创设,在解决实际问题的过程中充分调用学生已有的知识经验,进行知识迁移。学生在老师的引导下探究和归纳乘法交换律、结合律,理解乘法交换律、结合律的作用,了解运用运算定律可以进行一些简便运算。
过程与方法:鼓励学生大胆猜想,并从中感悟科学验证的方法。感受数学与现实生活的联系,能用所学知识解决简单的实际问题。培养根据具体情况,选择适当算法的意识与能力,发展思维的灵活性。
情感、态度和价值观:通过教学情景的创设和欣赏自然景色的美,向学生渗透环保教育。
教学重点
探索发现乘法交换律、结合律,懂得运用所学知识进行简便计算。
教学难点
乘法分配律的应用。
多媒体课件
一、复习导入
二、学习乘法交换律和乘法结合律
1.学习例5。
(1)出示例5
(2)学生在练习本上独立解决问题。
(3)引导学生对解决的问题进行汇报。
4×25=100(人)
25×4=100(人)
两个算式有什么特点?
你还能举出其他这样的例子吗?
教师根据学生的举例进行板书。
你们能给乘法的这种规律起个名字吗?
板书:交换两个因数的位置,积不变。这叫做乘法交换律。
能试着用字母表示吗?
学生汇报字母表示:a×b=b×a
2.学习例6。
(1)出示例6
(2)学生在练习本上独立解决问题。
教师巡视,适时指导。
(25×5)×225×(5×2)
=125×2=10×25
=250(桶)=250(桶)
(3)引导学生对解决的问题进行汇报。
两个算式有什么特点?
你还能举出其他这样的例子吗?
教师根据学生的举例进行板书。
你们能给乘法的这种规律起个名字吗?
板书:先把前两个数相乘,或者先把后两个数相乘,积不变。这叫做乘法结合律。
能试着用字母表示吗?
学生汇报字母表示:(a×b)×c=a×(b×c)
(4)完成例6下面做一做的第一题。
3.学习例7。
(1)出示例7。
(2)学生在练习本上独立解决问题。
教师巡视,适时指导。
(3)引导学生对解决的问题进行汇报。
两个算式有什么特点?
你还能举出其他这样的例子吗?
教师根据学生的举例进行板书。
你们能给乘法的这种规律起个名字吗?
板书:两个数的和与一个数相乘,可以先把它们与这个数分别相乘,再相加,这叫做乘法分配律。
能试着用字母表示吗?
学生汇报字母表示:(a+b)×c=a×c+b×c
a×(b+c)=a×b+a×c
(4)完成例7下面做一做的第一题。
3.学习例8。
(1)出示例8。
(2)收集信息,明确条件问题
(3)学生独立思考,尝试解决问题
(4)读懂过程,感悟不同方法
课后小结
今天你有什么收获?
课后习题
1.运用乘法运算定律,在下面的横线上填上恰当的数。
78×85×17=78×(_____×______)
81×(43×32)=(_____×______)×32
(28+25)×4=×4+×4
15×24+12×15=×(+)
6×47+6×53=×(+)
(13+)×10=×10+7×
2.判断对错。
(1)39×22-39×2=39×22-2()
(2)39×22-39×2=39×(22-2)()
(3)39×28+39×72=39×28+72()
(4)39×28+39×72=39×(28+72)()
(5)39×12=39×(12-2)()
(6)39×12=39×(10+2)()
板书
交换两个因数的位置,积不变。这叫做乘法交换律。
先把前两个数相乘,或者先把后两个数相乘,积不变。这叫做乘法结合律
四年级下册数学教学设计意图篇十
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四年级下册数学教学设计意图篇十一
1.理解并掌握连减式题的简便算法。
2、培养学生灵活计算的能力,发展学生的思维。
3、感受数学与现实生活的联系,能用所学知识解决简单的实际问题。
理解并掌握连减式题的简便算法。
根据具体的数据特点,选择灵活、合理的计算方法。
激情导课
出示一组式题,学生进行口算比赛。
师:在加法和乘法运算都有一些定律可以使计算更简便,其实,减法式题也有一些运算规律使计算简便。大家想不想快速地的计算出题的结果?
今天我们就一起来探索减法的简便计算,只要理解、掌握了减法的不同算法,并能灵活运用,相信大家一定能又对又快的算出这些式题。
民主导学
出示例1情境图,学生观察并思考:
(1)你了解到了哪些数学信息?
(2)怎样计算:还剩多少也没看?
(3)试着用不同方法解决问题。
2.小组讨论、交流:
(1)说说自己的解题思路。
(2)你们小组一共有几种不同的解决方法?
(3)比较,你喜欢哪种方法?为什么?
展示交流
1.小组汇报、板演计算过程,并说明解题思路。
观察不同的算式,你发现了什么?
师板书:234-66-34 = 234-(66+34)= 234-34-66
这个小组的同学用了3种不同的方法解决问题,都很有道理。那你喜欢用哪种方法呢?为什么?
是不是像这样的减法算式都能用这3种不同的方法计算呢?
小组举例验证。
2.小结简便计算方法。
生:(出示幻灯片,生填空)
在计算连减时,有多种方法,
(1)、可以(从左往右)按顺序计算;
(2)、可以把(减数)加起来,再从被减数里去减;
(3)、还可以先减去(后面)的减数,再减去(前面)的减数。
这就是我们今天学习的连减的简便计算
3.用字母表示a-b-c=a-(b+c) =a- c – b
4.射击游戏:看看哪种方法更简便?
师:你真棒。那到底用哪种方法计算简便呢?
同学们:进行连减简便计算时,一定要根据算式中数字的特点灵活的选择合适的算法。
5.说一说怎样计算简便?
检测导结
1. 目标检测:学生独立、限时完成练习七的2.4题
2. 结果反馈:同桌互判,自己改错,教师统计反馈结果。
3. 总结反思:畅谈收获。
四年级下册数学教学设计意图篇十二
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四年级下册数学教学设计意图篇十三
1、学会从一个数里连续减去两个数的减法运算性质,会简便计算。
2、能根据数字特点灵活选择计算方法。
重点:学会“连减两个数,等于减去这两个数的和”的计算方法。
难点:能根据数字特点灵活选择计算方法。
多媒体课件
在教学中,我想先让学生独立思考,解决问题,然后通过全班交流解题方法时学生对多种解题方法的观察分析,让学生体会到其中的简便算法,并且探讨选择简便算法的灵活性,使学生感受到问题解决策略的多样化和根据数字特点选择计算方法的灵活性。
谈话导入
同学们,在这春暖花开的季节,周末你都去哪里玩呢?我来给大家介绍一些安仁的景点吧。(ppt出示)
爱好旅游的李叔叔听说咱们安仁有这么多好看好玩的地方,也想早点过来瞧一瞧。这次李叔叔为了旅行做了充足的准备,他到书店买了一本《安仁自助旅行》的书,回到家就迫不急待地看了起来,现在他有一个问题需要大家来帮他解决。
二、 探究新知
1、出示情境图。(多媒体演示)
“李叔叔昨天看到第66页,今天又看了34页。这本书一共234页,还剩多少页没看?”
师:你从题目中了解到什么信息?
师:要解决的问题是什么?
生:还剩多少页没看?
师:这个问题你会解决吗?
生齐:会。
师:好,请同学们先自己列出算式。把自己想法在小组内交流交流,看看有什么好办法。
(2)、小组交流,汇报。
a、234—66—34
=168—34
=134(页)
b、234—66—34
=234—(66+34)
=234—100
=134(页)
c、234—66—34
=234—34—66
=200—66
=134(页)
师:你们是怎样想的?
随学生板书:234-66-34 234-(66+34) 234-34-66
师:同学们用不同的方法解决这个问题,讲得很有道理,你是用哪种方法进行计算的?你最喜欢那种方法?
生:我是用第二种方法。
师:选这种方法的同学请举手。哦,这么多同学都选择这种方法,请你来说理由。
生:用这种方法算起来比较简便,66+34刚好是100。
师:是吗?谁还有不同的选择?
生:我选的是第三个算式,我认为第三种方法算起来也比较简单,因为234-34正好得200。
师:有道理。
师:同学们,我们用不同的方法解决了李叔叔旅行中的问题。请你观察一下这三个算式,你发现了什么相同点和不同点。
(3)现在我们把234改成266,再想一想,你认为怎样算简便?(学生思考回答)
(4)小结:通过解决问题可以看出,在计算连减时,有多种多种方法,可以从左往右按顺序计算;出可以把减数加起来,再从被减数里去减;还可以先减去后面的减数,再减去前面的。我们可以根据算式中数据的特点选择合适的算法,进行简便计算。
你能用字母表示吗?
师:希望同学们在题时,一定要认真审题,根据数据的特点,找出简便的方法进行计算。
课堂练习,巩固新知。
学了这么多方法,我们不能总是纸上谈兵,下面进行一次实战演习。
课本第21页“做一做”
四、课堂作业,学以致用。
五、课堂评价,全课总结。
四年级下册数学教学设计意图篇十四
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四年级下册数学教学设计意图篇十五
1.谈话:我们目前学习过哪几种运算?
2.我们学过的加、减、乘、除四种运算统称四则运算。
3.说一说下面各题的运算顺序:96-16+20 、96÷12×4 同级运算:从左往右计算。
加减法称为第一级运算,乘除法称为第二级运算。
96÷12+4×2 含两级运算:先乘除后加减。
4.通过刚刚的练习,我们已经总结了没有小括号的四则混合运算的顺序。下面我们来继续学习含有括号的混合运算的顺序。(板书课题:有括号的混合运算)
5.请同学们看这个算式:(板书:96÷12+4×2) 说一说算式的运算顺序。
6.老师在这道题的基础上加上小括号,变成96÷(12+4)×2, (板书: 96÷(1+4)×2 ),再给这个算式加上中括号,变成96÷【(12+4)×2】,(板书96÷【(12+4)×2】)运算顺序怎样呢?下面我们来自主学习含有小括号和中括号的例4。
1.画一画:红笔画出关键知识点,标清疑问。
2.想一想:有小括号的混合运算顺序怎样。
3.议一议:既有小括号,又有中括号的混合运算,顺序怎样?
4.算一算:完成学习单上的例4。
1. 96÷(12+4)×2 :计算顺序怎样?有小括号的算式怎样计算?
2. 96÷【(12+4)×2】 :认识【】,读法,写法,算式读法。
计算顺序怎样?有中括号的算式怎样计算?
与96÷(12+4)×2比较,数相同,运算符号相同,计算顺序不同,计算结果不同。
3. 小括号和中括号在一个算式中,有什么作用呢?(板书:改变运算顺序)
1. p9——做一做
先说顺序,再计算,学习单汇报。
2. 你知道吗?
猜一猜:一个算式里,有大括号、中括号、小括号,计算顺序是什么?
3.p11——3
先分别说一说每组算式的计算顺序,再计算每组最后一道题。
学习单汇报。
4.p11——2
书中完成,展台汇报。
(1)注意320要写在算式最前面,中括号的正确用法。
(2)注意×34要写在算式最后面,小括号的正确用法。
四年级下册数学教学设计意图篇十六
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四年级下册数学教学设计意图篇十七
1、熟练掌握一、二级运算单列式从左到右的运算顺序。
2、培养学生列综合算式解决实际问题的能力。
3、感受教学与生活的紧密联系。
1、同级运算的运算顺序。
2、发现并总结概括出没有括号的混合运算顺序。
课件
(一)创设情境,导入新课
冬天你最喜欢什么运动?(堆雪人、打雪仗、滑冰、滑雪)这节课我们就来了解认识有关滑冰场情况。(出示“冰雪天地”主题图)让学生认真观察图。
根据主题图和提示提出问题。
1、肯定学生的积极表现,引导学生回顾和本节内容相关的旧知识。
2、出示信息,多媒体展示问题。
(二)结合情境,探究新知。
(1)天山滑雪场上午有72人,中午有44人离去,又有85人到来,现在有多少人在滑雪?
a:师:根据信息你能提出什么数学问题?
生:下午有多少人?
生:滑雪场一共有多少人?
师:你能有什么解决办法?
师:引导学生交流,鼓励学生发表自己的看法。
b:给学生一定的思考时间,鼓励学生独立列算式,然后求解,师生共同总结。
c:表扬表现积极的学生,多媒体展示问题二:“冰天雪地”3天接待987人,照这样计算,6天预计接待多少人?
d:请学生先进行独立思考,然后相互讨论。
e:强调算式的多样化,帮助学生理解。例如:问题二中算式987÷3表示6天总共接待的人数,再乘以6表示6天总共接待的人数,他们的现实意义是相同的,所以两种算法都是正确的。
3、结运算规律,在没有括号的算式里,如果只有加减法或者只有除法,都要从左往右按顺序计算。
4、请学生做书中的小练习。
(三)总结与反思,布置思考题
1、检查学生练习情况,请同学总结本节课的主要内容,教师再做适当补充。
2、教师进一步强调本节课的重点、难点和关键点。请学生反思自己本节课的学习情况,并谈谈收获和体会。
3、布置思考题及课后作业。
思考题:
如果一个算式里有加减法,又有乘法,应如何计算?
课后作业:
练习一第1、2、5题
四年级下册数学教学设计意图篇十八
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四年级下册数学教学设计意图篇十九
知识技能:在解决问题和相互交流的过程中,体会在一个有括号的算式里,先算括号里的必要性。
过程与方法:经历与他人交流各自算法的过程,加强小组合作。
情感态度: 灵活运用所学计算方法解决问题,增强应用数学的意识。
教学重点:理解含有括号的四则运算的顺序。
教学难点:掌握含有括号的四则运算的顺序。
教学准备:微视频、微练习题
1、将《含括号的四则运算》微视频发布到班级qq群,请家长督促孩子观看学习。
2、根据微视频内容进行学习,并完成微练习题。
一、导入
1、根据对微练习第一题1、2、3小题的讲评复习已学四则混合运算的运算顺序相关内容。
2、在四则混合运算中,为改变运算顺序,需要用到什么符号?(小括号),如果用到了小括号,还是不能达到理想的运算顺序的话,我们就需要引进一个新的数学符号,那就是中括号“[ ] ”。今天我们在大家已自学了《括号》微视频的基础上来深入学习《含括号的四则运算》相关知识。(板书课题)
二、新课学习
(一)利用微练习第二题,教学含有中括号的混合运算的运算顺序
1、小组讨论,说说计算顺序
2、学生汇报计算顺序
3、教师小结
4、总结计算顺序
一个算式里,既有小括号又有中括号,先算小括号里面的,再算中括号里面的。
(二)深入学习,根据运算顺序进行计算
1、计算上述算式
2、教师提示:要先算小括号里面的,再算中括号里面的。
3、学生小组讨论,计算
4、学生展示
5、师生共同总结
(三)提升训练
根据微练习题第三、四题进行训练,使学生能准确列出文字题的算式,能根据分部算式列出综合算式。
三、课堂作业
四、课堂总结通过学习,谈谈收获。
五、课后作业
通过反复的计算训练,使学生对计算有一个好的热身过程,方便后面的学习。
四年级下册数学教学设计意图篇二十
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四年级下册数学教学设计意图篇二十一
1.让学生在解决实际问题的过程中,感受用小括号是解决实际问题的一种策略。
2.使学生掌握含有两级运算(含有小括号)的运算顺序,并能正确计算。
3.培养学生独立思考和从不同角度考虑问题的习惯。
使学生掌握含有两级运算(含有小括号)的运算顺序,并能正确计算。
课件
一、复习旧知,引入新课。
1、口算
120+30-608×5×10
20+30÷3120÷3×5
12×5-40÷2150-100÷5×4
100×(38-31)
二、学习新课
1.出示挂图及例4(板书后)
1.引导学生认真读题,理解题意。(尤其是每30位游人需一名保洁员,师可问:60位游人需几名?90位游人呢?
2.分析题中数量关系,从问题入手,先要求什么,再求什么……的思路独立思考。
3.交流解题思路(引导说出第2种解法)。
4.如何把上式列成一个算式呢?(板书后)
问:每步算式表示的意义。
对含有小括号的运算,应先算什么,再算什么。
2.练习p11做一做。
3.出示例5.(板书后)
请生在书上的算式里标出运算顺序号。两名学生板演,同桌互评后独立计算,集体订正。
师问:观察两小题有什么相同地方?有什么不同地方?两题结果为什么不一样?
最后,同桌互相说一说每小题先求什么,再求什么,最后求什么?
师:给出加法、减法、乘法、除法统称为四则运算,以小组合作形式总结四则运算顺序。
师整理板书四则运算顺序。(板书后)
4.练习p12做一做1、2题。
5.课堂总结:这节课你有哪些收获?
课后习题
完成课后练习题。
四年级下册数学教学设计意图篇二十二
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四年级下册数学教学设计意图篇二十三
教学内容:人教版四年级下册第五单元三有形p59、60、61。
教材简析:《三角形的认识》是人教版四年级下册第五单元的第一课时,本课是六年制数学第二学段“空间与图形”中的学习内容。在此之前,学生已经认识了平行四边形和梯形的特征。对三角形有了直观地认识,已经能从平面图形中分辨出三角形。本节课主要是帮助学生在原有的感性认识基础上,理解三角形的意义,掌握它的特征,为今后进一步学习其他几何图形的有关知识打下基础。
教学目标:1、在原有的认知基础上,通过自学书本、观看视频讲解,逐步认识三角形,知道三角形各部分名称并概括出三角形的定义;学会用符号语言表示三角形。
2、认识三角形的高和底,会画三角形的高。
3、联系生活实际、通过实验操作理解三角形的稳定性及其应用,感受到三角形的三边长度固定,形状大小就确定的稳定性的本质。
4、培养学生的空间观念;感受数学与生活的联系,学会用数学的眼光看生活。
教学重点:三角形的概念,感知稳定性。
教学难点:高的画法和意义。
教学预设过程:
一、谈话引入
1、孩子们,三角形,你认识了吗?(认识了)
相信大家已经进行了自学,认真看过学习视频了,那今天这节课我们要做些什么呢?
二、汇报自主学习导学单
1、画三角形、揭示概念
(1)请小老师上台画三角形。
(2)什么叫三角形呢?师板书:由3条线段围成的图形叫做三角形
(3)哪位小老师给大家介绍一下,你对“围成”二字的理解呢?
强调出:三角形每相邻两条线段的端点相连。
(4)还知道三角形有( )个顶点、( )条边、( )个角?师板书:3个顶点、3条边、3个角
2、学会用符号语言表示三角形
为了表达的方便,现在可以给这个三角形取个名字了吧!
引导说出:三角形abc,师标出字母abc
说一说角a角b角c,各条线段的名称。
3、认识三角形的高和底,会画三角形的高
(1)汇报导学单上高和底的概念
(2)“三角形高的认识”学习视频回顾
(3)找出黑板上三角形的3组顶点与对边。揭示板书:3条高
(4)同桌交流导学单上画高的过程
(5)指名板演:作高
4、三角形的稳定性及应用
(1)交流导学单上第5小题。师板书:稳定性
(2)拿出学具,拼摆三角形及四边形
(3)同桌互相交换,拉一拉,谈发现;前后排的同学转过来比一比,谈发现。
(4)说一说生活中哪里有应用到三角形的稳定性呢?
三、巩固练习、应用新知
1、快速找出对应的顶点和对边
2、请画出下面三角形中指定底边上的高。
三角形的认识——姜微微
(1)实物投影校对。
(2)直角三角形中,两条直角边互为高和底。
(3)利用第3个三角形找一找外高,指一指。
3、实践操作
四、课堂总结1、[课件演示]画一个三角形及一条底边上的高,旋转三角形。
师:孩子们,让我们静静地看大屏幕,静静地回忆。
四年级下册数学教学设计意图篇二十四
购物小票
小数加减法综合应用
1
学生准备超市购物小票
1、能正确进行小数加减法混合计算,并能选择简便的方法进行计算。
2、能运用小数加减法解决简单的实际问题,提高解决问题的能力。
1、我们在生活中经常和小数打交道,最常接触的就是在超市中了,在超市买完东西,我们就会拿到一张电脑小票,见过吗?有没有在超市买东西出过错误的?
1、出示电脑小票,观察。
2、谁能解释一下这张电脑小票?
3、我们来核对一下吧。怎样核对?
列算式:20-(12.30+4.85)
算在书上。
4、还可以怎样核算?20—12.30—4.85,12.30+4.85+2.85
5、20-(12.30+4.85)=12.30+4.85+2.85
6、试一试。4.2+12.3+5.8+2.7,15—1.2—3.8仔细看一看,再算。
你有什么好方法吗?发现了什么?
加法交换律:a+b=b+a 加法结合律:a+b+c= a+(b+c)
a-b-c=a-(b+c)为什么可以这样算?能结合电脑小票的问题说一说吗?
1、第17页第2题。
2、第16页第2题。
3、第17页第3、4题。
教学反思:教材创设了核对电脑小票的情境,体现了数学来源于生活,应用于生活的课改精神。学生讨论如何核对找回来的钱对不对的问题。可以用两种方法计算。找出更简便的方法。这样联系实际,学生能更好的理解简便计算的算理。
四年级下册数学教学设计意图篇二十五
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四年级下册数学教学设计意图篇二十六
数学广角中的《烙饼问题》, 其教学目标主要是使学生通过简单的实例,初步体会运筹思想在解决实际问题中的应用,认识到解决问题策略的多样性,形成寻找解决问题最优方案的意识,培养学生解决问题的能力。
“烙饼”是一节渗透统筹优化思想的数学课,它通过简单的优化问题渗透简单的优化思想。在教学设计和教学过程中,我以“烙饼”为主题,以数学思想方法的学习为主线,围绕“怎样烙饼,才能尽快吃上饼?”展开教学,设计了烙1张、2张、3张----单张,双张饼的探究过程。以烙3张饼作为教学突破点,形成从多种方案中寻找最佳方案的意识,为学生提供独立思考、动手操作、合作探究、展示交流的时间和空间。学生利用手中小圆片代替饼,经历了从提出数学问题——解决数学问题——发现数学规律——建构数学模型的过程。感觉效果不错。
重点:优化的思想——“同时”“节省时间”
小学生关于“烙饼”并无过多的生活经验,大多数都局限于“一张一张地烙”。因此,在教学中我借助所给的条件“一口平底锅内可以放两张饼”,让学生进行比较,明白“同时烙两张”会“节省时间”,从而渗透“优化的思想”。同时也为后面探究“三张饼”“四张饼”……的“最优方案”打好基础,使学生“保证每次都能烙两张饼”。
难点:规律的得出——“饼的张数×烙一张饼的时间=烙饼所需最少的时间”
突破这个难点时,我把“力气” 都使在“烙三张饼”的问题上。确实,在让学生认识到“同时烙两张饼可以节省时间”后,三张饼的问题是教学难点的“突破口”。在此,我给学生提供充分的时间和空间,鼓励学生借助手中学具试一试,探究“烙三张饼最少用多长时间”。之后组织学生交流汇报,教师相机引导,使学生认识到“保证锅内每次都能烙两张饼”才是最优方案,所用时间“9分钟”才最少。
“两张饼”“三张饼”的问题做为重点,让学生弄清楚后,在后面的探究中,学生自然会认识到“张数为双时,两张两张的烙”“张数为单时,先两张两张烙,剩下的三张同时烙”,那么烙再多张数的饼学生也不再会有问题。同时,根据烙2、3、4……张饼所用的时间,学生很快会得出“饼的张数×烙一张饼的时间=烙饼所需最少的时间”的规律,所有的问题迎刃而解。
数学广角给学生提供了一个亲近生活的机会,一个体验生活的平台。但因为大多数学生缺少生活经验,所以学起来比较难。我们老师应发掘更多的生活数学问题让学生在实际生活中去解决。
四年级数学下册《烙饼问题》教学设计
人教版四年级上册数学第105页例2。
1、通过操作学具模拟烙饼过程,让学生感悟统筹思想,初步了解统筹的含义,掌握烙饼问题的统筹方法,并能实际应用。
2、在问题探究中,动手模拟、交流争辩等学习活动中,提高学生探究能力和解决问题的能力。在规律探寻中,培养学生的观察能力与独立思考能力,发展学生的思维。
3、使学生理解优化的思想,形成从多种方案中寻找最优化方案的意识,提高学生解决问题的能力。
重点:能够用优化思想解决生活中的问题。
难点:在烙饼优化的过程中三张饼的烙法。
多媒体课件、圆形纸片若干。
一、直奔主题
同学们,今天我们一起来研究一个有趣的数学问题。
二、探究新知
1、出示情境图(条件中只出示:每次最多只能烙2张饼,两面都要烙,每面3分钟)。师问:“从中你获取了什么信息?”学生口答。
2、研究烙一张饼需要的时间。
师问“烙一张饼需要多长时间?”学生口答说想法。
3、研究烙两张饼需要的时间。
师问:“烙两张饼需要多长时间?”学生口答说想法。
[设计意图:在烙三张饼前铺垫烙一张饼和两张饼的方法,利于学生由易到难由浅入深地思考问题,为新知的探究奠定基础。]
4、对比烙一张饼和烙两张饼需要的时间。
师问:“为什么烙两张饼和烙一张饼所需要的时间相同呢?”
生口答可能有:烙1张饼时,锅里空出1个位置,烙两张饼时,锅里没有空位置。
[设计意图:让学生对比烙1张饼和烙2张饼的最短时间,旨在让学生明白“同时烙”的优势在于节省时间,从而为下一步的继续探究提供思维支撑。]
5、研究烙三张饼所需要的时间
师问:“烙三张饼需要多长时间呢?请同学们用手中的三个圆片代替三张饼来烙一烙,想一想。”
[设计意图:学生先自主尝试烙,不但给学生提供了思维的时间和空间,而且利于学生暴露自已的真实想法,为教师进一步调控课堂提供了依据。]
学生借助手中的圆片摆、思考、小组交流、汇报,可能有:先同时烙两张需6分钟,再烙1张需6分,6+6=12分。师对此启发引导:“第二次烙1张饼时锅里有空位置,这样会浪费时间,怎样才能做到每次都烙两个面,不让锅闲着?”学生再次摆、思考、交流,得到最节省时间的烙法。
学生先演示,师再示范摆。
小结并强调:每次总烙两张饼,别让锅闲着,这样最节省时间。
[设计意图:三张饼的最佳烙法是本节课的重点。重点问题重点处理,学生有了透彻清晰的理解才能为接下来的学习扫清障碍。]
6、研究烙四——七张饼所需要的时间。
教师依次提出问题,生或口算或演示。
[设计意图:授人以鱼不如授人以渔,有了前面的学习方法的“扶”,四——七张饼的烙法教师完全放手让学生去尝试交流,有助于培养学生的学习能力和独立解决问题的能力。]
7、寻找规律
师:认真观察上面的表格,你能发现什么?
学生可能有:除了一张饼,无论饼的个数是双数还是单数,所需的时间都等于烙饼的张数*烙一面饼所需的时间。
8、点明课题
师:这就是我们这节课要研究的烙饼问题(板书课题)
在学生解释图意的基础上用投影整理出以下三条:
生1:每次最多只能同时放两张饼。师:什么意思?
生2:一个饼的两面都要烙,烙一面需要花3分钟。
2.思考烙2个饼
那两张饼你准备怎么烙?请用手势说明一下。很好,在学数学时可以借助我们的身体和动作,来帮助我们思考。还有别的想法吗?
这时,来了一位顾客,他要买3张饼。怎样才能尽快把3张饼都交给顾客呢?今天,我们就一起来研究有关烙饼的问题。(板题:烙饼问题)
二、合作实践,探究新知
实践活动(一):探究烙3个饼(13分钟)
(1)小组合作,摆一摆。
师:同学们,请你来当大厨,你想怎样烙?
先独立思考,然后4人小组讨论交流,说说你是怎样安排的,你的方案一共需要多长时间烙完,可以拿出烙饼卡,把书本当平底锅烙一烙。开始。(师巡视)
(2)说一说。指名汇报本组是怎样安排的。为了让大家看得清楚,我把每次烙每张饼的正反面的情景都展现出来。 预设
1.一张一张烙。(板书用时)
2.先烙两张,再烙一张。
(最优方法没有出现)
师;我想采访一下大家:对这两种方法,你有什么看法?为什么第二种比第一种省时间?
生:第一次放两张饼,更好的利用了锅的空位。 师:那烙第三张饼的时候呢?引导发现有一个空位没利用起来,这里可能浪费了时间。
师:想一想,会不会还有更好的方法呢?
启发学生发现:让锅里每次都烙2张饼。
同桌合作探究最优烙法,汇报(交替烙)。
1.一张一张烙。(板书用时)
2.先烙两张,再烙一张。
3.用三张饼的最优方法烙。(交替烙)
师:谁还能再说一次这种烙法?(课件演示)
你们有好几种烙饼的方法,真是爱思考的孩子,这说明解决问题的方式可以是多种多样的。(板书:方法多样)
但是我想采访一下大家:对这三种方法,你有什么看法?
师小结:看来,充分利用锅的空间,不留空位,就能节省时间。
其他同学也能像这样用9分钟烙好3张饼吗?
同桌两人合作,用这种方法再试一试。师巡视
理解并掌握烙3张饼的最优方法。
小结:同学们通过思考、操作,不但想出了多种解决问题的方法,还会通过比较,找出最优的方法,真是爱动脑、会动手的好孩子!你们让我想起了一句话:条条大路通罗马。我想给它接下半句——可能有条路最近。最节省空间、时间的路,就是最近、最优的路。(板书:寻求最优)
实践活动(二):探究烙4、5张饼(6分钟)
这时又来了两位顾客,分别要买4张、5张饼,怎样尽快把饼给他们呢?小组合作,讨论一下怎样安排,需要的时候也可以用卡片摆一摆,把相关的内容填入表格中。
1.请同学上台,展示烙4张饼的过程。还有没有别的方法?(板书用时)
师小结:4张饼,能两张、两张的同时烙就不交替,是最方便的方法。
2. 说说怎样烙5张饼,(板书用时)引导明确:先同时烙两张再交替烙三张,即分成2+3,最方便最省时间。
师:刚才我们边活动边把学习成果整理成了一个表格,同学们,相信你们已经找到了解决烙饼问题的钥匙。 (课件出示)
实践活动(三):算出烙6、7、8、9、10张饼的时间(6分钟)
1.填表。接下来,烙6、7、8、9、10张饼的最短时间,能与小组成员合作直接填在这张表中,并说说怎么烙吗?汇报最短用时,并说烙法。
2.优化。我要向你们请教一下,为什么你们填得这么快?你们发现了什么?
那现在,谁能快速地说出烙15张饼最少需要多长时间?怎么烙?20张饼最少需
要多长时间?怎么烙?真是反应迅速的小机灵!
三、结合生活,知识拓展。(2分钟)
刚刚我们找到了3张饼的最优烙法,可有人觉得把饼拿来拿去太麻烦,还想出了更好的办法,知道是什么吗?当当当当,就是它——电饼铛。上下两面可以同时加热,实现了1个饼只需烙3分钟。对工具进行改造,也能更好的利用空间,节省时间。希望你们将来也能创造出节省时间的新发明,那我会很高兴的!
四、课堂总结(4分钟)
师:同学们,这节课你有什么体会和收获?
小结:在生活中,我们经常会碰到类似的问题,例如出门旅行要考虑选择怎样的路线和交通工具,才能使旅行花钱更少或者花的时间最短;在各行各业,选择最优的方法也能大大提高效率。这种想法是我国数学家华罗庚爷爷提出来的,有兴趣的同学可以在课后继续去了解和研究。
希望大家在今后的学习和生活中,也能用自己的慧眼多发现问题,解决问题,更好的利用时间。下课!
四年级下册数学教学设计意图篇二十七
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