"True Fractions and Improper Fractions" Lecture Notes

Lecture notes on "True Fractions and Improper Fractions"

The following is a lesson note on "True Fractions and Improper Fractions". Everyone is welcome to learn from it!

Talking about the teaching materials:

"True Fractions and Improper Fractions" is the teaching content of the second paragraph of the fourth unit of primary school mathematics published by the People's Education Press. The teaching materials are arranged in this way: based on the preliminary familiarity with fractions in third grade, firstly teach the meaning of fractions and become familiar with fraction units; then, based on the familiarity with fraction units, they will become familiar with true fractions and improper fractions, and expand their understanding of the meaning of fractions.

Teaching objectives:

[I formulate the following teaching objectives based on the content of the textbook, the age, psychological characteristics, academic situation of the students, and the three-dimensional goals proposed by the basic education curriculum]

(1) Knowledge and skill objectives:

1. Understand and grasp the meaning of "true fractions" and "improper fractions", be able to correctly determine true fractions and improper fractions, and deepen your familiarity with fractions. .

2. Further cultivate students’ number sense and develop their abstraction, generalization, practice, innovation, language expression and other abilities.

(2) Process and method goals:

Experience the process of exploration, and master the methods of observation, analysis, and comparison through hands-on operations, independent exploration, communication and cooperation.

(3) Emotional attitude and value goals:

To enable students to understand the application of fractions in daily life, enhance their awareness of independent exploration and cooperation and communication, and build confidence in learning mathematics well.

Teaching emphasis and difficulty:

Teaching focus: Understand the meaning of true fractions and improper fractions, and be able to correctly determine true fractions and improper fractions.

Teaching difficulty: Summarize the meaning of true fractions and improper fractions.

Talk about learning:

The fractions that students are familiar with in the previous stage are all fractions whose numerator is smaller than the denominator, and these fractions represent a part of a quantity and this quantity relationship. In this lesson, students need to be familiar with fractions whose numerator and denominator are equal and whose numerator is greater than the denominator, as well as the concepts of proper and improper fractions.

Preaching and learning methods:

This course adopts the learning method of "independence, inquiry and cooperation". Provide students with sufficient time for exploration and communication during teaching, so that students can deepen their understanding of knowledge, improve their thinking level, and improve their abstraction and generalization abilities in activities such as observation, operation, classification, comparison, and communication. Be the organizer, guide and collaborator of learning.

Talking about the teaching process:

(1) Introduction to review: What is a fraction? What is a fraction unit?

[I introduce it by reviewing the knowledge from the previous lesson , to pave the way for the teaching of this lesson. ]

(2) Explore new knowledge:

1. Story introduction.

The teacher told the story of "Zhu Bajie Eats Watermelon" and asked the students to listen carefully and find out the scores hidden in the story.

[Students love to listen to stories, which can arouse their enthusiasm for learning. ]

2. Teaching example 2.

(2) Teaching Example 2:

1. How to color in the circles to represent them?

2. Tell me what you think?

3. What are the fractional units of these fractions?

4. How many 1/4 are there in each fraction?

5. Are there any fractions with a denominator of 4?

6. How should we color to represent 5/4?

(1) Only use one Circle (unit? 1?) represents, is it enough?

(2) One unit? 1? is not enough, what should I do?

(3) How do you understand 5/4? 5 How many 1/4 are there in /4?

[Can you express 5/4? Such a challenging question can stimulate students' desire to explore. ]

3. Teaching Example 3:

(1) The computer will display the graphics and scores of Example 3 in sequence.

(2) Let students talk about how to color and see who can say it best.

(3)What are the fractional units of these fractions?

(4)How many 1/5 are there in each fraction?

(5 ) means how many circles are used for 10 1/5? How many circles are used for 13 1/5?

[Using the form of competition can improve students' enthusiasm for learning. ]

4. Guide classification and reveal concepts:

(1) Observe and compare the sizes of the numerator and denominator of the fractions on the big screen. Can you classify them?

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①Discuss the classification method at the same table.

②Record the classification results.

(2) Report the classification results, let students express their own ideas, and then students will evaluate each other.

(3) Reveal concepts:

①What two categories are they divided into? What are the characteristics of true fractions and improper fractions.

②What is a true fraction? What is an improper fraction? Summarize by name and read it as a whole class.

③How to determine whether a fraction is a true fraction or an improper fraction?

(4) Practice: Practice by teachers and students.

[Assign students to summarize the concepts of true fractions and improper fractions through observation, comparison, and classification. The content is reasonably arranged and reflects the internal logic of knowledge. ]

5. The relationship between true fractions, improper fractions and 1:

(1) By observing the true fractions and pictures on the big screen, see the size of true fractions and 1 relation.

(2) What did you find? How did you understand it?

(3) By observing the improper fractions and pictures on the big screen, see the size of the improper fractions and 1 relation.

(4)What did you find? How did you understand it?

[Through the combination of numbers and shapes, students can clearly discover the relationship between true fractions, improper fractions and 1. ]

(3) Classroom exercises:

1. Complete?Practice?Question 1.

Teacher asked: What should be regarded as a unit? 1?.

2. Write out all the correct fractions whose denominator is 5, and then write down all the improper fractions whose numerator is 5, and communicate in the group.

3. Fill in ( ) with ?gt;?lt;?or?=?

　3/8( )11/8 12/12( )1

　5/7( )4/7 12/13( )10/13

　①Students fill in.

②Teacher asked: How did you compare?

[During the practice, the students’ mathematical thinking ability was developed and the knowledge learned was also consolidated. ]

(4) Class summary:

What did we learn in today’s lesson? Combined with the actual life, use true fractions or improper fractions to say a sentence?

[Combined with real life, let students experience the connection between mathematics and life.

]

(5) Assign homework: Work in groups, focus on the knowledge learned in this class, and design a set of review questions for the next class.

[The design of extracurricular homework provides students with a platform to fully use their hands, mouth and brain to cultivate students' innovative abilities. ]

Talking about the design of blackboard writing:

[The blackboard writing I designed is concise and clear, highlighting the key and difficult points of this lesson. ]

Proper fractions and improper fractions

Proper fractions: numerator lt; denominator, proper fractions lt; 1

Improper fractions: numerator? denominator, improper fraction? 1;