Significance of decimal teaching plan

As an excellent people's teacher, we often need to prepare teaching plans, which help us to understand the content of teaching materials and then choose scientific and appropriate teaching methods. So what problems should we pay attention to when writing lesson plans? Here are four teaching plans about the meaning of decimals that I have compiled for you. Welcome to read, I hope you will like it.

The significance of decimal lesson plans 1 teaching objectives

1. Make students understand the meaning of decimal in combination with specific situations, know, read and write a decimal, and know the names of various parts of decimal.

2. Make students experience the process of exploring the meaning of decimals through observation, comparison, analysis, synthesis and generalization, enhance their awareness of cooperation with their peers, and experience the close relationship between mathematics and life.

3. By understanding the generation and development process of decimals, students can improve their interest in learning mathematics.

teaching process

First, create situations and introduce new lessons.

Dialogue: On Sunday, Xiaoming and his good friend Xiaohong went to Xinxing Stationery Store to buy stationery. There are so many things in the stationery store. The courseware shows the situation of the stationery store, and the price of four triangular rulers or rulers is indicated in the picture, which are 2, 5, 8 and 3 respectively. )

Second, contact with reality and explore and discover.

1. teaches that the integer part is a decimal of 0.

(1) Question: Xiaoming wants to buy a ruler. Guess what kind of ruler he might buy?

Write on the blackboard according to the students' answers: 2 horns, 5 horns, 8 horns and 3 horns.

Question: Observe the price of these rulers carefully. What is their unit? If it is in yuan, how do you express the above commodity prices?

When students answer, they correspond to the price blackboard above: 2/ 10 yuan, 5/ 10 yuan, 8/ 10 yuan, 3/ 10 yuan.

Question: Can you explain the meanings of 2/ 10 yuan, 5/ 10 yuan, 8/ 10 yuan and 3/ 10 yuan respectively?

Guidance: Like the above 2/ 10 yuan, 5/ 10 yuan, 8/ 10 yuan, 3/ 10 yuan, it can also be expressed in decimals. For example, 2/ 10 yuan can be written as 0.2 yuan, and 0.2 can be read as 0.2 (read by both teachers and students). That is to say, 1 yuan is divided into 10 parts, two of which can be expressed as 2/ 10 yuan or 0.2 yuan.

Question: Can you tell me what 0.2 yuan means? Can you write this decimal?

Ask again: How is 5/ 10 yuan expressed in decimal?

Follow-up: What does 0.5 yuan mean?

Students practice reading and writing 0.5 after answering the questions.

Tell the students how to express 8/ 10 yuan and 3/ 10 yuan in decimals, and read and write 0.8 and 0.3.

Dialogue: Decimals are widely used in our lives. Let's look at some examples.

(2) The courseware shows the situation diagram of the example 1.

Question: What are the two children doing in the picture? What is the result of their measurement?

Ask again: Can you express the length and width of the table in meters? (Students respectively use 5/10m and 0.5m to indicate the length of the class desktop, and 4/10m and 0.4m to indicate the width of the class desktop. )

(3) After thinking, finish the 1 question.

The courseware shows a ruler diagram for doing 1

Question: Xiaoming bought such a ruler, which is 1 m long. How many shares was it divided equally? (refers to the scale of 1 decimeter) How many decimeters is 1 here? What is the score? What about the decimal system?

Show the corresponding blanks in the courseware. Dialogue: Can you fill in the appropriate numbers in the brackets? Think about how to fill it in first, and then fill it in the title 10 1 on page 1 in the book.

After the students practice, report by roll call.

(4) After thinking, do the third question.

Courseware displays questions and answers by name.

Question: Observe these scores carefully. What is the denominator?

Summary: A few tenths are expressed in decimals, all of which are zero.

(5) Game: Check the password.

Teachers say a decimal, students say a fraction, or teachers say a fraction, students say a decimal. Play games at the same table.

2. The teaching integer part is not a decimal of 0.

(1) Talk: Let's go to the stationery store again. There are also two kinds of stationery here. 1 How much is the ballpoint pen? How much is the notebook?

Question: Can you express the price of a ballpoint pen in decimal? Try it yourself first, and then communicate with the students in the group.

Communicate with the class, read and write 1.2 yuan. Focus on letting students say what they think. )

Ask again: How to express the price of notebook in decimal?

Summary: Decimals are used to represent several yuan and several angles, which can be expressed as zero yuan, and then combined with several yuan, it is several yuan.

Question: What is the difference between the decimals we know today and the decimals we have learned before?

Description: 1, 2, 3, 4, what we have learned before are all natural numbers. 0 is also a natural number. They are all integers. Like the above 0.5, 0.4, 1.2, 3.5 are all decimals. The point in the middle of the decimal point is called the decimal point, the integer part is on the left and the decimal part is on the right. (Camera blackboard: decimal point, decimal part, integer part)

Question: Can you write two decimal places? Read it to your classmates and point out the integer part and decimal part of the decimal.

Report by name.

Third, application and expansion.

1. After thinking, do the second question. (Courseware demonstration)

Let the students do it in the textbook and revise it collectively.

2. Do the fourth question after thinking. (Courseware demonstration)

Read out the prices of these goods first, and then say how many yuan and how many cents.

Looking for friends. (Match the fraction with the corresponding decimal with a line, and omit the title. )

4. Do question 5 after thinking.

Students practice independently and say whatever they want.

Fourth, summarize and extend.

Question: What did you learn in this class today? What else don't you understand?

Extension: We all learned a decimal place today. Learn more decimals in the future and have a more comprehensive understanding of decimals. Interested students can look for some information.

The Significance of Decimal Teaching Plan Part II Teaching Objectives:

1, knowledge and skills: ① Let students understand the generation of decimals. ② Understand the meaning of decimals. (3) Master the decimal calculation unit and the ratio between units.

2. Process and methods: ① Cultivate students' practical operation ability and observation ability. ② Cultivate students' abstract generalization ability.

3. Emotional attitude and values: ① Experience independent exploration, cooperation and communication, feel the joy of success, establish self-confidence in learning mathematics, and develop positive feelings for mathematics. (2) Infiltrate the idea of universal connection of things and practice the idea of first.

Teaching emphasis: understanding and abstracting the meaning of decimals.

Teaching difficulty: the meaning of abstract decimals.

teaching process

First, autonomous learning.

1. Divide 1 meter into 10. How many meters is each part? How about three servings?

2. How many decimal places can be written for the fraction with denominator 10?

3. Divide 1m into 1000 blocks. How long is each piece? How many decimal places can be written for a fraction with denominator 1000?

4. Think about what is a score? What is a decimal?

(Students learn by themselves, and teachers tour to guide students not to disturb them, and master the learning situation when they find sexual problems. )

Second, collaborative inquiry.

(1) group exploration (If you encounter problems in self-study, you can communicate with each other at the same table or in a study group. Remember the problems that the group can't solve, and ask them when the students question them so that other study groups or teachers can explain them.

(B) mutual inquiry between teachers and students

1, answer the questions that each group will not encounter in self-study.

(1) Let students ask questions that they can't solve.

(2) Teachers guide students to solve the problems left by students.

2. Communicate the meaning of decimals.

(1) How many portions 1 m does this mean? What can you know from the above research? Students discuss in groups.

[Students have a certain understanding of a decimal. In the teaching of two decimal places, let students discuss and speak in groups, give full play to students' initiative, and let students know that scores with denominator of 100 can be written as two decimal places]

(2) Summarize the meaning of decimals abstractly.

Take 1m as an example, and divide a whole into 10, 100 and 1000. Can one or more of these parts be represented by fractions with denominator? Guiding students to answer can be expressed by scores of several tenths, several percent and several thousandths.

(3) What is a decimal? Guide the students to discuss.

(4) Teachers and students * * * together to sum up:

Fractions with denominators of 10, 100, and 1000 can be written as decimals. Numbers used to represent ten points, percentiles and thousandths like this are called decimals. (Projection demonstration). Decimal is another expression of fraction.

3. AC decimal counting unit.

Third, standard training.

1, fill in the blanks.

(1)0. 1 is one third of (), and 0.7 has () 0. 1.

(2) 10 0. 1 Yes (), 10 0.0 1 Yes ().

(3) Write the decimal as () and the decimal as ().

2. Make teaching materials.

3. Judges:

(1)0.40 contains four 0.0 1. ( )

(2) 35g = 0.35kg()

4. Rewrite decimal into the number of components.

0.9 0.09 0.0359

The content of the teaching design article "The Meaning and Reading and Writing of Decimals" in the second volume of the fourth grade that you are reading now is written by! This website will provide you with more excellent teaching resources! Summary of the teaching design course of the second volume of the fourth grade "The meaning and reading and writing of decimals": What have you gained? How do you feel? Is there a problem? (Where the student's summary is incomplete, the teacher should supplement the summary appropriately. )

Fourth, Tang Qing detection.

(1) Show the test questions in the hall.

1, fill in the blanks.

(1) Decimal Point Divides the decimal point into two parts. The number to the left of the decimal point is the () part of the decimal point, and the number to the right of the decimal point is its () part.

(2) The second digit to the right of the decimal point is (), and the counting unit is ().

(3) A decimal, the lowest bit of the integer part is (), and the highest bit of the decimal part is (). The ratio between them is ().

(4) A thousandth is () on the side of the decimal point (), and its counting unit is (). The first digit to the right of the decimal point is (), and its counting unit is ().

(5) There is a number, the percentile and percentile are 5, and the decimals and decimals are 0. This number is written as () and pronounced as ().

2. Read the numbers below.

0.78 5.7 0.307 8.005 6600.506 88. 188

3. Write down the following figures.

01277072009

Four zero six five zero nine one eight five three five three.

Homework: Questions 1, 2 and 3 on page P55 of the textbook.

Blackboard design:

The meaning, reading and writing of decimals

One tenth -0. 1

1% -0.0 1.

One thousandth -0.005438+0

Fractions with denominators of 10, 100, and 1000 can be written as decimals. Numbers used to represent ten points, percentiles and thousandths like this are called decimals.

The Significance of Decimal Teaching Plan Part III Teaching Objectives:

1. Understand the meaning of decimal through practice.

2. Understand and master the meaning of decimals through practice.

Teaching focus:

Through practice, understand the meaning of decimals and know what decimals mean.

Teaching difficulties:

Through practice, understand the meaning of decimals and know what decimals mean.

Teaching preparation:

Students and teachers prepare counters and small blackboards.

Teaching rules:

Group cooperative communication learning method and practice method

Teaching process:

First, review and introduce new lessons. (displayed on the blackboard)

2.5 cents = () yuan

9 decimeters = () meters

7 points = () yuan

135g = () kg

3 yuan 4 jiao = () yuan.

3 decimeter 2 cm = () decimeter

Second, complete the following questions after self-study.

1. The lowest digit of the decimal integer part is (), the counting unit is (), the highest digit of the decimal part is (), and the counting unit is (). The ratio between these two units is ().

The counting unit of 2.0.78 is (), including () such counting units.

3. Digital writing consisting of two tens, seven zeros.1and five zeros. 001:(),

Read as: ()

4. Connection problem: 0.008 0.8 0.08

0800080080080.

judge

(1)8.76 Pronunciation: 8.76. ( )

(2)4.32 is three decimal places. ( )

(3) 6 in 5.961is in the percentile, that is, 6 0.05438+0. ( )

6. A decimal, its hundredth and hundredth digits are 2, and the rest are all zeros. This decimal is written as ()

7.0.0302 is expressed as a score ()

8. What does 9 mean in the following figures?

9.26 ( )

0.926( )

0.296( )

0.269( )

Third, homework.

1, exercise your exercise book, exercise 2 and 3.

2. Complete the corresponding supporting exercises.

Blackboard design:

The meaning of decimals (2)

The Significance of Decimal Teaching Plan 4 Teaching Objectives:

1, with the help of a counter, grasp the decimal places.

2. According to the decimal number sequence table, you can understand the relationship between the counting unit and the forward speed.

3, combined with the specific situation, can abstract the specific content of the basic nature of decimal, and can firmly grasp and flexibly use. Teaching focus:

Decimal numbers and counting units.

Teaching difficulties:

Master the basic properties of decimals.

Teaching preparation:

Courseware and counters

Teaching process:

First, review old knowledge and introduce new lessons.

Transition: Students, we have learned the meaning of decimals through the study of the previous lessons. Next, the teacher will test you to see how well you master it.

(Show courseware) 1, fill in the blanks.

3 written as a decimal is () 10.

660.56 means () written as a decimal is () 100.

6780.625 means () written as a decimal is () 10000.4 means ().

2. Read the decimals in the following paragraph.

The maximum running speed of Beijing Metro 10 line is 80 km/h, which is about 22.222 m/s. ..

Teacher unveiled: In today's class, let's learn the meaning of each number in the decimal system "22.222" first. (Title on the blackboard: The Meaning of Decimals (3))

Second, hands-on operation, exploring new knowledge.

1, number of digits.

Showing the counter, the teacher asked: What are the characteristics of this counter?

Students report after observation.

The teacher summed up and instructed the students to dial the number: the students observed very carefully. One hundred, ten, one, ten, percentile, thousandth? It is a decimal number. To the left of the decimal point is one digit, ten digits and one hundred digits? On the right are deciles, percentiles and thousandths? Then can you dial "22.222" at this counter? The students tried to dial the number on the counter, and the teacher called the roll to demonstrate.

Courseware shows the dialing number to guide students to understand:

There are five "2" in "22.222" with different meanings. The first1"2" to the right of the decimal point is in the tenth place, which means two 0. 1.

Teacher's question: The second "2" to the right of the decimal point is in the percentile, which means two.

Ask the students to think and answer: 1 1, the decimal system is 0. 1, so this "2" can also mean 2101. What does this mean? 100 1 can be written as 0.0 1, so this "2" is two 0.0 1. 100.

The teacher asked: That makes sense. Where is the last "2" and how much does it stand for?

After thinking, the students answer: the last "2" is in one thousandth, which means two 1 or two 0.005438+0. 1000.

The teacher leads the students to think again: What do the two twos on the left side of the decimal point represent?

Students think independently first, then communicate in groups, and finally report collectively.

2. Know the ratio between the counting unit and the counting unit.

Teachers guide thinking: Is the number sequence table of integers one, ten or hundred? What is the numerical order of decimals?

The courseware shows the numerical sequence table of decimals, and introduces the numerical names and corresponding counting units:

The first digit to the right of the decimal point is one tenth, and the counting unit is one tenth (0.1);

The second digit to the right of the decimal point is the percentile, and the counting unit is one percent (0.01);

The third digit to the right of the decimal point is one thousandth, and the counting unit is one thousandth (0.001);

The fourth digit to the right of the decimal point is ten thousand digits, and the counting unit is ten thousand (0.0001);

The courseware shows the numerical sequence table of integers, and there are group discussions: take a look and compare. What are the similarities and differences between the integer part and the decimal part in the numerical sequence table?

After discussion, students report and exchange, and teachers and students summarize:

Similarity: the propulsion rate between adjacent counting units is 10.

Difference: the integer part is on the left of decimal point, and the number sequence is arranged from right to left. Counting units are from small to large, with only the smallest calculation unit-1 and no largest calculation unit; The decimal part is on the right side of the decimal point, arranged from left to right, and the counting unit is from large to small. There is no minimum counting unit, only the maximum counting unit -0. 1.

Teachers emphasize that half of decimal units are also "all decimals 1", and guide students to observe the pictures on page 6 of the textbook, and then find that: 10 0. 1 yuan is 1 yuan; 10 0.0 1 yuan is 0. 1 yuan. Once again, it is clear that the decimal counting unit is "all decimal 1".

Third, consolidate the use, expand and upgrade

1, show the textbook page 7 "Try it" Scene 1: The same towel, each 5 yuan in the bear shop, each puppy is 5.00 yuan, are the prices of these two towels the same?

Guide students to discuss and exchange reports.

2. Show the textbook page 7 "Try it" Scenario 2: Draw it, what do you find?

Ask the students to color independently and report that 0.6 is as big as 0.60.

The teacher asked: Which student can explain why 0.6 is as big as 0.60 with the knowledge of numbers and counting units we have learned? The teacher summed up the basic properties of decimals: add "0" or remove "0" at the end of decimals, and the size of decimals remains unchanged.

3. Practice at once.

Courseware presentation topic: Which of the following numbers "0" can be removed? Which "0" can't be removed?

3.203.09 6.06 50.44 5.700 200.04

Fourth, class summary.

What knowledge have we learned through this lesson?

Blackboard design: