The first volume of the fifth grade solves equation courseware.

The fifth grade math teacher needs to teach equations, so what related courseware are there? How should I prepare? The following is the courseware for solving equations in the first volume of grade five, which is shared with you. I hope it helps you.

Teaching content: the first volume of the fifth grade of the compulsory education curriculum standard experimental textbook is 55-57 pages.

Teaching objectives:

Knowledge goal:

1. Understand the balance principle by demonstrating the operation.

2. Understand the solution of the equation and the meaning of the solution.

3, will test whether a particular value is the solution of the equation, and master the test format.

Ability goal:

1 to improve students' comparative analysis ability;

2. Cultivate students' awareness of cooperation and communication.

Emotional goals:

1, the relationship between perception equation and real life.

2. Willing to cooperate and communicate with others.

Teaching emphasis: Understanding the solution and significance of the equation will test the solution of the equation.

Teaching difficulty: using the balance principle to test the solution of the equation.

Key: the relationship between balance and equation.

Teaching aids: pictures, courseware.

Teaching process:

Review the old knowledge first and lead to the topic (show the courseware)

Teacher: The teacher put a glass of water on the left side of the balance. Cup weight100g, water weight x grams. How much does a glass of water weigh?

Health: (100+X) g.

Teacher: There are several weights on the right side of the balance. How much balance does it keep? (The teacher speaks and operates 100g, 200g, 250g)

Teacher: Please make an equation according to the picture.

Student: 100+X=250 (courseware display: 100+X=250)

Teacher: How to solve this equation? What we are going to learn today is to solve equations. (blackboard title: solving equations)

[Design intention: Starting from reviewing the principle of maintaining balance, leading to topics and guiding learning problems is conducive to stimulating students' enthusiasm for active inquiry and in-depth learning. ]

Second, explore new knowledge.

1. Understand the concepts of "solution of equation" and "solution of equation"

Teacher: (showing the courseware) Then guess what the value of this equation X is? And give reasons.

Health 1: I have an idea. I can use 250- 100 = 150, so X= 150.

Health 2: I have an idea, because 100+ 150=250, so X= 150.

Student 3: I also have an idea. I think so too. If we subtract 100 from both sides of the equation at the same time, we can get X= 150. Teacher: XXX's idea is great! Let's explore and verify together. Look at the screen. How to operate the balance to the left?

There are only x grams of water left on the side, and the balance is balanced.

Health: I took an empty cup weighing100g on the left side of the balance and a cup weighing100g on the right side of the balance. The balance is in balance.

Teacher: Can you tell the equation according to the operation process?

Health:100+x-100 = 250-100.

Teacher: What is the value of the unknown X indicated by the balance at this moment?

Health: X= 150

Teacher: Yes, XXX's idea is right. If you subtract 100 from both sides of the equation at the same time, you can get X= 150. We praised him.

Teacher: According to the experiment just now, let us know two new concepts-"the solution of equation" and "the solution of equation". Teacher: Pointing to the equation 100+X=250, he said, "X= 150 is the solution of this equation. (Courseware Presentation: Solution of Equation)

Teacher:

He pointed to the box and said, "This is the process of finding the solution of the equation, which is called solving the equation.

Teacher: Write "Solution:" at the beginning of solving the equation to indicate the whole process of solving the equation.

Teacher: Also pay attention to the alignment of "=".

Teacher: Do you all know each other? Please open page 57 of the textbook to read the concepts and mark the key words and phrases.

Teacher: How to understand these two concepts?

Students think independently and then communicate in groups. )

Who will talk about your ideas?

Sheng 1: "Solving equations" refers to the calculation process.

Health 2: "the solution of the equation" refers to the value of the unknown quantity, which has a prerequisite that the left and right sides of the equation must be equal.

Teacher: What's the difference between "solving equations" and "solving equations"?

Health: The solution of "the solution of the equation" is a numerical value. The solution of "solving equation" is an evolutionary process.

Design intention: To cultivate students' spirit of self-help through self-study and intra-group communication and cooperation. ]

2. Teaching examples 1.

Teacher: If the teacher worked out an equation, would you?

Health: Yes.

Teacher: Please teach yourself the example on page 58 1.

[Related content of students' autonomous learning example 1, design intent: give students enough time to study and let them find out]

Teacher: Four people discuss why the left and right sides of the equation are reduced by 3 at the same time.

[Students think independently and then communicate in groups. ]

Teacher: (Example 1) There is an X on the left, a 3 on the right, and a * * *, 9. Make an equation according to the chart. Health: X+3=9 (blackboard writing: X+3=9)

Teacher: How to solve the equation X+3=9? We can use the principle of balance to help us understand. Look at the screen. Teacher: the ball is not easy to swing on the balance. The teacher uses the square on the balance instead. How to operate the balance so that there is only X on the left side of the balance and the balance is maintained?

Health: Take three squares from the left and right sides of the balance at the same time, so that only X is left on the left side of the balance to keep balance. Teacher: Tell the equation according to the operation process?

Health: x+3-3 = 9-3 (blackboard writing: x+3-3 = 9-3)

Teacher: What is the value of X indicated by the balance at this moment?

Health: X=6 (blackboard writing: X=6)

Teacher: Why do the left and right sides of the equation subtract 3 at the same time?

Health 1: Only X is left on the left and right sides of the equation.

Health 2: subtract 3 from the left and right sides of the equation at the same time, so that only X remains on the left side of the equation, and the left and right sides of the equation are equal.

Teacher: "subtract 3 from the left and right sides of the equation at the same time, so that only X is left on the left side of the equation, and the left and right sides of the equation are equal." Is the way to solve this equation.

Teacher: This equation can be solved. How do we know that X=6 must be the solution of this equation?

Student: Check the calculation.

Teacher: By the way, what is the inspection method?

Student: Substitute X=6 into the original equation to see if the left side of the equation is equal to the right side.

(blackboard writing:

Checking calculation: left side of equation =6+3=9.

Right side of equation =9

Left side of equation = right side of equation

So X=6 is the solution of the equation. )

Teacher: When solving equations in the future, if you want to test, you should write the test process; If inspection is not required, oral inspection shall be conducted.

Get into the habit of oral examination when testing. Strive for accurate calculation.

Design intention: Self-study thinking, reporting and communication is not only conducive to each student's independent exploration, but also conducive to teachers to examine the rationality and flexibility of students' thinking, and whether students can express their views in clear mathematical language. ]

Third, consolidate the practice.

Teacher: Now let's see how well the students master solving equations.

1。 fill up a vacancy

(1) What makes the left and right sides of the equation equal (the value of the unknown quantity) is called the solution of the equation.

(2) The process of finding the solution of the equation is called (solving the equation).

③ The number that is five times greater than x is 10. The column equation is (X+5= 10)

(4) The sum of 8 and x is 56. The equation is (8+X=56)

(5) The number of1less than x. 06 is 2 1. 5。 The column equation is (x- 1. 06=2 1。 5 )。

(6) Write a small question on the left of the title 1 on page 59 of the textbook with a single line of paper.

2. Use a formula containing letters to express the following quantitative relationship.

(1) is a number three times larger than x. X+3.

(2)x 1 .5 times. 1。 5x

(3) The price of each pencil is X yuan. How much does it cost to buy 30 pencils? 30x

(4) Xiaoming 13 years old, X years younger than Xiaohong. How old is Xiaohong? 13+x

[Design intention: The form of game practice is interesting, which is conducive to stimulating students' interest in learning and activating the classroom atmosphere. Let students consolidate and strengthen concepts easily, timely and effectively. ]

4. Class summary: steps to solve the equation with addition. (Show courseware)

Teacher: Who can talk about the steps to solve the equation with addition and subtraction? Show the whole process with the students. )

Health:

Steps to solve the equation:

A) Write "Thank you" first.

B) Add or subtract the same number on the left and right sides of the equation at the same time, so that only X is left on the left side of the equation, and the left and right sides of the equation are equal. C) find the value of x.

D) checking calculation.

[Design Intention: Teachers always put students in the main position, providing students with a stage to think and talk about their knowledge, which will help students master the correct learning methods, sum up the reasons for failure, carry forward successful experiences and cultivate good study habits. ]

[Blackboard Design]

solve an equation

Example 1: book map

X+3=9 Checking calculation: Solution: X+3-3 = 9-3 Left side of equation = 6+3=9.

X=6 Equation Right = 9 Equation Left = Equation Right

So X=6 is the solution of the equation.