Design of teaching ideas for primary school mathematics application questions

Design of teaching ideas for primary school mathematics application questions

1. Connect with reality and discover problems

1. Show the activities of each interest group in the school. Model aircraft group: 18 people Art group: 25 people Mathematics group

　2. Guide thinking and ask questions. What math questions can you ask? [Closely contact students’ campus life, create realistic situations, and integrate mathematical problems into life, so that students can realize that mathematics comes from life, and stimulate students’ enthusiasm for learning. ]

2. Collaborate to explore and solve problems

1. Is there any good way to know how many people there are in the math group? Students can answer freely. Teacher’s summary: To know the number of people in the math group, a condition related to the math group must be added. Show all conditions. If you want to classify these conditions, how would you classify them and why? Show: The number of people in the math group is smaller than the total number of people in the aircraft model group. The number of people in the math group is smaller than the total number of people in the aircraft model group and art group. The number of people in the math group is smaller than the total number of people in the aircraft model group and art group. The total number of people in the math group, the aircraft model group, and the art group. The number of people in the math group is the same multiple of the total number of people in the aircraft model group and the art group... Teacher summary: If the conditions on the left are supplemented, the number of people in the math group is required. The required conditions are directly told to us, and we can find them in one step; if it is the condition on the right, the conditions that require the number of people in the mathematical group are not directly told to us. We must first find out the conditions related to the mathematical group and then perform the calculation. . Today we will select three situations from the conditions you have added and study them together. Choose three situations: the number of people in the math group is less than the total number of people in the aircraft model group and the art group; the number of people in the math group is more than the total number of people in the aircraft model group and art group; the number of people in the math group is the total number of people in the aircraft model group and the art group Who can give a complete description of these three topics?

2． How do students try to solve these problems independently? Please work in groups of four and select a problem you most want to solve. Each student will think about it independently first, and then communicate with their partners.

3． Group Cooperation and Communication Report [Focus on allowing students to explore independently, cooperate and communicate, give students sufficient time and space, let each student try to answer, and then share their thoughts in group lectures. In this process, students not only mastered problem-solving strategies, but also developed a sense of subjectivity and a spirit of cooperation. Students gained the joy of success in the "doing math" activity of independent exploration. ]

4. Observation and comparison prompts questions:

(1) What are the similarities and differences among the three questions?

(2) Tell me why these two questions use two-step calculations?

(3) Why are we all looking for the number of people in the math group, but the problem-solving methods are different?

(4) The questions just asked first asked for the total number of people in the aircraft model team and the art team. Do we need to compare these questions with their total number? Show: The number of people in the math group is smaller than that of the aircraft model group and the art group. The number of people in the math group is smaller than that of the aircraft model group and the art group. The number of people in the math group is twice the difference between the aircraft model group and the art group. Summary of the answer: If If the number of people in the math group is compared with the total number of the two groups, you must first find their sum. If you are comparing the sum and difference, you must first find the difference and then perform the calculation. There are many two-step application problems like this, but no matter how these problems change, the conditions related to the problem must be found first, and then the calculation can be performed

3. Practical application and expansion

1. There are 3 lilies, 5 roses, 8 water lilies, and 2 more sunflowers than the total number of lilies and roses. How many sunflowers are there? Students complete independently. Question: If 3 8=11 11 2=13, how to change the conditions?

2． The school holds various competitions every year, such as rope skipping competitions.

(1) Name someone and tell me how many times you can jump.

(2) Provide each other with accommodation. Guess how many times you can dance?

(3) Based on the information provided by the teacher, guess how many times the teacher can jump?

3. Everyone knows that if someone performs well, the teacher will give him five red stars. Now, several children in Class 3 (6) are quarreling over who has the most red five stars. Let's go together to help them distinguish them, okay? Mingming said: "I have 5 stars" Lanlan said: "I have 3 stars" Liangliang said: "My number of stars is 4 less than the total number of Mingming and Lanlan" Xiaogang said: "My number of stars It’s three times that of Lan Lan.” Xiao Hong said, “My number of stars is three times that of Ming Ming and Lan Lan.” Let’s discuss, who has the most stars? and explain the reasons.

[Commentary: The exercises in this link are designed to be open, flexible, and uncertain life situations. Students can look for different ways to solve the problem and find different answers based on the information provided in the question. The last exercise is the best example. This kind of teaching creates a broad space for students to think differently and enhances students' motivation to learn mathematics. ]

IV. Summary of the whole lesson, informed and informed: What did you learn today? What are you happiest about? Any advice for teachers? [Commentary: While paying attention to students’ knowledge and skills, we also pay attention to students’ learning emotions, attitudes, confidence, etc., to promote their sustainable development. ] ;