Sixth grade mathematics courseware

A good courseware can help teachers and make their lessons more exciting. Next, I want to share with you the math courseware for grade six. Welcome to learn!

Teaching objectives of the sixth grade mathematics courseware 1

1, understand the meanings of straight lines, rays and line segments, and master their relations and differences.

2. Understand and master the positional relationship between two straight lines in the same plane.

3. Understand the meaning and classification of angles.

Emphasis and difficulty in teaching

1, understand the meanings of straight lines, rays and line segments, and master their relations and differences.

2. Understand the meaning and classification of angles.

Teaching preparation

PPT courseware and exercise paper

Time allocation

1 class hour

Instruct students to prepare lessons for the second time.

Learning guidance process:

I. Lines, rays and segments

1. Drawing: Draw straight lines, rays and line segments respectively. What do they have in common?

2. Say and fill in.

Can the number of endpoints be extended or the length can be measured?

straight line

ray

line segment

Second, vertical lines and parallel lines.

1, draw a set of vertical lines and parallel lines respectively.

2. Say:

(1) What is the positional relationship between two straight lines in the same plane?

(2) Under what circumstances are two straight lines perpendicular to each other?

(3) Under what circumstances are two straight lines parallel to each other?

(4) Can you find the parallel and vertical straight lines in our lives (such as classrooms)? Compare which group found the most.

Third, the angle

1. Draw any angle and indicate the names of the parts of the angle.

2, combined with graphics, what is the angle?

3. Have the angles on both sides of the extension angle changed? Drawings with descriptions.

4. Measure the degree of the following angle with a protractor, and talk about the measurement method of the known angle.

5. Classification of angles. Name the range of degrees of various angles.

Angle classification degree range diagram

Fourth, courseware demonstration exercises

(1) judgment

1, a ray is 5 kilometers long. ( )

2. Two straight lines are parallel if they don't intersect. ( )

The longer the sides of an angle are, the bigger the angle is. ( )

4. An angle greater than 90 is an obtuse angle. ( )

If one of the four angles formed by the intersection of two straight lines is a right angle, then the other three angles are also right angles. ( )

6. 1 The fillet is a right angle. ( )

(2) Draw a picture.

1. According to the information provided in the figure below, draw a triangle with the same area as the triangle ABC without measuring any data.

Verb (verb's abbreviation) summary: Review this lesson and talk about your gains.

Sixth, homework after class

The students learned a plane figure composed of straight lines and rays. How much do you know about the plane figure composed of line segments? Please tidy up after class.

blackboard-writing design

Understanding and measurement of graphics

1, line, ray, line segment

2. Vertical and parallel lines

3. Angle and angle classification

The second teaching goal of the sixth grade mathematics courseware;

1. Through the operation, students are guided to deduce the calculation formula of circular area, and some simple practical problems can be solved by using the formula.

2. Stimulate students' interest in participating in the whole classroom teaching activities, cultivate students' ability of analysis, observation and generalization, and develop students' concept of space.

3. Mathematical thought and limit thought of infiltration transformation.

Teaching focus:

Calculate the area of the circle correctly.

Teaching difficulties:

Derivation of the formula of circular area.

Teaching aid preparation:

Two sets of multimedia courseware, CD.

Learning aid preparation:

Divided into sixteen equal plastic disks.

Teaching process:

First, review old knowledge and introduce new lessons.

1. In front of us, we studied the circle and the circumference of the circle. If r is used to represent the radius of a circle, what is the circumference? (2r) What is half the circumference? (r)

2. Show me the teaching circle. Who can point out the area of this circle? Who can sum up the area of a circle? Please touch the area of the study tool circle with your hand.

3. Question: You know the area of a circle. What else do you want to know? How to find the area of a circle? )

Ok, in this lesson, let's learn how to calculate the area of a circle. (blackboard title: the area of a circle)

Second, hands-on operation, exploring new knowledge.

1. Recall the derivation process of parallelogram, triangle and trapezoid area calculation formulas.

(1) Before that, we learned the formulas for calculating the area of parallelogram, triangle and trapezoid. Please recall, how are the formulas for calculating the area of these figures derived? Students answer, and the teacher demonstrates with courseware. )

(2) Looking back on the derivation process of these three formulas for calculating the area of a plane figure, what did you find? It is found that these three plane figures are all transformed into learned figures, and their area calculation formulas are deduced. )

How to deduce their area calculation formula? Convert a circle into a learned figure. )

Then students think about it, which plane figures can the circle be converted into to calculate? (Student answers: rectangle, parallelogram, triangle, trapezoid. )

2. Derive the calculation formula of circular area.

(1) Question: How to transform a circle into these planar figures? Please look at the learning tools in your hand and how to cut a circle. What kind of graphics do you cut? Divide the circle into 16 equal parts, cut it into an approximately isosceles triangle, and then spell it out to see what figure you can spell. )

(2) Students begin to operate.

Please cut it out and spell it out, and see what figure you can spell. (Students do it by hand. )

Who can tell you what figure you put this circle together? (Student: Spelled. Please put your assembled graphics on the physical projection for everyone to see. )

(3) Courseware demonstration: Look at the big screen, divide the circle into 16 equal parts and spell it into an approximate parallelogram. If the number of parts is more, then each part will be thinner, and the spliced figure will be closer to a rectangle. )

(4) What is the connection between rectangle and circle? Can you deduce the formula for calculating the area of a circle from the formula for calculating the area of a rectangle? Discuss in groups.

Students report the results of the discussion. The answering teacher continued to demonstrate the courseware.

Answer: Yes, because the area of the rectangle is equal to the area of the circle, the length of the rectangle is equivalent to half the circumference of the circle, and the width is equivalent to the radius.

Because the area of a rectangle = length and width

So the area of the circle = half the circumference radius.

S=r

S=r2

Teacher: With the formula S=r2, how is the area of a circle derived?

(5) Some students make circles into triangles and trapezoids. Can you deduce the formula for calculating the area of a circle from the formula for calculating the area of a triangle or trapezoid?

Answer: The base of a triangle is equivalent to the circumference of a circle, and the height is equivalent to four times the radius of a circle.

Because the area of triangle = base height 2

So the area of the circle = 4 times the perimeter radius.

S=4r2

S=r2

Answer: The sum of the upper bottom and the lower bottom of the trapezoid is equivalent to half of the circumference, and the height is equivalent to twice the radius.

Because the area of the trapezoid = (upper bottom+lower bottom) is 2.

So the area of a circle = half the circumference and twice the radius.

S=2r2

S=r2

3. Summary: Just now, you transformed the circle into various figures, and derived the formulas for calculating the area of the circle respectively. (S=r2)

What must I know about the area of a circle? (radius)

4. Calculate by formula.

(1) Give Example 3 and read out the formula.

Students try to practice and give feedback.

Question: If this question is not about the radius of a circle, but about the diameter, how to answer it? Does anyone know what the result is without calculation?

(2) Complete the question on page 1 16.

(3) reading questions.

Third, apply new knowledge to solve problems.

1. Find the area of each circle below, except the formula.

2. Measure the diameter of a circular object and calculate its circumference.

3. The farmer's uncle bought an automatic rotary sprinkler irrigation device in the wheat field with a range of15m. Please help me calculate, how many square meters can it spray irrigation?

Fourth, the class summarizes.

What methods did you use and what knowledge did you learn in this class?

Verb (abbreviation for verb) assigns homework.

Questions 3 and 4 on page 1 18.

Blackboard design:

Area of a circle

Area of rectangle = length and width

Area of a circle = half the radius of a circle.

S=r

S=r2

The teaching content of the third part of the sixth grade mathematics courseware

The teaching content of this unit is mainly to explore the skills of making fan-shaped statistical charts and broken-line statistical charts.

Textbook analysis

The content of this unit is to further learn the drawing skills of fan-shaped statistical charts and broken-line statistical charts on the basis that students have learned some simple data processing and made some simple statistical charts.

The content of the textbook is relatively simple. Through two examples, this paper explains how to make fan-shaped statistical charts and broken-line statistical charts reasonably, so that they can correctly and comprehensively reflect the relevant data and the characteristics of each statistical chart, so that students can further grasp the characteristics and functions of statistical charts.

Three-dimensional target

Knowledge and skills

1, so that students can further understand the significance of statistics, master the characteristics and functions of fan-shaped statistical charts and broken-line statistical charts, and correctly describe the data in statistical charts.

2. Enable students to make statistical charts correctly, make full use of the characteristics of statistical charts, and accurately, reasonably and normatively reflect relevant data.

Process and method

1, through the process of data description and analysis, aiming at the unclear data provided by statistical charts, we can put forward problems and suggestions for modification, and improve the skills of making statistical charts.

2. Cultivate students' statistical concepts in the process of solving problems with statistical graphs.

3. Initially form a sense of evaluation and reflection.

Emotions, attitudes and values

1, can actively participate in inquiry activities, have a certain grasp of the correctness of their own results, and believe that they can make continuous progress in learning.

2. Form the attitude of seeking truth from facts and the habit of questioning.

Key points, difficulties and key points

Key points: draw fan-shaped statistical charts and broken-line statistical charts.

Difficulty: Correctly describe the quantity change according to the statistical chart of dotted line.

Key: when comparing and judging according to the statistical chart, we should unify the standards.

Class division

Number of class hours planned for this unit: 2 class hours.

The first lesson: fan chart

course content

Fan chart (for example 1 on page 68 of the text, corresponding to the exercises in exercise 1 1)

Teaching objectives

1, so that students can further grasp the characteristics and functions of departmental statistical charts and correctly describe the relevant data reflected by departmental statistical charts.

2. Enable students to correctly use departmental statistical charts to reflect relevant data, improve data processing skills, and cultivate students' application awareness and practical ability.

3. Initially form a sense of evaluation and reflection.

Key points, difficulties and key points

Key points: fan-shaped statistical chart.

Difficulty: Find the problem of unclear data in the statistical chart.

Focus: carefully analyze the data reflected in the statistical chart.

teaching process

First of all, old knowledge paved the way.

Computer courseware presents fan-shaped statistical chart

1, Q: What information can we learn from the picture?

(1) The number of people who like the same song accounts for 45% of the survey.

The number of people who like cross talk accounts for 18% of the survey.

The number of people who like sketching accounts for 25% of the survey.

The number of people who like other cultural festivals accounts for 12% of the survey.

(2) The number of people who like the same song is the largest.

Most students like the same songs, the same sketches and the same cross talk.

People who like other cultural festivals are the least.

Tell me what this statistical chart is and what its characteristics are.

(1) Department Statistics Chart

(2) Features: It can clearly reflect the percentage of each part in the total.

Summary of the fourth volume of the sixth grade mathematics courseware;

This lesson is in the fourth unit of the sixth grade of People's Education Press. This unit is to synthesize the statistical knowledge learned before and further cultivate students' analytical judgment ability. Through simple examples, let students realize that the intuitive characteristics of statistical charts can help us make correct analysis, judgment or prediction. But if you don't carefully analyze the statistical chart, you may get inaccurate information and draw wrong conclusions or judgments. Therefore, statistical data should be analyzed seriously, objectively and comprehensively to ensure the authenticity of all conclusions and the correctness of judgments. The textbook mainly combines fan-shaped statistical charts and broken-line statistical charts to help students understand.

Analysis of learning situation:

Students have learned the characteristics and functions of several common statistical charts through the previous study, and will extract relevant information from the statistical charts for simple analysis, and make simple judgments or predictions according to the analysis results. However, for statistical charts with unclear information, students need to further study and improve in making correct judgments on conclusions.

According to the requirements of the new curriculum reform for three-dimensional objectives, the following teaching objectives are determined:

Knowledge and skills:

(1) Comprehensive use of statistical knowledge, learn to accurately extract statistical information from statistical charts and correctly interpret statistical results.

(2) Be able to understand the specific meaning of each data in the statistical chart according to the specific information provided by the statistical chart, and make correct judgments and simple predictions.

Process and method:

Through cooperative inquiry, students can experience independent thinking and mutual discussion.

Emotional attitudes and values:

Experience the universality and importance of statistical charts in real life, and cultivate students' correct view of mathematics and good study habits of careful observation and analysis.

Teaching emphasis: when analyzing statistical charts, statistical information can be accurately extracted.

Difficulties in teaching: when analyzing statistical charts, avoid misleading information, comprehensively apply statistical knowledge and carefully analyze data.

Teaching aid: courseware.

Teaching methods and learning methods

1, the passion method of creating scenery. This lesson will always connect with the reality of life, create situations and teach with several interrelated small examples.

2. Discuss the inquiry method. Organize students to discuss in groups when exploring whether the conclusion given according to the statistical chart is correct. Correct your understanding in communication.

Teaching process:

First introduce the old into the new and pave the way.

Teacher: What are we going to learn today? (Statistics) Yes, we have to study statistics every semester. It's already our old friend. Do you remember what we learned before?

Question 1: Looking back, what kinds of statistical charts have we learned? (three kinds)

Question 2: Listen carefully! If the teacher wants to count the proportion of students participating in each sports event to the total number of students, which statistical chart should he choose? Why? (The fan-shaped statistical chart can clearly reflect the relationship between partial quantity and total quantity)

Question 3: If you want to count the number of students in each class in grade six, which statistical chart is the most suitable? Tell me why. Bar chart, you can easily see the numbers.

Question 4: If you want to examine the changes of a classmate's math scores this semester, what statistical chart should you choose? Why? (Dashed statistical chart, clearly see the changing trend of data)

Question 5: The above statistical results are represented by statistical charts. What are the advantages of doing so? (blackboard writing: intuitive image)

Teacher: It seems that the students have a good grasp of what they have learned before! So the teacher decided to take you to a shopping mall to see what applications statistical knowledge has in life! (Blackboard Title: Statistics)

Design intention: Create various life situations, so that students can review the knowledge of three statistical charts in the situations, arouse students' memories of old knowledge, and pave the way for learning new knowledge.

Second, combine learning with emotion to explore new knowledge.

1, learning example 1, correctly explain the statistical results.

Teacher: First of all, I came to the electrical section on the third floor. In order to understand the market share of various brands of color TVs, color TV promoters made a survey. Look, what kind of statistical chart is this? (fan map)

Question 1: What information can you get by looking at this picture carefully?

Question 2: What do you mean by "others" here? What does market share mean? We can draw a conclusion from the market share of this product.

Teacher: Can you find any further information? Can you make a comparison?

Teacher: This classmate said that "one brand has the highest share". Do you agree with him? (Premise: The promoter, like you, got a lot of information from this picture. He said, "Brand A is the best seller". Do you agree with him? )

Teacher: Well, some students raised objections. Please exchange views in the group and think about whether this view is correct. What is the reason? (The group began to discuss and demonstrate whether the views were correct)

After students communicate in groups, there will be collective feedback.

Teacher: Did he say what you think? The students' analysis is very reasonable, because the proportion of "other" is too large, and it is possible that the share of some brands will exceed A.

It seems to be "Is brand A the best seller?" Can we draw a conclusion now? What's the main problem? The "other" part of the data is not clear enough. We need clearer data.

Question 3: What would you do if you were asked to modify this statistical chart?

Question 4: This picture also contains the "other" uncertain parts just now, but how can you be sure that E brand is the best seller now, but not just now?

Question 5: F brand has the lowest share. Do you agree?

Teacher: OK, through this part of the study, what do you think we should pay attention to when making or analyzing statistical charts? Analyze the information given in the statistical chart carefully and comprehensively, and don't be misled by superficial information.

Design intention: to provide students with more space for thinking, so that they can explore new knowledge and fully exchange and discuss. Through the form of discussion among students, students can not only cultivate the spirit of cooperative learning, but also learn from each other, so as to change passive learning into active learning and cultivate and improve their various abilities.

2. Practice in time.

Teacher: OK, we have helped the sponsors correctly analyze the statistical chart. Let's go somewhere else. Come to the commodity section on the second floor. Promoters are counting the sales of a brand of shampoo for a week. Look, what kind of statistical chart is this?

Question 1: What information can you get from the picture?

Question 2: Can you tell me when it is best to sell? What is the worst day for sales? Why not?

Question 3: If today is Sunday, can you predict the sales of this shampoo tomorrow? According to what?

3. Teaching example 2.

Teacher: Although the salespeople work hard, they work very hard, so the salaries of the two salespeople have been rising for the past six months. Let's take a look at the changes in their monthly salary. What kind of statistical chart is this?

Question 1: At first glance, how do you feel about these two broken lines? What is the changing trend of polyline?

Question 2: Guess whose monthly salary is growing faster? Why?

Teacher: He observed it very carefully, and felt that he should not only look at the broken line, but also look at the specific data. Is this reasonable? What did you find?

Question 3: Why does the monthly salary increase of two people look the same from the data, but the changing trend of the broken line is different?

Teacher: That is to say, the standards of the vertical axis are different, so the graphics look different and are easily misled. So what should we do when comparing the same data? (blackboard writing: unified standard)

Question 4: Through the above study, do you have any new feelings about the analytical statistical chart?

Conclusion: We must analyze it carefully and comprehensively, and don't be misled by some superficial information, so as to draw a correct conclusion. (blackboard writing: objective and accurate)

Design intention: Let students experience success and cultivate their interest and confidence in learning through bold guessing.

Third, practice in time and extend and improve.

This link is mainly through four exercises combining the specific conditions of schools, clinics, sheep villages and meteorological bureaus, so that students can feel the application of statistics through more life examples, further exercise their ability to look at pictures and analyze statistical data, and make correct judgments and simple predictions.

Design intention: apply what you have learned, so that students can use what they have learned in practice in time.

Fourth, sort out the knowledge and sum up the whole class.

Teacher: Today, we further analyzed the statistical chart. Do you know what problems to pay attention to when analyzing and judging with statistical charts? What did you get? Finally, I gave the students a famous saying: "If you want to see the truth, you must pay attention everywhere." As an extension of emotional attitude.

[Design intention: Let students recall and summarize what they have learned in this lesson, let students rise from perceptual knowledge to rational knowledge, and cultivate the ability of abstract generalization. At the end of the whole class, tell the students a famous saying to achieve the effect that "the class does its best to last forever". ]

The teaching goal of the fifth part of the sixth grade mathematics courseware

1 enable students to further master the four operation sequences, sort out the operation rules and associative laws, apply the operation rules or laws to perform simple operations and solve practical problems. Cultivate students' ability to operate reasonably and flexibly.

Through the learning process of induction, calculation and comparison, students can master four kinds of operation laws and properties, and can use these knowledge flexibly according to the topic, making the calculation simple.

Emphasis and difficulty in teaching

Apply the four laws of operation.

Preparation before class

courseware

Examples of writing names on the blackboard with letters.

Additive commutative law

associative law of addition

Commutative law of multiplication

Multiplicative associative law

Powder companion

Design intention teaching process

Through review, we can deepen our understanding and mastery of the four operations, and lay the foundation for flexible application of the algorithm for simple calculation.

Cultivate students' estimation consciousness, further consolidate estimation strategies and improve estimation ability.

Cultivate students' thinking flexibility and serious learning attitude in practice.

I. Operation sequence (Example 6 on page 76 of the textbook).

1, said the integer elementary arithmetic order, calculated as: (7 10- 18×4)÷2=

2. Is the elementary arithmetic order of fractions and decimals the same as that of integers?

3. Calculation: × [-(-)]

In the formula without brackets, if it only contains operations at the same level, it should be calculated from left to right in turn; If there are two levels of operation, do the second level operation first, and then do the first level operation.

In the formula with brackets, the contents in brackets are calculated first, and then the contents outside brackets are calculated.

4. Intra-group communication algorithm:

( 1)( - )÷( ×42 ) (2) ÷〔( + )× 〕

5. Complete the "Do" on page 76 of the textbook.

Second, the algorithm (example 7 on page 77 of the textbook).

1. Fill in the form.

Names are represented by letters. example

Additive commutative law

associative law of addition

Commutative law of multiplication

Multiplicative associative law

Powder companion

2, calculation, students talk about the simple calculation process and the applied algorithm.

The teaching goal of article 6 of the sixth grade mathematics courseware;

In the review of this unit, students will further understand the relationship between radius and diameter in the same circle, understand the essential characteristics of the circle and the role of the center and radius, and skillfully draw a circle with compasses; Proficient in calculating the circumference and area of a circle.

Teaching philosophy:

Discussion-Organization-Practice

Emphasis and difficulty in teaching: circumference and area of circle

Teaching process:

First, the collation of knowledge

1. What have you learned about circles?

2. The arrangement of knowledge

What conditions do you need to know to draw a circle? Is the circle an axisymmetric figure? How many axes of symmetry are there? What is the symmetry axis of a circle?

The relationship between the center, radius, diameter and circumference of the circle and the circle; Relationship between radius, diameter, perimeter and area of a circle.

The design aims to guide students to summarize and sort out what they have learned in order to strengthen their memory.

Second, consolidate the practice.

1, judging (small blackboard)

3. Select (small blackboard)

4, application to solve practical problems (small blackboard)

Third, summary.

Blackboard design:? Understanding of circle

Center: Determine the position of the circle.

Radius: Determines the size of the circle. In the same circle or in the same circle, all radii are equal.

Diameter: In the same or equal circle, the diameter is twice the radius, and all diameters are equal.

The length of a curve surrounded by a circle is called the circumference of a circle. C=∏d C=2∏r