Daoke Baba asked what percentage of a number is the teaching design of application problems.

How much is the percentage of a number? How much is the percentage of a number more (less) than a number?

Teaching content: PEP compulsory education course, grade six, volume one, page 93, Example 3.

Teaching objectives:

1, master a slightly more complicated solution with more than one number;

2. Further understand the relationship between the percentage application problem and the corresponding score application problem;

3. Enhance the awareness of application and realize the application of percentage in real life;

4. Improve students' ability of analogy, analysis and problem solving.

Teaching emphases and difficulties:

Find the correct unit "1" and master the solution to the problem of how much is the number ratio.

Teaching process:

First, review the old knowledge, review the groundwork

( 1), 3/4× 42/3 ÷ 2/3 1+ 12%

(2) What is 3/5 of 20? How much is 70% of 30?

(Design intention: Review the calculation method of "What is the fraction (percentage) of a number" and the related calculation of percentage, so as to pave the way for new knowledge. )

Second, teacher-student interaction, exploring new knowledge

(1) Ask questions independently and generate questions.

1. Teacher's oral information: the school library has 1400 books, which has increased by 12% this year.

2. Retell the information you just heard.

(Design intention: cultivate students' memory ability and good habit of listening to lectures. )

3. Students ask questions about percentages and introduce examples.

Default question: ① How many volumes have been added? 2. How many books are there this year? (3) What percentage of books are there this year?

(Design intention: Brainstorming questions put students in the main position of learning and make them think positively, which not only cultivated students' problem consciousness, but also fully mobilized students' attention to the classroom, paving the way for later teaching. )

(2), solve the problem, leads to the case.

1, example 3:

Teacher's statement: Add the information just now and the second question raised by the students, that is, Example 3 we are going to learn today.

Example 3: The collection of books in the school library is 1400 volumes, which has increased by 12% this year. How many books are there now?

2. Analyze the quantitative relationship and determine the method to solve the problem.

(1), focusing on guiding and analyzing "the number of books and albums increased this year 12%".

Guidance: What does the increase in the number of books and albums 12% mean this year? Have you seen similar problems there? Would you solve it if you changed 12% into the number of components? We can solve the problem of percentage application by solving the problem of score application. ) What is equivalence relation? (Number of books this year = number of original books+number of books added) What is the unit "1"? What shall we ask first? (that is, the question 1) What do you need to increase the number of books? How to go public? (1400× 12%) The teacher taught a calculation method of multiplying a number by a percentage. )

(Design intention: review the old and learn the new, introduce the old and introduce the new. With the help of the ideas and methods to solve the application problems of fractions, students can literally understand the meaning of "the number of books increased this year 12%", pay attention to the transfer and analogy of knowledge, learn how to solve problems, and give students space to explore and experience the process of knowledge formation. )

(2) According to the equivalence relation expression, the integrity of the process is emphasized. (Pumping performance)

(Design intention: In view of students' reality, let students learn some calculation methods and skills, and cultivate students' good thinking habits and study habits. )

(3) Draw students to talk about the meaning of the formula, review the thinking of solving problems and talk about the main points of solving problems. (Find the unit "1" and its equivalent relationship. )

(Design intention: Let students learn the ideas and methods of solving problems by reviewing the ideas of solving problems. )

(3), a problem with multiple solutions, expand thinking.

Thinking: Is there any other solution to this kind of problem?

(1), hint: think with the help of the question ③ just raised.

(2) Students' independent thinking formula. 1400×( 1+ 12%)

(3) The students' ideas.

(4) Analyze "What percentage of books are there this year?"

(Design intention: Infiltrate the idea of combining numbers with shapes, so that students can learn how to solve problems. )

(5) Identify the key points to solve the problem.

(6), solution column.

(4), analysis of characteristics, independent classification.

1, teachers and students classify together. This kind of question belongs to "What is more (less) than a number?"

2. Review the ideas and methods to solve such problems.

(Design intention: to cultivate students' ability of analysis, classification and autonomous learning. )

Third, combine with reality and improve through comparison.

1, adaptation example 3 and the answer.

There are 1568 books in the school library, and the number of books has increased by 12% this year. How many books are there this year?

(1), students think independently and answer independently.

(2) Answer in groups.

(3) communicate with the whole class.

2. Analyze the similarities and differences between this problem and the example.

3. Compare the similarities and differences between this kind of questions learned today and the fractional application questions.

(Design intention: Let students master the problem-solving methods more skillfully, that is, no matter how the conditions change, they must first understand the quantitative relationship and identify the unit "1", so as to further improve students' analytical ability, summing-up ability and thinking level. )

Fourth, contact life and deepen new knowledge.

1, over 30 meters, 60% is () meters. 40 kg is 20% less than ().

2. Do 1 questions.

A canteen bought 1000 Jin of cabbage this winter, and has eaten 60%. How many kilograms are left?

(Design intention: Practice embodies the hierarchy, so that students can have a process of thinking training and improve their comprehensive application ability. )

Five, the class summary:

What did you gain from this class?

(Design intention: Students review and reflect on the knowledge and methods they have learned, sum up experience and learn from each other's strengths. )

Sixth, assign homework.

Write today's harvest in your diary.

(Design intention: By keeping a diary, we can have a process of reviewing and combing the gains in class, which is helpful to systematize knowledge and organize methods, not only consolidate the knowledge we have learned, but also cultivate students' logical thinking ability and language expression ability. )

Solve problems with percentages.

Find an application problem that is a few percent more or a few percent less than the number

Method 1: Method 2:

Current book quantity = original book quantity+increased book quantity = original book quantity × (1+ 12%)

1400× 12% 1400×( 1+ 12%)

= 168 (volume) =1400×112%

1400+168 = 1568 (volume) =1568 (volume)

A: There are 1568 books. A: There are 1568 books.

Teaching reflection: The design of this course is mainly to let students find out their similarities and differences with the thinking of solving a fractional application problem, so as to promote the transfer of students' knowledge, let students use their existing knowledge and experience to explore the methods of solving problems independently, so as to better master the ideas and methods of solving a fractional application problem, and then find out their similarities and differences through the comparison of problem-solving thinking, so that students can better understand this kind of application problem. The whole teaching process is relatively smooth, but the disadvantage is that the key points of blackboard writing are not written in red pen, which makes students not very impressed. Students are slow in calculating the percentage of large numbers, and their methods and skills are not properly selected, which needs to be strengthened.

A slightly complicated application problem of finding the percentage of a number: Example 4 Teaching Design teaching material analysis

Because of the relevant basis of fractional multiplication, we only try to find out how much a number is more than a number through Example 3, and other problems such as how much a number is and how much a number is less than a number are arranged in the exercises for students to try to solve.

Teaching objectives

1, through the students' independent problem-solving, master the basic method of finding more (less) percentage of a number;

2. Cultivate students' ability to analyze and solve problems by analogy.

Emphasis and difficulty in teaching

Teaching emphasis: how to solve the problem of how much (how little) a few percent;

Teaching difficulty: You can use the knowledge you have learned to flexibly solve a problem of more (less) percentage.

Teaching strategy

Using students' existing knowledge transfer analogy to solve the percentage problem.

"What's the number greater than a few percent?" 1, and master the slightly complicated solution to the problem of how much is the number greater than a few percent;

2. Further understand the relationship between the percentage application problem and the corresponding score application problem;

3. Enhance the awareness of application and realize the application of percentage in real life;

4. Improve students' ability of analogy, analysis and problem solving.

Teaching emphases and difficulties:

Find the unit "1" and master the solution to the problem of how many numbers are more than numbers.

Teaching process:

First, review the old knowledge, review the groundwork

( 1), 3/4× 42/3 ÷ 2/3 1+ 12%

(2) What is 3/5 of 20? How much is 70% of 30?

(Design intention: Review the calculation method of "What is the fraction (percentage) of a number" and the related calculation of percentage, so as to pave the way for new knowledge. )

Second, teacher-student interaction, exploring new knowledge

(1) Ask questions independently and generate questions.

1. Teacher's oral information: the school library has 1400 books, which has increased by 12% this year.

2. Retell the information you just heard.

(Design intention: cultivate students' memory ability and good habit of listening to lectures. )

3. Students ask relevant percentage questions and introduce examples.

Default question: ① How many volumes have been added? 2. How many books are there this year? (3) What percentage of books are there this year?

(Design intention: Brainstorming questions put students in the main position of learning, which not only cultivated students' problem consciousness, but also fully mobilized students' attention to the classroom, paving the way for later teaching. )

(2) solving problems, giving examples.

1, example 3:

Teacher's statement: Add the information just now and the second question raised by the students, that is, Example 3 we are going to learn today.

Example 3: The collection of books in the school library is 1400 volumes, which has increased by 12% this year. How many books are there now?

2. Analyze the quantitative relationship and determine the method to solve the problem.

(1), focusing on guiding and analyzing "the number of books increased this year 12%".

Guidance: What does the increase in the number of books and albums 12% mean this year? Have you seen similar problems there? Would you solve it if you changed 12% into the number of components? We can solve the problem of percentage application by solving the problem of score application. What is the equivalence relation? (Number of books this year = number of original books+number of books added) What is the unit "1"? What shall we ask first? (that is, the question 1) What do you need to increase the number of books? How to go public? (1400× 12%) The teacher taught a calculation method of multiplying a number by a percentage. )

(Design intention: Review the old knowledge, introduce the new with the old, and let the students literally understand the meaning of "the number of books increased this year 12%" with the help of the ideas and methods of solving fractional application problems, pay attention to the transfer and analogy of knowledge, learn the problem-solving methods, give students a space to explore and experience the formation process of knowledge. )

(2) According to the equivalence relation expression, the integrity of the process is emphasized.

(Design intention: According to students' reality, let students learn some calculation methods and skills, and cultivate students' good thinking habits and study habits. )

(3) Draw students to talk about the meaning of the formula, review the thinking of solving problems and talk about the main points of solving problems. (Find the unit "1" and its equivalent relationship. )

(Design intention: Let students learn the ideas and methods of solving problems by reviewing the ideas of solving problems. )

(3), a problem with multiple solutions, expand thinking.

Thinking: Is there any other solution to this kind of problem?

(1), hint: Think with the help of the questions just raised.

(2) Students think independently. 1400× ( 1+ 12%)

(3) the idea of "pumping students".

(4) Analyze "What percentage of books are there this year?"

Design intention: Infiltrate the idea of combining numbers and shapes, and let students learn to solve problems at the same time.

(5) Identify the key points to solve the problem.

(6), solution column.

(4) Analyze the features and classify them independently.

1, teachers and students are divided together, which belongs to the question "What is more (less) than a number?" .

2. Review the ideas and methods to solve such problems.

(Design intention: to cultivate students' ability of analysis, classification and autonomous learning. )

Third, combine with reality and improve through comparison.

1, adaptation example 3 and the answer.

There are 1568 books in the school library, and the number of books has increased by 12% this year. How many books are there this year?

(1), students think independently and answer independently.

(2) Answer in groups.

(3) communicate with the whole class.

2. Analyze the similarities and differences between this problem and the example.

3. Compare the similarities and differences between this kind of questions learned today and the fractional application questions.

(Design intention: To make students more proficient in problem-solving methods, that is, no matter how the conditions change, they must first understand the quantitative relationship and identify the unit "1", so as to further improve students' analytical ability, summing-up ability and thinking level. )

Fourth, contact life and deepen new knowledge.

1, over 30 meters, 60% is () meters. 40 kg is 20% less than ().

2. Do 1 questions.

A canteen bought 1000 Jin of cabbage this winter, and has eaten 60%. How many kilograms are left?

(Design intention: Practice embodies the hierarchy, so that students can have a high-level training process in their thinking and improve their comprehensive application ability. )

Five, the class summary:

What did you gain from this class?

(Design intention: Students review and reflect on the knowledge and methods they have learned, sum up experience and learn from each other's strengths. )

Sixth, assign homework.

Write down today's harvest in your diary.

Design intention: By keeping a diary, we can have a process of reviewing and sorting out the gains in class, which is helpful to systematize knowledge and organize methods, which not only consolidates what we have learned, but also cultivates students' logical thinking ability and language expression ability.

Solve problems with percentages.

Find an application problem that is a few percent more or a few percent less than the number

Method 1: Method 2:

Current book quantity = original book quantity+increased book quantity = original book quantity × (1+ 12%)

1400× 12% 1400×( 1+ 12%)

= 168 (volume) =1400×112%

1400+168 = 1568 (volume) =1568 (volume)

A: There are 1568 books. A: There are 1568 books.

Teaching reflection: The design of this course is mainly to pave the way for students to solve an application problem that is more or less than the score in the fractional application problem, so as to promote the transfer of students' knowledge, and let students use their existing knowledge and experience to explore the methods of solving problems independently, so as to better master the ideas and methods of solving an application problem that is more or less than the score, and then find out their similarities and differences through the comparison of solving ideas. The whole teaching process is relatively smooth, but the disadvantage is that the key points of blackboard writing are not written in red pen, which leaves a poor impression on students. Students' calculation of multiplying large numbers by percentages is slow, and their methods and skills are not properly selected, which needs to be strengthened.

Answer: Baidu Library-Input: What is the number above a few percent? Instructional Design-Find what you like-Click Download-Save-OK!

The teaching plan design 1 teaching goal of the first volume "How many percent of a number is an application problem";

1. Understand and master the quantitative relationship of "What is the percentage of a number" and correctly answer the practical question of "What is the percentage of a number".

2. Correctly analyze the quantitative relationship in the topic and improve the ability to solve practical problems.

3. Let students feel the close connection between mathematics and life, and apply what they have learned.

Teaching emphasis: understand and master the quantitative relationship of "what is the percentage of a number".

Teaching difficulty: correctly analyze and answer the practical question "what is the percentage of a number"

Teaching aid preparation: small blackboard.

Teaching process:

First, review the import (displayed on the blackboard):

1. A pile of coal weighs 2500 tons and uses 3/5. How many tons were used?

2. The collection of books in the school library is 1400 volumes, which has increased by 3/25 this year. How many books are there in the library now?

Methods: Let the students draw a line chart for analysis, then calculate it with a column chart, and then modify it collectively.

Second, the new curriculum teaching:

1, revise (1): If you changed 3/5 to 60%, would you still answer?

(1) Give it a try, students.

(2) Collective communication and summary of problem-solving methods.

2. Change review (II): Change 3/25 to 12%. Ask the students to answer independently, and then revise collectively.

There are two solutions to this problem: a.1400+1400×12%.

b . 1400×( 1+ 12%)

3. Compare the similarities and differences between the two methods.

Third, consolidate the exercises:

1, a bag of 240 kilograms of rice has already eaten 25%. How many kilograms is left?

2. There are 120 girls in the choir, with 20% less boys than girls. How many boys are there?

3. The first question in Exercise 22.

4. "Do it" on page 93.

Fourth, the class summary:

5. Homework: Exercise 22 #2~#7 Source: Science Bar, the best resource.

The teaching design of the fractional application problem of finding a number continuously is based on the learning of integer and fractional multiplication. Before learning fractional multiplication, the problem of finding the fraction of a number is solved by multiplying the amount of 1 by the corresponding number. Today's study can actually be regarded as a method optimization and promotion. Judging from the feedback in the class, at the beginning, a small number of students were still not used to using fractional multiplication, or regarded it as the number of copies. But after a series of training, most students have naturally multiplied the unit "1" by its score.

When introducing "how much is a fraction of a number", I learned some experience from last class. Teaching example 2: "A * * has 10 silk flower, 1/2 is a red flower, and 2/5 is a green flower. What are the red flowers and green flowers? " First, encourage students to list various formulas. Many students can list two formulas in their textbooks, "10÷2=5 (flowers) or 10× 1/2".

Then, guide the students to compare. What is the connection between these two formulas? As soon as the question was raised, the students' reaction was not very strong. Many students don't know how to answer this question. After thinking for a while, the students understood that the original two formulas were all about how much is half of a number. In this way, the old method and the new method will be well connected. It has achieved a leap in method.

Reflections on the application of the percentage of a number in teaching: what is the percentage of a number is the improvement of the application of fractions. Students have the basis of finding the score of a number, so it is easier to learn. In teaching, we should pay attention to deepen the understanding of application problems in combination with students' real life, so that children can explore and analogy independently, so as to master these knowledge.

People's education edition asks for a teaching design of what is the number. 1. Teaching objectives:

1. Understand and master the quantitative relationship of "What is the percentage of a number" and correctly answer the practical question of "What is the percentage of a number".

2. Correctly analyze the quantitative relationship in the topic and improve the ability to solve practical problems.

3. Let students feel the close connection between mathematics and life, and apply what they have learned.

Second, teaching focus: understand and master the quantitative relationship of "what is the percentage of a number".

Third, teaching difficulties: correctly analyze and answer "What is the percentage of a number?"

Fourth, prepare teaching AIDS: multimedia courseware.

Verb (abbreviation of verb) teaching process;

First, the scene introduction:

1, classmates, do you know any interesting places in Weihai? The students exchanged views on the tourist attractions in Weihai.

2. Show the scenic spots of Weihai on the big screen.

Second, the new curriculum teaching:

1. Information on the development of tourism in Weihai:

During the Golden Week last year, there were 1 10,000 tourists visiting Weihai, 40% of whom came to Liu Gongdao.

2. Let the students exchange the information in the topic, and guide the students to understand the meaning of 40%: it means that the tourists coming to Liu Gongdao account for 40% of the tourists coming to Weihai.

Step 3 ask questions:

Can you ask math questions based on the above information?

Q: How many thousands of tourists visit Liu Gongdao?

4. Find a classmate to play with and communicate with the whole class.

Step 5 practice:

(1) An article is 9600 words. Xiao Ming typed 40% of the full text. How many words did Xiao Ming type?

(2) To build a 300-meter-long road, the first stage will be completed by 30%. How many meters was built in the first phase?

Third, accumulation and expansion:

Last year, Weihai's tourism revenue was about/kloc-0.2 billion yuan, a year-on-year increase of 20%. What is the tourism income of Weihai this year?

1, let students understand the meaning of 20%.

2. Guide students to understand that Weihai's tourism income this year is last year's income.

What is the percentage?

3. During the Golden Week last year, there were 1 10,000 tourists visiting Weihai, 40% of whom came to Liu Gongdao. How many tourists are there in Liu Gongdao?

4. Last year, Weihai's tourism revenue was about1200 million yuan, up 20% year-on-year. How much is Weihai's tourism revenue this year?