认识分数8-4（Know score 8-4）.doc

认识分数8-4（Know score 8-4） 8-4: how many minutes do you know? Content of courses： Textbook P69-70, 11 Teaching target: 1. through practice, students can further understand the significance of fractions, and can use visual aids to correctly represent relevant numbers by means of fractions. 2. can make use of fractional knowledge to convert the length and money of a lower unit into a higher unit, and use a fraction of a fraction to lay the foundation for the following decimal. Teaching emphasis: Use visual aids to correctly represent relevant numbers by fractions. Preparation: maps, markers Teaching process: A, use case inspection of mental arithmetic + - + + - + Two, in the paint, paint according to the score. The key is to ask students to say 4 and 3 in 3/4. Three, expand the application, deepen understanding 1.P69 sixth questions (1) students practice on their books first (2) let students talk about the painted squares, why james. Focus on questioning: 3/4 why not painted 3 topics, and painted 6? How do you think of this 6? Prepare for the next class. 2.P70 seventh questions Students first talk about the meaning of the picture, then practice. Why does the first parenthesis fill in? Second brackets, please The teacher will put a few brackets on the line to fill in. Eighth questions for 3.P70 Show me the big picture and let the students talk about the data on the ruler Whats the length of this ruler? It can be said to be a few decimeters? Look at the ruler say 1 cm is a 1 decimeter of a few? Why? To guide students to tell the 1 DM were divided into 10 said one of the 1. It is a few centimeters? What about 3 centimeters and 7 centimeters? 4.P70 ninth questions. Let the students say how to determine the numerator and denominator 5.P70 tenth questions Students practice independently in the book, then communicate feedback and talk about their thinking process. 6.P70 eleventh questions Let the students understand the meaning, then in accordance with the requirements to do th