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1、精选学习资料 - - - - - - - - - choose th answers ae corre ct meani ppli cation prni ng; oblem of ge4 to correct t he typos; neral steps 1, and figure out meani5 so the child write wor ng-through examines theds ABA B, a nd AA , find knowA BB; n conditi6 in accor ons and by sedance wit h written w eking pro
2、bl em 2, and analyords; 7 the complete wor sis number relati onshipd, and expla-analy sis known in the meani conditii ng of the word; ons Zhijia n, and conditions and pr8 collocati on oblem Z; hijian 9 make sentence s with t he w of relationshi p, determi ne pr oblemord; 10 the written la m-solvi ng
3、 method a nd nguage a s required. C the main probl em-solving ste ps. 3, and column tysente pe cnce ty pes 1 complete sentences; 2 write down the meani al culati on-lists formula, i s out subdivisi ons 4, a a nd test, ang of a sentence nd wr ote answor expression of thoug er-check, a nd cheug hts an
4、d feeling cking, and wrote ag s; 3 write se nswers ty pical antences as re quire d; 4 finish malalignme ppli cation problem 13, and subje ct: applicatint of the on problsente nce ; 5 modified em 3-colum n equation solsente le nce s. 2, k utions a ppnowledge li cation classification 1 the common conj
5、unctions coor problem revie w conte nt overvie w problem-solvidinate: . . 一 面 ng steps 1, and figure out meani. 1, to examine the t ng, find by seekiopi c, identify pr ng of unknown aoblems a nd x said 2, associated with tw nd a ccordio 2, a nalysi ng to meani ng finds, alternative que stion two i e
6、 quival ent relationship, lis in direct sts Equation roportion to t he amount n 3, and solutions e quatiof the associated relati on 4, and test, and wrote aonship i s inv nswers aer sely ccordipr oportiona ng to meanil relationshi ng find e quival p. 3, and set unk now al ent relationship w n, colum
7、n proportion type of com mon method 1 , A nd 4, a nd soluti a ccording tti ons pr oporti on ty o common of number relatipe 5, and test, wrote a onshi p type, estanswer lang blished euage quivalepl enar y, and subje ct: nt relationship 2, a a ppli cation pr oblem 1-simpl nd accordi ng to ha s learn l
8、 e applicati on problem and composite applicati had of calculation formula, 3, a nd a ccordi ng to pron problem review oblem i n the of focus conte describe nt simpl e applicati on problem composite applicati e d sentence from overall Sha ng determiti ne baon problem sic of e quivalent relationship
9、4, and using segment figure, and list method, method analysis number第一课时小数的产生和意义教学目标： 一 在同学初步熟悉分数和小数的基础上,进一步懂得小数的意义； 二 使同学懂得和把握小数的计数单位及相邻两个单位间的进率； 三 培育同学的观看、分析、推理才能；教学重点、难点：在同学初步熟悉一位和两位小数的基础上,进一步把认数范畴扩展到三位小数,使同学明确小数表示 的是分母是 10,100,1000, 的分数,并懂得小数的计数单位及单位间的进率,既是本课的重点,也 是本课的难点教具：直尺 2米彩带 0.9米彩带课件教学流程：一
10、、情形导入 老师：同学们喜爱做嬉戏吗？今日老师带大家做一个嬉戏,嬉戏的名字叫“ 猜一猜,测一测；” 师出示 2米的彩带,同学们猜一猜有多长,指名回答后让同学测量验证；师再出示0.9 米的彩带,让同学推测,然后测量出结果是9 分米；提问： 9 分米假如用米做单位用分数做单位是多少米？（9/10 米）用小数表示是多少米？（0.9 米）二、探究新知1、教学例 1 （1） 课件出示例一图（1）老师引导同学观看争论,然后回答图下面的问题；老师引导小结：我们把分母是 10 的分数写成的是一位小数；（2）课件出示例一图（2）老师引导同学观看争论,然后回答图下面的问题；老师引导小结：我们把分母是100 的分数
11、写成的是两位小数；（3）课件出示例一图（3）老师引导同学观看争论,然后回答图下面的问题；老师引导小结：我们把分母 是 1000 的分数写成的是三位小数；（4）老师：我们把1 米平均分成10、100、1000 份,用分数、小数都会说了,假如老师再把1 米平均分成 10000 份,这样的几份写成小数是几位小数；那么份呢？（5）老师引导同学观看这些分数和小数,然后争论：分数和小数之间有什么联系呢？同学回答后老师小结：分母是 10、100、1000 的分数可以用小数表示这就是小数的意义；（老师板书）2、完成教材第 51 页做一做；让同学独立完成,老师提示同学要先看一看每一幅图平均分成了多少份？然 后老
12、师讲评；3、课件出示聪明关第一关名师归纳总结 0.3 里面有（）个 1/10 0.07里面有（）个 1/100 第 1 页,共 16 页0.5 里面有（）个 1/10 0.9里面有（）个 1/100 - - - - - - -精选学习资料 - - - - - - - - - choose th answers ae corre ct meani ppli cation prni ng; oblem of ge4 to correct t he typos; neral steps 1, and figure out meani5 so the child write wor ng-throug
13、h examines theds ABA B, a nd AA , find knowA BB; n conditi6 in accor ons and by sedance wit h written w eking probl em 2, and analyords; 7 the complete wor sis number relati onshipd, and expla-analy sis known in the meani conditii ng of the word; ons Zhijia n, and conditions and pr8 collocati on obl
14、em Z; hijian 9 make sentence s with t he w of relationshi p, determi ne pr oblemord; 10 the written la m-solvi ng method a nd nguage a s required. C the main probl em-solving ste ps. 3, and column tysente nce ty pe calty pes 1 complete sentences; 2 write do culati on-lists formula, i s out o subdivi
15、sions 4, a wn the meani a nd test, ang of a sentence nd wr ote answor expression of thoug hts and feeling er-check, a nd che cking, and wrote ag s; 3 write se nswers ty pical antences as re quire d; 4 finish malalignme ppli cation problem 13, and subje ct: applicatint of the on problsente nce ; 5 mo
16、dified em 3-colum n equation solsente nce s. 2, k utions a ppnowledge li cation classification 1 the common conjunctions coor problem revie w conte nt overvie w problem-solvidinate: . . 一 面 ng steps 1, and figure out meani. 1, to examine t ng, find t by seeki he t opi c, identify pr ki ng of unknown
17、 aoblems a nd x said 2, associated with tw nd a ccordio 2, a nalysi ng to meani ng find e s, alternative que stion two i e quival ent relationship, lis in direct proportion to t he amount sts Equation 3, and solutions e quatiof the associated relati on 4, and test, and wrote aonship i s inv nswers a
18、er sely ccordipr oportiona ng to meanil relationshi ng find e quival p. 3, and set unk now al ent relationship w n, column proportion type of com mon method 1 , A nd 4, a nd soluti a ccording tti ons pr oporti on ty o common of number relatipe 5, and test, wrote a onshi p type, estanswer lang blishe
19、d euage pl quivaleenar y, and subje nt relationship 2, act: a ndppli cation pr oblem 1-simpl e applicati a ccordi ng to ha s learn had of calculatioon problem and composite applicati n formula, 3, a nd a ccordi ng to pron problem review oblem i n the of focus conte describe nt simpl e applicati on p
20、roblem composite applicati e d sentence from overall Sha ng determiti ne baon problem sic of e quivalent relationship 4, and using segment figure, and list method, method analysis number老师：同学争论完成,并说一说为什么这样想？老师指名回答后小结：像0.3 、0.5 这样的一位小数,我们都可以看成有很多个1/10 组成的,那么我们就说非常之一是一位小数的计数单位,写作0.1 ；同理,像 0.07 、0.09 这
21、样的两位小数,可以看成有很多个1/100 组成的,那么我们就说百分之一是两位小数的计数单位,写作0.01 ；）个 0.001 米老师：同学们猜一猜三为小数的计数单位是什么？写作_ 米里面有（4、课件出示聪明关其次关0.1 米里面有（）个 0.01 米 0.01老师：同学们可以结合板书争论完成；然后指名回答,并说出理由；老师小结：每相邻两个计数单位之间的进率是 10；5、课件出示聪明关第三关0.8 里面有（）个 0.1 0.32里面有（）个 1/100 三、老师小结：同学们顺当的闯过了关,在这节课上有什么收成？其次课时 小数的读法和写法 教学目的：1懂得小数的计数单位,把握小数的读写方法2培育同
22、学类比、迁移和归纳总结的才能教学重点：懂得小数的计数单位,把握小数的读写方法教学难点：能娴熟、正确地读写小数教学过程 一、复习引入 1读出下面各数：234 7093 31 10000 38950 0.7 2回忆一下：你是怎样读出这些数的？整数的数位次序是什么？（个位、十位、百位、千位 ）整数 的计数单位依次是什么？（一个、十、百、千）3试着读出下面的数：2.78 55.2 0.46 35.9 你是怎样读的？4导入：小数和整数一样,也有计数单位,也依据肯定的次序排列起来,这节课我们就来争论一下小数 的数位次序二、探究新知 1教学小数的数位次序表老师提问：看整数数位次序表,你认为小数的数位应在什么
23、位置上？（在整数部分的右侧）中间怎样区分呢？（用小数点隔开）老师提问：我们知道小数的计数单位有非常之一、百分之一、千分之一 ,那么,非常之一表示小数名师归纳总结 - - - - - - -第 2 页,共 16 页精选学习资料 - - - - - - - - - choose th answers ae corre ct meani ppli cation prni ng; oblem of ge4 to correct t he typos; neral steps 1, and figure out meani5 so the child write wor ng-through exami
24、nes theds ABA B, a nd AA , find knowA BB; n conditi6 in accor ons and by sedance wit h written w eking probl em 2, and analyords; 7 the complete wor sis number relati onshipd, and expla-analy sis known in the meani conditii ng of the word; ons Zhijia n, and conditions and pr8 collocati on oblem Z; h
25、ijian 9 make sentence s with t he w of relationshi p, determi ne pr oblemord; 10 the written la m-solvi ng method a nd nguage a s required. C the main probl em-solving ste ps. 3, and column tysente pe cnce ty pes 1 complete sentences; 2 write down the meani al culati on-lists formula, i s out subdiv
26、isi ons 4, and test, ang of a sentence nd wr ote answor expression of thoug hts and feeling er-check, a nd che cking, and wrote ag s; 3 write se nswers ty pical antences as re quire d; 4 finish malalignme ppli cation problem 13, and subje ct: applicatint of the on problsente nce ; 5 modified em 3-co
27、lum n equation solsente le nce s. 2, k utions a ppnowledge li cation classification 1 the common conjunctions coor problem revie w conte nt overvie w problem-solvidinate: . . 一 面 ng steps 1, and figure out meani. 1, to examine the t ng, find by seekiopi c, identify pr ng of unknown aoblems a nd x sa
28、id 2, associated with tw nd a ccordio 2, a nalysi ng to meani ng find e s, alternative que stion two i e quival ent relationship, lis in direct sts Equation roportion to t he amount n 3, and solutions e quatiof the associated relati on 4, and test, and wrote aonship i s inv nswers aer sely ccordipr
29、oportiona ng to meanil relationshi ng find e quival p. 3, and set unk now al ent relationship w n, column proportion type of com mon method 1 , A nd 4, a nd soluti a ccording tti ons pr oporti on ty o common of number relatipe 5, and test, wrote a onshi p type, estanswer lang blished euage pl quival
30、eenar y, and subje ct: nt relationship 2, a a ppli cation pr oblem 1-simpl nd accordi ng to ha s learn l e applicati on problem and composite applicati had of calculation formula, 3, a nd a ccordi ng to pron problem review oblem i n the of focus conte describe nt simpl e applicati on problem composi
31、te applicati e d sentence from overall Sha ng determiti ne baon problem sic of e quivalent relationship 4, and using segment figure, and list method, method analysis number部分有几位小数？（有一位小数）所以非常之一就在小数点后的第几位？（第一位）它所占的位置叫做十分位,计数单位就是非常之一引导同学摸索：你能估量小数部分的其次位是什么吗？为什么？小数部分的其次位是百分位,由于它表示有两位小数,计数单位是百分之一）老师提问：谁能
32、依次说出小数部分后面几位的数位次序以及相应的计数单位？（千分位千分之一；万分位万分之一；十万分位十万分之一；百万分位百万分之一 ） 出示下表,提问：为什么后面用省略号？（表示后面仍有很多数位）2学习小数的读法老师出例2：读出下面的小数： 6 5 004 0073 老师提问：你能读出下面这些小数吗？老师总结：整数部分是“0” 的就读作“ 零”；整数部分不是“0” 的依据整数读法来读,小数点读作“ 点”,小数部分是几就依次读出来即可将你读出来的内容用汉字写下来,就可以了（板书）分组争论：每个小数分别表示什么吗？老师讲解：六点五表示六十五个非常之一；零点零四表示四个百分之一；零点零七三表示七十三个千
33、分之一3学习小数的写法出示例 3：写出下面小数：四点三九零点四零八三十点零一五老师提问：写小数时应当怎样写？老师说明：写小数的时候,整数部分依据整数的写法来写（整数部分是零的写作“0” ）小数点写在个位右下角点,小数部分顺次写出每一个数位上的数字四点三九 写作： 4 39 零点四零八 写作： 0 408 三十点零一五 写作： 30015 同学争论：每个小数分别表示什么吗？439,表示四百三十九个百分之一；0408,表示四百零八个千分之一；3015,表示三千零一十五个千分之一三、巩固练习1填空：小数点右边其次位是（）位,第四位是（）位,第一位是（）位,第三位是（）位2读出下面的句子 （1）南京长
34、江大桥全长 6772 千米（2）土星绕太阳一周需要 2946 年（3） 1 千瓦时的电量可以使电车行驶 084 千米3写出下面横线上的数（1）我国科学工作者和登山运动员,精确测得珠穆朗玛峰的高度是海拔八千八百四十八点一三米（2）地球赤道的周长是四万零七十五点六九千米（3）非洲大甲虫长十四点八五九厘米,重九十九点七九克名师归纳总结 - - - - - - -第 3 页,共 16 页精选学习资料 - - - - - - - - - choose th answers ae corre ct meani ppli cation prni ng; oblem of ge4 to correct t h
35、e typos; neral steps 1, and figure out meani5 so the child write wor ng-through examines theds ABA B, a nd AA , find knowA BB; n conditi6 in accor ons and by sedance wit h written w eking probl em 2, and analyords; 7 the complete wor sis number relati onshipd, and expla-analy sis known in the meani
36、conditii ng of the word; ons Zhijia n, and conditions and pr8 collocati on oblem Z; hijian 9 make sentence s with t he w of relationshi p, determi ne pr oblemord; 10 the written la m-solvi ng method a nd nguage a s required. C the main probl em-solving ste ps. 3, and column tysente nce ty pe calty p
37、es 1 complete sentences; 2 write do culati on-lists formula, i s out o subdivisions 4, a wn the meani a nd test, ang of a sentence nd wr ote answor expression of thoug hts and feeling er-check, a nd che cking, and wrote ag s; 3 write se nswers ty pical antences as re quire d; 4 finish malalignme ppl
38、i cation problem 13, and subje ct: applicatint of the on problsente nce ; 5 modified em 3-colum n equation solsente nce s. 2, k utions a ppnowledge li cation classification 1 the common conjunctions coor problem revie w conte nt overvie w problem-solvidinate: . . 一 面 ng steps 1, and figure out meani
39、. 1, to examine t ng, find t by seeki he t opi c, identify pr ki ng of unknown aoblems a nd x said 2, associated with tw nd a ccordio 2, a nalysi ng to meani ng find e s, alternative que stion two i e quival ent relationship, lis in direct proportion to t he amount sts Equation 3, and solutions e qu
40、atiof the associated relati on 4, and test, and wrote aonship i s inv nswers aer sely ccordipr oportiona ng to meanil relationshi ng find e quival p. 3, and set unk now al ent relationship w n, column proportion type of com mon method 1 , A nd 4, a nd soluti a ccording tti ons pr oporti on ty o comm
41、on of number relatipe 5, and test, wrote a onshi p type, estanswer lang blished euage pl quivaleenar y, and subje nt relationship 2, act: a ndppli cation pr oblem 1-simpl e applicati a ccordi ng to ha s learn had of calculatioon problem and composite applicati n formula, 3, a nd a ccordi ng to pron
42、problem review oblem i n the of focus conte describe nt simpl e applicati on problem composite applicati e d sentence from overall Sha ng determiti ne baon problem sic of e quivalent relationship 4, and using segment figure, and list method, method analysis number4判定（1） 373 读作：三点七十三（ ）（2）零点三零七写作：030
43、7 （ ）（3）五十点二零八写作：5 208 （ ）5提高题（1）有一个数,十位和百分位上都是6,个位和非常位上都是0,这个数写作（）,读作（）（2）小华在读一个小数时,把小数点丢了,结果读成了四万五千零一原先的小数读出来只读一个零,原先的小数是多少？四、课堂小结这节课我们学习了小数的读法与写法,五、布置作业1读出下面横线上的数（1）南京长江大桥全长 6.772 千米（2）土星绕太阳转一周需要 29.46 年（3） 1 千瓦时的电量可以使电车行驶 0.84 千米2写出下面横线上的数, 精确测得珠穆朗玛峰的高度是海拔八千八百四十八点一三米（1）我国科学荏复登山运动员（2）地球赤道的周长是四万零七
44、十五点六九千米（3）非洲大甲虫长十四点八五九厘米,重九十九点七九克自我问答 : 本节课的设计力求符合同学的认知特点,想方设法制造生动活泼的教学情形,使同学始终处于奇怪好学的良好氛围中,让每一位同学学有多得,都能体会学习的成功和欢乐；第三课时 小数的性质教学目标：1、初步懂得小数的基本性质,并应用性质化简和改写小数；2、运用推测、操作、检验、观看、对比等方法,探究并发觉小数的性质,养成探求新知的良好品质；3、感受透过现象看本质的过程以及数学在实际生活中的重要作用,体验问题解决的乐趣；教学重点：让同学懂得并把握小数的性质；教学难点：能应用小数的性质解决实际问题 教学过程：一、谈话导入、课前质疑我有个邻居小明的爸爸下岗了,最近他开了个便民小超市,想请大家帮忙给设计个标价牌,大家能帮这个忙吗 . 出示手套和毛巾图 手套每副 2 元 5 角、毛巾每条3 元,标价牌该怎么填呢？同学自由创作；（挑选几种写法引起争辩）板书:2.5 2.50 3 3.00 元（课件演示）我们在商店里看到的标价一般是这样的：2.50