Primary School Mathematics Case Design How to write a primary school mathematics case background

Don't analyze fractions first, look at whole numbers first. For example, a 4-meter steel bar weighs 5 kg, so how much does each meter of steel bar weigh? Obviously divided by 4

How much does a 2-meter rebar weigh 5 kilograms? Apparently divided by 2, what about half a meter? Then divide by one.

That is, to find the weight of each meter of steel bar, divide by the number of meters, and the denominator is the number of meters.

In the same way, find how many meters per kilogram of steel bar, divide by the number of kilograms. The number of kilograms is used as the denominator. The general rule is: what is ( ), we divide what we are, and what is used as the denominator. In this way, it will be easier for the little ones to understand.

First of all, we must figure out the unit for such a problem must look at the unit we don't look at the problem first, look at the known can know the weight of the reinforcement, look at this form and then look at the problem, how many kilograms per meter, that is, xkg m, then the unit is consistent with our calculation, for, look at how many meters per kg, then the result unit is x m kg, our results are inconsistent, then the upper and lower divisions, 1kg, so it is unthinkable.

This kind of problem is often used in primary schools, and it is easy for students to confuse: first determine the unit "1", and the number of the unit "1" is used as the divisor. Use length as a divisor to find weight per meter, and weight as a divisor per kilogram of length.

After the explanation, do the exercises, such as: Xiaogang walked 5 6 kilometers in 2 3 hours, how many kilometers did he walk per hour? How many hours does it take to walk a kilometer?

From the unit point of view, how many kilograms per meter of reinforcement are found? The unit is "kg m", so that the student can be guided whether it is 2 5 1 4 or 1 4 2 5.

Use length as a divisor to find weight per meter, and weight as a divisor per kilogram of length.

1 4 meters of steel bar weighing 2 5 kg allows the latter 4 other analogies.

The background of the case needs to be written according to different cases, and it cannot be generalized.

Case background refers to a specific factual narrative that is used to explain to the reader or viewer the relevant circumstances of the event (e.g., time, place, person, cause of the event, etc.).

1. Case background refers to a specific factual narrative for the purpose of explaining to the reader or audience the relevant circumstances of the event (such as: time, place, person, cause of the event, etc.).

2. Examples of the background of the case to facilitate your understanding:

Comprehensive **1: Obtaining Information from the Map" is the first unit of the first unit of the seventh grade history and society semester ** activity, for the design of the teaching objectives of this lesson, I have formulated the three teaching objectives of this lesson according to the new curriculum standards, from the knowledge and skills, process and methods, emotional attitudes and values

1. Learn to correctly select maps of different scales according to the actual situation;

2. Learn to choose different types of maps according to the actual situation, such as tourism maps, traffic maps, contour maps, and historical change maps, and obtain the required information from the maps to solve specific practical problems;

3. Have a certain ability to solve practical problems independently and the spirit of cooperative learning. In the whole teaching design, I strictly followed the content of the textbook and thought that the design should be very comprehensive, so I walked into the classroom with confidence.

1. The case of creating a problem situation - the creation of a problem situation in "The Perception of the Kilogram".

Teacher: After laughing, you should think, is this kind of competition fair?

Sheng: It's not fair.

Teacher: Why?

Sheng: Their strength is too different, one belongs to the heavyweight class and the other belongs to the lightweight class.

Teacher: How do you know which of them is lighter and which is heavier?

Sheng: I can see it with my eyes.

Teacher: You are very good at observing, is there anything else?

Sheng: You can measure their weight with a scale, and you can compare them to know it.

Teacher: Your method is very unique. Ever seen a scale? (The teacher draws on the student's previous experience to derive the unit of weight, the kilogram.) ）

2. Teaching cases that ask questions - teaching "The Understanding of Circles".

The teacher demonstrates the "Puppy and Bear Cart Race" diagram and asks students to guess whose cart is comfortable.

Raw 1: Of course it's for a puppy, because the wheels of its cart are round.

Sheng2: The wheels of the bear's cart are square, and people will feel very bumpy and uncomfortable when they sit on it.

The question arises: Why are the wheels round? What are the characteristics of a round shape?

3. Case in problem solving: divisor - divisor is a pen division of a number.

1) Present the example problem: Calculate 48 4

2) Teacher's question: If you were asked to calculate this question with a pen, how would you calculate it?

3) Students' self-directed activities. (After a few minutes, no students have found the basic method).

4) The teacher did not intervene, but organized a group discussion among the students. (After a few minutes, no students have found the basic method).

5) Teachers have to teach basic calculations on their own.