Elementary school fifth grade math next book teaching plan

1, understand the meaning and basic properties of fractions, will compare the size of fractions, will be false fractions into fractions with fractions or

integers, will be entered into the rows of integers and decimals of the reciprocal, able to be more proficient in approximate and through the fractions of the textbook analysis.

This volume includes the following: transformations of shapes, factors and multiples, cubes and squares, the meaning and properties of fractions

, addition and subtraction of fractions, statistics, and the wide range of math and integrated applications.

In terms of number and algebra, this volume of the textbook arranged factors and multiples, the meaning and properties of fractions, the addition and subtraction of fractions factors and multiples, in the previous study of integers and their four operations on the basis of the teaching of some of the basics of elementary number theory, including factors and multiples of the significance of the multiples of 2, 5, 3, the characteristics of the primes and primes of the textbook in the first book of the third grade, the basis of the initial understanding of fractions Teaching the meaning and properties of fractions and the addition and subtraction of fractions, combined with the teaching of common factors by approximate fractions, combined with the teaching of the least common multiple by common fractions.

In terms of space and graphics, this textbook arranges two units of transformation of shapes, rectangular and square bodies on the basis of existing knowledge and experience, through a wealth of realistic mathematical activities, so that students can obtain the experience of exploratory learning to recognize the axial symmetry of shapes and rotational transformations; to explore and experience the characteristics of rectangular and square bodies, the relationship between the shapes and transformations between shapes to master The volume and surface area formulas for rectangular and square bodies, exploring the measurement of the volume of certain objects, and promoting the further development of students' spatial concepts.

In terms of statistics, this booklet allows students to learn about the plural and the knowledge of the complex folded statistical charts in the study of the average and median on the basis of this booklet teaching plurality of average, median and plurality are reflecting a group of data concentration trend of the characteristics of the number of average as a group of data on behalf of a more stable, reliable, but vulnerable to the impact of extreme data; median as a group of data on behalf of a less reliable, but not subject to the impact of the extremes of data. The median as a representative of a group of data, the reliability of the poorer, but not subject to the influence of extreme data; plurality as a representative of a group of data, but also not subject to the influence of extreme data when a group of data in the individual data changes are large, it is appropriate to choose the plurality or the median of the centralized trend of the data to indicate this group of data.

In the use of mathematics to solve problems, the textbook on the one hand, combined with the addition and subtraction of fractions, rectangular and square two units, teaching the use of knowledge to solve simple problems in life; on the other hand, the arrangement of the "mathematical corner" of the teaching content, guiding the students through the observation, conjecture, experimentation, reasoning, and other activities to the students to infiltrate the optimization of the mathematical thinking method, to appreciate the diversity and use of optimal problem-solving strategies. The first step in the process is to make sure that you have a good understanding of how to use the optimized method to solve problems.

The textbook arranges two comprehensive application activities based on students' mathematical knowledge and life experience, allowing students to solve problems with what they have learned, experience the joy of exploration and the practical application of mathematics, feel the pleasure of using mathematics, and cultivate their mathematical awareness and practical ability through cooperative group inquiry activities or activities with a realistic background.

2. Master the concepts of factors and multiples, prime and composite numbers, odd and even numbers, and the characteristics of multiples of 2, 3, and 5; and find the common factor and least common multiple of two numbers within 100.

3. Understand the meaning of addition and subtraction of fractions, master the calculation method of addition and subtraction of fractions, calculate the simple addition and subtraction of fractions more skillfully, and solve the simple practical problems related to the addition and subtraction of fractions.

4, know the significance of volume and volume and unit of measurement, will be into the conversion between units, feel the practical significance of the volume and volume units.

5, combined with the detailed situation, explore and master the rectangular and square volume and surface area of the calculation method, to explore some of the physical volume of the measurement method.

6, to be able to draw the axisymmetric figure of a figure on the grid paper, as well as rotate a simple figure by 90 °; appreciate the patterns in life, and flexibly use translation, symmetry and rotation to design patterns on the grid paper.

7, through a wealth of examples, understand the meaning of plurality, will seek a set of data plurality, and explain the practical significance of the results; according to specific problems, can choose the appropriate statistics to represent the different characteristics of the data.

8, recognize the compound folding line statistical chart, can according to the need to choose the appropriate statistical chart to represent the data.

9, experience from the actual life of the discovery of the problem, put forward the problem, the problem-solving process, to experience the role of mathematics in daily life, the initial formation of comprehensive use of mathematical knowledge to solve problems.

10, experience the diversity of problem-solving strategies and the use of optimal mathematical thinking to solve problems, feel the charm of mathematics to form the discovery of life in the mathematical consciousness, the initial formation of the ability to see, analyze and reason.

11, experience the fun of learning mathematics, improve the interest in learning mathematics, and establish confidence in learning mathematics.

12, to develop a good habit of serious homework, writing neatly.

Second, the focus of teaching

Factors and multiples, rectangles and cubes, the meaning and properties of fractions, addition and subtraction of fractions, statistics, etc. are the key teaching content of this booklet

Teaching Measures

1. Improve the arrangement of factors and multiples teaching to reflect the new concepts of the reform of mathematics teaching and to cultivate the mathematical literacy of the students

At the In elementary school, the knowledge about factors and multiples is traditional teaching content, in the past, it is believed that it is not only an important basic knowledge that primary school students should master, but also a good material for the development of primary school students' logical thinking at the same time, it is generally believed that this part of the content of the concepts are concentrated, abstract, and the concepts are closely linked to each other, so that it is more difficult for students to understand them also due to the previous arrangement of this part of the content, the connection with the actual The requirements of this part of the Standard have been lowered, and it is clear that the concepts and properties are recognized in the natural numbers from 1 to 100, and that this part of the content does not appear as an independent field, which can be dispersed into the familiarity with numbers and calculations in the arrangement of the teaching materials." (p. 204 of "Interpretation of the Full-time Compulsory Mathematics Curriculum Standard (Experimental Draft)", edited by Liu Jie and Sun Xiaotian, eds. (Beijing Normal University Press, May 2002, 1st edition)

The arrangement of this booklet pays attention to reflecting the requirements of the Standard on the teaching of factors and multiples and the arrangement of teaching materials, and at the same time pays attention to reflecting the experience of recent years on the reform of the teaching of this part of the content First of all, the teaching of the previous material "Factors and multiples" of the teaching content of the scattered arrangement of the booklet, arranged in the booklet of the two units of the teaching of the second unit "factors and multiples" includes factors and multiples, including factors and multiples, the second unit "factors and multiples" includes factors and multiples. and multiples", including the meaning of factors and multiples, the characteristics of multiples of 2, 5, 3, the meaning of prime numbers and composite numbers, etc., focusing on students' understanding and mastery of these important concepts; in the fourth unit of the "meaning and properties of fractions", combined with the teaching of the concept of common factor and the method of finding the common factor, combined with the common denominator to teach the concept of the smallest common multiple and the method of finding the common factor Secondly, the number of attention to the range of the number involved in the range of 1-100 natural numbers, to avoid too large a number in the topic The concept of factors and multiples through the multiplication equation due to the students have accumulated a wealth of knowledge and experience in distinguishing between division and remainder division, the meaning of division can be clearly understood, the absence of the definition of division will not affect the students' understanding of other concepts, therefore, this set of textbooks no longer appear in the mathematical definition of "division", but through the pattern of division na = b directly lead to the concept of factors and multiples ②"Factorization of prime factors" and "Factorization of prime factors by short division" are not included as formal teaching content. In previous textbooks, "factorization of prime factors" and "factorization of prime factors by short division" were arranged as the basic knowledge and skills for finding common factors and least common multiples, and therefore "factorization of prime factors" has always been included as a mandatory part of learning, while in this textbook, "factorization of prime factors" has been included as a mandatory part of learning, as students are allowed to use various methods to find the common factor and least common multiple. In this textbook, because students are allowed to use a variety of methods to find common factors and common multiples, "decomposing prime factors" has lost its basic knowledge, so it is no longer a formal teaching content, but only as a supplementary knowledge, arranged in the "Do you know?

(2) increased the direct look and contact with reality in the past, it is generally believed that the teaching of this part of the content is too formalized, a series of concepts introduced, as if it has nothing to do with real life; from concept to concept, it seems to be difficult to intuitively and the majority of elementary school mathematics teaching content of the introduction of attention to the introduction of penetration from the actual focus on the provision of direct look at the pillars of the content of the set of textbooks. Therefore, the arrangement of this part of the content of this set of textbooks, as far as possible to link with reality, the presentation of the content, the development of focus on close to the cognitive characteristics of students, for example, the teaching of the characteristics of multiples of 2, 5, 3, examples and exercises, are added to contact the actual life of the students' materials and illustrations; paving tiles to introduce the concept of the common factor and the smallest common multiple and so on such a treatment to facilitate the disclosure of the connection between mathematics and the real world, and is conducive to the understanding of students of the concept of real meaning, is also conducive to the development of students of concepts. (3) Increase exploratory and openness For example, "the characteristics of multiples of 3", "do the table of prime numbers within 100", the process of finding the common factor and the least common multiple, and so on, are reflected in the process of letting go of the students to explore, encouraging a variety of ways to solve the problem, and cultivating the students' sense of exploration and problem-solving ability

(4) strengthen the expansion and knowledge of the content streamlining, for the expansion of students' knowledge of the considerations, the textbook in the relevant teaching content, after the use of "Do you know? Mathematics in life" and other columns, arrange more expansive knowledge as reading materials should be provided to students, for example, the introduction of perfect numbers (page 14), the concept of mutual prime numbers (page 83), odd and even numbers in daily life, Goldbach's Conjecture, as well as how to use the decomposition of prime factors to find the common factor of two numbers (page 81), etc., in order to enrich the knowledge of the students of the theory of mathematics, stimulate the desire to continue to explore, cultivate students' interest in learning mathematics, and to develop a sense of responsibility for learning mathematics, and to promote students' interest in learning mathematics. The desire to cultivate students' lasting and stable interest in learning and exploring mathematics

In summary, it can be seen that such an arrangement expands and improves the educational value of teaching factors and multiples. Through this kind of teaching, not only can students master the most basic knowledge related to number theory and experience the fun and practical value of mathematical learning, but also enable students to obtain the training of logical thinking, the cultivation of independent exploration consciousness and ability, and the development of the ability of students to learn and understand mathematics. The training of the sense of independent exploration and ability, so as to gradually improve the mathematical literacy

2. Changing into the arrangement of familiar fractions, pay attention to the communication of the interconnection between the knowledge, and strengthen the students' understanding of the meaning of the fractions.

Starting this semester, students will systematically learn the meaning and properties of fractions, the four operations of fractions, and integers and decimals, as well as the knowledge of fractions, which is also an important part of elementary school mathematics, and is the basic knowledge necessary for further study of mathematics and other subjects. In order to facilitate students' understanding and mastery of fractions, this set of textbooks still adopts the arrangement system of previous textbooks, dividing fractions into two stages of teaching and learning. The first stage is arranged in the first book of the third grade, with the help of manipulative intuition, so that students can have a preliminary familiarity with fractions, although there is also a simple comparison of the size of the fractions and the fraction of the same denominator to add, subtract, with the aim of helping students to better understand the preliminary concept of fractions, and accumulating some perceptual knowledge for students in the systematic knowledge of the decimals and a preliminary knowledge of fractions. On the basis of the systematic knowledge of decimals and preliminary knowledge of fractions, this book will guide students to rise from perceptual understanding to rational understanding, generalize the meaning of fractions, deepen the understanding of the significance of fractions from the generation of fractions, the relationship between fractions and division, etc., and then learn and understand the basic concepts related to fractions, and master the necessary skills of approximation, commutative, and the reciprocalization of fractions and decimals, as well as addition and subtraction of fractions in the calculation of the specific arrangement of the set. In the specific arrangement, this set of teaching materials on the one hand, pay attention to reflect the teaching concepts advocated by the Standard, to provide a wealth of learning materials, in the students' existing knowledge and experience on the basis of the elaboration of new content, to create a space for students to explore on their own, at the same time, but also pay attention to take the following aspects of the measures:

(1) Strengthening of intuitive, deepen students' understanding of the meaning of fractions.

In elementary school mathematics, the introduction of the concept of fractions is an important expansion of the number of concepts for primary school students, fractions are more abstract, students encountered in real life fractions is relatively small, so understanding and mastery is more difficult, the arrangement of the textbook than ever more importance to the use of visual means to help students experience, understand the knowledge For example, "the production of fractions" to provide the ancients to measure and the children divided into two visual diagrams to help the students to understand the meaning of fractions. For example, "Fractions" provides two visual drawings of ancient measurements and children's division of objects to help students realize how fractions are produced, and promote the understanding of the meaning of fractions; "The meaning of fractions" is illustrated through visual illustrations, from two aspects of the meaning of 1/4 (which can mean 1/4 of an object or 1/4 of some objects), on the basis of which gives the concept of fractional units, reveals that fractions indicate the relationship between parts and the whole, and deepens the student's understanding of the concept of fractions. Understanding.

(2) part of the content of the teaching of appropriate adjustment or streamlining of the first, the size of the fraction comparison with the common denominator combined with the teaching of the second, the previous "approximate numbers and multiples of" part of the content and the fraction of the relevant knowledge of the combination of teaching that is: the common factor, common factors, and the approximate fraction of the same, will be common multiples, the smallest common multiples of the same and through the fraction of a section of the adjustments to the teaching of the difficulty of dispersion, make full use of students' existing knowledge transfer, the transfer of knowledge to the next generation of students, and to make use of students' existing knowledge of the same, and the transfer of knowledge of the same.

(3) to strengthen the openness of the training of students flexible thinking and problem-solving skills, for example, the teaching of the common factor or least common multiple of two numbers, no longer used, the fixed short division method of decomposition of prime factors, but to guide the students to use a variety of methods "to find" the common factor and the least common multiple of the teaching of the fractions into decimals, into the past, only a single general algorithm of the practice, but also the introduction of the denominator is not 10, and the denominator is not 100, and the least common multiple of the teaching of the fractions into decimals. Introduced the denominator is not 10, 100, 1000, ... of the fraction, the use of the basic properties of fractions rewritten into the denominator is 10, 100, 1000, ... of the fraction, and then rewritten into a decimal method This arrangement reflects the diversity of algorithms, respect for students' personalized choices, and to cultivate the students are good at different angles of thinking and the awareness and ability to solve problems. The organization reflects the diversity of algorithms, respect for students' individual choices, and the cultivation of students' ability to think and solve problems from different angles.

(4) Strengthen the connection with reality, from the real problem situation lead to mathematical problems, mathematical knowledge, as mentioned earlier, the knowledge of fractions, division is relatively abstract, this set of materials pay special attention to the connection with reality, from the perspective of solving practical problems to penetrate the hand to explore the new knowledge, for example, whether it is a common factor and the common factor, the common multiple and the smallest common multiple of the introduction of the penetration, or the approximate fraction, through the fraction of the give, the textbook have created an appropriate real-world situation, into the solution of practical problems, abstract mathematical concepts, mathematical methods, revealing the connection between mathematics and the real world so that the arrangement is conducive to students' understanding of the common factor, the concept of the common factor of the practical significance, but also conducive to the development of students' mathematical abstraction, but also conducive to the cultivation of students' sense of application of mathematics and the ability to solve practical problems.

3. Provide rich teaching content on space and graphics, emphasize hands-on practice and independent exploration, and promote the development of students' spatial concepts.

The main goal of teaching space and graphics in elementary school is to develop students' spatial concepts, and the same as the previous volumes, the textbook continues to promote the development of students' spatial concepts as the focus of the study of spatial and graphic content organization in the content of the teaching of the arrangement of the "transformation of the figure", "rectangular and square" two units.

"Transformation of shapes" of the content is in the first period of study on the basis of the further expansion and improvement in the previous study, the students initially perceived the symmetry of life, translation and rotation phenomena, initially familiar with the axisymmetric shapes, can draw a simple axisymmetric shapes on the grid paper or draw a simple figure along the horizontal or vertical direction after the translation of the figure of the book on the basis of the students into the next! Recognize the axial symmetry of shapes, explore the characteristics and properties of the formation of axial symmetry of graphs, learn to draw the axial symmetry of a figure on a grid paper and draw a simple figure rotated by 90 ° after the figure, the development of spatial perception of the arrangement of the textbook, the first attention to the use of students' existing knowledge to guide the students to explore the new knowledge, for example, to explore the formation of axial symmetry of graphs and the properties of the characteristics and the axial symmetry of the figure, first let students review axial symmetry of graphs and draw the axis of symmetry, and then let students observe the axial symmetry of graphs, and then let students observe the axial symmetry of the figure. Then let the students observe the characteristics of axisymmetric figures and draw the other half of an axisymmetric figure, so that the students in the existing knowledge on the basis of deepening the understanding of the characteristics of axisymmetric figures Secondly, to strengthen the visual teaching of the characteristics of figures, for example, the teaching of the rotation of the figure, so that the students to look at the clock watch hand and the process of rotation of the pin and windmill, familiar with how they rotate in accordance with the direction of the clockwise or counterclockwise rotation, the clear rotation of the meaning of. Third, design a large number of activities to help students understand the nature of shapes and transformations, the development of spatial concepts not only designed to draw a picture, cut a cut and other manipulative activities, but also designed to require students to imagine, guess and reasoning for the investigation of activities such as letting the students to determine a certain pattern is cut out by which method, it is necessary for students according to the characteristics of the pattern in the mind of the pattern into "the". This requires students according to the characteristics of the pattern in the mind to the pattern into the "fold" and "cut", so that the students' spatial imagination and thinking ability to get the opportunity to exercise.

"Rectangular and square" unit, it is the beginning of the system of students familiar with the characteristics of three-dimensional graphics from familiar with the expansion of plane shapes to the understanding of three-dimensional graphics, is the development of spatial concepts of the students of the rectangular and square is the most basic three-dimensional shapes through the teaching of the students not only to enable them to grasp the most basic knowledge about three-dimensional shapes, but also to enable the students to form a preliminary concept of their own surrounding space and space objects, and to make the students feel that they are not the only people in the world. In the previous teaching materials, the arrangement of these parts of the content tends to focus on the understanding and mastery of the characteristics of three-dimensional shapes and the calculation of surface area and volume, but for the promotion of the development of students' spatial concepts in the learning materials and practical operation are insufficient. Students experience the process of knowledge formation, so that students get more training opportunities about spatial concepts For example, the characteristics of each figure, are used to allow students to hands-on experiments, independent exploration to get; through the story of "crows drinking water", the stone placed in a cup of water experiments, etc., in a graphic and vivid way, for students to perceive the object occupies the space, to understand the concept of volume to provide a wealth of perceptual experience and, for example, the rectangle, the volume calculation method, first let the students to calculate the volume, the first let the students to calculate the volume, the first let the students to calculate the volume of a rectangular body. Volume calculation method, first let the students with the square wooden block puzzle rectangular, through the arrangement of different methods of rectangular body of the relevant data of observation, analysis and generalization, they found the volume of the rectangular body and its length, width, height of the intrinsic connection between the rectangular body, and then summarize the formula for calculating the volume of the rectangular body teaching materials also strengthened the connection with the practical for example, from the real-life material abstract rectangular and square geometric shapes; in the introduction of the After the concept of volume, but also introduced the drainage method to find the volume of irregular objects; in the practice of the appropriate increase in the solution of practical problems (such as page 32, questions 6 and 7); and so on these new changes to make the previous knowledge of the large and relatively abstract unit, for students' learning and teachers' teaching, provide a richer learning materials and open teaching space

4. Strengthen the teaching of statistical knowledge to develop students' understanding of the volume of a rectangular body. Enhance the teaching of statistical knowledge, the development of students' concept of statistics, and gradually form the habit of thinking from a mathematical point of view.

Through more than four years of mathematics learning, in statistics and probability, students have mastered a certain amount of knowledge, the formation of a certain ability to accumulate a certain amount of experience in this volume of the teaching materials on the teaching of statistics in two parts, one, the teaching of the new statistical knowledge - plurality, to understand the meaning of the plurality of the number of people to learn to find out the plurality of the data, the ability to select the appropriate statistics according to the actual situation in the statistical analysis to describe the characteristics of the data. The first is to teach the new statistical knowledge - the plural, to understand the meaning of the data, to learn to find out the plural of the data, in the statistical analysis can choose the appropriate statistical quantity according to the actual situation to describe the characteristics of the data; the second is to teach the complex folding chart, so that students better understand the role of statistical knowledge in problem solving, the formation of a good statistical concept

In the detailed arrangement of the teaching materials, one is to pay attention to the linkage with the statistical knowledge learned previously, to help students to understand the new content of the learning For example, the plural of the meaning of the mean, median, and the comparison; complex Folded line graphs are also derived from single folded line graphs, which not only helps to deepen the understanding of the statistical knowledge learned earlier, but also facilitates the comprehension of new knowledge. Secondly, it focuses on the provision of a wealth of real-life materials, highlighting the value of statistical knowledge and methodology The materials selected in this textbook cover sports, meteorology, consumption and other aspects, which broaden the scope of the student's processing of information and better appreciate the role of statistical knowledge and methodology in real life.

These are the most important of all, and the most important of all is the fact that they are the most important of all, and the most important of all is that they are the most important of all.

5. The systematic penetration of mathematical ideas and methods, and the cultivation of students' mathematical thinking and problem-solving ability.

The study of mathematics not only enables students to acquire the knowledge and ability to participate in social life, but also effectively improves the logical reasoning ability of students, thus laying the foundation for the development of a higher quality of life. Therefore, the cultivation of good mathematical thinking ability is one of the important goals of mathematics teaching. Try to put the important mathematical ideas and methods through the students can understand the simple form, the use of lively and interesting examples presented through the teaching of mathematical ideas and methods of inculcation, the formation of interest in exploring mathematical problems and desire, and the gradual development of mathematical thinking ability. Accordingly, in the "Mathematics Wide Angle" unit of the textbook, the teaching of the "Finding the second best" is arranged, which aims to optimize the idea of the "Finding the second best" penetration, so that students fully feel that mathematics and mathematics are related, and that students can fully feel that mathematics and mathematics are related to each other. Optimization is an important method of mathematical thinking, which can be used to effectively analyze and solve problems. The textbook takes the exploratory activity of "Finding the second best" as a carrier, so that students can feel the diversity of problem-solving strategies through observation, guessing and experimentation, and then experience the effectiveness of the optimization strategy for solving problems through induction and reasoning to experience the charm of mathematics and cultivate the ability to observe, analyze, and analyze the situation of the world's population. The students will be able to experience the effectiveness of using optimization strategies to solve problems through inductive, reasoning methods, and feel the charm of mathematics, and develop the ability to observe, analyze, reason and solve problems.

The cultivation of problem-solving ability with mathematics is one of the important goals of the compulsory education mathematics curriculum, so the problem-solving teaching has an important role in the teaching of mathematics, it is not only the development of students' mathematical thinking, but also to cultivate students' sense of application, an important way of innovation and the same as the previous volumes of the textbook, the textbook is still paying attention to the problem-solving teaching integrated in the contents of each part of the teaching. As in the previous books, this textbook still pays attention to integrating problem-solving teaching into the teaching of each part of the content, cultivating students' ability to solve problems with mathematics through the teaching of each part of the content. Meanwhile, in the "Mathematics Wide Angle" unit and the comprehensive use of mathematics activities, the teaching of the integrated use of knowledge to solve problems and the diversification of problem-solving strategies are strengthened, so as to enable students to gradually improve their ability to think mathematically and problem-solving ability. The first one is the one that is not a part of the story, and the second one is the one that is not a part of the story, and the third one is the one that is not a part of the story, and the third one is the one that is not a part of the story.

6. The cultivation of emotions, attitudes, and values is infiltrated in the teaching of mathematics, and the charm of mathematics and the benefits of learning stimulate students' interest in learning and intrinsic motivation.

The reform of the mathematics curriculum emphasizes the cultivation of students' emotions, attitudes and values, and comprehensively improves the quality of students in the upper elementary school students already have a certain amount of knowledge and life experience, and there is a certain desire to explore the phenomena of nature and society, which requires educators to enter into the purposeful inspiration and guidance in mathematics teaching, is to make students form a rich emotion, a positive attitude and a correct attitude. In the teaching of mathematics, it is through mathematical learning activities that students can develop rich emotions, positive attitudes and correct values, which are also important foundations for students' learning, survival and development. The textbook not only covers all areas of mathematical teaching and learning, providing rich materials for students to explore the wonderful world of mathematics, but also pays attention to arranging a lot of reading materials that reflect the culture of mathematics and the history of mathematics in the context of the content of the teaching and learning, so as to make the students' mathematical learning activities colorful and full of charms. All of these help students initially familiar with the close connection between mathematics and human life, understand the value of mathematics, and stimulate students' desire to learn mathematics.

(1) Provide a wealth of materials to cultivate interest in learning mathematics.

Considering the growth of students' age and the expansion of their horizons, this set of materials pays attention to the selection of teaching materials with profound knowledge and richer connotations, so that students can learn mathematics while being inspired by emotions, attitudes and values. Application of mathematics "phone", mathematics wide angle "find the second", etc., are embedded in the optimization of the ideological approach, these simple, clever problem-solving strategies embodied in the mathematical method "Mathematics can be at least comparable to any other cultural discipline in terms of pleasing to the eye and providing aesthetic value" (M. Klein) These are conducive to stimulate the interest of students in learning mathematics, the formation of a stable hobby to explore the mathematical

(2) Pay attention to reflect the close connection between mathematics and human life and the cultural value of mathematics.

As with the previous volumes of the textbook, the textbook still pays attention to the form of reading materials, combined with the content of the teaching of some of the history of mathematics, to enrich the overall understanding of the development of mathematics, and to cultivate students to explore mathematics, the study of mathematics, the interest of the students and the desire to such as arranging for the 14 "Do you know?", 6 "life in the life", and 6 "the life of the students". 6 "life in mathematics" introduces the application of real-life mathematical knowledge, the story of mathematicians, etc. These contents not only can make students produce a strong interest in mathematics itself, motivate them to expand their knowledge and into the further exploration of the desire to study, but also on the student's emotions, attitudes, values to see the formation and development of the role of the subtle.

(3) through the independent exploration of the activities, so that students get the experience of success in learning, increase the confidence of good math

Combined with the age of the students and the content of the teaching materials in this book designed a lot of independent exploration of the activities of the students, for example, the teaching of the concept of prime numbers and combinations, the textbook is designed to allow students to independently explore the number of factors of the number of 1 to 20 what is the rule of the activities, so as to understand the concept of prime numbers and combinations, the students will be able to learn from the students, the students will be able to learn from the students. Thus, for the understanding of the concept of prime and composite numbers to obtain rich perceptual experience; another example, to find the prime numbers within 100, so that students explore independently, experience to find prime numbers of the general method of "sieve method" the introduction of the formula for calculating the volume of the rectangular body, so that students work in small groups to explore the rectangular body contained in the number of volumetric units and the relationship between its length, width, and height, and then summarize the formula for the calculation of the volume of the rectangular body to find the common factor and the least common multiple, the textbook shows the number of factors and the number of times the number of factors. The teaching of the common multiple, the textbook shows students to explore a variety of methods, with strong autonomy and openness, and so on so that students have more opportunities to apply mathematical knowledge, the practice of independent exploration, and through these activities to obtain their own success, the ability to enhance the good experience, so as to gradually enhance the learning of mathematics, the confidence of the use of mathematics.

Third, the time arrangement

The second semester of the fifth grade math teaching arranged 60 hours of teaching content of each part of the teaching content of teaching hours roughly arranged as follows:

I. Transformation of shapes (4 hours)

Second, the factors and multiples (6 hours)

1, factors and multiples of 2 hours or so

2, 2, 5, Characteristics of multiples of 3 ........................... .............................. ......3 lesson time around

3, prime and composite numbers .................. .............................. ...........................1 lesson time or so

three , rectangular and square (12 lessons)

1, familiarization with rectangular and square ..................... .............................. .........2 lessons around

2, surface area of rectangular and square ............... .............................. ............2 Lesson time around

3. Volume of rectangular and square cubes ............ .............................. ..................7 lesson time or so

Organize and review 1 lesson time

Paint the fence 1 lesson time

4. Meaning and properties of fractions ( 20 lessons)

1, the meaning of fractions ........................ .............................. .....................4 lessons around

2, true and false fractions... .............................. .............................. ......3 lesson time around

3, the basic properties of fractions .................. .............................. .....................2 Lesson time around

4, Approximate fractions... .............................. .............................. .....................4 Lesson time around

5, Common fractions... .............................. .............................. .....................4 lesson time or so

6. Intercalation of fractions and decimals... .............................. .............................. ...2 lessons or so

Organize and review 1 lesson

V. Addition and subtraction of fractions (7 lessons)

1. Addition and subtraction of fractions with the same denominator ............ .............................. .....................2 lessons around

2, different denominator fractions addition, subtraction... .............................. .............................. 3 lessons or so

3, fraction addition and subtraction mixed operations ........................ .............................. ............2 lesson time or so

6, statistics (3 lessons)

Calling ......... .............................. .............................. ...............1 lesson time

VII. Math Wide (2 lessons)

VIII. General Review (4 lessons)