choose the correct meaning; (4) to correct the typos; (5) so the child write words (ABAB, and AABB); (6) in accordance with written words; (7) the complete word, and explain the meaning of the word; (8) collocation; (9) make sentences with the word; (10) the written language as required. (C) the main sentence types (1) complete sentences; (2) write down the meaning of a sentence or expression of thoughts and feelings; (3) write sentences as required; (4) finish malalignment of the sentence; (5) modified sentences. 2, knowledge classification (1) the common conjunctions coordinate: ... ... 一面…… ... 1, to examine the topic, identify problems associated with two 2, analysis, alternative question two is in direct proportion to the amount of the associated relationship is inversely proportional relationship. 3, and set unknown, column proportion type 4, and solutions proportion type 5, and test, wrote answer language plenary, and subject: application problem (1)--simple application problem and composite application problem review content simple application problem composite application problem answers application problem of general steps 1, and figure out meaning--through examines the, find known conditions and by seeking problem 2, and analysis number relationship--analysis known conditions Zhijian, and conditions and problem Zhijian of relationship, determine problem-solving method and problem-solving steps. 3, and column type calculation--lists formula, is out subdivisions 4, and test, and wrote answer--check, and checking, and wrote answers typical application problem 13, and subject: application problem (3)--column equation solutions application problem review content overview problem-solving steps 1, and figure out meaning, find by seeking of unknown and x said 2, and according to meaning find equivalent relationship, lists Equation 3, and solutions equation 4, and test, and wrote answers accordingto meaning find equivalent relationship of common method 1 , And according to common of number relationship type, established equivalent relationship 2, and according to has learn had of calculation formula, 3, and according to problem in the of focus described sentence from overall Shang determine basic of equivalent relationship 4, and using segment figure, and list method, method analysis number《小数的意义和性质复习课》教学设计
一、情景引入。
T：星期天，小明帮妈妈卖西瓜。妈妈告诉小明西瓜每千克2元钱。于是小明先帮妈妈写好标价，然后不停的叫卖。结果一个西瓜都没有卖掉。请你猜一猜，这是为什么？（学生会做出各种猜测）刚才同学们有各种各样的猜测，都有一定的道理，其实他的问题出在这里。（出示标价：200元/千克）
T：这个标价你觉得合理吗？那你觉得怎么修改才合理？（200元/千克改为2.00元/千克）是啊！我们小明小数的知识掌握得不够扎实，闹了笑话。小数知识与我们的生活联系非常密切，今天我们就来复习一下有关小数的知识。
二、复习整理。
1.T：请你在作业纸上写一个你喜欢的小数，并准备介绍给大家。 2.T：谁能来从数学的角度介绍一下你写的小数。（请一位学生介绍，读一读并且从小数的组成来介绍。）
T：谁愿意再来介绍一下？（再请一位学生介绍。） （根据学生写的小数老师也写一个） T：我也写了一个小数，谁能来介绍一下？
3.T：看到这三个小数你有什么想说的？（学生可能会比较它们的大小，可能会说它们是几位小数……）
4.T：是啊！从这些小数中我们可以看出它们的组成，比出它们的大小……有这么多小数的知识，那我们都学过哪些有关小数的知识呢？现在我们就来整理一下，好吗？
5.（提出复习建议）
（1）以小组为单位，交流自己整理的小数知识。 （2）选择其中两个或几个内容在组内进行重点复习。 （3）找一找自己还有什么不懂的地方。 （4）准备全班汇报。 6.小组活动，老师巡视指导。 素材：
（1）几种不同的正方形的纸。
choose the correct meaning; (4) to correct the typos; (5) so the child write words (ABAB, and AABB); (6) in accordance with written words; (7) the complete word, and explain the meaning of the word; (8) collocation; (9) make sentences with the word; (10) the written language as required. (C) the main sentence types (1) complete sentences; (2) write down the meaning of a sentence or expression of thoughts and feelings; (3) write sentences as required; (4) finish malalignment of the sentence; (5) modified sentences. 2, knowledge classification (1) the common conjunctions coordinate: ... ... 一面…… ... 1, to examine the topic, identify problems associated with two 2, analysis, alternative question two is in direct poportion to the amount of the associated relationship is inversely proportional relationship. 3, and set unknown, column proportion type 4, and solutions proportion type 5, and test, wrote answer language plenary, and subject: application problem (1)--simple application problem and composite application problem review content simple application problem composite application problem answers application problem of general steps 1, and figure out meaning--through examines the, find known conditions and by seeking problem 2, and analysis number relationship--analysis known conditions Zhijian, and conditions and problem Zhijian of relationship, determine problem-solving method and problem-solving steps. 3, and column type calculation--lists formula, is out subdivisions 4, and test, and wrote answer--check, and checking, and wrote answers typical application problem 13, and subject: application problem (3)--column equation solutions application problem review content overview problem-solving steps 1, and figure out meaning, find by seeking of unknown and x said 2, and according to meaning find equivalent relationship, lists Equation 3, and solutions equation 4, and test, and wrote answers accordingto meaning find equivalent relationship of common method 1 , And according to common of number relationship type, established equivalent relationship 2, and according to has learn had of calculation formula, 3, and according to problem in the of focus described sentence from overall Shang determine basic of equivalent relationship 4, and using segment figure, and list method, method analysis number 写一个小数，自己动手涂一涂。 （2）①1.2、1.20、1.200 ②0.461、4.61、46.1
请你利用这些数据复习相关知识，也可以自己举例说明。 7.汇报。
（1）小数的意义（课件出示）。 ①学生自行整理。
这里有可分为一位小数，两位小数，三位小数……它们的计数单位分别是0.1、0.01、0.001……
②利用正方形涂色。如1.5。
介绍一下涂了几个格子，为什么这么涂……
（引导学生说出15个十分之一，计数单位是十分之一）
请1－2位学生具体说一说，再看1－2幅图请学生说一说可以用什么数来表示。
③小结。
T：我们刚才涂的小数有的是表示十分之几的，有的是表示百分之几的……也就是说小数就是用来表示……（十分之几、百分之几、千分之几……）
（课件出示：十分之几、百分之几、千分之几……的数可以用小数来表示。） （2）小数的性质。（课件出示） ①学生自行整理。例如，2.5，2.50
这两个小数是相等的，因为在小数的末尾添上0或去掉0，小数的大小不变。这就是小数的性质。（课件出示）
②1.2、1.20、1.200
我们发现这些小数是一样大的。因为在小数的末尾添上0或去掉0，小数的大小不变。这就是小数的性质。（课件出示）
choose the correct meaning; (4) to correct the typos; (5) so the child write words (ABAB, and AABB); (6) in accordance with written words; (7) the complete word, and explain the meaning of the word; (8) collocation; (9) make sentences with the word; (10) the written language as required. (C) the main sentence types (1) complete sentences; (2) write down the meaning of a sentence or expression of thoughts and feelings; (3) write sentences as required; (4) finish malalignment of the sentence; (5) modified sentences. 2, knowledge classification (1) the common conjunctions coordinate: ... ... 一面…… ... 1, to examine the topic, identify problems associated with two 2, analysis, alternative question two is in direct proportion to the amount of the associated relationship is inversely proportional relationship. 3, and set unknown, column proportion type 4, and solutions proportion type 5, and test, wrote answer language plenary, and subject:application problem (1)--simple application problem and composite application problem review content simple application problem composite application problem answers application problem of general steps 1, and figure out meaning--through examines the, find known conditions and by seeking problem 2, and analysis number relationship--analysis known conditions Zhijian, and conditions and problem Zhijian of relationship, determine problem-solving method and problem-solving steps. 3, and column type calculation--lists formula, is out subdivisions 4, and test, and wrote answer--check, and checking, and wrote answers typical application problem 13, and subject: application problem (3)--column equation solutions application problem review content overview problem-solving steps 1, and figure out meaning, find by seeking of unknown and x said 2, and according to meaning find equivalent relationship, lists Equation 3, and solutions equation 4, and test, and wrote answers accordingto meaning find equivalent relationship of common method 1 , And according to common of number relationship type, established equivalent relationship 2, and according to has learn had of calculation formula, 3, and according to problem in the of focus described sentence from overall Shang determine basic of equivalent relationship 4, and using segment figure, and list method, method analysis numberT：关于这组数据你还有什么想说的？
但这些小数的计数单位是不一样的，1.2的计数单位是0.1、1.20的计数单位是0.01、1.200的计数单位是0.001。
（3）小数点的移动。 0.461、4.61、46.1
我们知道把0.461的小数点向右移动一位，也就是扩大到它的10倍，就是4.61。把0.461的小数点向右移动两位，也就是扩大到它的100倍，就是46.1。
把46.1的小数点向左移动一位，也就是缩小到它的1/10，就是4.61。把46.1的小数点向左移动两位，也就是缩小到它的1/100，就是0.461。
T：那么小数点的移动会引起小数怎样的变化呢？（向右移动，小数就会扩大；向左移动，小数就会缩小）
（板书：
（缩小） 左移 右移 （扩大） 小数点
到原数的1/10 一位 一位 到原数的10倍 到原数的1/100 两位 两位 到原数的100倍 …… …… …… …… （4）单位换算。
T：是啊！刚刚我们找到了这些数据的关系，它们都是不一样大的。那你有没有想个办法让它们变得相等呢？
①移动小数点。 巩固小数点的移动。 ②在小数的后面添上单位。
如0.461米＝4.61分米＝46.1厘米，0.461分米＝4.61厘米＝46.1毫米 T：说说你的想法，你为什么这么添？（说明单位换算的问题）是啊！添上单位也是一个好办法！
T：解决这个问题，我们用到了哪些知识呢？（小数点的移动、单位间的换算）
T：我们还学过那些知识？