第二单元讲评课
习作：漫画老师(教案)部编版语文五年级上册
部编教材五年级上册第二单元第二单元习作指导讲评课【课型】第一课时【学习目标】1.让学生学会选取具体事例写出自己喜欢的老师的特点。
2.指导学生把事情写具体，学会描写人物。
【学习重难点】1.能突出老师的特点，能用具体事件使老师的形象更加突出。
2.引导学生根据本单元“通过具体事件突出人物特点”的写法，围绕“漫画”老师去写习作。
【习作内容】我的漫画老师【课时】1课时【教学过程】一、定人物，明要求1.同学们你们喜欢看漫画吗？漫画里的人特点非常突出，配上独特的画风和夸张的情节，让人觉得可爱又有趣。
如果要给一个老师画漫画，你会选择谁呢？这节课就让我们用文字画一画我们可爱的老师。
板书：【我的老师】2.学生自己读习作要求①从作文题目中，你知道了什么呢？②读了要求，今天的习作要写什么？③这次习作还有什么要求？二、讲特点，猜人物1.用简单的词句描述一下你喜欢的老师猜猜他是谁？板书归纳：爱穿裙子，说话炮语连珠的语文老师整天笑眯眯，走路一阵风的数学老师教学中“怪招”迭出，课后和同学打成一片的体育老师2.用一句话说说，你喜欢的这个老师，在你心目是怎样的一个人吗？优秀的品质：爱生如子、乐于奉献、讲信用、乐于助人、勤奋、孝敬父母、生活节俭、诚实、坚强、执着、善解人意、锲而不舍、自强不息、热心、坚持不懈、乐观向上……三、选好材现品质通过具体的事例，表现人物的特点1.回忆人物的有关特点事例，一件事或两件事都可以2.同学之间互相说说你打算选取哪几件事来记叙你的老师。
3.怎样才能写好具体事例呢？应该从哪些方面来具体描述呢？请大家联系以前学过的课文说一说。
【例1】中心：如痴如醉全神贯注工作的罗丹罗丹自己端详一阵，却皱起眉头。
说：“啊！不，还有毛病……左肩偏了一点儿，脸上……对不起，请等一等。
”他立刻拿起抹刀，修改起来。
只见罗丹一会儿上前，一会儿后退，嘴里叽哩咕噜的，好像跟谁在说悄悄话；忽然眼睛闪着异样的光，似乎在跟谁激烈地争吵。
他把地板踩得吱吱响，手不停地挥动……作者是通过怎样描写表现罗丹全神贯注工作的状态。
第六册第二单元讲评课
主备人：高阿静
课题
课型
讲评
修改人
教学目标
1．结合具体情境巩固计数单位万、十万、千万、亿，了解十进制计数法；能正确的读、写万以上数的数，会比较万以上数的大小；能对大数目进行合理的估计。
2．巩固把整万、整亿的数改写成"万"或"亿"为单位的数，体会用"万"、"亿"为单位计数的简捷性；在解决实际问题的过程中，了解"四舍五入"法，会求一个数的近似数，体会"四舍五入"法在生活中的广泛应用。
（1）读一读这篇资料，你能把加=====的数写出来吗？
（2）把万以上的数改写成以"万"为单位的数。
（3）1989年和2001年相比，哪年生产的微型电子计算机多？
（4）估一估，上面这篇资料有多少个字？
二、提高练习
1.写数：
九千零七十九万三千一百六百四十万零三百
三百零三亿零三百零三万零三百零三九百六十万
(3)所有的“0”都不读：
(4)只读一个“0”：
(5)只读两个“0”：
(6)读三个“0”：
2.一个数千万位和万位上都是9，千位上是6，其它各个位上都是0。
(1)这个数写作
(2)这个数是( )位数，最高位是( )
(3)这个数读作( )
(4)省略万后面的尾数约是( )。
3．经历运用万以上的数表示事物的过程，感受大数的意义，发展数感；能自觉与同伴交流，体验合作成功的乐趣。
教学重难点
万以上数的读写。
求一个数的近似数
教、学具准备
练习填空题
第3题从计数器上读数，仍要分级，从高位起，一级一级的往下读，读完万级和亿级再加上万字和亿字。学生出现的错误是三百亿一千万零五十二万。
部编版语文四年级上册第2单元习作《我的家人》习作讲评课件
小伙伴们，听完我的介绍，你们喜不喜欢我 这个“败家”的妈妈呢？
第⑤段：问句结尾，照应开头，增强感情。
这篇习作，小作者描写的是自己的妈妈， 她的特点是“败家”。读完全文，我们对这 位“败家”的妈妈有了全新的认识——妈妈 爱孩子胜过爱她自己。习作写得曲折委婉， 感情真挚动人，人物特点非常鲜明。
①结构安排合理。 本文采用了“总—分—总”的结构方
式，第①段先总写妈妈的特点，第②、③ 段分别写了两个具体的事例，第④、⑤段 总结全文，抒发感情。全文脉络清晰，详 略得当。
②人物特点鲜明。 小作者主要写了妈妈的特点——
“败家”，但又不同于一般的“败家”， 因为妈妈是为了孩子的成长而“败家”。 这种“败家”，其实是母爱的表现，这 位妈妈真让人敬佩！
逐渐变得健康活泼，毛发也光滑亮丽起来。它成了我 们大家庭的一员，给我们一家人带来了无尽的欢乐。
第③段：描写姐姐救助小猫这一事件，再次体 现了姐姐爱护小动物这一特点。
姐姐对小动物的爱护不仅温暖了小动物的心， 也温暖了周围人的心，让我学会了尊重生命。“已识 乾坤大，犹怜草木青”，无论面对多么弱小的生命， 我们都要保持一颗敬畏之心。我希望未来能像姐姐一 样，用自己的力量去帮助那些需要帮助的生命，让世 界变得更加美好。
第②段：讲述菜地四季的景象，侧面体现奶奶 的勤劳，并留下疑问引出下一段。
后来，从姑姑的口中，我知道了奶奶年轻时的样子。 奶奶年轻时总是埋头苦干，家里的几亩地都是奶奶一手种 下来的。姑姑说她从来没有看到奶奶闲下来过，奶奶总是 不辞辛劳地从这块地忙到那块地，还总说：“家有一双勤 劳手，一年四季不用愁。”我想大概就是这个想法让奶奶 一直没有停下劳动的脚步吧，我也要向她学习。
第二单元试卷讲评课 教案
第二单元试卷讲评课课题：第二单元试卷讲评课课型：试卷讲评课试卷分析：本次试卷共分三大部分：基础知识阅读习作。
试卷难易程度基本适中，本张试卷突出显示了以人为本，回归本色语文，绿色语文的特点。
以课本为载体，辐射相应的训练项目。
这份试卷命题坚持力求体现新课标精神，拓宽语文教学领域，打通课内外学习语文的渠道，检查学生掌握语文基础知识的能力及课内外阅读能力。
通过试卷我们不难看出：命题人员希望通过试卷，对教师的教学提出建议：不要只围绕课本教书，而应注重课外阅读的辅导，以提高学生的语文综合素养。
试卷力求通过一些开放性的试题，答案多元的试题，引导学生设计出自己理想的答案，培养学生创新能力。
试卷还力求体现人文性、趣味性和灵活性，打破旧的命题模式。
同时整份试卷还体现了“三重”，即重基础（基础知识和基本技能），重能力（写字能力、阅读能力、写作能力和积累运用能力），重创新（运用所学知识创造性地解决问题）。
教学目标：1.回顾本单元的字词，自主修改基础题部分。
2.回顾本单元课文内容，认真完成课外阅读。
3.培养学生做课外阅读题的能力和写作能力。
重点：培养学生做课外阅读题的能力和写作能力。
难点：培养学生做课外阅读题的能力和写作能力。
教学过程：导入：请同学们准备好试卷，先自主修改基础部分错的题，不会的可以举手问老师。
授课新知：一、基础部分：1.第四题有些学生出现了审题不清的现象，没有用另外一个读音字词，老师要稍微点一点，在纠正各别字的读音。
2.第八题句子变换。
这群逃难的人狼吞虎咽地吃起美味的食物来。
（缩写句子）人吃起食物来。
（出错较多）3.根据课文填空中对第一题《中彩那天》这篇课文的题出错较多，老师要细讲。
二、课外阅读：（这两篇课外阅读较简单，老师做适当点拨，同学们不会，可以举手问）三、写作部分：本次习作大部分学生写的不错，句子通顺，字迹工整，书写也很认真，但也存在一些问题：作文内容不够充实，语句太直白，介绍了好多事，没有抓住重点。
三年级下册英语第二单元评课稿范文
三年级下册英语第二单元评课稿范文全文共3篇示例，供读者参考篇1Unit 2 Lesson EvaluationThis unit was all about "My Day" and learning vocabulary and phrases related to daily routines and activities. I thought it was a really fun and useful unit!First, we started by learning some key vocabulary words like "wake up", "brush my teeth", "get dressed", "have breakfast" and more. The textbook had really colorful pictures that helped me remember what each word meant. Our teacher also brought in props like a toothbrush, bowl, and pajamas which made it even more entertaining to learn the new words.We practiced the vocabulary through lots of different activities like flashcard games, singing songs, and acting out the morning routines. I especially loved the "What comes next?" game where we had to put the daily actions in the right order. It really helped cement the vocabulary in my mind.After we had learned the basic words, we moved on to talking about times of day and describing our schedules. Thiswas a bit trickier for me because telling time is still something I'm working on. But the textbook had lots of examples and practice activities focused just on telling time using phrases like "at 7o'clock", "in the morning/afternoon/evening", etc.By the end of that section, I felt pretty confident using simple phrases like "I wake up at 7 o'clock" or "I have dinner at 6 PM." We even did a fun project where we wrote out and illustrated our own daily schedules to share with the class.The part I struggled with most in this unit was using frequency adverbs like "always", "usually", "sometimes" and "never." There were so many of them to remember and learn how to use properly. The textbook had some fill-in-the-blank exercises but I think I needed even more practice with those.However, my favorite part of the whole unit was when we learned how to ask and answer questions about daily routines using "What time do you..." and "When do you..." I loved getting to interview my classmates and find out how their days differed from mine. It was really interesting to learn about the different schedules and routines we all have.We wrapped up the unit by doing roleplays in small groups where we pretended to interview each other about our daily livesusing all the phrases and vocabulary we had learned. I think doing that really solidified everything for me.Overall, I feel like I know so much more vocabulary about daily routines now and can use basic phrases to describe my own schedule pretty well. Asking questions is still a little hard for me, but I'm slowly improving. I'd give this unit an 8 out of 10 - it was very practical and useful, but some of the grammar points were pretty challenging for a third grader. With more time and practice though, I know I'll have those vocabulary words and phrases down pat!篇2Unit 2 ReviewHi everyone! I'm going to tell you all about Unit 2 in our English book. This unit was called "My Neighborhood" and it taught us lots of cool things about places around where we live.The first lesson introduced words for different buildings and places we might see in our neighborhood. Some of the new vocabulary words were "park", "library", "supermarket", "hospital", "restaurant", and "movie theater". I thought the pictures helped me learn the words really well. My favorite activity was when we had to draw our own neighborhood mapand label all the places. I drew my house, the school, the playground, and the ice cream shop!Next we learned about prepositions like "next to", "across from", "between", and "on the corner of". These helped us describe where things are located. I practiced by closing my eyes and listening to my teacher say sentences like "The library is across from the park." Then I had to point to those places on the neighborhood map. It was hard at first but I got better!One reading was about a boy named Jack who was going to meet his friends at the movies. He walked there and the story used a lot of those preposition words to show his path, like "He turned left at the corner of Oak Street and Main Street." I could really picture where he was going. At the end of the story there were comprehension questions and I loved raising my hand to answer those.Another lesson focused on asking and giving directions. We learned question starters like "How do I get to..." and "Which way is..." We also learned to use instructional phrases like "Go straight", "Turn right", and "Walk two blocks." My best friend Sam and I pretended one of us was a tourist and the other had to tell them how to get somewhere in our neighborhood. It was really fun!One of my favorite activities was when we all got into small groups and did a neighborhood scavenger hunt. The teacher gave each group a list of things to find around the school like "something green", "a circular shape", and "a road sign." We had to walk around looking carefully and checking things off our list. My group found a green leaf, a stop sign, and even a manhole cover!We also read a funny story called "The Lost Puppy" about a little dog who got loose and wandered all over the neighborhood. The story was full of descriptive words for buildings and places, so you could imagine where the puppy was at each part. There was an illustration on each page too. At the end, the puppy ended up back at his house across from the park. Phew!For the unit project, we had to make a 3D model of our neighborhood out of craft supplies like boxes, clay, popsicle sticks, and construction paper. I made my house, the corner store, and the swingsets at the park. It was really neat to see everyone's creative neighborhood models at the end. Some people even included roads, trees, and little pedestrians!Overall, I think Unit 2 was awesome and I learned so many good English words and skills for describing my neighborhood.Knowing prepositions and directions will definitely help me if I ever get lost or need to explain to someone how to get somewhere. The stories and activities made it way more fun than just memorizing vocab words from a list.I'm already excited for the next unit, which is called "Delicious Foods" from what I've seen in the table of contents. I can't wait to learn all about different foods, maybe some crazy ingredients, and how to order at a restaurant. English class is my favorite!篇3Unit 2 Lesson Plan EvaluationThis unit was all about foods, meals, and healthy eating habits. I thought it was a really fun and engaging unit! We learned lots of new vocabulary words for different foods, how to talk about foods we like and dislike, and how to describe our eating routines. The lessons had a good mix of activities to practice speaking, listening, reading, and writing.VocabularyWe started by learning the words for different categories of foods like fruits, vegetables, grains, proteins, and dairy. I already knew words like "apple", "carrot", and "milk" but I learned lots ofnew ones too. Some of the trickier words for me were "broccoli", "lentils", and "yogurt". We played fun games like Word Wizard and Food Pyramid to practice identifying and categorizing the new words.Then we moved on to words for meals and dishes, like "breakfast", "lunch", "dinner", "sandwich", "soup", and "salad". I loved the picture flashcards we used to learn and review these words. We also learned adjectives to describe tastes, like "sweet", "sour", "spicy", and "bitter". Finally, we learned phrase chunks to express food preferences like "I like...", "I don't like...", "My favorite food is...", and "I'm allergic to...".Listening & SpeakingOne of my favorite activities was when we did surveys, asking and answering questions about our favorite foods and eating habits. We had to listen carefully to our partners' responses and repeat back what we heard. It was fun to find out how many people liked pizza best or preferred breakfast over other meals.We also did lots of fun role-plays, like ordering food at a restaurant or having a conversation about healthy vs unhealthy snacks. The teacher gave us realistic prompts and dialoguemodels to follow. I got to practice my speaking skills while also using the new vocabulary from the unit.For listening practice, we watched videos and did information gap activities. One video was about kids making their own healthy lunchboxes. We had to check off the ingredients they used from a list. Another time, we worked in groups to put picture cards in the right order to match a story we heard about a family's morning routine.Reading & WritingWe read simple stories, articles, and menus related to the unit topic. The readings helped reinforce the vocabulary and grammar from the unit, like using "some" and "any" with food words. The stories were engaging and had funny illustrations, like one about a boy who only wanted to eat pizza for every meal.For writing, we filled out graphic organizers to plan and then wrote paragraphs describing our favorite meal or our typical eating routine. We also created fun "dream menus" for an imaginary restaurant and had to include descriptions of the dishes. My menu was all desserts and sweets! We worked hard on using transition words and conjunctions to connect our sentences.Games & ActivitiesThis unit had so many interactive games and hands-on activities to make it more engaging. We played food vocabulary Bingo and did dictionary races to review the words. In one funny task, we had to categorize pictures of different foods as "Healthy" or "Unhealthy" snacks and then explain our reasoning.We also did a project where we created posters advertising a "new" healthy snack or dish. We had to include persuasive language and descriptive words to make it sound appealing. My group's snack was "Rainbowlicious Fruit Kebabs".Another time, we got into small groups and each group was assigned a different meal - breakfast, lunch, dinner, or a snack. We had to work together to plan a balanced menu with healthy options from all the different food groups. It was a good way to apply what we learned about nutrition.Overall ThoughtsI really enjoyed this unit and learned so much practical vocabulary and expressions related to food, meals, and eating habits. The lessons had a nice mixture of activities to work on all four skills - speaking, listening, reading, and writing. Everything was very hands-on, interactive, and engaging.Some units can feel repetitive if we just do boring worksheets or drills over and over. But this one had us up and moving, working in groups, creating projects, and using the language in communicative scenarios. The role-plays, games, videos, and other multimedia resources made it fun and helped bring the language to life.The lessons were well-structured too. We started by building the core vocabulary, then learned phrases and chunks to have basic conversations. The later lessons introduced grammar points like count/non-count nouns and quantifiers. And we always circled back to review and recycle vocabulary from previous lessons.My only critique is that I wish we could have done even more interactive and project-based tasks. Maybe we could have held a "Healthy Snack Tasting Fair" at the end to try each group's snack creations. Or done some research and presentations on foods from different cultures around the world. But overall, I felt very engaged throughout this unit and came away with a lot of new, practical language skills!。
苏教版必修1化学《第二单元钠、镁及其化合物》评课稿
苏教版必修1化学《第二单元钠、镁及其化合物》评课稿1. 引言《第二单元钠、镁及其化合物》是苏教版必修1化学课程中的重要内容。
本文将对该教材单元进行评课，从多个方面进行分析和评价，旨在提供对该教材单元的全面了解和评估。
2. 教材内容2.1 单元主题与目标该单元主要介绍了钠、镁及其化合物的基本概念和性质，包括钠和镁的物理性质、化学性质以及它们的化合物的形成与应用等内容。
该单元的主要目标是让学生了解钠、镁元素的重要性和应用，并掌握它们的基本性质和化学反应。
2.2 教材内容的组织和呈现方式该单元的教材内容按照以下几个方面进行组织和呈现：2.2.1 钠的性质与应用首先介绍了钠的物理性质和化学性质，例如钠的金属性质、活泼性和与水的反应等。
然后讲解了钠在日常生活和工业中的应用，如钠的制取、钠作为防腐剂和熔剂的应用等。
2.2.2 镁的性质与应用接着介绍了镁的物理性质和化学性质，包括镁的金属性质、活泼性和与酸的反应等。
然后探讨了镁在生产和生活中的应用，如镁作为轻合金材料和生物医药领域的应用等。
2.2.3 钠和镁的化合物进一步介绍了钠和镁的化合物的形成和性质，包括钠氯化物、碳酸钠、氢氧化钠等钠的化合物，以及镁氯化物、氧化镁等镁的化合物。
2.3 知识点的深度与广度该单元对钠和镁及其化合物进行了较为全面和深入的介绍。
学生可以了解到钠和镁的物理性质、化学性质以及它们的应用领域等方面的知识。
同时，该单元也涉及了部分钠和镁化合物的结构和反应机理，为学生打下了扎实的基础。
3. 教学方法与学生活动3.1 教学方法的合理运用教师在教学过程中采用了多种教学方法，如讲授、实验演示、讨论和小组合作等。
这些方法使得教学过程更加生动有趣，有助于学生的参与和理解。
3.2 学生活动的激发和引导教师充分激发学生的学习兴趣，引导学生积极参与课堂活动。
例如，教师组织了实验演示，让学生亲自进行观察和实验操作，帮助他们加深对知识点的理解和记忆。
4. 教材评价4.1 教材的内容设置教材对钠、镁及其化合物的内容设置合理。
六年级数学第二单元讲评课
六年级第二单元讲评课教学设计教学内容：第二单元试卷课型：讲评课课时：1课时一、教学目标1、分析学生在做题中存在的共性问题，错误的原因，及时指正，进一步巩固所学知识。
2、加强各类题型的解题方法指导，提高解题能力，提高数学综合应用能力。
过程与方法引导学生自主、合作、探究更正考试中的错误题型。
经过分析错题，把握解题的思路和方法，提高常见题型的答题技巧，达到查漏补缺的目的。
二、教学重难点教学重点1、查漏补缺，发现不足。
通过讲评，引导学生把握解题的思路和方法，提高常见题型的答题技巧。
2、培养学生认真分析题意的情感态度。
教学难点进一步提高学生综合运用知识解决问题的能力。
三、教法与学法讲解、练习、讨论、启发、探究四、教学过程（一）考试情况总体分析1、公布全班的整体成绩，对成绩数据进行分析。
本次考试我班参加人数29人。
整体来说成绩比较理想。
班级总体成绩看优生率较低，及格率还可以。
主要原因：优生没有吃饱，分层辅导不到位，以后要注重层次化教学。
2、指出本次考试中存在的问题：审题不认真、答题马虎、概念知识混淆、应用能力较弱。
（二）典型题型分析重建填空题1、学生交流填空题的题型，互述造成错误的原因。
组织学生讨论交流，理解掌握并达到举一反三。
2、重点重建。
（1）一个圆柱的侧面展开图是正方形，这个圆柱的高是底面直径的（）倍，如果圆柱的底面半径是2米，则圆柱的高是（）米。
分析原因：1、不知道圆柱的侧面展开图是正方形，高和底面周长相等。
2、不知道3.14是π的近似值。
（2）一个高是24厘米的圆锥形容器盛满水，把水倒入和这个圆锥等底等高的圆柱形量杯中，水面距杯口有（）厘米。
分析原因：不认真审题，求的是圆柱容器内水的高度。
判断题1、组长讲解，组员举例说明。
2、重点分析重建。
（1）、等底等高的圆柱和圆锥，圆柱的体积比圆锥的体积多2/3.分析原因：学生找不准单位“1”。
（2）、圆柱的体积是圆锥体积的3倍。
分析原因：学生不能正确掌握等底等高的圆柱和圆锥体积之间的关系。
人教版小学语四年级上册第二单元习作讲评习作《观察……》讲评课教学设计
人教版小学语四年级上册第二单元习作讲评习作《观察……》讲评课教学设计
作《观察……》讲评课教学设计
教学目标：
1.提高学生的作兴趣，增强学生作的自信心。
2.培养学生自我修改作以及正确评价同研究作的能力。
3.自由地发表自己的见解，肯定同学的作，有个性和创意的表达以及评价。
教学重点：
学会正确评价同研究作，自我修改作。
教学难点：
以赏识为主，提高学生的作兴趣。
教学准备：
学生作，教学课件。
教学时间：一课时
教学过程：
导入：
同学们，上节课你们观察的非常仔细，并把观察到和想到的写成了一篇不错的作。
平常的作都是老师自己批阅，今天，我想请你们来当“小老师”为同学评改作，你们愿意吗？
作展示：
1.回顾本次作的要求。
2.展示作明星榜一篇优秀作，请作者读。
3.结合这次作的要求，我们应该从哪些方面去评价作呢？
4.好作“好”在哪里?
5.其他同学写出了不少优秀的片段，让我们去看一看，评价评价。
6.请作者读一篇作，来评价一下，谈谈你的看法。
修改。
7.学生以四人小组为单位，互相交换，为同学批改作。
作批改：
学生为同伴批改作，教师巡回指导。
修改自己的作：
好作文是“改”出来的，在我国，从古到今，有很多的文学家，他们之所以能写出优秀的文章，都是经过了很多次的修改。
请同学们参考同伴给出的评价，认真修改自己的作，希望在修改后能有更多的小作者进入作明星榜的行列。
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第二单元讲评课
学习目标
1、通过讲评，自己能正确纠正试卷上的错题。
2、通过讲评，进一步理解小数除法的正确计算方法。
3、学会正确解决有关小数除法的实际问题。
重难点
找出试卷上错因，并正确纠正试卷上的错题
学法指导
小组合作自主纠正
教具学具
学案
学习过程
一、总结分析
本次是第二单元测评，成绩比第一单元有些退步像：魏婉星、魏婉月两位同学退步最大，郭东辉、王鑫、翟刘轲对除法计算还不会计算；需表扬的同学有：张世一、吴文宾等都有较大进步。
其中优秀有28人，五人不及格。
二、错例点评
果农们要将680千克的苹果装进纸箱运走，每个纸箱最多装15千克，需要几个纸箱?
680÷15≈46(个)
想：45个纸箱装不完，用什么方法取近似值？
答：需要46个纸箱。
二、变式练习
一、计算
1、列竖式计算：（第3小题得数保留两位小数）
（1）80.5×2.3 （2）47.04÷56 （3）30.8÷0.27
2、脱式计算，能简算的要简算：
6.5×0.72+0.72×3.5 (20－0.8×9) ×5.7
二、解决问题
1、一只蝴蝶0.4小时飞行3千米，蜜蜂的速度是它飞行速度的2.4倍，蜜蜂的速度是多少千
米？
2、五（3）班要买8本笔记本和8枝钢笔作为奖品奖励学习进步的同学。
买笔记本用了
102.4元，买钢笔用了28元。
一本笔记本比一枝钢笔贵多少元？
3、服装厂要加工一批儿童服装，如果每套用布1.5米，可以加工275套。
如果改做小
码每套用布1.4米，最多可以加工多少套？
4、罗老师要用1000元为学校买体育用品，他先花227.5元买了5个足球，并准备用剩
下的钱买了一些蓝球，每个蓝球30.9元，罗老师还可以买多少个蓝球？
5、A城市的出租车在3公里以内收费10元，超过3公里后，每公里加收1.60元。
李
师傅乘坐了14公里，要花多少钱？
6、张兵买6支铅笔和10本笔记本，一共用了19.8元，每本笔记本的售价1.5元。
每
支铅笔多少元？
板书设计
第二单元讲评
果农们要将680千克的苹果装进纸箱运走，每个纸箱最多装15千克，需要几个纸箱?
680÷15≈46(个)
答：需要46个纸箱。
课后小记。