A cuboid cube courseware for the fifth grade mathematics in primary school.
Teaching objectives:
1, through the physical understanding of long cubes, through students' observation, comparison and group discussion, understand the characteristics of long cubes.
2. Know the length, width, height and side length of the cube.
3. Cultivate students' spatial imagination and spatial concept.
Teaching emphases and difficulties:
Understand the characteristics of long (regular) cubes through physical objects.
Teaching process:
First, review questions
Please recall, what plane graphics have we learned? What are the characteristics of rectangles and squares? What is the relationship between these two plane figures? These figures we have learned before are all plane figures. Today we are going to know two kinds of three-dimensional figures-cuboids and cubes. (blackboard title: understanding of cuboids and cubes)
Second, explore new knowledge.
(1) Introduction to the new curriculum: Point to various shapes of teaching AIDS and ask questions. Which objects are cuboids? Please select the cuboid. What other objects are cuboids in your daily life? Students give examples. Why do we call these shapes cuboids? What are the characteristics of cuboids? Let's study it together.
(2) Know the cuboid.
1. The teacher took out the model of the matchbox and explained the face, edge and vertex.
2. Students use learning tools to discuss in groups, show the outline of group discussion, and fill in the operation experiment report after discussion.
Polygon vertex cuboid number shape size number length number position
(1) Exploratory experiment report.
(2) Report the discussion results.
(3) Know the length, width and height of a cuboid.
4. Guide students to point out the length, width and height of their learning tools, change the position of learning tools, and point out the length, width and height. Explain to students that the length, width and height of a cuboid vary according to its position.
5. Exercise: Ask to judge whether the picture below is a cuboid according to the characteristics. And tell how many centimeters are the length, width and height of the cuboid three-dimensional figure.
(teaching aid)
(3) Understanding cubes
Students find out the cube and observe it independently. After observation, they answer questions independently according to the outline and fill out the experimental operation report independently. Overview of independent observation:
(1) How many faces does a cube have? What shape is each face? What are the characteristics of the shape and size of the opposite side?
(2) Touch, how many edges does the cube have? Are they equal in length?
(3) Look, how many vertices does a cube have? Fill in the experimental operation report independently: the number, shape, size, quantity, length, quantity and position of cubes at the vertex of the face are 1. Discuss collectively, revise the experimental report completed by the students independently, complete the teacher's blackboard writing, and pay attention to inspire the students to summarize the characteristics of the cube themselves. 2. What are the similarities and differences between cuboids and cubes? Similarity: 6 faces, 12 edges, 8 vertices. Difference: the shape, size and length are different. All six sides of a cube are squares, with equal areas and 12 sides with equal lengths. 3. Guide students to understand the relationship between length and cube;
(D) New lesson summary
What did we learn at the end of this class? Do you have any questions?
Third, reading questions (omitted)
Fourth, consolidate practice.
(1) Cubes and cubes have 6 faces, 12 sides and 8 vertices. ()
(2) All six faces of a cuboid are rectangles. ()
(3) A cube is a figure composed of six squares. ()
(4) Cubes are special cuboids. ()
The second elementary school fifth grade mathematics second volume "cuboid and cube" courseware.
Teaching objectives:
1. Master the characteristics of cuboids and cubes and know the relationship between them.
2. Cultivate students' ability of hands-on operation, observation, abstract generalization and preliminary spatial concept.
3. Infiltrating things is a dialectical materialist view that is interrelated, developing and changing.
Teaching focus:
1. Characteristics of cuboids and cubes;
2. Recognition of 3D graphics.
Teaching difficulties:
1. Characteristics of cuboids and cubes;
2. Recognition of 3D graphics.
Teaching aid preparation:
Teaching aids: cuboid frame, cuboid, cube, cylinder, frustum, rectangular platform, etc. Slides; Animation. Learning tools: cuboid and cube cartons.
Instructional design:
First, review preparation
1. Please draw a plane figure that you have learned; Then let each student touch the drawn figure by hand; The teacher made it very clear that these graphics are all on a plane, which is called plane graphics.
2. The teacher took out cuboids, cubes, cylinders, truncated bodies, rectangular tables, ink bottle boxes, etc. The teacher asked: Are all the parts of these objects on the same surface? (No) The teacher made it very clear that the parts of these objects are not on the same plane, but are all three-dimensional figures.
3. Introduction: Today, in this lesson, we will learn more about the characteristics of cuboids.
Teacher's blackboard writing: understanding of cuboid
Second, learn new lessons.
(A) the characteristics of cuboids
1. Please take out your own cuboid. Teacher's question: Please touch the cuboid with your hand. What is it surrounded by? Please touch the intersection of two faces with your hand. Please feel exactly what the intersection of the three sides is.
Teacher's blackboard writing: face, edge and vertex
2. Study the characteristics of cuboids with reference to the discussion outline.
Demonstrate the animation "Features of the Box"
Discussion outline:
① How many faces does a cuboid have? What is the relationship between the position and size of the surface?
② How many edges does a cuboid have? What is the relationship between the position and the length of the edge?
③ How many vertices does a cuboid have?
Teacher's blackboard writing: cuboid:
Faces: 6. Rectangular (or two opposite faces may be square), and the opposite faces are exactly the same.
Side: 12, four opposite sides are equal in length.
Vertex: 8.
Teacher: Please talk about the characteristics of cuboids completely.
3. Compare the difference between three-dimensional graphics and plane graphics.
Teacher's question: Cuboid is a three-dimensional figure, how to distinguish it from plane figure when it is painted on paper? Please observe, how many faces can you see? What kind of noodles? How many sides can you see? Which edges?
The teacher introduced the drawing method of cuboid: the invisible edges are represented by dotted lines, the last one is a rectangle, and the other faces are parallelograms.
4. Show the cuboid frame for observation.
The teacher asked: How many groups can the 12 edge on the frame be divided into? How to divide it? Are the three sides intersecting at a vertex equal in length?
The teacher made it clear that the length of three sides intersecting at a vertex is called the length, width and height of a cuboid.
(2) Cubic features
1. Demonstrate the animation "Features of Cubes"
Teacher's question: Look at the new cuboid and see what changes it has compared with the original cuboid. (Length, width and height become equal, all six faces become squares, and cuboids become cubes)
2. Students teach themselves the characteristics of cubes according to the characteristics of cuboids. After the students discuss and summarize,
Teacher writes on the blackboard: Cube:
Front: 6 identical squares.
Side: 12 sides are all equal in length.
Top: 8。
3. Students discuss and compare the characteristics of cuboids and cubes.
Similarity: the number of faces, edges and vertices is the same;
Difference: the shape, area and side length are different.
Teacher's question: Do you have all the characteristic cubes of a cuboid? On the relationship between cuboid and cube.
Cube is a special kind of cuboid.
Cuboid and cube courseware of mathematics in the third grade of primary school.
Teaching objectives:
1. Make students further understand the characteristics of cuboids and cubes, as well as the significance of volumes and their measurement units; Further understanding and mastering the calculation methods of surface area and volume of cuboids and cubes can solve practical problems reasonably and correctly.
2. Make students improve their ability of induction and arrangement, understand mathematical thinking methods, further develop the concept of space and improve their ability to solve practical problems in the review process.
3. In the process of sorting out and reviewing, students can further understand the internal relationship between mathematical knowledge and methods, and accumulate learning experience in the fields of space and graphics.
Teaching focus:
Master the characteristics of cuboids and cubes and solve related practical problems.
Teaching difficulties:
Students sort out their knowledge and use it flexibly to solve practical problems.
Teaching process:
First, check the import.
Draw cuboids and cubes (using electronic whiteboard)
Q: What is this number?
Student: Cubes and cubes.
Today we are going to review the knowledge of cuboids and cubes. (blackboard writing topic)
Second, independent inquiry.
1. Let's sort out the previous part first. Let's compare in groups of six to see what other students have sorted out and what we have forgotten, what we have sorted out and what other students have forgotten. Then each group recommends the works that they think are better, explaining the reasons for the recommendation, and the designers introduce their own works. The group shows the recommended works, explains the reasons for recommendation and introduces their own ideas. )
2. Question: Students, what is the knowledge of this unit combined with your own sorting cards?
Student: including the understanding and characteristics of cuboids; Surface area of cuboid; The volume of a cuboid (draw a knowledge structure diagram with a whiteboard).
When communicating "features", guide and compare the similarities and differences between cuboids and cubes, and get the relationship: cubes are special cuboids and can be represented by graphics.
3. Review the formula for calculating the sum of surface area, volume and side length of cuboids and cubes:
Calculation formula:
Cuboid: X2
V=abh=Sh
C=(abh)X4
Cube: S = 6XaXa
V=aXaXa=Sh
C= 12a
4. Instant integration.
Complete Exercise 28, Question 1 1, about the formulas for calculating the surface area and volume of cuboids and cubes.
Third, consolidate practice.
Textbook exercise 28, topic 12~ 14.
Fourth, the class summary:
What did you get from this lesson?