Model essay 1: Understand the amount of rice.
Topic: Know how much rice to use.
Teaching content: page 4, examples, 4 cases, pages 5 and 4, "Do something" and exercises 1, questions 3-5.
Teaching objectives:
Knowledge and skills
(1) Know the unit "meter" and help students establish the concept of 1 meter.
(2) According to the actual length 1 cm and 1 m, it is understood as 1 m = 100 cm.
(3) Learn to measure long objects with 1 meter length unit.
Process and method
Through observation, inquiry and other learning activities, help students form a correct representation of rice and experience the progress rate between length units.
Emotional attitudes and values
By exploring the internal relationship between knowledge, we can perceive that mathematics comes from life and is used in life.
Teaching emphases and difficulties:
Key point: let students learn to measure the length of an object with a meter ruler.
Difficulty: Experience the actual length 1 m and form an impression.
Teaching methods:
Teaching methods: discussion and demonstration.
Learning style: independent inquiry and group discussion.
Teaching preparation:
Scale, rice scale, tape measure, rope, CAI courseware.
Teaching steps:
First, review the introduction.
(1) Question:
(1) What length unit can be used to measure small objects?
② Which finger is 1 cm wide?
(2) Introducing new courses
Ask two students to measure the length of the blackboard with a centimeter ruler and tell their feelings.
(very troublesome and tired)
Yes! We usually use meters to measure long objects or distances. Today we will learn rice.
(blackboard writing: knowing the amount of rice used)
Second, explore new knowledge.
(1) know "meter".
Guess how long 1 meter is, and draw by hand; Show the initial perceived length of the meter scale 1 m; Look at what objects around us are about 1 meter in length.
(2) Understand the relationship between centimeters and meters.
1cm How many 1cm are there?
(3) Rice consumption
Measure the length of the blackboard, the length of the classroom and the height of the students with a meter ruler.
Third, accumulate and use, expand and extend.
(1) judgment (cross-check)
① Pencil length 15m. ( )
② The desk is 70 meters high. ( )
③ Height of a tree 16 cm. ( )
(2) Complete the exercise 1, questions 3-5.
Fourth, summary.
What did you learn in this class? What did you get?
blackboard-writing design
Know the amount of rice used.
1 m = 100 cm
Model essay 2: Understanding line segments.
Teaching content: Example 6 on page 5 of the textbook. Do it.
Teaching objectives:
Knowledge and skills
(1) Let the students know the line segment and know its characteristics.
(2) Let students learn to measure line segments with a scale. (Whole centimeters and whole meters only)
Process and method
By guiding students to observe and explore the characteristics of line segments, students' inquiry ability is cultivated.
Emotional attitudes and values
In students' learning activities, guide students to find and measure line segments carefully and accurately, and cultivate students' good study habits.
Teaching emphases and difficulties:
Key points: Understand line segments and measuring line segments.
Difficulty: If you master the characteristics of line segments, you can distinguish them.
Teaching methods:
Teaching method: try to guide the method.
Learning method: cooperative inquiry method.
Teaching preparation;
Rope, ruler, multimedia courseware.
Teaching steps:
First, explore new knowledge.
(1) Perception of line segment features.
The teacher prepared a rope and asked, Now that the rope is bent, how can I straighten it?
Students observe and report.
Teacher demonstration: pull the rope with both hands and straighten it.
Summary: After straightening the rope, the section between our hands can be regarded as a line segment.
Today we need to know the line segment. (blackboard writing: line segment)
② Look at the characteristics of line segments.
Group discussion, report.
Teacher's guidance: straight, with two points. The two ends of the line segment are the two endpoints of the line segment.
③ Show the straightened rope.
Question: Is this rope a line segment now? Why?
Students observe and report.
④ Show several line segments with different lengths. Q: Are these line segments the same length?
Teacher's summary: The line segment is straight and has two endpoints, one is long and the other is short.
(2) Complete "doing"
(3) Find the line segment
Group discussion report. Look for the line segments around us.
(4) Connecting line segments and several line segments.
Teachers show rectangles, squares, parallelograms and triangles, and ask students to say that they are surrounded by several line segments.
Group discussion report.
(5) Measure the length of the line segment.
Second, consolidate the practice.
Complete the second question "Do something" on page 5 of the textbook.
Let the students finish independently and review in groups.
Third, summarize; What did we learn in this class?
blackboard-writing design
Cognitive line segment
Line segment characteristics: straight, with two endpoints.
Model essay 3: Draw a line segment.
Teaching content: Example 7 and "Doing" on page 6 of the textbook.
Teaching objectives:
Knowledge and skills
Learn to draw a line segment with a specified length.
Process method
By guiding students to observe and explore the main points of drawing a line segment with a specified length, students' practical ability is cultivated.
Emotional attitudes and values
Let students draw a line segment with a specified length carefully and accurately in learning activities, and cultivate good study habits.
Teaching emphases and difficulties:
Key point: draw line segments with scale.
Difficulty: Draw a line segment with a specified length.
Teaching methods and learning methods:
Teaching method: try to guide.
Learning method: practical operation method.
Teaching aid preparation:
rule
Teaching process:
First, explore new knowledge.
(1) Combine the lengths of the measured line segments.
① Observation and initial perception.
Show the line segment of question 1 on page 6 of the textbook.
The teacher stressed that when measuring a line segment, one end of the line segment should be aligned with the scale line 0, and the other end should be aligned with the scale line by several centimeters.
2 demonstration, intuitive perception.
③ Operation and personal experience.
Ask the students to measure the length of their math textbooks.
(2) Learn to draw a line segment with a specified length.
① Observation and initial perception.
Show the teaching situation diagram of the example of "Draw a 3 cm long line segment" on page 6 of the textbook.
Group discussion, class exchange painting.
2 demonstration, intuitive perception.
The teacher demonstrated that when drawing a line segment, the end points must be marked at both ends of the line segment.
③ Operation and personal experience.
After the students draw, the teacher organizes the whole class to communicate.
Second, consolidate the practice.
Guide the students to complete the questions in "Doing" on page 6 of the textbook 1 and 2.
Collective revision.
Third, the class summarizes.
blackboard-writing design
Draw a line segment
Draw a line segment: start from the 0 scale line of the ruler and draw to the specified number of centimeters.