The teaching content of 1 in the teaching plan design of the second volume of senior one mathematics "Understanding Graphics";
Cognitive map
Teaching material analysis:
The part of "Understanding Graphics" is the first lesson of this textbook "Interesting Graphics". It is based on the understanding of three-dimensional graphics in the first volume, which makes students have a preliminary understanding of plane graphics and lays the foundation for further learning geometry knowledge. The textbook embodies the design idea from three-dimensional to plane, and pays attention to letting students experience the relationship between face and body through operation activities.
Analysis of learning situation:
This lesson is aimed at first-year students. First-year students have a strong curiosity and thirst for knowledge. In the last semester of senior one, students have learned cuboids, cubes, cylinders and spheres, and have initially understood these geometric figures, forming a certain spatial concept. At the same time, students have certain life experience and pay more attention to the things around them. After taking part in the study for a period of time, I have mastered some basic learning skills: I can try purposefully according to the specific requirements of teachers, have a certain practical ability, have a preliminary sense of group cooperation, and have a certain ability to observe and find problems.
Teaching objectives:
1. In the operation activities, let students know rectangle, square, triangle and circle, and experience "face on the body".
2. Experience the ubiquity of rectangles, squares, triangles and circles in life, and the close relationship between mathematics and life.
3. Cultivate students' preliminary observation, comparison and hands-on operation ability, and cultivate students' preliminary concept of space.
Teaching focus:
Know rectangle, square, triangle and circle, initially perceive their characteristics, and correctly distinguish these figures.
Teaching difficulties:
Through various operational activities, I realized that "the face comes from the body".
Teaching preparation:
3D graphics
Teaching process:
First, get to the point.
Hello, everyone. Today I will give you a lesson. In order to give you a rich and interesting lesson, I have made a lot of preparations, and at the same time, I have asked my classmates to prepare something. Let me see how everyone is getting ready. Put the prepared graphics and white paper on the table. It seems that everyone is taking this course seriously. So, are you confident to learn this lesson well? Can you listen to the teacher carefully? Can you listen carefully to other people's answers? Can you take the initiative to raise your hand and speak? Ok, let's learn about graphics and blackboard writing in this class.
Second, operational exchanges, exploring new knowledge
1, say it
A, Teacher: Look at these figures prepared by the teacher (showing the three-dimensional graphic model). Can you find out the three-dimensional graphics we learned from them? Looking for what? Three-dimensional figures on the blackboard.
Students observe, find and answer the figures on the platform: there are cuboids, cubes, cylinders and spheres. The teacher writes on the blackboard in turn.
Teacher: Let's take a look again. What's the name of this strange figure?
This is a new figure, which we call triangular prism.
Teacher's question: Do you want to know what these figures are made of?
Let's watch the teacher do magic. The teacher showed the cuboid and took apart six faces. Look clearly, what figure I have become now, (cuboid) and then look. What is this cuboid made of?
Health: It consists of six surfaces: top, bottom, left, right, front and back.
Teacher: Let's count the faces of a * * *.
Teacher: Then please pick up the cuboid on the desktop and find out these six faces with your little hand.
Student touch model.
Tell me what this face feels like. Smooth and flat.
Step 2 do this
How to display plane graphics on paper?
Teacher: You have all worked out the faces of the cuboids. Now there is a new problem. If you don't disassemble the cuboid, how can you move such a flat surface to paper?
Students think, raise their hands and answer, and say what they can do.
Guide students to come up with various methods (drawing, printing and methods), and teachers can demonstrate printing.
When the students come up with pictures, let them go on stage and demonstrate on the blackboard. Then ask if there is any other way. If the students are confused, the teacher will demonstrate the printing method himself.
Draw a plane figure on paper independently.
Teacher: The children are amazing. They came up with so many good ideas. Do you want to taste it yourself?
Health: Yes. Teacher: Well, there are several requirements before starting work.
1, count how many faces you get from a three-dimensional figure.
2. Think about the graphics you use to draw your face.
Can you do it? Now, let's begin. If you need help, you can ask your deskmate to help you.
Hands-on operation. Pay attention to the students' homework during the patrol. )
3. Reporting and communication (give students the opportunity to "speak", let students state the operation process, express their personal feelings, cultivate the order of language and promote the logic of thinking. )
Teacher: I want to ask some students to show you your work. Can you tell me from which object you moved this portrait to where?
1: I moved this figure away from this side of the cuboid.
Teacher: You speak very well. Do you think the graphics he moved are the same as those moved by the teacher? In the same way, the teacher shows a rectangle on the blackboard. Let's ask another student to show his work. Can you tell me from which object you moved this portrait to where?
Student 2: The teacher shows rectangles, squares, triangles and circles in turn according to the students' answers.
The teacher summed up the faces obtained from each three-dimensional figure.
Teacher: The students are really amazing, showing one side of the object on paper. I know that smart students all know the names of these numbers. Who can tell me exactly and loudly?
Note: Pay attention to correct students' mistakes when answering, such as a circle. Mathematically, it's called a circle.
Question: How many planar graphs are there on each 3D graph?
Teacher: Is it possible to find only one face on a cuboid?
Student: No, there are six faces in turn. How many plane figures are there on each three-dimensional figure?
Teacher: Let's touch the plane figure and see what it feels like.
Please come on stage and touch each plane figure in turn.
4. Summary
Today, we met these new friends, rectangle, square, circle and triangle. They are all faces on three-dimensional graphics, and they are all flat, so we call them flat graphics. Write on the blackboard.
Look carefully. What are they like? Health: average.
Can anyone tell us what their characteristics are?
Third, consolidate the practice.
1, Lian Lian has a problem for his classmates to help him solve.
If a student makes a mistake, confuse a square with a rectangle. Teacher: Does anyone want to say something to him? Correct mistakes. Who will help her change it?
2. paint it. Teachers can make some interesting patterns with these simple patterns, believe it or not.
The teacher draws on the blackboard and asks the students to come up and color.
Let's talk about it. In fact, in our life, many objects have these plane figures on their surfaces. Which careful child can find the plane figure we learned today.
Fourth, class summary.
In fact, in our life, these plane graphics are everywhere. I hope that the students can use our eyes that are good at discovering wisdom to find several plane figures learned today in their lives. Do it, find mathematics in life and apply mathematics to our lives.
Blackboard design:
Cognitive map
Stereographic figure
The second part of the teaching plan design of "understanding graphics" in the second volume of mathematics in grade one
Example 2 on page 50 of the textbook and the corresponding classroom activities and exercises.
Teaching objectives
1 benmin Huo Xian actually knows triangles and circles, can recognize them, and can combine them into simple figures. 2. Cultivate students' spatial concept in the process of forging and clamping Wei's tomb.
Prepare the connection between knowledge and real life, and gain value experience from it.
Teaching focus
We can know triangles and circles by combining them with real life.
Teaching preparation
Teacher preparation
Students prepare rectangular, square, triangular, circular and cylindrical learning tools and nail boards.
teaching process
First, review the introduction.
Teacher: We know there are rectangles and squares in front. Can you tell which ones are rectangles in the picture below? Which are squares?
Let me see.
After the students identify it, please tell them how they identify it.
Teacher: How did you know these figures last class?
Students speak freely. The teacher writes the blackboard below according to the students' narration. Observe and analyze the graphics in life-the classification of graphics-the connection between objects and graphics-and talk about the graphics in life.
Teacher: In this lesson, children will learn new figures-triangles and circles.
Write on the blackboard.
Second, teaching examples 2
Teacher: According to the learning method we used last class, we started with observing and analyzing the graphs in our life.
For example, 2.
Teacher: These are some common things in our life. Can you tell me their names?
Guide the students to say that these items are coins, red scarves, clock faces and banners.
Teacher: Do you know the shapes of these objects? If students can tell from their life experience that coins and clock faces are round and red scarves and pennants are triangular, the teacher asks, "How do you know if they are round or triangular?" Prompt students to tell the basis of their own judgment; If students don't know what shape it is, the teacher will guide them to think like this.
Teacher: Can you divide these things into two categories? Students may have all kinds of points. The teacher grasps the students' points according to their shapes and asks them, "Why do you divide them like this?"
Ask the students to say that the coin and the clock face are round, so put them together. Red scarf and banner have three sides and three corners, put them together.
Teacher: We call such a circular figure a circle; This figure with three angles and three sides is called a triangle.
The teacher writes circles and triangles on the blackboard below the figure.
Teacher: Look at these school tools. Can you find triangles and circles in these school tools?
Guide students to find triangles and circles in learning tools.
Teacher: Put these learning tools on the table, have a look and touch them. What did you find?
Ask the students to say that both triangles and circles have planes.
Teacher: What's the difference between them?
Guide the students to say that a triangle has a straight edge and a circle has a curved edge.
Teacher: This is the biggest difference between the circle and other figures we have studied. The rectangles, squares and triangles we have studied all have straight edges, while the circles have curved edges. Next, we should understand circles and triangles from the relationship between objects and figures. Think about it. What kind of figure does the circle relate to? Have we learned about objects related to triangles?
Students discuss and answer. Let the students realize the connection between the circle and the cylinder that they learned last semester in senior one. The circle is above and below the cylinder. I haven't learned about objects related to triangles.
Teacher: Take out your cylinder and have a look. Is it round? Can you draw a circle with a cylinder?
Instruct students to "print" cylinders and draw circles on paper. Students may have difficulty in drawing curves, and teachers should give necessary guidance. After the students finish drawing, take some students' homework.
Show it in class.
Show the picture below.
Teacher: Can you tell which figure the object on the left can draw on the right?
After the students judge, let the students tell the reasons for their judgment.
Teacher: Children can draw a circle around a cylinder. Can you put a triangle around the nail board? Think about it. What's the difference between a triangle on a nail board and a rectangle or square on a nail board?
Guide the students to say that a rectangle and a square should be surrounded by four sides, while a triangle has only three sides.
Teacher: Let's look around and see if the triangles you enclose are the same.
When the students are around the triangle, the teacher gives necessary guidance, and then draws different triangles such as right triangle and acute triangle to show.
Teacher: Look at the triangle around you. Are they all the same size and appearance?
Let the students realize that there are differences in the size and appearance of these figures.
Teacher: But why are they all called triangles?
Guide the students to say that these figures are all figures surrounded by three straight sides and have three angles.
Teacher: By the way, although these figures look a little different, they are all figures surrounded by three straight sides, so they are all called triangles.
Teacher: We have discussed the relationship between objects and figures. According to our study method last class, what should we do next
Let the students look at the blackboard and say the next step is to talk about the graphics in life.
Teacher: Are there such triangles and circles in life? See which triangles and circles these two children have found in their lives.
Show me "Discuss" at the bottom of page 50.
Teacher: Besides some triangular traffic signs and round tables, what other objects are triangular? Let's listen to some examples.
Students speak freely.
Teacher: You have all heard the word "noodles" when you said it. Can you tell me what the word "noodles" means? Don't use the word "noodles", right?
Let the students understand that the face of the round table refers to a figure on it. The whole round table is not a plane figure, but an object.
Teacher: In this way, children will have a deeper understanding of triangles and circles.
Third, consolidate the practice.
(1) Instruct students to complete questions 3, 4 and 6 on 52 pages, of which questions 4 and 6 only require students to complete the work contents of triangles and circles, and then revise them collectively.
(2) Instruct students to complete the activity of "spelling" on page 4 of 5/kloc-0. After spelling, the students visit each other.
(3) Guide the students to think about the second sub-question in the 53-page thinking question, and let the students express their thoughts after the completion. Please look at it this way. There are three independent triangles, two of which are merged into one triangle, of which 1 is merged into one triangle, and a * * * is "3+2+ 1=6" triangles.
Fourth, the classroom.
Teacher: What did you learn in this class? What did you get?
V. Homework
Students independently complete question 7 on page 53.
The third chapter of "Understanding Graphics" in the second volume of mathematics in grade one, teaching content and teaching plan design.
1, rectangle, square, circle.
2, triangle, parallelogram.
Important and difficult
1. Know five common plane figures: rectangle, square, circle, triangle and parallelogram.
2. Fold, cut and spell rectangles or squares, and intuitively understand rectangles, squares and circles.
3. Let students experience the transformation of graphics in activities such as folding, cutting and spelling graphics.
Teaching requirements
1. By observing one face of rectangle and square and the ground of cylinder, draw figures with the faces of these geometric bodies, so that students can intuitively understand rectangle, square and circle. By cutting and splicing rectangles or squares, we can intuitively understand triangles and parallelograms. Know the names of these common graphics, and be able to identify these graphics, and initially know the application of these graphics in daily life.
2. In the activities of folding, cutting and spelling graphics, students can experience the transformation of graphics and develop their spatial imagination.
3. Make students accumulate interest in mathematics in learning activities and increase their awareness of communication and cooperation.
The first category: rectangle, square and circle.
course content
Rectangular, square and circle and "think and do"
Academic goal
1. By observing one side of a cuboid, a cube and the bottom of a cylinder, students can intuitively understand rectangles, squares and circles by using pictures and graphics of these geometric bodies.
2. Make students accumulate interest in mathematics in their study and increase their awareness of communication and cooperation with classmates.
Teaching preparation
Building blocks, nail boards, watercolor pens, cuboids, cubes and cylindrical objects.
teaching process
First, the introduction of new courses.
We learned some three-dimensional graphics last semester, and today we will continue to know some graphics. (blackboard writing: recognizing graphics)
Second, new funding.
1, building blocks
(1) Each group of children has a set of building blocks in front of them. Please help them build one. In group activities, teachers patrol to find out the spelling of students.
(2) Ask questions, observe the assembled building blocks, and think about which of the assembled building blocks are already known and which are unknown.
(3) Classification:
The teacher took out 1 cuboids, asked the students to name them, and asked them to take out all the cuboids in the collection and put them together.
Students use similar methods to classify assembled building blocks. Students work in groups, and teachers patrol to find out the classification of students.
Report the classification results and tell me how you divided them.
(4) Cognitive level
First, observe the cuboid, and observe the face of each cuboid building block facing us. Then the teacher drew a rectangle on the blackboard and explained, this is the face we just saw. We call it a rectangle.
Blackboard writing:
rectangle
Is each face of the cuboid the same as the rectangle drawn on the blackboard?
(2) Observe the cube, and observe that the cube building blocks are facing our side. Then the teacher drew a square on the blackboard. Explanation: This is the face we just saw. We call such a surface a square.
Blackboard: square
Is every side of the cube the same as the square on the blackboard?
③ Observe the cylinder. Observe the bottom of our cylinder, and then the teacher draws a circle on the blackboard. Explanation: This is the face we just saw. We call one of the faces a circle.
Write on the blackboard: circle
Are the two bottom surfaces of the observation cylinder the same as the circle on the blackboard?
3. Name the chart below.
Say the name of the figure first, and the students at the same table will get to know each other.
3. summary.
Third, complete "think and do"
1, complete "Want to Do" 1.
(1) Show the first picture and see how the little boy in the picture draws a figure with a cuboid, cube or cylinder.
(2) Students draw a picture as it is. For each picture, name the picture? Students draw pictures, teachers patrol and help students with difficulties.
(3) Think about it: What geometry can be used to draw a rectangle? How about drawing squares and circles?
2. Complete "Thinking and Action" 2.
(1) Show the second picture, observe it carefully, and tell me whether the objects in the picture are rectangular, square or round.
(2) Look at our classroom and tell us which objects in the classroom are drawn with rectangles, squares or circles.
3. Complete "Thinking and Action" 3.
(1) Show the third picture. Look at the picture and think: What figure is around the nail board? How to surround? Will you also gather around?
(2) Students do it themselves around the nail board, and teachers patrol to help students with difficulties.
(3) Can the nail board form a circle? Let the students try, think and speak.
4. Complete "Thinking and Action" 4.
(1) Let the students draw a rectangle and a square on the grid. How did you draw it?
(2) By drawing rectangles and squares on paper, do you know what are the characteristics of rectangles and squares?
Fourth, homework.
5. Teaching Postscript: In the form of games, with more intuitive teaching AIDS, students have a strong interest in learning.
Lesson 2 Triangles and Parallelograms
Teaching content: examples, thinking and action.
Teaching purpose:
1, intuitively understand triangles and parallelograms by folding, cutting and splicing rectangles or squares; Know their names and know the application of these graphics in daily life.
2. In the activities of folding, cutting and spelling graphics, students can experience the transformation of graphics and develop their imagination in graphic space.
Teaching process:
First, introduce new lessons.
Last class, we learned about squares, rectangles and circles. Today we will continue to learn some rational numbers.
Second, new funding.
1, know the triangle
(1) The teacher shows a square piece of paper and asks: What is the beginning of this paper? Can you fold a square into two halves?
Students' activities, teachers' patrol, to understand the situation of students' origami.
Organize students to exchange how you folded it, and what graphics did you fold?
Blackboard writing: triangle
(2) Show the second set of pictures on page 43 of the textbook. Teacher: Here are the triangles you see in your life (think about what other triangular objects you have seen. )
Show the building blocks on page 40 of the textbook, know the building blocks with triangular faces, and point out which faces are triangles.
2. Parallelogram
(1) Spell it.
Can you spell the following figures with two identical triangles?
Blackboard writing: parallelogram
(2) Show the example on page 44 of the textbook: The following are all parallelograms seen in life. Can you find the parallelogram from this object? And color the parallelogram in the picture.
Think about it, what other parallelogram objects have you seen?
Third, consolidate the practice.
Do the first to fifth questions after thinking. (group match)
Fourth, the class summarizes.
Verb (abbreviation for verb) assignment
Sixth, the teaching postscript: in the form of games. More intuitive teaching AIDS, students are interested in learning.
Lesson 3: Exercise 5
Teaching content: Exercise 5.
Teaching purpose:
Through practical activities such as overlapping, overlapping, counting, cutting and spelling, we can deepen our understanding of plane graphics.
Teaching process:
First, the introduction of new courses.
We learned some plane graphics. Who can tell us what plane graphics we have learned?
Today, we will continue to learn them in the last practice class.
Second, practice.
1, Exercise 5 1
(1) Show the question 1 and let the students fold it along the dotted line in the picture. Tell me what shapes they folded.
(2) Tell me about the figure you are folding out. What do you know?
2. Exercise 5 2.
(1) Look at the question and understand the meaning. What do you mean by double folding?
(2) Students choose a folding way to communicate in the group and talk about what graphics are folded.
(3) Collective communication and participation In the textbook, how many ways can square paper be folded twice? What graphics are folded out?
3. Exercise 5 3.
(1) Show the picture in question 3. What's the character in the picture? Where are the figures?
(2) Instruct students to count numbers, and ask them to divide the numbers into three parts: left, middle and right, and count them from left to right and from top to bottom.
(3) Complete statistical tables and communicate collectively.
4. Exercise 5 4.
(1) Ask the students to build triangles, rectangles and parallelograms with six equal-length wooden sticks, and tell me how you do it. (2) What patterns can eight sticks make? Try it. Let the students take it first and then communicate with each other.
5. Exercise 5.
Please take out a parallelogram paper and think about how to cut out two triangles, three triangles and four triangles.
6. Exercise 5 6.
(1) Show the sixth picture, guide the students to look at the picture and talk about how to transform the rectangle in the picture into a parallelogram.
(2) Students begin to fold, cut and spell according to the two pictures in the book.
7. Exercise 5 7.
(1) Spell out three kinds of figures in the book with the figures in the attached pages.
(2) Give it a try. Can you spell other figures? Students do puzzles and communicate in groups. How do you spell them?
Third, homework.
Postscript: in the form of games, use more intuitive teaching AIDS to stimulate students' interest in learning.
In 2023, Yangzhou University Sports Admissions Guide (Wushu and National Traditional Sports Spec