Knowledge points of observation and measurement in mathematics of the first grade of primary school
Observation and measurement
1, observing the object-(observing the shape of a single object from two directions)
2. How long is this table? (Understanding in centimeters)
3, go to the amusement park-(Zhifan)
4, estimation, measurement-(simple estimation and measurement)
Observing an object (observing the shape of a single object from two directions)
1. By observing the real thing, I realized that the shape of the object seen from two directions (front (back) or side) may be different.
2, will recognize the shape of a single object observed from two directions.
How long is this table?
1, through the process of measuring the length of the same object with different measuring tools, I realized the necessity of unifying the length unit.
2. Know centimeters, find out which objects around you are 1cm in length, and realize the practical significance of 1cm.
3. Be able to estimate the length of small objects and measure the length of objects correctly with a scale.
4, will observe the length of the object through the ruler. (Starting point is not 0 scale)
5, according to the length of the object, choose the appropriate scale measurement.
Go to the amusement park (zhifan)
1. Initially establish the concept of the length of the meter. According to the actual length of 1 cm and 1 cm, we know that 1 m = 100 cm, and initially learn to estimate the length of an object.
2, master the relationship between meters and centimeters, and can properly choose the length of the unit representation.
3, know the meter ruler, will use the meter ruler to measure the length of the object. Estimation and measurement (simple estimation and measurement)
1, you can choose an appropriate unit to express the length.
Can estimate the length of objects around you, and will use measuring tools to measure.
2, will recognize the shape of a single object observed from two directions.
Teaching plan of mathematics observation and measurement in the first grade of primary school
Unit teaching objectives:
1. Cultivate the abilities of observation, operation, spatial imagination and reasoning.
2. After observing the real thing, I initially realized that the shape of the object may be different from different angles. Let me identify it.
3, in the actual measurement activities, understand the diversity of measurement methods, preliminary experience the necessity of unified measurement units.
4. Understand the practical significance of centimeters and meters, preliminarily understand the relationship between centimeters and meters, and make simple calculations and measurements.
5. Learn to estimate and measure the length of objects.
The first lesson: observing objects
Teaching objectives:
1, by observing the real thing, I realized that the shape of the object seen from different angles may be different.
2. Understand the shapes of simple objects observed from different angles and develop the concept of space.
Teaching focus:
Can recognize the shape of simple objects viewed from different angles.
Teaching difficulties:
Recognize that shapes observed from different angles may be different, and develop the concept of space.
Teaching process:
First show the toy car and learn to observe objects.
Step one:
1. Observe the toy car. Students stand in two different directions, the side and the back of the car.
2. Point the side and back of the toy car to the class respectively, and let the students tell who saw it.
3. Summary: Observing the same object from different positions may produce different shapes.
Step two:
1. Let the students stand on the side and back of the toy car to observe. What do you see?
2. communicate with peers.
Step 3:
1, let the students observe the pictures in the book and say.
2. Use the existing objects in the classroom to observe objects.
Second, practice and consolidate observation methods.
1, question 1: Which of the following radio pictures is naughty?
(1) Let's talk about the panda that Tao Hexiao saw first.
(2) Tick naughty.
2. Question 2: Which side do they look at? Company after company.
(1) Tell me which side of the elephant the kitten and monkey see.
(2) even a company.
3. Question 3: Look and say.
Let the students look at the questions by themselves and complete the questions as required. Then exchange views.
4. Guess.
What objects are the same up, down, left, right, front and back?
Third, class summary and extracurricular extension.
Find an object at home, observe it from different angles and make records.
Lesson 2: How long is this table?
Teaching objectives:
1. Experience the process of measuring the length of the same object with different tools, and realize the importance of unifying length units.
2. Know the centimeter and realize its practical significance.
3, can estimate the length of small objects, will use the scale to measure the length of the object.
Teaching focus:
Can estimate the length of small objects, and can measure the length of objects with a scale.
Teaching difficulties:
If you master the correct measurement method, you can read the length of the object on the scale correctly.
Teaching process:
First, create situations and ask questions.
1. Estimate: How long is the podium? How long is this table?
2. Group discussion: How can you explain how long the table is?
3. The representatives of this group spoke and explained their own methods. By hand, pen, pencil case, book, notebook, eraser, etc. )
Second, learn centimeters and measurement methods
1, question transition: Why do our classmates say different numbers? What should I do?
In order to get the same data, we should use the same tools to measure and use the same units to count. We can use a ruler.
3. Know the ruler and learn the centimeter.
(1) Show the ruler and know the ruler.
(2) Know the scale and learn centimeters. First estimate the length of 1 cm, and then find the length of 1 cm on the ruler. The distance between every two scales is 1 cm, which can also be expressed as 1cm.
4. Tell me what is a long contract 1 cm.
5. Hands-on operation: measure the length of the pencil.
6. Tell me about your measurement results and measurement methods.
7. Summarize the measurement method: aim one end at the scale of 0, and read the value according to the position where the other end coincides with the scale.
Third, practice and consolidate knowledge.
1, question 1: Let the students estimate and say the approximate figures first; Then ask students to measure; Finally, let them see if their estimate is accurate?
2. Question 2: Pre-filling estimate.
3. Question 3: Let the students finish it independently first, and then talk about their own ideas. How to correctly measure the wrong measurement of bears? What should I pay attention to when measuring?
Lesson 3: Go to the amusement park.
Teaching objectives:
1. Knowing the meter and its practical significance, we can estimate the length of a long object.
2, master the relationship between meters and centimeters, can choose the correct unit to represent the length of the object.
3, know the meter ruler, will use the meter ruler to measure the length of the object.
Teaching emphasis: understanding the concept of rice.
Teaching process:
First, the creation of the situation.
1, Teacher: We took a physical examination last year. Do you remember our height?
Health: my height 1 m 2 1 cm.
Then let me measure you. Have you grown taller? It's taller,1.25cm.
Get Timmy's understanding.
Second, learn rice.
1, estimate how long "1 m" is.
2. Feel the length of 1 meter. (arm or height, etc. )
3. Find something with a length of 1 m and measure it.
4. Guess: How many centimeters is 1 meter?
Blackboard 1m= 100cm, 1m = 100cm.
5. Estimate the length of the objects in the classroom, and then measure them.
Third, practice and consolidate knowledge.
1. Tell me how students came up with it after they finished their independence.
Topic: P 16 Try it.
2. How high is a table?
Who guessed right?
Students discuss in groups. report
Step 3 fill it in
Students do it independently. Tell me what they think.
4. Students observe the pictures and finish them independently.
Check after completion.
5 practice operation p 17 question 4.
Fourth, summary.
What do you think is the most difficult thing to learn in this course? Is there anything you don't understand?
Lesson 4: Evaluation and Measurement.
Teaching objectives:
1, you can choose an appropriate unit to express the length.
2, can estimate the length of the surrounding objects, will use measuring tools to measure.
Teaching emphasis: how to use centimeters as the unit for the part less than 1 meter.
Teaching time: 2 hours.
Teaching process:
first kind
First, estimate, estimate and measure
1. Let the students estimate how long the blackboard is in our classroom.
2. Measurement between teachers and students.
When it is less than 1 m, students discuss how to express it.
The result can be expressed in meters-centimeters.
Second, consolidate new knowledge and form skills.
1, give it a try
(1) The height of the podium is -m-cm.
(2) The length of the blackboard is-m-cm.
(3) The height of the door is -m-cm.
(4) The height from the ground to the window sill is -m-cm.
Students estimate first, then measure, and finally get a specific value. Fill in.
2. Exercise 1 question.
Work together at the same table, first estimate, then measure, and then write down the correct values on the numbers.
The purpose is to cultivate students' estimation consciousness.
3. Estimate how tall the naughty and clever dog is.
Ask the students to observe carefully before completing it independently.
Check and tell me what you think.
4. Let the students understand the meaning of the question first, then calculate, and finally exchange ideas (group).
The content is the third question of P 19.
5.find it and measure it.
Let's talk in groups first. Who is taller than who is shorter than who? Then take measurements in the group.
Third, practical application.
(1) About 10 meter How many people are holding hands?
(2) Take a walk on the playground. /kloc-how much is 0/0 meter?
Students carry out activities under the guidance of teachers.
Fourth, class summary.
Tell me what you learned in this class.
Fourth, after-school expansion.
When you get home, first estimate some things at home, and then measure them.
Reflections on the teaching of mathematics observation and measurement in the first grade of primary school
In the study of this unit, by observing simple objects around me, I initially realized that the shapes seen by observing objects from different angles may be different, and developed the concept of space; In actual measurement and communication, we should understand the necessity of unifying measurement units, the practical significance of centimeters and meters, and the relationship between centimeters and meters, so as to estimate and use measuring tools to measure the length of objects. In the teaching of this unit, I mainly grasp the following aspects:
1, strengthen observation.
The textbook "Observing Objects" takes students' actual observation of familiar objects as a clue-observing the introduction of cars, so that students can realize that the shapes seen by observing objects from different angles may be different. In teaching, students are allowed to observe activities such as cars, toys and teapots. At the same time, through painting activities, students are guided to observe and understand that the shapes of objects are different from different angles, and the students' concept of space is initially established.
2. Strengthen business activities.
"How long is the table" designed the activity of measuring the length of the same object with different tools to make students realize the necessity of unifying units. The textbook "I have grown taller again" leads to the length unit of rice through the situations in real life. Therefore, the teaching process should start from students' experience, feel the practical significance of rice, and discover the relationship between centimeters and meters by observing the meter ruler. Students can easily learn how to use rice by analogy. So the key point should be to let students actively discover the relationship between meters and centimeters.
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