1. Through operation activities, students can understand the characteristics of plane graphics they have learned and describe the characteristics of rectangles and squares in their own language.

2. Through observation and operation, students can initially perceive the relationship between the learned figures.

3. Cultivate students' imagination and innovative ability.

Teaching process:

First, situational import

Teacher: Look who this is. (Pleasant Goat) Now, let's go to the sheep village with Pleasant Goat to see what the lambs are doing. (Play the courseware) Today, the village chief of Slow Sheep assigned a math homework for the lamb, but the slow sheep began to cry as soon as he saw the first question. It turned out that he slept in class and didn't learn anything, so he couldn't do the first question. Are you willing to help him?

Second, new funding.

(1) Practice 1

Teacher: Do you know the following figures? The first one is a triangle. Who can tell me what a triangle looks like and what are its characteristics? (3 sides, 3 corners) Let the students go to the stage to find the corner while pointing. This classmate is great. He can introduce triangles from the angles of sides and angles. Anyone can introduce this character from the side and angle like him. (Rectangular with four sides and four corners)

Teacher: Is its angle the same as that of a triangle? The angle of a triangle is (pointed) and the angle of a rectangle is (straight). Besides these features, what other features does edge have? (Up and down are equal, left and right are equal) Do you agree? But lazy sheep don't believe it. Can you prove it to him? How can we prove it? Please take out the rectangle in your hand and try it. (Student operation, teacher patrol, student report)

Teacher: Does folding the upper and lower sides in half mean that the two sides are equal? The teacher can show another picture, the top and bottom are not equal. By folding in half, students feel that although it is folded in half, there is only overlap, no overlap and inequality on both sides. Guide students to use their own words, and teachers will guide them in time. The word "coincidence" can be introduced to students by teachers.

Teacher: Lazy sheep also thought of a method under our inspiration. Play the courseware and call the top and the opposite bottom a set of opposite sides. What other two sides can also be called a set of opposite sides (left and right)? Students, touch the upper and lower groups of opposite sides first, and then touch the left and right groups of opposite sides. Through the verification just now, we know that rectangles are equal.

Teacher: The picture below looks like a rectangle. It is a square. What are its characteristics? (4 sides, 4 corners) Who can be more specific? (All four sides are equal and all four corners are straight) How to prove that all four sides are equal? Please take out the squares on the table and try them. (Student's operation, teacher's patrol, student's report on stage) Guide the students to fold in half twice, so that the four sides overlap, and confirm the above conclusion.

Teacher: The last figure is a circle. Are its sides straight? It's (curved). Does it have horns? (Courseware display: no dead ends)

(2) Exercise 2

Teacher: With the help of children, Lazy Goat knows the characteristics of the above four kinds of graphics. Naughty, he spat out his tongue and assured everyone that he would not sleep late in class in the future and should study like a beautiful sheep. Yes, the clever Meiyangyang is finishing the second question. Let's go and have a look. To put a triangle (square), you need a stick.

To put two diamonds, you need a stick. (Students put it on the stage) Are there any other answers? If not, Teacher: The teacher thinks seven sticks are enough. The students took out their sticks and tried to see how the teacher put them.

When the students performed on stage, the teacher asked: Why is there a small stick missing? Guide the students to say "* * *" and ask further: If one is missing, can six make two squares? (demonstration)

Teacher: So, if the topic is changed to "How many sticks do you need at least? How many should I fill in? " Teacher: Let's look at the third question. How many sticks does it take to put three squares? Which word should I pay attention to? Please try again. (Students go on stage to show, count and verify) So how many squares do you need at least to put four squares? Please guess first, and then verify. How many sticks are used in these four squares ("Tian" shape)?

(3) Exercise 3

Teacher: Students all know that only "* * * use" sticks can minimize the number of sticks, which is really clever. Today's boiling sheep is also doing well. He has exceeded his level and has done the third question. Let's go and see if he did it right.

Display courseware

1, two identical rectangles can be spelled as (). When the students operate, the teacher makes a patrol report and asks the students to talk about what graphics they are spelling. Teacher: What plane graphics have we learned? (Rectangle, Square) Teacher: Boiling sheep said, "Two identical rectangles can definitely be put together into a square." Do you think it's right? Why? Can these two rectangles in the teacher's hand spell a square? Who will try it? Let the students understand that only special rectangles (and identical rectangles) can be spelled into squares.

2. Four squares can be spelled into () (plane figure) for students to operate and show.

3. As the courseware shows, Teacher: How did you see it?

(4) Exercise 4

Teacher: The fastest is the monitor Jonie. He has finished his homework and is making a windmill. Let's go and have a look. It first uses (rectangular) paper, folds it diagonally, and then cuts it into (square). After folding in half, a (triangle) shape will appear, then fold in half 1 time, and then fold out to become (four squares). Finally, it cut it along the crease and nailed it, and a beautiful windmill was made. What graphics will appear after the windmill rotates? (round)

Third, talk about feelings.

Teacher: After visiting Yangcun, Pleasant Goat is going to say goodbye to us. Before leaving, he wanted to ask the children, what did you gain today? (Students talk about feelings), Pleasant Goat left two gifts for everyone before he left. Do you want to see them? Appreciating the spelling of the same triangle, there is a thinking question. Dare you challenge? Please take it home and think about it.

The second article teaching material analysis:

Textbooks enable students to understand objects and figures from the perspective of shape through mathematical learning activities that classify objects or pictures in life. It is mainly divided into three levels: 1, the first is the introductory level of knowledge. 2. Secondly, the level of teaching knowledge. 3. Finally, the application level of knowledge.

Analysis of learning situation:

Students learn the basic shapes of objects in life and have a clearer understanding of the names of objects.

Teaching objectives:

1. Through operation and observation, make students know cuboids, cubes, cylinders and spheres preliminarily; Know their names; Can recognize such objects and figures.

2. Cultivate students' hands-on operation and observation ability, and initially establish the concept of space.

3. Stimulate learning interest through student activities and cultivate students' awareness of cooperation, exploration and innovation.

Evaluation method:

Objective 1: Performance evaluation

Goal 2: purposeful evaluation

Objective 3: Discuss the assessment.

Teaching process:

I. Objectives 1

Question 1: Children, each group has a bag full of things. This is a gift from Grandpa Wisdom. You want to know what it is? Empty the contents of the bag and have a look. Grandpa Wisdom also made a request to put objects with the same shape together. Ask the students to put objects with the same shape together, and the teacher will patrol.

Question 2: How to divide it? Why do you want to divide it like this?

Question 1: How to divide it? Why do you want to divide it like this? Students' possible answers can be divided into several groups: one group is a long square; One group is square; One group is straight, like a pillar; One group is a ball.

Question 2: The teacher takes out objects of different sizes, shapes and colors and intuitively reveals the concepts of cuboid, cube, cylinder and sphere.

Two. Goal 2

Question 1: Ask students to touch objects such as cuboids, cubes, cylinders and spheres, and then communicate their feelings and discoveries in groups.

Question 2: Let the students take out the cuboid and cylinder and put them on the table to play. Let the students find that the cylinder will "rotate", and then the teacher explains that the cylinder can roll.

Cuboid: It is rectangular with a flat surface.

Cube: It is square and has a plane.

Cylinder: it is straight, with the same thickness from top to bottom and flat ends. Ball: It's round.

Three. Goal 3

Question: Let the students make a ball with a cuboid, a cube and a cylinder. Let the students understand that the ball has no plane and can roll at will; Cuboid, cube and cylinder all have planes, which are very smooth together.

Work design:

Textbook Exercise 8 Question 1 and 2

Article 3 Teaching objectives:

1. Let students intuitively understand the shapes and characteristics of cuboids and cubes.

2. Through students' hands-on spelling and swinging, they can know the characteristics of cuboids and cubes, and can identify and distinguish these two kinds of figures.

Teaching focus:

Understand the shapes and characteristics of cuboids and cubes.

Teaching difficulties:

Be able to identify and distinguish

Teaching process:

First, review.

1. Show some cuboids and cubes. Ask the students to point out which are cuboids and which are cubes.

2. Draw ""in brackets under the cuboid and "√" in brackets under the cube.

3. Answer orally. How many faces does a cuboid have? How many faces does a cube have?

Second, new funding.

1, take out two cubes, what figure can you spell?

2. Take out three cubes. What figure can you spell?

3. Take out eight cubes. What figure can you spell?

Teacher: Let the students find out the difference between a cuboid and a cube and the relationship between them.

4. Take out four cuboids, such as: What figure can you spell? (One is a cuboid and the other is a cube)

Third, consolidate the practice.

1. Complete the textbook P28 "Doing". By making a cylinder out of rectangular paper, let the students realize that this surface can be surrounded by an object.

2. Complete the third question in the textbook P29. Students finish independently, and the whole class comments.

3. Complete the fourth question in the textbook P29.

Let the students observe the top, front and right of the cuboid first, understand the relationship between up and down, front and back, left and right, and then make the correct connection.

4. Complete the fifth question in the textbook P29. observe

(1) What is the relationship between the first line and the third line?

(2) Which lines does the first line relate to?

(3) Which lines does the second line relate to?

(4) What did you find?

(5) How many pieces are missing from the picture? How did you get it?

5. Complete the sixth question in the textbook P29.

First, observe the panda pictures, find out the facial features of the pandas in the pictures, and then combine the puzzles to think about how to spell the correct panda face.

6. Complete the seventh question in the textbook P29.

According to the plan of the cube, let the students imagine what numbers are marked on the six faces of the cube, and the teacher will demonstrate.