The first teaching content:
Textbook P50-5 1 "Conversion of unit of volume"
Teaching objectives:
1. Based on actual activities, understand the forward speed between volume and unit of volume, and make conversion.
2. Develop the concept of space in the process of observation and operation.
Teaching emphases and difficulties:
1. Based on actual activities, understand the forward speed between volume and unit of volume, and make conversion.
2. Develop the concept of space in the process of observation and operation.
Teaching process:
First, create situations, stimulate interest and expose topics.
1. Display problem:
① What are the commonly used length units? What is the forward speed between two adjacent units?
② What are the commonly used area units? What is the forward speed between two adjacent units? Introducing new courses into cis.
2. Write on the blackboard.
Second, the combination of support and release to explore new knowledge
1. Explore the forward speed between cubic decimeter and cubic centimeter. The teacher shows a cube with a length of 1 decimeter and a length of 1 cm, and asks questions.
2. Explore the forward speed between cubic decimeter and cubic centimeter.
3. For example: "Rewriting unit of volume"
4. After the students communicate, guide the students to summarize.
Thirdly, feedback correction and implementation of double bases.
1. Show the textbook P5 1, the first question.
2. The second question of "Practice" on page 5/kloc-0 of the textbook.
3. The third question of "Practice" on page 5/kloc-0 of the textbook.
Fourth, summarize and evaluate the layout preview
1. Guide the students to summarize the class.
2. Arrange extracurricular preview: textbook P54-55: Interest measurement.
The second teaching content:
On page 50-5 1, think about the unit of volume conversion. Try the questions 1 and 2, and exercise the questions 1, 2, 3 and 4.
Teaching objectives:
1. Knowledge and skills: Through exploration and deduction, students know: 1 m3 = 1000 cubic decimeter, 1 cubic decimeter = 1000 cubic centimeter, 1 liter =/kloc-0.
2. Process and method: the conversion between units can be carried out correctly.
3. Emotion, attitude and values: cultivate students' good thinking habits and the ability to cooperate with others.
Teaching focus:
Understand the feed rate between common volume units and use it correctly.
Teaching difficulties:
Relations and differences among unit of volume, length unit and area unit.
Teaching preparation:
A cubic box with a side length of 1 decimeter and several small cubes with a side length of 1 cm.
Teaching process:
First, review the old knowledge.
1. Fill in the blank: 30cm = () decimeter 5m = () cm.
2 square meters = () square decimeter 45 square centimeters = () square decimeter
Teacher: What is the rate of advance between commonly used length units?
What is the propulsion rate between common length units?
2. Calculation:
(1) A rectangular box, 5 decimeters long, 4 decimeters wide and 3 decimeters high. What is its volume?
(2) What is the volume of a rectangular pool with a bottom area of 30 square meters and a height of 2 meters?
Second, explore new knowledge.
1. Question: Guess what the progress rate between unit of volume might be?
How can you test your guess?
2. Teacher: How do we deduce the propulsion rate between common area units?
3. Explore the forward speed between cubic decimeter and cubic centimeter.
(1) Say: How are you going to operate with the learning tools?
(2) Group activities of four people.
(3) Draw a complete description of the operation process: 1 line has 10, and each layer has exactly 10 line, that is, each layer can have 100 line. The height is 1 decimeter = 10 cm, and there is just 10 layer in the box.
(4) Teacher: If decimeter is the unit, what is the volume of the big cube?
What if we use centimeters instead?
(5) Teacher: What conclusion can you draw from this?
According to the students' answers on the blackboard: 1 decimeter 3= 1000 cm 3.
Teacher: How many liters is 1 cubic decimeter? How many milliliters is 1 cubic centimeter?
What else can you think of?
According to the students' answers: 1L = 1000ml.
4. Explore the forward speed between cubic meters and cubic decimeters.
(1) Teacher: What do you think of the forward speed between cubic meters and cubic decimeters?
(2) Four-person group communication.
(3) Draw students' reports. Teachers should pay attention to guiding students to express accurately and completely: a cube with a volume of 1m 3 and a side length of1m; It can also be regarded as a cube with a side length of 10 decimeter, and its volume is 1 0 = 1000 decimeter 3,1cubic meter =1000 decimeter 3,65438+.
Third, the new lesson summary
What did you gain from today's study?
Work design:
1. Try the question 1 on page 50 of the book and finish it independently.
2. Try the second question on page 5 1 and finish it independently to guide the students to compare.
3. The question 1 on page 5 1 in the exercise book is completed independently and revised collectively.
4. Exercise the second question on page 5 1 in the book.
It is more economical to count the third packing. If students have other comparison methods, as long as they are reasonable, teachers should affirm and encourage them.
5. Exercise Book 5 1 Page 3.
First, let the students contact their own life experience and explain the data information of "60×50×40" on the TV box. Then let the students talk about their own ideas and make calculations. The volume is 60×50×40= 120000 (cubic centimeter), which can also be converted into 120 cubic decimeter.
6. Exercise Book 5 1 Page 3.
Let the students calculate independently first, and then talk about their own ideas. In fact, it is to find the volume of water with a height of 1.5 meters. 50×20× 1.5= 1500 (m3)
Blackboard design:
Unit of volume's transformation
30 cm = () decimeter 5 m = () cm
2 square meters = () square decimeter 45 square centimeters = () square decimeter
1 decimeter 3= 1000 cm31decimeter 3= 1000 decimeter 3
1L = 1000ml 1 m3 = 1000 m3