moving target
1, through the pendulum operation activity, the area conservation is preliminarily perceived; (Key points and difficulties)
2. Experience area conservation by counting squares;
3. Further improve the ability of observation, comparison, measurement and recording in operation activities.
Activities to be prepared
Teacher information: PPT, tool teaching aid "Floor Tiling"; Children's materials: learning tool "floor tile", homework sheet 5-20.
Activity process
First, activity import.
1. Create scenarios to stimulate children's interest in learning.
(The teacher shows PPT and asks questions. ) Teacher: Look at this place, children. What are the people doing in the picture? Teacher: Do you want to design and build beautiful patterns like these workers? I'll test you first to see how capable you are.
The teacher showed four cushions.
Teacher: How many ways can you spread the floor with four mats?
The teacher asked several children to spread the floor one by one and encouraged them to spread out different shapes. The teacher recorded the different spreading methods on the blackboard.
3. The teacher asks questions and the children discuss.
Teacher: Are these paved floors the same size? Why?
4, exchange summary, draw a conclusion:
Although the spelled shapes and positions are different, they are all paved with the same four mats, indicating the same size.
Second, operational exploration.
1. Show three paths in the teaching aid and ask questions.
Teacher: Who is the bigger and who is the smaller of these three roads? What method can be used to verify? (Encourage children to talk about their ideas)
2. Verify the results.
(1) Guide children to lay small squares in school tools on the path, and compare the size of the path by counting the number of small squares.
Teacher: Let's spread the small squares on three paths, and see who is bigger and who is smaller in turn.
(2) The teacher asks questions and the children discuss them.
Teacher: Are these three roads the same size? Why? Ask the children to talk about their own views.
(3), communication summary:
When we encounter a figure that can't be judged by the naked eye, we can use small figures with the same shape, such as small squares, to measure the size of large figures. Six small squares are used in all three paths, indicating that they are the same size.
3. Let the children use the small rectangle in the school tools to measure and compare the size of the path.
Teacher: We use small rectangles to pave three roads in turn. Is it as big as three paths?
(put small rectangles on three paths, and further perceive that the number of small rectangles is the same, so the path size is the same. )
Third, expand the game.
1. Let the children complete the "magic" activity on the first page of the homework list.
2, the game: spelling graphics.
Children are required to use the same number of small triangles in school tools to make a picture, and compare the size of the picture with their peers to perceive the conservation of area.