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.
Emphasis and difficulty in teaching
Teaching emphasis: to know the objects and figures of cuboids, cubes, cylinders and spheres, and to establish the concept of space.
Difficulties in teaching: Understand the objects and figures of cuboids, cubes, cylinders and spheres, and establish the concept of space.
teaching tool
6 bags of objects of various shapes, graphics cards and PPT courseware.
teaching process
I. Import: What's in the treasure bag? Who can classify according to shape?
Second, the new teaching:
1. According to the classification of students, the names of blackboard shapes are: cuboid, cube, cylinder and sphere.
Let's have a look, touch and feel the characteristics of these different shapes.
(1) Look for school tools with the same shape. What are the characteristics of looking together?
Method:
1, see what each face looks like;
2. What does it feel like to touch your face, flat or drum?
3, gently push, roll, can push, roll, what is the direction of rolling.
Cuboid, what is each face like (long and square, each face is flat)
What are the sides of a cube (square, each side is flat)?
What are the faces of a cylinder (two faces are flat and one face is drum and can roll)?
What does this ball look like? (It is round and can be rolled. )
Step 3 play games and play in groups
The teacher said the names and the students were divided into three groups. Each group will bring a representative to the competition. The teacher says the name first, and the students find the object with the corresponding shape in the bag. Then the teacher says the characteristics and asks the students to show the corresponding shapes, and then evaluate them in groups. Show the evaluation results by drawing a five-pointed star. (Stick it on the blackboard to show the appraisal results)
4. Form the appearance and initially establish the concept of space.
Demonstrate various graphic objects and corresponding drawn graphics.
5, the group put it together,
Question 1: What shape can two cubes of equal size fit into?
Question 2: What shape can four cubes of equal size fit into?
Question 3: Do the things on page 35 of the book.
6. Classroom exercises: 1 and two questions on page 37 of the book.
7. homework. After class, let's see which teachers are the shapes we learned today.
Go home and tell your parents. Look for the shapes we learned today at home.
Understanding the teaching plan of three-dimensional graphics (2) Teaching objectives
1. 1 Knowledge and skills: Through observation and operation, students can have a preliminary understanding of cuboids, cubes, cylinders and spheres. Knowing them and their names, and initially perceiving their characteristics, we can recognize these kinds of objects and figures.
1.2 process and method: cultivate students' ability to operate and observe things, and initially establish the concept of space.
1.3 Emotional attitude and values: Through mathematics activities, students are trained to communicate with mathematics, have the consciousness of cooperative inquiry and innovation, and let students feel the close connection between mathematics and real life.
Emphasis and difficulty in teaching
2. 1 teaching focus: get to know the objects and figures of cuboids, cubes, cylinders and spheres, and initially establish the concept of space.
2.2 Teaching difficulties: Can accurately distinguish objects and figures of cuboids, cubes, cylinders and spheres.
teaching tool
Situational demonstration, heuristic teaching method and practical operation method.
teaching process
Introduce new courses according to the situation.
Children, each group has a bag full of things. This is a gift from the teacher. You want to know what it is? Empty the contents of the bag and have a look. The teacher also made a request to put objects with the same shape together.
Operating learning, perceptual characteristics
1. a little, revealing the concept.
(1) Grouping activities. Ask the students to put objects with the same shape together, and the teacher will patrol.
(2) Group report.
Q: 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.
2. Touch and feel characteristics.
(1) Ask students to touch objects such as cuboids, cubes, cylinders and spheres, and then communicate their feelings and discoveries in groups.
(2) Reporting and communication
Students may say:
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.
Form a representation and initially establish the concept of space.
1. Abstracts physical graphics from physical objects.
Projection shows the physical map? Shoe box? Guide the students to say that its shape is a cuboid, and then abstract the cuboid figure.
In the same way? Rubik's cube? Detong? 、? Football? Such as physical objects, abstract the graphics of cubes, cylinders and spheres.
2. Memory imagination
(1) Show the figures of cuboid, cube, cylinder and sphere respectively, so that students can identify them first, then paste the figures of cuboid, cube, cylinder and sphere on the blackboard, and finally take out the corresponding objects.
(2) Students close their eyes and think about the appearance of the four figures. Teachers say graphics, students think. )
(3) Students close their eyes and take out four different shapes of objects according to the teacher's requirements.
(4) Let the students close their eyes first, then the teacher gives an object and the students judge its shape.
(5) Show the figures of cuboids, cubes, cylinders and spheres with different sizes and colors for students to identify.
3. Students list the objects they have seen in their daily life, such as cuboids, cubes, cylinders and spheres.
Consolidate exercises and strengthen characteristics
1. Do it.
(1) Let the students take out the cuboids and cylinders and put them on the table to play. Let the students find the cylinder club. Wheels? Then the teacher explained that the cylinder can roll.
(2) 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.
2. games? See who can touch it accurately? .
(1) One person in each group says the name of the object, and the other students touch it as required to see who can touch it accurately.
(2) The teacher tells the shape of the object and the students touch it.
3. Digital graphics. Projection display exercise 8, question 2. Q: What figure is this object made of? How much did you each use? Let the students finish it in the textbook.
Summary after class
In this lesson, we learned about cuboids, cubes, cylinders and spheres, knew their names, initially perceived their characteristics, and learned to know these objects and figures. In our life, these four kinds of graphics have a large number of applications, which can be said to be everywhere. So mathematics is inseparable from our life. After the students go home, observe carefully and see what these four three-dimensional figures are. We will try to describe our living space with what we have learned in mathematics. The teacher believes you can do it!
homework
Section 1 Understanding Graphics (1)
Cuboid: Square, with six planes, different sizes, unable to scroll freely.
Cube: a square with six planes, the same size, can't roll freely.
Cylinder: straight, thick up and down, round and flat at both ends, lying flat and rolling.
Ball: It is round and can roll freely on the flat ground.