1. Let students know the meaning of graphic area by combining concrete examples and painting activities.

2. Let students experience the process of comparing two graphic areas and the diversity of comparison strategies.

3. Cultivate students' hands-on operation ability, comprehensive analysis ability and preliminary space concept in activities.

4. Make students know that there is no only way to solve problems in activities, and develop the ability of cooperation and communication with others.

Learning focus:

Combine specific examples and painting activities to understand the meaning of graphic area.

Learning difficulties:

1, understand the meaning of graphic area.

2, can correctly judge the size of the two graphics areas.

Teaching preparation:

Learning kits, all kinds of objects, courseware, etc.

Teaching process:

First, appreciate the gift and know the meaning of area.

1, know the surface of the object.

(1) Show many "June 1" holiday gifts and ask: This is a holiday gift prepared by the teacher for everyone. Is it beautiful? Show one of the small houses and ask: Who can introduce this gift to everyone?

(2) After the introduction by name, it is explained: In fact, whether it is the top, front or side of the house, we all call it the surface of the house. Are the surfaces of these houses the same? What is the difference?

(3) Demonstration: Many objects in life have faces, such as hands, faces and tables ... Q: What other surfaces can you find? Touch it with your hand and ask: What's the difference between these surfaces?

(4) Description: The surface touched by the students just now is the surface of the object. (blackboard writing: the surface of an object) The size of the surface of an object is the area of this surface. (blackboard writing: the surface size of an object)

(5) (Show several groups of surfaces) Q: Who has the largest surface area? Whose surface area is small?

2, know the closed graphics.

(1) Draw a line:

Students choose an object and draw a surface on white paper.

(2) Comparison:

Show the pictures drawn by students. Q: Is that right? Which side of the object are you describing? Then show the unclosed figure drawn by the students and ask: Is it such a figure? Why not? Finally, we call a graph without gaps a closed graph. (blackboard writing: closed graphics)

(3) say:

Q: What's the difference between these closed figures? Note: a closed figure also has a size, and the size of the closed figure is the area of the closed figure.

3. Understand the meaning of area.

(1) Summary: The size of the curved surface or closed figure of an object is their area. (complete blackboard writing)

(2) Description: In our life, we often encounter mathematical problems related to area. Show pictures of life and experience the important role of "area" in life. )

Second, arrange the cards and compare the area.

1. Show three cards of different sizes and compare their sizes.

Student's game: pick the one with the largest area and lift it! Pick the smallest one and lift it! Q: How do you know who has a large area and who has a small area?

2. Show two graphs with similar sizes and compare their sizes.

Q: Guess which graph has a large area? After the students guess, try to verify the result with the school tools in their schoolbags.

Communicate with the class and show the verification method. (Possible methods include: cutting and spelling, calculating grids, etc. )

3. Guide students to appreciate, reflect and evaluate.

Q: Different methods can be used to compare the sizes of two graphs. Which method do you prefer?

Note: There are various methods, so you should choose different methods flexibly according to different situations.

Third, practice the salon and experience the use of the area.

Create a mathematical paradise.

1, complete the second question on page 4 1. The students first estimate which figure has the largest area, and then actually count it. When communicating, ask: whose area is large? How did you know?

2. Complete the third question on page 4 1. After students finish independently, ask: Who will talk about the calculation method of area size? What if the number of squares is less than 1?

3. Complete the 40-page "Draw a Picture". The courseware shows the ship pattern designed by the teacher and asks: What does this pattern look like? What is its area? Then ask the students to draw two different patterns with the same area as required. After exchanging students' works, ask: What do you find by observing these works? Let the students know: different figures may have the same area; The area is the same, but the graphics may be different.

Fourth, the whole class summarizes and expands the learning field.

Q: We met a new friend in this class. What did you get? What else do you want to know about this area?

Summary: In this lesson, students know what an area is and learn to compare the sizes of areas. There are many mysteries related to area in life. You can continue to look for information about the area after class and continue to communicate in the next class.