Take a look at the math teaching plan 1 teaching objectives
1. Knowledge and skills.
Through the observation process, I know that the shape of the front, right and top of the object is different, and I can correctly identify the shape of a simple object viewed from three sides.
2. Process and method.
Through exploration and communication, students' interest in learning can be stimulated, and their abilities of observation, speculation and spatial imagination can be cultivated.
3. Emotional attitudes and values.
Let students experience the close relationship between mathematics and life.
Emphasis and difficulty in teaching
Let students realize that the shapes of objects seen from different positions are different; Correctly recognize the shape of simple objects observed from the front, side and above.
training/teaching aid
Multimedia courseware, students prepare 4 cube building blocks and check paper.
teaching process
First, the scene is introduced.
Students, now the teacher draws some pictures for you. Let's draw what we see from the front. Show the setting graphics with courseware.
Today we will learn to "have a look" together.
Second, introduce new courses.
1. According to the three graphs just built by the teacher, I naughty drew such a graph (multimedia display). Now what are the three figures drawn by the teacher? How did the teacher construct this figure? Take some students to answer the questions. )
2. Now look at this picture (multimedia display). Naughty, smiling and the bird saw three different shapes. Students look at what shapes they see respectively. Link to your own book.
Think about it: Why do they see three different shapes in the same figure? Choose a student at random to answer. )
Because they are standing in different positions beside the table. Look naughty in front, smile on the left, and bird on the back.
Teacher: The different shapes seen by a figure are related to the position when looking at the figure.
We usually refer to the upward side as the top, the side facing the observer as the front, and the side as the side. (about. Q: What's behind?
3. Now the teacher builds another graph. Students draw the shapes you see from the front, top and left into the squares in the book according to the shapes built by the teacher.
Third, expand thinking.
What is the shape of the following three-dimensional figure from the front, top and right? Draw a picture in the box on page 60 of the textbook. (Multimedia presentation process).
Fourth, exercise and consolidation.
1. Take a turn and think about it. Are they all the same in shape from the front? (Multimedia display graphics. )
(1) A: From the front, the first one is two squares; The second is three squares.
(2) A: From the front, the first one is three squares, and the second one is two squares.
2. Think about it. What shape do you see from above? Company after company. (Multimedia display graphics. )
Think about it and draw a picture on the paper yourself.
(1) What shape does it look like from above?
From above, there are four squares. (Multimedia presentation)
(2) What shape do you see from the left?
Seen from the left, there are three squares. (Multimedia presentation)
(3) Can these cubes be used to construct other three-dimensional graphics? Give it a try and observe. Let the students build with four prepared building blocks. )
4. Think about it and fill it in.
(1) Are those three-dimensional figures on the front a?
A: Figure 1, Figure 3 and Figure 4.
(2) Are the three-dimensional figures on the front as shown in Figure B?
A: Figures 2, 5 and 6.
5. Extracurricular tasks.
Find out your favorite toy, observe it from different angles and draw pictures for it.
6. Summary of this lesson.
1. Tell me about the gains of this course.
2. Be a good student who is good at observing life.
"Take a look" at the teaching objectives of Math Teaching Plan 2;
1. Knowledge objective: Let students observe objects from different angles and deepen their knowledge and understanding of diagonal, triangle, rectangle and square features.
2. Ability goal: cultivate students' hands-on and observation ability and establish a preliminary concept of space.
3. Emotional goal: experience the connection and difference between graphics, feel the fun of graphic changes, improve learning interest, and initially infiltrate students with a comprehensive and dialectical thinking method.
Teaching emphasis: through a series of practical activities, deepen students' knowledge and understanding of diagonal, triangle, rectangle and square features.
Teaching difficulty: let students feel the meaning of angle by turning the angle.
Teaching preparation: sticks, rulers, triangles, cardboard, balls, multimedia courseware.
Teaching courses:
First, create a situation to stimulate interest.
Teacher: Yesterday afternoon after school, I saw a classmate picking up garbage in the flower bed in the environmental area of our class. Who is he? Let the students guess.
Teacher: Let's see who he is. (Courseware demonstrates from back to front) Why can we determine who he is now? What should I do when observing objects?
Students read books and lead to topics.
Second, look at the pendulum and explore and discover.
1, observation object.
(1) Show the front, back and sides of trucks and basketball stands for students to identify.
(2) Ask students to observe the ball from different angles and tell their partners what they have found.
Summary: In our daily life, when we look at the same object from different angles, some shapes are the same and some are different.
2. Put your hands on it.
(1) pendulum basic graphics.
Ask the students to observe the back of the school bus, find the plane figure they have learned and write it on the blackboard.
(2) show the learned plane graphics in groups of four. Talk to your partner about the characteristics of these figures.
③ Group report.
(2) Explore the angle.
Ask the students to turn to the activity angle and tell their partners what you have found.
② Let the students turn right angles.
Ask the students to draw a corner and a right angle they like.
(3) Explore triangles.
① Look at the picture and answer.
1 A triangle has () vertices () corners () sides.
Two triangles have () vertices () angles () sides.
Three triangles have () vertices () angles () sides.
Four triplets have () vertices () corners () sides.
Five triangles have () vertices () angles () sides.
Show three triangles and ask the students to add two sticks to make them five triangles.
Ask the students to combine three triangles into five triangles.
Please observe these three questions. What did you find?
(4) Explore rectangles and squares.
(1) put three such rectangles, with () stick.
(5) Small designers
(1) 20 sheets of paper can hold ().
② Appreciate the objects and people in daily life.
(3) Students put the characters together and stick them on the exhibition board to exchange their own characters and appreciate the works.
(6) problems.
(7) Sing a song.
Third, the class summarizes.
What did you gain from today's study? Who do you think is doing well in this class? Why? How did you do in this class? Please take out the classroom evaluation card: me in math class. Draw a smiling face when you are satisfied.
Fourth, homework:
Go home and design a beautiful picture for my parents.
Blackboard design:
Take a look and swing it.
Angle triangle rectangle square circle