1, the teacher plays the video (introducing the first primary school campus), and then asks the students to observe the theme map (the map of the textbook).
The teacher asked ① "What can you see in the picture?" (Let the deskmates communicate with each other)
② "Did you see the figure?"
Student 1: I see square blue floor tiles.
Student 2: I see a rectangular blue floor tile (and then let some students answer)
Step 2 point out the theme
There are many graphics in this beautiful campus. Among them, square, rectangle, blue floor tiles and sliding doors are called quadrangles.
(Leading theme: quadrilateral)
Second, explore exchanges and learn new knowledge.
1。 Draw a picture (the teacher gives each student a card with many pictures)
Requirements: Find out what you think is quadrilateral on the card and color it.
(The students are all looking for and drawing seriously. )
The teacher showed the scores of two students and evaluated them among them.
2。 Characteristics of quadrilateral (quadrilateral drawn by the teacher's projection)
Requirements: What are the characteristics of these quadrangles?
Let the students discuss in groups of four.
The results of the group discussion report: quadrilateral is characterized by four sides and four corners.
Teachers and students explore together to further enable students to discover and realize that quadrilateral has four straight sides and four corners.
3。 Further deepen with examples
Ask two students to go to the TV and point out that the face of a cuboid is a quadrilateral.
It is concluded that all six faces of a cuboid are quadrangles.
The teacher also asked the students to contact the things around them, all of which are quadrangles.
(The students are scrambling to answer)
Third, practice and acquire new knowledge.
1. Before class, the teacher gave each group an envelope (with many graphic cards in it).
Requirements: Each group groups the graphics cards according to different points.
After group discussion, report the classification results according to the graphic similarity: (1); (2) Display the color of graphics.
2. Games (preparation tools: rubber roots, nail boards)
Let the students form a quadrilateral by themselves.
Question: ① What quadrilateral do you form? ("Rectangular" or "Square") Model essay on the attendance record of primary school students' Chinese class? 2[/ Page]
Question: ② "Why is it a rectangle or a square? Why do you think it is a rectangle or a square? " (Let the students discuss first, and then ask some students to answer)
Discuss again "What are the characteristics of rectangles and squares?" Discuss in groups and find one or two statements about the basic principles of each group.
Under the guidance of the teacher, learn to understand the angular characteristics of rectangles and squares. Finally, the teacher displays a summary on the screen:
The angles of a rectangle and a square are right angles.
② The opposite sides of the rectangle are equal.
The four sides of a square are equal.
3, contact the actual problem to introduce another game:
"Our town is an important town of wool, and beautiful clothes are all made of wool" (coming back to life) leads to the game. The teacher wove all kinds of quadrangles with colored rubber roots and fingers. At this time, students weave rectangles, squares and other graphics by themselves.
Six-year Mathematics Lecture II
Teaching process:
First, import
Teacher: What do we call it when we go to the market to buy things?
Student: Scale, electronic scale.
Teacher: Have you ever seen such a scale? Show me the balance.
Second, introduce the balance.
It has two trays, with a scale in the middle, two-day scales are equal, and the middle scale is 0. This is balance.
Third, explore new knowledge and watch courseware.
(1) equation
1, put weights on both sides of the balance, the left plate: 20g and 30g, the right plate: 50g, and the middle scale points to 0, indicating the balance of the balance.
Question: Can you list a formula on this basis?
Student: 20+30=50
2. Look at the courseware and the formula.
30+x=80 x+20=70 2x= 100
3. What is an equation? Students say together: the equation representing equality is called equation.
For example: 60+x=80 70+20=90 50? 20=30
4. Summary: What we just said is an equation. Let's find an equal relationship first An equation is a formula for expressing equality.
5. Counterexample: Is 5x & gt29 30 & lt70 an equation?
Student: No.
6. Say the concept of equation twice. Grade five, grade 20 17, math class score? 2[/ Page]
(2) Equation
1, what are some expressions like 30+x=80, x+20=70, 2x= 100?
Student: Equation
Teacher: It seems that this classmate previewed this section, which is worthy of praise.
2. Yes, this is an equation. An equation containing unknowns like this is called an equation. Read repeatedly. Give an example of an equation.
3. The relationship between equation and equation.
All equations are equations, and all equations are not necessarily equations.
(3) Write on the blackboard
20+30=50
An equation representing equality is called an equation.
30+x=50
x+20=70
2x= 100
Equation with unknown number
Fourth, practice
1, judge which are equations and which are equations? Why?
2. Look at the picture equation and say what it means.
Verb (abbreviation of verb) summary: What is an equation? Equation?
The expression of equality is called equality.
Equations with unknowns are called equations.
Comments on the lecture:
1. Introduce things from life to attract students' attention.
2. It is logical in the classroom arrangement: equal relationship? Equation? equation
3. On the blackboard, we pay attention to distinguish with colored pens and describe the concepts clearly.
I take care of most students in class and can treat them equally.