Teaching objectives:
1, learn to measure the area and compare the size of the area by graphic method.
2. Cultivate children to actively explore and try, and give play to their creative thinking.
3. Cultivate children's patience and meticulous quality.
4. Stimulate children's interest in learning graphics.
5. Develop children's logical thinking ability.
Teaching preparation:
1, two copies of homework sheets with coordinate points and gardens painted on them; Pencils and erasers are one for each person.
2. Several square figures; Several small animals
Teaching process:
First, lead to the topic
Look, children, who is this? (Show Piggy) Piggy built a big garden on this land. (Showing the garden) The teacher is going to be a designer again, helping Piggy to make this garden beautiful.
Second, learning activities.
Children, the garden is paved. Isn't it beautiful? So how big is this garden? I don't know Then the teacher asked you, how many squares are there in this garden?
1, child counting grid (default)
2. The teacher and the children count together (the teacher writes it down one by one)
3. Summary: What method is not easy to make mistakes?
Summary: This garden is as big as 18 square.
Third, guide practice.
How did we know the size of the garden just now (counting squares)? But is it too much trouble to put it on one by one and take it off one by one? Is there any other simpler and more convenient way?
The teacher brought you a garden of chickens, rabbits, monkeys and sheep. Let's try to figure out how big their garden is.
1, kid, try it. By trying, in your own way, what is the area of the garden? And record the result in x.
2. Discussion and communication
How big is your garden? Do you know any good methods?
What methods should we use to avoid making mistakes?
Whose method do you think is the best? (Marking and numbering)
3. Try again: use the method of marking or marking numbers on several sides to get the exact size of the garden.
4. Summary: It turns out that although their gardens are different in shape, they are all the same in size.
Fourth, compare sizes.
The rabbit and the rooster saw that all the animals had designed gardens of the same size, transformed their own gardens and covered them with beautiful colors. Do you want to see it? (The teacher shows two gardens with the same number of triangles and different numbers of squares) But they quarreled. The rabbit said, "My garden is very big." The little cock said, "My garden is very big!" " "Children, let's help them. Which of them has the bigger garden?
1. What's the difference between these two gardens? (more triangles)
2. What methods should we use? (Count the number of squares and triangles respectively, and fill in the corresponding X..
3. Children guess whose area is big.
4. Teachers verify the results. The teacher took down the squares and triangles and compared them in two rows. The conclusion is that the rooster's garden is bigger than the rabbit's.
5. Mark the cock's garden and the rabbit's garden.
V. Children's exercises
(Guide children to calculate the garden area with different numbers of squares and triangles) The rooster is not convinced after hearing the news. He quietly added two triangles to his garden. He thought: The rabbit has only one square more than me, and now I have two triangles more than you. This time my garden must be bigger than the rabbit's! Children, is the rooster's garden really bigger than the rabbit's? Please think about it quickly.
1, guess the size after the child sits back.
2. Teachers guide children to draw a conclusion (guiding children to draw the conclusion that the size of two triangles is equal to the size of a square)
Add a five-pointed star to the rabbit.
The expansion of intransitive verb activity
Children, do you know who is bigger, two squares or four triangles? Will you tell your own teacher tomorrow?