Related expressions of curriculum standards: Explore and master the calculation method of cylindrical volume and solve simple practical problems in combination with specific conditions.
Learning objectives:
1. Simple practical problems can be solved by using the volume calculation formula of cylinder.
2. Through discussion and analysis, find the key to solving problems and go through the process of solving practical problems in life.
Evaluation objectives:
1. Evaluation goal 1 In the process of students reading, understanding the meaning of the question, analyzing and discussing the problem-solving methods, and reviewing and reflecting.
2. Evaluate objective 2 in classroom activities, concrete communication and practice.
Learning focus: apply the volume calculation formula of cylinder to solve practical problems.
Difficulties in learning: Understand that the volume of a bottle consists of two parts: the volume of a cylinder filled with water and the volume of an inverted cylinder without water.
Teacher: PPT courseware contains a bottle with some water in it.
Students prepare: a small bottle (filled with water)
Learning process:
First, situational introduction.
Teacher: Today, the teacher brought a bottle and briefly described its shape.
What math questions can you ask about this bottle? What is the height and bottom area of the bottle? What is the volume of this bottle ...) In this lesson, let's try to solve these problems. (blackboard writing topic: solving problems)
Second, cooperative inquiry, learning new knowledge
1, find the height and bottom area of the bottle.
(1) Just now, some students wanted to know the height and bottom area of the bottle. Who can solve these problems?
(2) The height of the bottle can be directly measured. What about the bottom area?
2. Discuss the calculation method of bottle volume.
Teacher: Some students want to know the volume of the bottle. Is there any way to solve this problem?
(1) Look at the label to know the volume of the bottle. Do you agree? Why?
In order to prevent the bottle from being damaged due to thermal expansion and contraction, the water in the bottle is generally not full. )
(2) Is there any other way to know the volume of the bottle?
Teacher: What do you think of the volume of water and the volume of bottles? )
(3) Can it be calculated directly? Why? (The bottle is irregular)
Teacher: Then the teacher filled the bottle with water according to everyone's method, but now there is no other container. Can you try to find out its volume?
Teacher's demonstration: Can you pour a proper amount of water from a bottle full of water?
3, group cooperation activities 1:
Requirements: Take out the mineral water prepared before class in the group, ask a classmate to pour out a part first, and then exchange their ideas in the group.
Teacher patrol: Why do you want to fall a little more?
what are you going to do？
Why do you need to find the volume of water first?
Communication: Who will come up and share your thoughts with you? (Students come to the stage to demonstrate and explain. )
The teacher asked: Why do you want to drink here? (gets up) How about here?
Why did you turn the bottle upside down?
You explained it very clearly. After the reverse, the volume has not changed. what has changed? )
Teacher: Is your method the same as his? Which student will come up and explain it completely with the aid of teaching AIDS?
It's very complete. I recorded everyone's methods. On the blackboard: the volume of water+the volume of air = the volume of the bottle.
4. Group Cooperation Activity 2: We have found a solution to the problem. Let's ask the group to cooperate again, measure the required data and calculate the volume of the bottle. Organize patrols. Have you measured the data? What part is this? )
Show communication. Why do other groups use the same method, but the results are different
Third, complete the textbook example and do it in the same way.
Fourth, review and summarize.
Teacher: Let's review how we solved the problem of bottle volume. (emphasize that we will find the volume of water, but the air part is irregular, so we turn it upside down, transform it into a cylinder by using the principle of constant volume, and then add the two volumes to calculate the volume of the bottle. )
5. In the learning process of primary school mathematics, what other learning processes have you experienced to transform your thoughts?
Students answer and show the courseware.
Sixth, the class summary
What did you learn in this class?
7. Homework: 1, Exercise 5 related exercises on page 29 of the textbook.
Do an exercise with what you learned today. The types can be fill in the blank, choice, problem solving, etc. , and provide standard answers and scoring criteria.
Eight, blackboard design
solve problems
The volume of water+the volume of air part = the volume of the bottle.
The shape has changed.
isometry
Teaching reflection:
Although all possible situations are considered as much as possible when preparing lessons, presupposition does not mean generation, and unexpected situations will still occur in actual classes.
First of all, when working in a group, there are relatively large groups: that is, some students really participate, and some students have nothing to do. Because of the large amount of calculation, the students who get the data are busy calculating, and the students who have never touched the bottle have no calculated data, which also reflects that the good habit of cooperating with each other in group cooperation has not yet been developed. If I set the group as a group of four or two, the actual participation of students will be higher.
Secondly, my mathematical language is not accurate enough. For example, the phrase "irregular cylindrical objects or containers" mentioned in the introduction has yet to be examined.
In addition, in the teaching process of this course, the derivation of bottle volume calculation method is permeated with simple calculation method. If we understand the steps of the bottom area x (the height of water+the height of air part), if we show it with teaching AIDS (the cylindrical water and inverted cylindrical air part in the teaching AIDS are cut out and spliced together to form a big cylinder. Students can better understand the specific meaning of air volume+water volume = bottom area x (water height+air height).
For the first time, I don't have enough understanding and grasp of the teaching materials, and there are still many places to study and work hard. In the future, I will consult more teachers to prepare lessons, study with an open mind and strive to improve my teaching quality.