1. 1 knowledge and skills: through observation and operation, students can further understand the characteristics of plane graphics and describe the characteristics of rectangles and squares in their own language.

1.2 process and method: through spelling and swinging, let students initially perceive the relationship between the plane figures they have learned.

1.3 emotional attitude and values: through mathematical activities, cultivate students' preliminary observation ability, hands-on operation ability and language expression ability.

Emphasis and difficulty in teaching

2. 1 teaching focus: understand the characteristics of plane graphics and describe the characteristics of rectangles and squares in your own language.

2.2 Teaching difficulties: Perceiving the relationship between the learned plane graphics.

2.3 Test center analysis: It can correctly point out which plane graphics some graphics are composed of, and perceive the relationship between the learned plane graphics.

teaching tool

Courseware, pictures of various plane graphics; The floor plan in the study kit.

teaching process

Review old knowledge

(1) courseware demonstration: Several kinds of plane graphics, let the students name them.

(2) Point: Today we will learn to assemble with plane graphics.

Design intention: to connect with practice and stimulate students' interest in learning and thirst for knowledge.

Operational awareness:

(1) 10% discount:

1. Characteristics of rectangular edges:

(1) Fold the rectangle prepared in your hand. How do you fold it in half?

(2) student exchange report. There are left and right folds and upper and lower folds. What did you find?

(3) Guide students to discover that when folded in half, the upper and lower parts can be completely coincident, and the left and right sides can also be completely coincident. At the same time, the teacher pointed out that the top and bottom are a set of opposite sides, and the left and right are also a set of opposite sides.

(4) blackboard writing induction: the opposite sides of the rectangle are equal.

Design intention: Through the guidance of the teacher, let the students perceive the characteristics of each side of the rectangle in operation and deepen their understanding of what they have learned.

2. The characteristics of the square edge:

(1) Guess: Look at the square in your hand and guess what the characteristics of the sides of the square will be. Some students may say that all faces are equal, while others may say that all faces are equal.

(2) Discussion: How can you prove your guess? Students may say: measure with a ruler, or they may say: proof of folding in half.

(3) Verification: Ask students to prove the relationship between the sides of the square by folding in half.

(4) reporting; Prove that the opposite sides are equal by folding up and down and folding left and right; It is proved that adjacent edges are equal by diagonal folding.

(5) Blackboard summary: All four sides of a square are equal.

Design intention: let students experience the process of guessing, discussing, verifying and reporting, feel the method of learning mathematics knowledge, and promote students to master the characteristics of square edges more effectively.

(2) Spell it:

1. Guide and explore rectangular assembly;

(1) Think about it: What plane figure can two identical rectangles spell?

(2) Students complete the assembly independently;

(3) Show students' spelling: one is to connect long sides, and the other is to connect short sides.

(4) Why do some students know how to spell squares, while others can't? After the students answer, the teacher uses the courseware to demonstrate the instructions.

(5) Summary: Design intention: Through the guidance of teachers, give students guidance on learning methods and pave the way for students' independent inquiry.

2. The combination of independent exploration squares;

(1) Think about it: How many identical squares do you want to spell? What kind of numbers do you put together?

(2) Spelling: Spelling with school tools;

(3) Talk: Talk to your deskmate about your own picture.

(4) Discussion: How many identical squares can form a larger square?

Design intention: Through students' independent inquiry, hands-on operation, exchange and discussion, students' understanding of plane graphics will be deepened, and students' ability of independent inquiry and diligent thinking will be cultivated.

3. Cooperate to explore the combination of triangles:

(1) Discussion: What graphics do you want to spell with your deskmate? How many triangles do you need?

(2) Cooperation: Work hard at the same table to see if you can spell out the figure you want?

(3) Report: Each table sends representatives to talk about what figures you have put together.

Design intention: Give students enough time and space to increase their knowledge and understanding in cooperative communication, hands-on operation and demonstration, and improve the effectiveness of students' autonomous learning.

Integrate applications

(1) Basic exercise:

1.？ Do it.

(1) courseware demonstration? Do it. What other figures can you spell out from these two pictures?

(2) Assemble other plane figures with the prepared triangles (attached page).

(3) Report and show students' spelling results, and ask students with correct spelling methods to introduce them.

2. Presentation exercise 1, question 4

(1) Independent group work: Please observe and think, and encourage students to do it actively. There is a jigsaw puzzle competition.

(2) Display and evaluation: See who spelled the most beautiful pattern.

Design intention: through basic exercises, effectively consolidate the knowledge that students have learned in this class and fully develop their imagination and creativity.

(2) Expanding exercises:

Show exercise 1, question 5,

1. The courseware shows the picture of the fifth question, creating a situation: The wolf finds a hole in the wall of Pleasant Goat's house and wants to go to Pleasant Goat's house to catch Pleasant Goat at night. Please help Pleasant Goat, see how many bricks are missing, and let Pleasant Goat buy and repair the wall at once.

2. Let the students think independently first, and then let the students discuss and exchange their ideas in groups.

3. Teacher's guidance: You can draw one by hand. Encourage students to operate.

4. Students report and demonstrate.

Design intention: Let students solve problems in specific situations of interest, which can stimulate students' interest and activate their thinking.

Summary after class

In this lesson, we learned to spell a plane figure, and we felt the characteristics of the plane figure in the process of hands-on operation: the opposite sides of the rectangle are equal; All four sides of a square are equal. Plane graphics can also spell out many graphics. Next class, we will use jigsaw puzzles. Students should prepare puzzles in advance for tomorrow's contest.

Write on the blackboard.

Spell it in the second quarter.

1. Review plane graphics

2. Learn the characteristics of plane graphics

Rectangular: The opposite sides are equal.

Square: All four sides are equal.

fight to the end

"Graphic Assembly" Teaching Plan (II) Teaching Objectives

1. Let students deepen their perceptual knowledge of squares, rectangles, triangles and circles by cutting, spelling and swinging.

2. Understand the relationship between these figures, and develop students' imagination and creativity by decomposing and combining the figures.

Emphasis and difficulty in teaching

Teaching emphasis: find out the characteristics of squares, rectangles, triangles and circles through various methods and make judgments.

Teaching difficulty: decomposition and combination of graphics.

teaching process

First, create situations and introduce dialogues.

Review:

1. Fill the titles of the following figures or patterns in the corresponding brackets.

1 2 3 4

Rectangular () Square () Triangle () Circle ()

2. The teacher showed the windmill. Look, class, what is this? (windmill)

3. Do you like windmills? Who made such a windmill? What does it take to make such a windmill? (Nail, stick, paper) Do you know what shape paper the windmill blades are made of? (square)

Second, feel new knowledge and compare observation.

1, you are quite right. It takes a square piece of paper to make the blades of a windmill. Square met us last semester and we are old friends. Please recall, what other plane figures did you know besides squares last semester? (rectangle, triangle, circle)

In this lesson, we will continue to date these old friends and learn how to assemble plane graphics. Write on the blackboard; Combination of plane graphics.

Please pick up a magical rectangular piece of paper and point to it like a teacher. Who knows where the changes are relative to the above? By the way, let's talk while pointing. We can say that the top and bottom are called opposite sides.

According to your observation, what is the length of the top and bottom? Mathematics is not enough. Is there any way to test your guess?

(Measure with a ruler, measure with a rope, and fold in half) Let's choose a method to prove it. Fold up and down like this. What did you find? (The upper and lower sides are equal in length, equal in length, and completely coincident)

4. Please observe whether there is another set of opposite sides in the rectangle. (Right, left and right sides) According to your observation, what is the length of the left and right sides? Now, is there any way to prove that the left and right sides are equal? Let's fold it in half like this. What did you find? (The left and right sides are equal in length, equal in length, and completely coincident)

We can generally say that the opposite sides of a rectangle are equal, just fold it twice. Blackboard writing; The opposite sides of a rectangle are equal. Please have a look at the results of our hands-on verification. (The opposite sides of a rectangle are equal)

Please take out the square paper and point out how many sides there are in the square. (All around) Let's have a look. What are the lengths of the four sides of a square? Is there any way to verify it?

(fold in half. Please come up and be the teacher's partner. Look at this angle. This angle is called diagonal. If we fold like this, it's called diagonal folding. Look, there are a pair of diagonal corners, and then fold them in half along the diagonal. What did you find? (The four sides of a square are equal)

Blackboard writing; All four sides of a square are equal.

Please have a look at the results of our hands-on verification. (All four sides of a square are equal)

7. Please observe carefully the creases of the rectangle and square you just folded. What did you find?

A rectangle becomes four small rectangles of the same size, and a square becomes four triangles of the same size.

In other words, a graphic can become many other graphics.

Please take out another magic rectangular piece of paper. Who can turn it into the biggest square?

(Short side and long side overlap) What figure is on the right?

(Rectangle) Cut the rectangle gently. Look, the largest (square) is created on magic rectangular paper.

Using the experience just now, fold the square in half and then fold it in half. What has it become?

(four small triangles)

It's good. Please take your hands away, touch your ears and listen carefully, and put your little hands on the teacher. Just now, we used a magic rectangular finger to turn it into the largest square, then folded the square finger in half and then folded it into four small triangles, and then gently cut it with scissors. Note that there is a center point here when cutting. When shrinking, you can't cut the center point, only cut off more than half of the triangle sides. Then pick up one corner of the triangle and rub it in, and then rub the other corner in to see what it is made of. (windmill)

Please continue to finish your windmill and help your deskmate if you have any difficulties.

Let your windmill turn quickly! What is the pattern when observing the windmill rotating? (round)

9. Please recall, which characters did you find in the process of making the windmill? (rectangle, square, triangle, circle) The original graphics can be transformed into each other. Do you want to know the secret of keeping up with graphics? Let's swing happily together! Put the windmill away and decorate the classroom after class.

10, want to play a puzzle? What figure is it made of?

Please take out the rectangular cards in the school box and see what new graphics you can spell. Tell me how many things are used to make a figure.

What figure can you spell out with these two rectangles?

Take out the square card and see what new graphics you can spell.

What figure can you spell with four squares of the same size?

Take out the triangle card and see what new graphics you can spell.

Work in groups. Spell it with four triangle cards. What figure can you spell?

Make a big triangle with 9 triangle cards. Let's see who can spell quickly and well.

Can you cut a square out of the circle?

How many sticks can you spell these numbers with?

The students have many ideas. You're amazing!

Third, practice.

1, let's do a magic trick! Please turn to page 28 and do it.

Will you cut out the largest square with a circle? Please use your brains and cut according to the steps in the book. Ask the students to talk and do, and explain the changes of the figure at each step.

Fold the circle into two semicircles and then into four sectors. Draw points at the ends of the sector and connect them into a line. If you subtract it, it will become the largest square. ) You are so clever!

2. Alas, the teacher has a problem. I want to make a beautiful decorative painting with triangles of two colors, but I am not satisfied with the pattern I designed.

Would you like to help design some beautiful combinations?

quiz (game)

(Show page 29 1 question) Students begin to do the puzzle. Communicate with each other, appreciate each other and show each other.

Four. abstract

In this lesson, we learned how to assemble graphics, and the students were very involved in it. Please pay attention to what graphics are assembled in your life after class, and you will find more and better ones!

(Show the puzzle)

5. Homework uses square paper to design the floor tiles and pave them into patterns, which are more and more beautiful than anyone else! The combination of graphic design and blackboard writing.

The opposite sides of a rectangle are equal, and so are the four sides of a square.