1, let students feel and know the capacity and capacity unit liter in specific situations.

2. Make students realize in practice that measuring capacity requires a unified capacity unit.

3. Make students realize the inseparable relationship between what they have learned and life, actively participate in operation and practice, and improve their interest in learning mathematics.

Teaching emphases and difficulties:

Understand the concept of capacity and perceive what 1 liter is.

Teaching aid preparation:

Courseware, ruler, two cold water bottles with different capacities, goblets, water cups, paper cups, etc.

Various containers, measuring cups, cubic containers with a side length of 1 decimeter and objects collected in units of capacity.

Teaching process:

step

teacher

student

Create a scene

What's the use of cups and bottles on the table?

It can be used to hold water, oil, drinks and other things. These containers are called containers. (blackboard writing: container)

Students express their opinions.

Organize investigation

cognitive ability

1. Water is the source of life, and people cannot live without boiling water. Now please think it over. How many glasses of water do you drink every day? Do you have to drink too many cups?

A large cup can hold more water than a small one. A large cup has a large capacity, but a small cup has a small capacity.

(Blackboard: Capacity. )

The new Mathematics Curriculum Standard clearly points out that we should pay attention to learning and understanding mathematics from students' life experience and existing knowledge. Therefore, mathematics teaching should aim at the best contact point with students' life experience. Here, students can initially understand the meaning of "ability" in combination with their existing life experience. It is easy to arouse students' interest and desire to explore by bringing mathematical problems into life first and then mathematizing life experience. )

2. Observe and compare the capacities of the two containers.

Observe (containers with large capacity differences), which container has the larger capacity? Why?

3. Compare the capacities of the two containers.

Please observe the two containers in the teacher's hand (the capacity is not much different).

Question: These two cups are empty. Guess which one has the larger capacity? Can you find a way to verify it?

Teachers guide students to choose better methods and demonstrate experiments according to students' reports. Fill cup A with water, then pour the water in cup A into cup B, and compare the capacities of the two containers.

The teacher concluded: we can infer the size of the comparative capacity by pouring water experiments.

(Design intention: Students will learn how to compare container capacity and understand the size of container capacity. )

4. Compare the capacities of three containers.

Each group has three containers (close in capacity), namely goblets, water cups and plastic cups. Which has the largest capacity and which has the smallest capacity? Let the students guess first, and then communicate how to verify.

There are three possible situations for verification: first, fill the cup with the largest capacity; second, fill the cup with the smallest capacity.

Conclusion: We can compare the capacities of multiple containers through observation and experiment.

5. Find out the container as required.

(1) Teacher, here is a coke cup. Can you find a bigger container on the table? What about containers of the same capacity? What about containers with smaller capacity?

(2) Can you find a container with the same capacity as the teacher?

(3) What do you find when you look at these two containers with equal capacity?