Teaching objectives of excellent mathematics teaching plan (1) in the second volume of the fifth grade of People's Education Press.
1. Through a series of activities such as drawing, cutting, observing, imagining, classifying and finding the axis of symmetry, students can correctly understand the significance and characteristics of axisymmetric graphics.
2. Grasping the symmetry of the plane figure you have learned, you can find out its symmetry axis correctly.
3. Cultivate and develop students' experimental operation ability, discover beauty and create beauty.
Emphasis and difficulty in teaching
Grasping the symmetry of the plane figure you have learned, you can correctly find out its symmetry axis.
teaching tool
Courseware.
teaching process
First, the introduction of new courses:
(1) Enjoy the following graphs and find the symmetry axis of each graph.
(2) students communicate with each other.
What other axisymmetric figures have you seen?
(3) The concept of axisymmetric figure:
If a graph is folded in half along a straight line, the graphs on both sides can completely overlap, and this graph is an axisymmetric graph.
(4) Explore the properties of axisymmetric graphics through examples:
Example 1:
Students use a ruler to measure and calculate the distance between the opposite points on the left and right sides of each axisymmetric figure in the problem and the axis of symmetry. What patterns can you find?
Student exchange:
Teacher: "In an axisymmetric figure, the distance between the opposite points on both sides of the axis of symmetry is equal." We can use this property to judge whether a graph is symmetrical or not. Or make a symmetrical figure.
Second, practice in class.
1. Determine whether the following figures are symmetrical, and if so, please indicate their symmetrical axes.
Third, teach to draw symmetrical figures.
Example 2:
(1) Guide students to think:
First, how to draw? What to draw first? Draw what again?
B.how long should each line segment be drawn?
(2) On the basis of research, let students try to draw with pencils.
(3) Demonstrate the whole process of painting through courseware to help students correct their shortcomings.
Fourth, practice:
Classroom exercises 1: questions 1 and 2.
Exercise after class:
Finish homework related to exercises after class.
Excellent Mathematics Teaching Plan (Part II) of the fifth grade of People's Education Press
1. Through observation, operation and other activities, students can understand the meaning of cubes and their faces, edges, vertices and side lengths;
2. Master the basic characteristics of cubes, and understand the connection and difference between cubes and cuboids;
3. Cultivate students' observation ability and generalization ability.
Teaching focus
Master the characteristics of the cube.
Teaching difficulties
Comparison between cubes and cuboids.
Preparation before class
Teaching method, practice method and discussion method.
teaching process
First, check the import.
Yesterday, we learned cuboids. Please review: What are the characteristics of cuboids?
2. Oral answer: Name the length, width and height of each figure.
3. Doubt: The length, width and height of the fourth figure are equal, indicating that such an object is called a cube. Do you want to study it? In this lesson, we will learn about it.
(revealing theme: understanding of cubes)
Second, summarize the characteristics.
1. Distribute school tools in groups.
2. Study the cubes in your hands in groups. Suggestion: Take a look, touch, count, measure and compare.
3. Independent investigation. Let the students explore with what they have in their hands, and then let them communicate their findings in groups.
4. Reporting and communication
(1) What are the characteristics of talking with students in kind? How did you verify it? Obviously, the six faces of a cube are exactly the same square.
(2) Let the students talk about the characteristics of edges. How did you verify it? Obviously, the length of 12 sides of a cube is equal.
(3) Let the students talk about how many vertices there are. How did you verify it?
5. Question: Who can fully talk about the characteristics of cubes?
Give the names of several students and talk about their characteristics.
6. Summary based on orthographic drawing: Six faces of a cube are identical squares with 12 sides, and each side has the same length. It also has eight vertices.
7. Question: According to what you learned today, think about which objects in life are cubes.
8. Let the students work in groups and use their learning tools to verify the characteristics of the cube we are learning today. Then talk to the representative. Complete the form.
Third, observe and compare, and experience similarities and differences.
1. Question: What are the similarities and differences between cuboids and cubes?
2. Ask the students to observe and summarize the cuboid and cube objects, and then exchange the observation results at the same table.
3. report and exchange. The same point is that they all have 6 faces, 12 edges and 8 vertices.
4. According to the comparison results, think about the relationship between cubes and cuboids.
Difference: Every face of a cuboid is a rectangle. Under special circumstances, two opposite faces are squares, the opposite faces are exactly the same, and all six faces of a cube are exactly the same squares. The opposite sides of a cuboid are equal in length, and each side of a cube is equal in length.
Practice P20, do it.
To sum up, we met a cube in this class today. What have you gained? Is there a problem?
Homework arrangement.
Blackboard design:
Understanding of cubes.
Six faces. (exactly the same, all square)
Three-dimensional graphic cube 12 edge. (equal length)
Eight vertices.
Excellent Mathematics Teaching Plan (Part II) of the Fifth Grade of People's Education Press (III) Teaching Objectives
1, knowledge and skills
Understanding and remembering the characteristics of multiples of 3 can correctly judge whether a number is a multiple of 3 and cultivate the ability to understand and apply knowledge.
2. Process and method
Through the process of independent practice, cooperation and communication, and exploring the multiple characteristics of 3, the ability to explore and the sense of cooperation are cultivated.
3. Emotional attitudes and values
Feel the order of mathematical knowledge exploration, cultivate a rigorous learning attitude and experience the fun of cooperation.
Emphasis and difficulty in teaching
Teaching focus:
Multiplication characteristics of 3.
Teaching difficulties:
Multiple characteristics of exploration process III.
teaching process
First, introduce the old and the new, and introduce the game.
1, please tell the characteristics of multiples of 2 and multiples of 5.
2. Which of the following numbers is a multiple of 2, which is a multiple of 5 and which is both a multiple of 2 and a multiple of 5?
35 158 200 87 65 164 4 122
What are the characteristics of numbers that are multiples of 2 and 5?
Can you name several multiples of 3? Which of these numbers are multiples of 3? Can you tell it quickly?
4. compare it. Let the students count at will. Students use calculators, and teachers use their mouths to judge whether it is a multiple of 3. Look who counts fast!
5. Question introduction: Do you want to know the mystery? This lesson will learn the characteristics of multiples of 3. I believe that through the exploration of this lesson, everyone will be able to accurately and quickly judge whether a number is a multiple of 3. (revealing the topic)
Second, guess and explore, inductive verification
1. Make a bold guess: What are the characteristics of multiples of 3?
(1) communication conjecture. Some people say that the numbers 3, 6 and 9 are multiples of 3, and some students cite counterexamples to deny it. )
(2) Organizational understanding. Just observing the number in the unit can't determine whether it is a multiple of 3, so what are the characteristics of the multiple of 3?
2. Observation and exploration: show the table on page 10.
(1) circle. What is the multiple of 3 in the above table? Circle them.
(2) discuss it. Look at the multiple of 3, what do you find? Communicate your findings with your deskmate. (student exchange)
(3) Communication with the whole class. Look at the number 10 circled by the horizontal line in front. What are the rules of the numbers in the unit? What about the ten-digit number? To judge whether a number is a multiple of 3, can we just look at one digit?
(4) problem inspiration:
Let's take a closer look. What are the rules for arranging multiples of 3 in the table?
From top to bottom, what are the rules of the numbers on each diagonal? (Single digit minus 1 and ten digit plus 1)
What is the similarity between the number composed of one-digit minus 1 and ten-digit plus 1 and the original number? (and equal)
What is the sum of the number on each diagonal and the number on each number? What do they have in common? The sum of the numbers in each place is a multiple of 3. )
3. Generalization: Can you summarize the characteristics of multiples of 3 in your own words now?
Characteristics of multiples of 3: the sum of the numbers on each digit of a number is a multiple of 3, and this number is a multiple of 3.
4. Verify the conclusion
Everyone is really amazing! Independent exploration found the characteristics of multiples of 3. But if it's three digits or more, is your finding still valid? Please write a few bigger numbers and try.
(1) Try to verify. Write numbers, then judge, communicate and draw a conclusion. )
(2) Collective communication.
The teacher said a number. For example, in 342, students use features to judge first, and then use a calculator to check.
A bigger number. 4870599, students first judge by features, and then check by calculator.
5. Consolidate and improve.