Teaching content:
The textbook Compulsory Education published by Jiangsu Education Publishing House,10 ~1page, examples 6 and 7, "Try it" and "Practice it", 14 page, exercise 3, topic 1~4.
Teaching objectives:
1, guide students to understand volume and its significance through operation activities.
2. Enable students to further accumulate learning experience of space and graphics in activities, and develop spatial concepts and mathematical thinking.
3. Make students further stimulate their interest in exploring three-dimensional graphics.
Teaching focus:
By operating activities, we can initially understand the volume and its significance.
Teaching difficulties:
Understand the meaning of volume.
Teaching AIDS:
Fruits, glasses, etc of different sizes.
Teaching process:
First, import
Dialogue: Students, we learned about three-dimensional graphics in the last few classes, and everyone mastered it well. In this class, the teacher wants to do a few small experiments with you to test your eyesight. Are you willing to accept the challenge?
Let's have a try.
Second, the operation query.
1, learning example 6
(1) The teacher took out an empty cup and filled it with water.
Show me the same empty cup: Are these two cups the same size and contain the same amount of water?
Let the students observe carefully:
The teacher put a peach in an empty cup and poured a glass full of water into the cup full of peaches until it was full.
Q: Why is there some water in the cup?
Guide the students to find that peaches occupy a certain space.
(2) The teacher showed two fruits, put them in two empty cups and filled them with water.
How much water do you think is poured in the glass? Why?
Name the students to answer and verify.
Take the fruit out of the two cups and see which cup has more water on the back.
Further clarification: peaches occupy a large space, so there is less water in the corresponding cup; Litchi slices have less space, so there is more water in the corresponding cup.
(3) Show three fruits with different sizes, put them into three empty cups and fill them with water.
Guide students to think:
Which of these three fruits takes up more space? Put them in the same cup and fill them with water. Which cup takes up more space?
Guide students to compare and guess. Operational verification.
(4) The teacher pointed out that the size of the space occupied by an object is called the volume of the object.
Blackboard writing: volume
Follow-up: For example, can you compare the volumes of two objects?
Say the names of the students to answer, and then give examples to each other at the same table.
2. Research Example 7
(1) Show two boxes of books.
Guide the students to observe that the book in that box is bigger?
Students compare and answer.
Teacher: You see, the book is big, that is, the book in the book box is big.
This book box is a book.
We call "the volume of objects that a container can hold" the volume of this container.
Blackboard writing: volume
Follow-up: Who has the larger volume of these two bookcases? Why?
(2) Give it a try
The glass below is bigger. Can you try to compare?
Teacher: What is the volume of a glass? Can you find a solution to this problem?
Students exchange comparative methods in groups and report by name.
Third, consolidate the practice.
1, finished practicing 1 question.
With the help of schematic diagram, students make direct judgment first, and then verify it through operation demonstration.
Name the object whose volume is equivalent to the overflowing water.
2. Practice the second question.
Guide the students to explain according to the meaning of the paper.
3. Complete Exercise 3, Question 1.
Think independently and answer by name. Tell me, why are the three piles of biscuits equal in size?
4. Complete Question 2 of Exercise 3. Think independently and answer by name.
5. Complete question 3 of exercise 3. Students operate as required, and check and communicate with each other at the same table.
6. Complete Question 4 of Exercise 3.
First, let the students talk about the meaning of volume and volume respectively. What is the difference? Then answer the questions and communicate in groups.
Fourth, the class summary
What knowledge have you gained through the study of this lesson? What do you think is worth paying attention to in this class?
Verb (short for verb) homework
Complete the exercises related to synchronization.