1 Volume Volume Volume and Unit Lecture Draft I: General Description:
Volume and unit of volume are taught on the basis of students' understanding of cuboids and cubes and further development of the concept of space. This lesson mainly adopts the form of group activities to teach the meaning of volume and unit of volume. First of all, teachers help students to establish the concept of volume through experiments, so that students can understand the meaning of volume and further establish the concept of space. Then, through observation and perception, let students establish the commonly used concept of unit of volume, know the commonly used unit of volume [cubic meter, cubic decimeter, cubic centimeter], and establish the concept of unit volume. Finally, let students know from the teaching activities that measuring the volume of an object is to see how many unit of volume it contains.
Two: Speaking of teaching materials
1, Content: The content of this lesson "Volume and Unit of Volume" is taught on the basis of students' understanding of cuboids and cubes and the further development of the concept of space. The main content is to teach the meaning of volume and the unit of volume. The textbook first helps students to establish the concept of volume through experiments, and then establishes the common units of volume concept through observation and perception. Finally, the textbook explains that measuring the volume of an object is to see how many unit of volume it contains.
2. Objective: Through the teaching of volume and unit of volume, (1) let students understand the meaning of volume and further establish the concept of space. (2) Make students know the commonly used unit of volume [cubic meter, cubic decimeter, cubic centimeter] and establish the concept of unit volume size. (3) Know that measuring the volume of an object depends on how many unit of volume it contains.
3. Teaching emphasis: master the knowledge of volume and unit of volume, and cultivate students' practical ability.
4. Difficulties in teaching: Establish the spatial concepts of 1 cubic centimeter' 1 cubic decimeter and 1 cubic meter.
5. Teaching preparation: beaker, stone, unit of volume, courseware.
Third, teaching strategies:
1. Stimulate students' interest in learning by introducing stories.
2. Use the methods of experiment and self-study to develop students' practical ability and autonomous learning ability.
3. Cultivate students' cooperative ability by group learning.
4. Cultivate students' innovative ability by using students' hands-on experiments.
Fourth, the teaching process:
(1) Import:
1. Listen to the story of a crow drinking water.
2. Exposure topic: Teacher: Do you know how crows drink water? What does this mean? This is the new topic we are going to study today, "volume and unit of volume". (Show the topic)
(2) Explore new knowledge
1. Establish the concept of "quantity".
The teacher showed the first experiment, "What did you find when you put a small stone in a beaker filled with water? Explain what? " Please read the questions and work in groups.
Teacher: What did you find through this experiment? Why? [Description: Objects occupy space] {blackboard writing}.
The teacher demonstrated the second experiment again. "Put two stones with different sizes into two beakers with the same water height. What do you find?" Explain what? "Please read the questions and work in groups.
Teacher: Through this experiment,
What did you find? Do they rise to the same height? What does this mean? Large objects take up more space, while small objects take up less space. 【 Description 】 Through two experiments, students' group learning and cooperation ability were cultivated, and their hands-on operation ability was trained. ]
Physical demonstration: eraser, pencil case, schoolbag.
Teacher: Which of these three objects takes up more space? Which one takes up less space?
Who takes up more space than a desk?
Guide students to draw the conclusion that the space occupied by objects is "size: {blackboard writing}".
The definition of volume is summarized as follows: "The size of the space occupied by an object is called the volume of the object." write on the blackboard
Read all the students.
Teacher: Which of the three objects on the desk is the biggest? Which is the smallest? Do you know anything bigger than a schoolbag? Do you know anything smaller than a matchbox? [Description: The meaning of volume is very general, which is difficult for students to understand. The first experiment here allows students to "occupy space" by observing, thinking and understanding objects. Through the second experiment, let students form a vivid representation of "space has size" and help them understand the meaning of volume, which is conducive to the establishment of the concept of "volume". ]
2. Teach "units of volume".
Please show me this picture, teacher. Who is older than you? [Description: The teacher compares the sizes of two cuboids, and the students find it difficult, thus pointing out that the unified unit of volume should be used to measure the volume of objects. Thereby introducing the teaching of "unit of volume"]
Teacher: In order to compare the volumes of these two cuboids in the picture more accurately, we can cut them into cubes with the same size. Just count how many small cubes each cuboid contains, and we can accurately compare their sizes.
Please count and tell the teacher who is older.
Student report (pay attention to the way to get students to say numbers).
Teacher: For example, measuring length requires length unit, measuring area requires area unit, and we also need "unit of volume" for measuring volume. In order to measure the volume of an object more accurately, we can use a cube with the same size as unit of volume as shown in the figure.
Please read the commonly used unit of volume.
Show self-study requirements "v self-study text 15 pages.
Teach yourself unit of volume. Take a look (what shape it is), measure (how long its side is), touch (how big it is), say (its definition) and find out (what objects in daily life can be measured by this unit of volume). Discuss and communicate in groups. "
Let the students teach themselves "unit of volume" in groups, and discuss and communicate. Students report the effect of self-study on the stage. [Description: Teachers show the self-study outline, let students discuss and communicate in the form of group self-study, and let students show the effect of self-study, which greatly exerts students' subjective consciousness and inquiry learning ability, and develops students' cooperation ability. ]
Teacher (Summary) Through the above study, we know that the commonly used unit of volume has cubic centimeters, cubic decimeters and cubic meters. And know how big 1 cubic centimeter, 1 cubic decimeter, 1 cubic meter is?
In the future, when we measure the volume of an object, we should choose the appropriate unit of volume according to the actual situation.
3. Teach the method of "measuring unit of volume".
Show me the map. Teacher: It is known that the side length of each cube is 1 cm. What is its volume? How many small cubes does this cuboid consist of? How many cubic centimeters is it? What is its volume?
Please tell me.
Teacher (Summary) Measuring the volume of an object depends on how many unit of volume it contains.
Classmate operation:
Please use four small cubes of 1 cubic centimeter to make different cuboids. What are their volumes? Can you make it into other shapes? What are their volumes? [Note: The operation here has two functions: one is to know how to measure the volume of an object, depending on how many units it contains; Second, you can look at the volume by putting a small cube to prepare for the calculation of the volume later. ]
4. Feedback
Which is the unit of length, which is the unit of area and which is unit of volume? What's the difference between them?
(Exercise homework in the textbook)
[Description: Through comparison, it helps students to strengthen their understanding of length, area and volume measurement units and better construct their cognitive structure]
(c): application of knowledge.
(4), class summary:
Teacher: What have you gained from studying this course?
Five, the blackboard design:
Volume and unit of volume
The size of the space occupied by an object is called its volume.
Unit of volume: Cubic centimeter: The volume of a cube with a length of 1 cm is 1 cm.
Cubic decimeter: the side length is 1 cubic decimeter, and the cube volume is 1 cubic decimeter.
Cubic meter: the side length is 1 cubic meter, and the cube volume is 1 cubic meter.
The teaching content and the unit of volume 2;
Page 38 ~ 39 of the textbook "Volume and Unit of Volume".
Teaching objectives:
1. Make students understand the concept of volume and the commonly used unit of volume: cubic meter, cubic decimeter and cubic centimeter, and form a clear representation of the size of unit of volume.
2, can correctly distinguish the length unit, area unit and unit of volume.
2. Let the students know how big an object is, depending on how many unit of volume it contains.
3. Cultivate students' ability of comparison and observation, expand students' thinking and further develop students' concept of space.
Teaching focus:
1, establish the concept of mass.
2. Know the unit of volume.
Teaching difficulties:
Establish the concept of volume.
Teaching tools:
Courseware, 1 cubic centimeter and 1 cubic teaching AIDS, 1 cubic model frame, disposable plastic cups, sand, water, stones, wooden blocks, iron balls and balloons.
Teaching process:
First, the introduction of stories to stimulate interest
Students, do you still remember the story of the crow drinking water? Who wants to see the photos and tell you something?
Q: How do crows drink water? Why put a stone in a bottle, and the water in the bottle will rise?
Second, hands-on experiments lead to concepts.
Teacher: Is it because stones have weight or because they take up space? Let's see through experiments.
Experiment 1:
Expose the glass above the water and mark it on the water. Put a stone in the glass and make a yellow mark on the surface. After taking out the stone, put in a bigger stone and make a red mark on the water.
Observation: What happens when stones of different sizes are put into the glass twice? Why is this happening? Explain what?
Teacher's summary: After putting stones in the glass, the stones occupy the space and push the water up. When the water surface rises, stones occupy a lot of space and the water surface rises very high; Small pebbles occupy small space and the water level rises low.
Experiment 2:
Take out the stone full of fine sand, pour the fine sand aside, put a piece of wood into the cup, put the poured sand back into the cup, pour the sand out of the cup, put some large pieces of wood into the cup, and put the poured sand back into the cup.
Observe and think: what is the result? What does this mean?
The teacher summed up: put in small pieces of wood, and there is little sand left outside; Put in large pieces of wood and there will be more sand left outside. This shows that the wood block also occupies the space of the cup. Large wooden blocks occupy a large space, while small wooden blocks occupy a small space.
Teacher: Just now, the students observed the experimental phenomenon and found that stones and wood blocks occupy space through analysis and thinking. In our life, can we also explain the phenomenon that objects occupy space?
Students demonstrate that blowing makes plastic bags swell ...
Finally, both teachers and students summed up the meaning of "quantity". The size of the space occupied by an object is called its volume.
Who can say something about the size of the TV set? What is the volume of the DVD player? What is the size of the mobile phone? Which of them is bigger? Whose size is small?
Third, solve the problem and lead out the unit.
1. Show the two cuboids on page 39 of the textbook for students to compare.
Just now, TV, DVD player, mobile phone, you can directly observe their size. Can you compare the sizes of these two cuboids?
It seems that everyone has a different opinion. Why can the first few items be determined at once, but not now?
In other words, there needs to be a unified standard! Just as measuring length has length unit and measuring area has area unit, measuring volume also needs unit of volume. We already know that the unit of length is represented by a line segment and the unit of area is represented by a square. Guess, what number should unit of volume be represented by?
Yes! Unit of volume is represented by a cube. Commonly used unit of volume has cubic centimeters, cubic decimeters and cubic meters. Please guess how big the cubes of 1cm3 and 1dm3 are.
After discussion, the students answered: We want a cube with length 1cm and volume 1 cm3; A cube with a side length of 1dm and a volume of 1dm3.
Teacher: Is this guess right? Read what the book says.
The students proved that their guess was correct by reading.
Teacher: Please find the cube of 1cm3 in your study tool.
After the students find it, talk about how they found it.
Please find out which objects in your life have a volume of about 1cm3.
Please find the cube of 1dm3 and compare it with the cube of 1cm3 to see how big it is. Can you tell which objects around you are about 1dm3?
How big is 1m3?
Can you imagine how big 1m3 is? This is a shelf made up of three pieces of wood 1 m long and perpendicular to each other. Let's put it in the corner and see how big 1m3 is. Is it as big as you think?
3. How many students can it accommodate? confirm
Which objects are more suitable to use cubic meters when calculating the volume?
Teacher's summary: The commonly used unit of volume is cubic centimeter, cubic decimeter and cubic meter. The cubic meter is the larger unit of volume, and the cubic centimeter is the smaller unit of volume.
4.p40 do 1 topic.
Teacher: We know the commonly used unit of volume. Measuring the volume of an object depends on how much unit of volume it contains.
5.p40 Do the second question. Tell me how many cubic centimeters they are.
Fourth, consolidate practice and form ability.
1. Choose the correct unit of volume to fill in the blanks.
The volume of an eraser is about 8 ()
The volume of the tape recorder is about 12 ()
The volume of cargo container is about 40 ()
The volume of the refrigerator is about 0.27 ()
The volume of a math textbook is about 200 ()
2. Judgment: A rectangular carton with a surface area of 52 square decimeters and a volume of 24 cubic decimeters has a large surface area. ()
3. Swing: Use a small cube to make a cuboid (or cube) with a volume of 8 cubic centimeters. Think about the volume of the object you spell. ) how do you say it?
Summary: Different shapes can be placed in the same volume.
Fifth, emotional experience, sum up this lesson
What are the commonly used unit of volume? Which unit is bigger? Which unit is smaller?
What is the purpose of unit of volume?
Blackboard design:
roll
The space occupied by an object is called its volume.
Length units: centimeters, decimeters and meters.
Area unit: square centimeter, square decimeter and square meter.
Unit of volume: cubic centimeter, cubic decimeter, cubic meter.
The teaching objectives and units of the third lecture volume;
1. Make students understand the concept of volume, know the common units of volume and form a representation.
2. Cultivate students' ability of comparison and observation.
3. Develop students' concept of space.
Teaching emphases and difficulties:
Let students perceive the volume of an object, and initially establish the units of volume as 1 m3, 1 decimeter cubic, 1 cm cubic.
Teaching process:
First, the introduction of the conversation.
1. Please see the desktop. What do you find different in today's math class from before?
2. Is it different from their group?
Today, we will do an experiment with these objects: holding things with our hands. I hope you can find some math problems through experiments.
The teacher said the rules of the experiment.
2. Know the volume.
Group experiment.
Report the experimental results.
Teacher: How did the bubble come from?
Health: We put the stone in a golden measuring cylinder, and the water surface rises.
Teacher: Why does the water surface rise?
Let's talk about other groups.
Teacher: Which group of you didn't get the foam? (group with Go)
Teacher: After these things were put into the water, did the water surface rise?
Then why didn't your group get the foam?
Health: Our group is short of things.
Teacher: What should I do?
Health: Borrow something to put.
Teacher demonstration: What do you see?
Health: The water level has risen.
Teacher: What does this mean?
Teacher: There is another group. (Table Tennis Team)
Hold up the measuring cylinder for everyone to see. Does the water surface change after table tennis is put into the measuring cylinder? Does table tennis take up space?
Teacher: Then why doesn't the water surface rise?
Health: it doesn't take up water space.
Teacher: How can we make it occupy the water space? Which classmate gives advice?
Health: press it down.
Teacher: Who will have a try?
Press the ball down and get the foam.
Teacher: The water level has risen, which means that table tennis also takes up water space.
Teacher: Just now, we put stones, Go, table tennis, rubber and other objects into the measuring cylinder, and the water surface rose, which shows that these objects occupy a certain space.
The size of the space occupied by an object is called its volume. (blackboard writing)
Teacher: The size of the space occupied by the pencil box is called the volume of the pencil box.
Who can try to say a sentence according to the teacher's example?
Health said.
2. Know the unit of volume.
The teacher held up a small box and said that its volume was about 27.
Pick up another big box and say its volume is about 2.
Why?
Teacher: It seems that in order to compare their sizes accurately, there must be a unified standard, which produces the unit of volume. (Blackboard: unit of volume)
Recall the units of length and area you have learned.
Ask the students to teach themselves the content on page 38 of the textbook. What did you see in the book, unit of volume? How are the differences defined?
The students report to the teacher on the blackboard.
Teacher: Please choose a unit of volume you like to introduce to you.
When learning 1 cubic centimeter, the teacher shows plasticine and pinches out different shapes to make students understand that the shape of the object has changed, but the volume has not changed.
When learning 1 m3, the teacher shows the frame of 1 m3, so that students can experience the size of 1 m3.
Teacher: We already know three unit of volume. Who should be the unit when encountering a larger object? Who do you use as a unit when you meet a smaller object?
3. Estimate the volume of the objects around you.
4. reveal the topic. What did we learn today? Blackboard: Volume and unit of volume.
Verb (abbreviation for verb) consolidation exercise.
The teaching content of the fourth volume of lecture notes and unit of volume;
Volume and unit of volume
Teaching objectives:
1, so that students can understand the concept of volume, know the commonly used units of volume, and form a clear representation of unit of volume size.
2. Cultivate students' ability of comparison and observation, expand students' thinking and further develop students' concept of space. teaching
Teaching focus:
Let the students feel the volume of the object, and initially establish the concepts of 1 cubic meter, 1 cubic decimeter and 1 cubic centimeter.
Teaching difficulties:
Help students to establish the expressions of 1 m3, 1 decimeter cubic and 1 cm cubic, and use unit of volume to correctly estimate the volume of common objects.
Preparation before class:
Multimedia courseware, glass, water, stone, schoolbag, eraser and other teaching methods, experimental methods, discussion methods.
Teaching process:
First of all, an exciting introduction.
Teacher: Have you heard the story about the crow drinking water?
Health: Yes.
Teacher: Who wants to tell you a story about a crow drinking water?
Explain the general meaning of this story.
Teacher: Why do crows drink water? Can you explain it by experiment?
Students do experiments and put stones in bottles.
Teacher: What did you find?
Health: The water level has risen.
Teacher: Has the water in the bottle increased?
Health: No, the stone occupied the position of water and squeezed it up.
Teacher: Good point! What can you do if the crow is thirsty and wants to drink water as soon as possible?
Sheng excitedly: enlarge the stone.
Teacher: Why do you want to enlarge the stone?
Health: Big stones occupy a large position, and the water rises quickly.
Second, cooperative exploration.
(1) Establish the concept of volume.
Demonstration experiment: take two glasses of the same size, first fill one glass with water; Take a pebble and put it in another cup, then pour the water from the first cup into the second cup.
Teacher: What did you find through this experiment? What does this mean?
Physical demonstration: eraser, pencil case, schoolbag.
Teacher: Which of these three objects takes up more space? Which one takes up less space?
Third, learn new knowledge.
Who takes up more space than a desk?
Guide the students to draw a conclusion: the space occupied by an object has a size: {blackboard writing}.
Summarize the definition of volume: the size of the space occupied by an object is called the volume of the object. write on the blackboard
Teacher: Which of the three objects on the desk is the biggest? Which is the smallest? Do you know anything bigger than a schoolbag? Do you know anything smaller than an eraser?
Teacher: Show the illustrations in the book and compare TV sets, DVD players and mobile phones. Which takes up more space?
The teaching objectives and units of the fifth lecture volume;
1. Make students understand the concept of volume, know the common units of volume and form a representation.
2. Cultivate students' ability of comparison and observation.
3. Develop students' concept of space.
Key points and difficulties:
Let the students feel the volume of the object, and initially establish the dimensions of 1 cubic meter, 1 cubic decimeter and 1 cubic centimeter.
Teaching process:
First, the cognitive quantity (wonderful introduction).
1, "Classmate, have you heard the story of a crow drinking water?" The teacher plays the courseware of "Crows Drink Water" and asks: How do crows drink water? The crow took the stones into the bottle one by one. The stones occupied the space of water, so the water was squeezed out. )
2. "Does the stone really occupy the space of water?" (Experimental verification)
Take two cups of the same size, first fill one cup with water, put a pebble in the other cup, and then pour the water from the first cup into the second cup for students to observe. It is found that the second cup can't hold the water in the first cup, because there is a stone in the second cup, which takes up the space of water, so it can't hold it.
Second, reveal the volume.
Show the picture below and ask: Do you know which of these objects takes up the most space?
Mobile phone, DVD, TV
After the students answer, it shows that all objects occupy a certain space, and the space occupied is large or small. We call the space occupied by an object the volume of the object. (blackboard volume concept)
Third, list unit of volume.
1. Show two cuboids with different shapes and similar volumes. (It is difficult to compare just by observation)
2. After dividing them into small cuboids with the same size by multimedia, students can quickly and accurately distinguish that the cuboid on the left is bigger than the cuboid on the right. (Because the left cuboid has 16 small cuboids, while the right cuboid has only 15).
Note: Therefore, to compare the sizes of objects, a unified unit of volume is needed. We know that the unit of length is represented by a line segment and the unit of area is represented by a square, so what should be used to represent the unit of volume? (represented by a cube). Commonly used unit of volume has cubic centimeters, cubic decimeters and cubic meters. (blackboard writing)
Fourth, know the unit of volume.
1, "Please guess 1cm3, ldm3, 1cm3, how big is a cube?"
After the discussion, let the students look at the physical objects and summarize:
The side length is the cube of Icm, and the volume is 1cm3 (fingertip);
Cubes with ldm sides and ldm3 (chalk box) volume;
A cube with a side length of L meters and a volume of 1 m3 (a washing machine).
2. "To calculate the volume of an object, it depends on how many unit of volume it contains." Please make a cuboid with four small cubes of 1cm3. Do you know the volume of this cuboid? (4cm3) Why? (Because it is composed of four small cubes with a volume of 1Cm3)
V. Subject exercises: (omitted)
Teaching reflection:
In this class, I naturally introduced a new lesson about the story of "Crow drinking water". With the aid of 1 cm3, 1 decimeter, 1 m3 visual teaching AIDS, students can experience and appreciate the unit volume through practical activities such as touching, measuring, comparing and speaking. In teaching, I pay attention to the combination of teaching materials with life practice, hands-on operation and experimental observation, and strive to cultivate students' ability to solve practical problems with mathematical consciousness and innovative spirit.