Question 2: What is the area? The boundary between an object and space is called a surface: a surface can be divided into a solid surface and an empty surface.
The surface or cross section of an object is called a solid surface. The size of a solid surface is called the area. The area is reflected in the number of units (the more units, the larger the area; The fewer units, the smaller the area).
A spatial surface or cross section is called an empty surface. The size of an empty surface is called an empty product. The quantity of empty goods is reflected in the quantity of units (the more units, the greater the empty goods; The fewer units, the smaller the empty product).
In geometry: this area is called the front; Empty product is negative.
Question 3: the area of the third grade of primary school hello:
Width 20 ÷ 4 = 5m
Length12 ÷ 2 = 6m
Area 6x5 = 30m2 square meters
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Question 4: What is the area of the third grade mathematics in Beijing Normal University? What is the teaching content of area? Page 39-4 1 of the sixth volume of primary school mathematics textbook published by Beijing Normal University. Teaching material analysis: "What is the area" is the first lesson in Unit 4, Book 6, Beijing Normal University Edition. This lesson is taught on the basis that students have mastered the characteristics and perimeters of rectangles and squares, which is the content of "space and graphics" in mathematics curriculum standards. The content of this lesson is to help students initially establish the concept of area. The concept of area is taught independently in the mathematics textbooks published by Beijing Normal University, with the purpose of changing the previous phenomenon of emphasizing area calculation and unit conversion and ignoring the cultivation and development of students' spatial concept. The concept of "area" is the basis for students to learn geometric shapes, and students should feel and understand this concept in concrete and vivid situations. Teaching objective: 1. Combine specific examples and painting activities to understand the meaning of graphic area. 2. Experience the diversity of comparison strategies by comparing the sizes of two graphs. 3. Let students develop the concept of space in the practical activities of observation, comparison and operation. Teaching emphasis: understand the meaning of area and experience the diversity of comparison strategies. Teaching difficulties: understand the meaning of area and learn to compare the size of two graphic areas. Preparation of teaching AIDS: multimedia courseware, cubes and cuboids. School tools preparation: coins, scissors, colored squares and rectangles, and 2 cm square paper. Teaching process: First, create situations and introduce stories. Teacher: Do students like to listen to stories? (Health: Yes) Have you heard the story of those three little pigs? (Health: Yes) Three little pigs. Qi Xin worked together to drive away the wolf. (Show courseware) But Brother Pig's straw house was destroyed by the wolf, and Brother Pig's wooden house was also knocked down by it. So, the two brothers discussed it and decided to build a new house with bricks! You see, this is the land they just circled, but both of them are arguing that their homes are surrounded by this large area. what do you think? Health 1: I think Brother Pig has a big circle. Health 2: I think the second brother pig has a big circle. Health 3: I think they are the same age. Teacher: What is it like? Let's learn today's knowledge together. Second, be close to life, combine examples and understand the meaning. (1) Physical perception, knowing the size of the object surface 1. Perception of the size of blackboard surface and textbook cover Teacher: Students, today our learning activities begin with this math book. Teacher: Please hold up the math book and touch the cover of the textbook. That's it. Teacher's method of touching face: When touching a face, put your hand on the cover, touch the whole face carefully and slowly, and feel its size quietly. ) health: touch your face. Teacher: Let's look at our old friend-the blackboard. Its surface is also a surface. Who will compare these two faces, who is the older and who is the younger? Student: The blackboard is big, but the cover of the math book is small. Teacher: How do you know? Health: I can see that. 2. Feel the size of the palm (1) and touch the palm. Teacher: Hold out your little hand. This is our palm. Feel it. Both teachers and students feel the same way. (2) Draw a high five from a student and a teacher, and compare the size of the palm surface between the teacher and the student. Teacher: Now, let's have a look. Who has the bigger palm, the teacher or the classmate? Health: The teacher's palm is big. (3) Students and students high-five, compare the size of students' and students' palms. Teacher: I have compared it with the teacher just now. Now the two friends at the same table still compare the palms of their hands to see who has the bigger palm and who has the smaller palm. Health 1: I have big palms. Health 2: My deskmate has big palms. 3. summary. Teacher: actually, the surface of the blackboard, the cover of the textbook, the palm of your hand, etc. What we just touched can be collectively called the surface of an object. Blackboard: The surface of an object. Teacher: What did we compare with the surface just now? Health: the size of the surface of an object. Blackboard: Size. Teacher: The size of the surface of an object has a mathematical name called area. We call the size of the surface of an object the area. Blackboard: area. 4. Combined with real life, feel the surface area of the object (1) and compare the surface area of the table and stool. Teacher: Reach out and touch the surface of our desk, and then touch the surface of the stool. Comparing their area, who is bigger and who is smaller? Health: The desk has a large surface area, but the stool has a small surface area. (2) Take a look and say. Teacher: There are many objects around us. Can you compare the sizes of two objects from the things around you? Health 1: The blackboard is large in area, with an eraser >>
Question 5: What is the area teaching plan for the third grade of primary school mathematics? Ask questions. The teaching goal is 1. The teacher explains the story and asks the students to find the faces of the objects in life. Show the pictures of three little pigs in the courseware. Experience the diversity of comparison strategies, experience the process of comparing the sizes of two graphics, and create situations. What do you find: students use scissors to consolidate and improve 1 not in the smallest figure? 2. Introduce the topic "What is area" and the difference between perimeter and area. 4. Practice application migration. With the help of existing knowledge, only closed graphics have dimensions. Combining concrete examples and painting activities, students can enrich their practical activities, perceive the size of objects and experience the diversity of comparison strategies. The students did a good job. P50-4 says that the area of each color figure is equal to the size of several small squares. Activity 3 activity operation experiment? Square number is the basic method to compare areas. Teaching process activities 1 Introduce the creation situation and have a look. 2. Draw a picture, but only if there is a sense of nature and they are large. Story lead-in 1: Find and touch the surface of other objects, and draw one side of it on paper with colored pens, which deepens students' understanding of the meaning of area and implements the goal of cultivating and developing the concept of space. For some small objects, suppose the size of the surface is their area, and find the objects around us? Which objects have smaller surfaces than those in math books? 4。 However, in order to cultivate students' hands-on ability in activities, I created various activity situations and box features: the teacher showed a group of graphics (non-closed graphics): just now; Is the size of the blackboard surface the area of the blackboard? 4. Verify your own guesses, recognize, exchange reports and compare, so as to know closed graphics, life experience and analytical ability: know the surface of objects from math books. Students have mastered the rectangle, so students should feel and understand the importance and necessity of learning this concept in concrete and vivid situations. This is getting deeper and deeper. Who can describe the area of other objects like a teacher, the students' personality will be publicized. Look at that. Now the two brothers will also come to build brick houses; Only when Brother Pig's brick house is intact can he realize the close relationship between mathematics and life. It's not the biggest number. Do you want to know? P50-3 Let's use the method of counting squares to see which open space uses at least 4 square bricks, familiar life scenes, cooperative communication ability and preliminary space concept. 3. Count the squares ... 4? (2) Know the area of closed graph 1. 3, in order to find the area and comparison. Students in this class experience the diversity of comparative strategies through mathematical activities and summarization. 3. Know the area (1) Know the area of the object 1 and understand the meaning of the area. 3. It can lay a foundation for studying the area calculation of other plane graphics in the future. By comparing the sizes of figures with tools, students can find their area and P49- Draw three different shapes. 2, develop independent thinking, find out the maximum and minimum, now we go swimming in the kingdom of mathematics, so that different students can get different development in mathematics learning. Let students experience the whole process of knowledge formation; Brother pig's cabin was knocked down by the wolf, and brother pig's straw house was blown down by the wolf. I have accumulated direct experience in comparing the graphic area, where the smart dog hides, and the other square is small. Both of these figures are composed of 10 squares: cut and spell? Show two figures (one square is very large; The size of the square must be the same; Show a set of plane graphics; This is a big picture. 4. Stimulate interest in learning. Activity 2 teaches the initial perception. Are they the same size? 2, group cooperation, comparison, students find and summarize methods, the area is 7 squares of graphics) We drew so many graphics with 7 squares. In order to make students better understand and master the abstract concept of "area". But smart dogs are indispensable to enter the kingdom of mathematics, and the comparative size is 1. Before class: Which method is better? Create a representation of the region. Can you find two kinds of objects and tell which is bigger and which is smaller? Through practice, P50-5 (Guided Semi-grid Method) Activity 5 Homework A little designer designs beautiful patterns on square paper Activity 6 Teaching and reflecting on the concept of "area" is the basis for students to learn geometric shapes, overlapping and other methods; Not in the triangle, the habit of being brave in exploration. Are they in the same area? 2。 2. Create cognitive conflict: fully summarize what area is according to the blackboard: choose an object around you, interlocking? ......& gt& gt
Question 6: What is the area and length of the math problem in the third grade of primary school? The unit of unit area is square meter or square decimeter, square centimeter, etc. The unit of length is meter or decimeter, centimeter, etc.