Large class math cube teaching plan

7 teaching plans for math cubes in large classes

Cylinders, cubes and cuboids are common geometric bodies, which children often come into contact with in their daily lives. The teaching of geometric bodies is very important in large classes. Here are the teaching plans for math cubes in large classes, I hope you like them!

teaching plan of large class math cube (Part 1)

Activity goal

1. Being able to perceive the difference between plane graphics and cubes in the game.

2, can explore and discover the characteristics of cubes and cuboids.

3. Be able to make production activities carefully.

Preparation of learning tools

1. Operation cards P1, 2

2. A square towel and a large cube building block.

Activity process

1. Activity observation: Find differences

1. Show square towels and a large cube building block to guide children to observe. Bing boldly talks about the similarities between the shapes of these two things. Towels are flat and three-dimensional in building blocks. )

2. Look at those things in the activity room that are similar to towels and are flat, and those things that are similar to building blocks are three-dimensional?

3. Card operation: Please look at page 1 of the card; Tell me what items are in the picture. Which items are similar in shape to towels and which items are similar in shape to building blocks? Draw a line on them.

Second, count how many rooms there are

Guide children to observe and discuss the similarities and differences between the two animal rooms on page 2 of the operation card.

1. One point. What animals live in the two animal houses? How many are there each? What kind do they belong to? (wild animals, birds)

2. Count them. Children feed the animal room and poultry room on the production card respectively, fill in the numbers from 1 to 6, and number the animal room to see how many rooms there are in each room.

3. Have a look. What graphics are formed by the animal house and the poultry animal house respectively? What is the size of the graph? How many are there each?

4. talk about it. The animal house is composed of six squares of the same size; The poultry animal house is composed of four rectangles and two squares of the same size.

Third, production activities

1. Guess. What will happen after the graphics on the production card are cut and bonded?

2. Do it. Please cut out the graphics on the production card and glue them into a cube animal house. (Children can also be invited to go home and make with their parents. )

3. Talk about it. What is the name of the shape of the animal house? (Cube) Like what?

what's the shape of the poultry house? What does a cuboid look like? Math cube teaching plan for large class (Part 2)

Activity objectives:

1. Get to know the cube preliminarily and know some basic characteristics of the cube.

2. In the operation activities, try to learn to complete the task of making cubes independently.

3. Experience the joy of participating in math activities.

Activity preparation:

Teaching aid: cube square

Learning tool: Children's Book, all kinds of cuboid and cube objects

Activity process:

First, get to know the cube

Teacher: Teacher, there is a big Rubik's cube. Please have a look at its shape.

Young: Square (cube) The teacher compares the square with the cube.

(1) Teacher: Please have a look at the shape of the face of this Rubik's cube. (Square), are all faces square?

(2) Let's compare them again. Are all the faces the same size?

(3) How many faces does this Rubik's Cube have? (6)

Teacher: A shape like this is called a cube.

Summary: A cube has six faces, and each face is a square with the same size.

II. Consolidate your study

Teacher: The teacher has prepared a lot of things for you. Please find out which things are cubes (verification)

III. Practice

Making cubes.

Fourth, the teaching plan of the big class mathematical cube in the dice game (Part 3)

Activity goal:

1. Know the cube in the activity, distinguish the cube from the square, and initially perceive the basic characteristics of the cube.

2. You can find cube objects in your life and perceive three-dimensional figures.

3. Cultivate children's ability of observation and spatial perception.

activity preparation:

1. preparation of teaching AIDS: dice, cube drawing paper and courseware; 2. preparation of learning tools: making cube drawing paper, colored pens and glue sticks; activity process:

1. preparation activities.

1. Greetings from teachers and students

2. Introduction to the scene: "Today, I'm going to take my children to the mysterious magic park, and then we're going to embark on a mysterious magic journey. Please join me." "Building Block House": The building blocks are wide and long. I use building blocks to build a new house. Children please go in and praise the house for its beauty!

second, group activities.

(1) Observing the graphics Children watch the courseware teacher: "What graphics are there on the graphics paper? How many? Are they the same size? " Teacher: "There are six squares of the same size on this graphic card. Let's do a magic trick and see what it can become?" (2) The teacher demonstrates the operation activities and folds the drawings into cubes.

Teacher: "This new figure that has become today is called a cube." Let's have a try, children.

(3) To know the shape, please ask children to observe the cube teacher: "How many faces does a cube consist of?" Teacher: "What is the figure on each face?"? Is each figure the same size? " Summary: A three-dimensional figure surrounded by six identical squares is called a cube.

(4) Teacher-child interaction teacher: Please talk about the cubes in life.

Third, game activities:

1. Game name "Dice" game

2. The rules of the game ask a child to roll the dice, and the child will answer questions according to the number of the dice. The children who answered correctly went on stage to roll the dice. (The question is marked on the dice)

Number 1: How many sides does a cube have?

number 2: are the six sides of a cube the same size?

number 3: what are the cube things in life?

number 4: what square things are there in life?

number 5: what are the six faces of a cube?

number 6: roll the dice again.

3. activity summary: teaching plan of large class mathematics cube (Chapter 4)

Teaching objectives:

1. Understand the characteristics of the cube and the names of its parts.

2. Develop students' spatial concept.

teaching emphasis:

master the characteristics of cubes.

Teaching difficulties:

Cultivating students' spatial concept.

Teaching process:

1. Import.

We have known cuboids, but there are some special cuboids (physical objects) in our life. We call these cuboids cubes cubes, also called cubes. Today, we will learn about cubes. (blackboard writing)

2. Learn about the characteristics of cubes:

(screen demonstration) Extend the height and width of a cuboid to get a cuboid with equal length, width and height. A cuboid with equal length, width and height is called a cube. (also called cube) (blackboard writing)

Ask students to observe their cubes, and then study the characteristics of cubes from three aspects: face, edge and vertex.

Question:

(1) How many faces does a square have? What figure is each face? What is the area of each surface?

(2) How many edges does a square have? What is the length of each edge?

(3) How many vertices does a square have?

(blackboard writing: every face of a cube is a square with the same area and every edge has the same length)

Q: What is the relationship between a cube and a cuboid?

teacher: we use this diagram to show the relationship between cubes and cuboids.

(screen display)

3. Summary: What have you learned? What did you get?

4. Design of blackboard writing:

Cube (cube)

Faces: 6 faces are squares with equal area

Edges: 12 edges with equal length

Vertex: 8 vertices

Part 2: Understanding and teaching design of a cuboid in a math teaching plan for the fifth grade of primary school

Teaching requirements: By observing objects and doing it by hands.

teaching emphasis: characteristics of cuboids.

teaching tools: ① teacher's preparation: all the objects in the picture on page 27 of the textbook, rectangular frame made of iron wire and projector. ② Students' preparation: Collect some small cartons at the beginning of cuboid, and cut out the cuboid development drawing on page 145 of the textbook and stick it on cardboard for later use. Teaching plan of large class mathematics cube (chapter 5)

1. Creating situations

1. After observation, answer: ① We have learned these figures, can you name them?

② classify and write on the blackboard according to the students' answers.

plane graphics three-dimensional graphics

③ Pointing to the left, ask: What are these graphics? (and write on the blackboard: plane figure)

④ Pointing to the right, ask: What figures are these? (and write on the blackboard: three-dimensional graphics)

2. Experiment

Two measuring cylinders of the same size were used to fill 6 ml of water. Then put a stone in one of them and let the students observe the change of the water surface in this measuring cylinder? Let's discuss in groups why this happens. Help students better understand the concept of "space".

Starting from today, our math class mainly studies cuboids and cubes. In this class, we first learn about cuboids and write on the blackboard.

Second, explore and practice

1. Let the students take out a rectangular box prepared to observe their characteristics.

(1) Know the faces of cuboids. (Let the students discuss in groups)

① Touch how many faces it has (pay attention to train students to observe in order)

② What shape is each face? (Note that there are also two opposite faces that are square)

③ Which faces are exactly equal? (Show it to the students)

Then, according to the students' speeches, it is concluded by projection:

A cuboid has six faces, each of which is a rectangle (in special cases, two opposite faces are squares), and the shapes and sizes of the faces are exactly the same.

(2) Know the edges of cuboids.

Let the students touch the intersection of every two faces of a cuboid with their hands (to guide the students to touch them in order). What shall we name these places? (Students do according to their own ideas, and finally they are unified as "edges")

Then let the students count and measure in groups:

① Count: How many edges does a cuboid have? (How to tell the number)

② Measure: Measure the length of each edge by hand to see which edges are equal in length. What are the rules? According to the students' speeches, it can be concluded that (projection shows)

A cuboid has 12 edges, and the four opposite edges are equal in length.

(3) Know the vertices of a cuboid.

Ask the students to take a cuboid paper box, touch the intersection of every three edges of the cuboid with their hands, and ask: ① Do you know its name? (Vertex)

② How many vertices does a cuboid have? (8)

(4) Put a cuboid on the platform for students to observe.

how many faces can I see at most? (3 faces)

Say: So we usually draw a cuboid like this.

(projection presentation)

(5) Summarize the characteristics of the cuboid in the form of filling in the blanks. (projection display)

A cuboid is a figure surrounded by six rectangles (in special cases, two opposite faces are squares). In a cuboid, two opposite faces are equal, and the opposite edges are equal in length.

2. Teach the length, width and height of a cuboid.

Let the students discuss the following two questions in groups:

(1) How many groups can its 12 edges be divided into? How to divide it?

(2) Are the three edges intersecting at the same vertex equal in length?

find some representatives to tell you the measurement results.

Think about it:

(1) Do you know what the lengths of three edges intersecting a vertex are called cuboids? (length, width and height)

(2) Is the length, width and height of a cuboid related to this cuboid? (The projection shows several cuboids with different lengths, widths and heights)

Conclusion: The size and shape of a cuboid are determined by its length, width and height.

Third, classroom practice

1. Measure the length, width and height of the textbook.

2. exercise 5, question 2.

3. exercise 5, question 3.

fourth, class summary: students summarize what they learned today. Formula: cuboid three-dimensional, 8 tops, 6 faces and 12 edges; The edges are divided into length, width and height, and four in each group should be remembered well; Six faces are placed face to face, and the corresponding faces are all the same. Math cube teaching plan for large class (Chapter 6)

Activity goal

1. Know cuboids and cylinders, and simply understand their relationship with rectangles and circles.

2. Collect a variety of cuboid and cylinder objects in life and make a combined modeling.

3. Develop the ability of thinking in images and the skills of cutting and pasting.

Key points and difficulties of activities

1. Focus on understanding cuboids and cubes.

2. Difficulties: Simply understand their relationship with rectangles and circles and their characteristics.

Activity preparation

1. Collect cuboid and cube toys and articles.

2. Rectangular and circular snowflake blocks with the same size.

3. Scissors, glue, colored paper and questionnaire.

activity flow

a child explores the characteristics of toys while playing and classifies them.

Teacher: "The teacher has brought many interesting toys. Let's play together."

children can choose toys at will and play freely. Teacher: "What did you find just now? Can they roll? (children freely answer)

Teacher: "Please put the toys that can roll in the red basket and the toys that can't roll in the green basket.

second, let children measure cubes and cylinders, and verify their characteristics in the measurement.

1. The children put it well. Let's take a look at what the rolling object looks like. (Children freely answer) Let's take a look at what a toy that can't roll looks like. (the child answers)

Teacher: The children have observed it in detail. Is this round toy as big as the circles on both sides? Is this rectangular toy the same size on each side? Young: the same size, not the same size. (children are at loggerheads)

2. The teacher shows the note and the children themselves.