Teaching plan of "Understanding of Cuboid and Cube" in the second volume of fifth grade mathematics published by People's Education Press.

The introduction of "cuboid and cube" is a qualitative leap for the development of students' space concept. Especially for those students who have a weak sense of architectural space, it is very difficult to learn this unit. The following content is ready for your reference!

Tisch

Teaching objectives:

1, through the physical understanding of long cubes, through students' observation, comparison and group discussion, understand the characteristics of long cubes.

2. Know the length, width, height and side length of the cube.

3. Cultivate students' spatial imagination and spatial concept.

Teaching emphases and difficulties:

Understand the characteristics of long (regular) cubes through physical objects.

Teaching process:

First, review questions

Please recall, what plane graphics have we learned? What are the characteristics of rectangles and squares? What is the relationship between these two plane figures? These figures we have learned before are all plane figures. Today we are going to know two kinds of three-dimensional figures-cuboids and cubes. (blackboard title: understanding of cuboids and cubes)

Second, explore new knowledge.

(1) Introduction to the new curriculum: Point to various shapes of teaching AIDS and ask questions. Which objects are cuboids? Please select the cuboid. What other objects are cuboids in your daily life? Students give examples. Why do we call these shapes cuboids? What are the characteristics of cuboids? Let's study it together.

(2) Know the cuboid.

1. The teacher took out the model of the matchbox and explained the face, edge and vertex.

2. Students use learning tools to discuss in groups, show the outline of group discussion, and fill in the operation experiment report after discussion.

Polygon vertex cuboid number shape size number length number position

(1) Exploratory experiment report.

(2) Report the discussion results.

(3) Know the length, width and height of a cuboid.

4. Guide students to point out the length, width and height of their learning tools, change the position of learning tools, and point out the length, width and height. Explain to students that the length, width and height of a cuboid vary according to its position.

5. Exercise: Ask to judge whether the picture below is a cuboid according to the characteristics. And tell how many centimeters are the length, width and height of the cuboid three-dimensional figure.

(teaching aid)

(3) Understanding cubes

1. Students find the cube to observe independently, answer questions independently according to the outline after observation, and fill out the experimental operation report independently. Overview of independent observation:

(1) How many faces does a cube have? What shape is each face? What are the characteristics of the shape and size of the opposite side?

(2) Touch, how many edges does the cube have? Are they equal in length?

(3) Look, how many vertices does a cube have? Fill in the experimental operation report independently: the number, shape, size, quantity, length, quantity and position of cubes at the vertex of the face are 1. Discuss collectively, revise the experimental report completed by the students independently, complete the teacher's blackboard writing, and pay attention to inspire the students to summarize the characteristics of the cube themselves. 2. What are the similarities and differences between cuboids and cubes? Similarity: 6 faces, 12 edges, 8 vertices. Difference: the shape, size and length are different. All six sides of a cube are squares, with equal areas and 12 sides with equal lengths. 3. Guide students to understand the relationship between length and cube;

(D) New lesson summary

What did we learn at the end of this class? Do you have any questions?

Third, reading questions (omitted)

Fourth, consolidate practice.

(1) Cubes and cubes have 6 faces, 12 sides and 8 vertices. ( )

(2) All six faces of a cuboid are rectangles. ( )

(3) A cube is a figure composed of six squares. ( )

(4) Cubes are special cuboids. ( )

extreme

Teaching objectives:

1. Know cuboids and cubes, and preliminarily master their respective characteristics and internal relations. Help students to establish the concept of space in the practice of hands-on operation, and cultivate students' ability of observation, analysis and reasoning.

2. In the process of understanding the relationship and changing law between cuboid and cube, students' dialectical materialist views are initially cultivated.

Teaching process:

First, introduce the new curriculum and reveal the theme.

1. Teacher: What basic plane graphics have we learned? What is the relationship between rectangle and square?

2. Show me a piece of paper. Teacher: What kind of figure is this? (Rectangular) If you overlap many pieces of paper of this size, what shape do you think it will be? (cuboid)

3. Teacher: In our daily life, we often see cuboid objects, such as health care boxes and chalk boxes. Can you name some? (Bricks, ink bottle boxes, textbooks ...)

Teacher: Cuboid and cube have a great relationship with us in daily life and are widely used in industrial and agricultural production. Today we will learn it.

Writing on the blackboard: understanding of cuboids and cubes

Second, demonstrate the operation and know the face, edge and vertex.

1. Take out a radish and cut it with a knife. Let the students observe and touch the cut noodles. On the basis of students' feelings, tell them that this is called "noodles".

2. Cut the radish face down, then cut it vertically, and take out one of them for the students to see.

Teacher: How many sides does this radish have? What is the name of the edge where two faces intersect? (edge)

3. Continue to cut, put the radish flat on the table, and then cut vertically. There is a new situation for students to observe and answer. There are several sides and edges.

Teacher: The point where three sides intersect is called the vertex.

Teacher: Just now, we got to know the face, edge and vertex of the object through the activity of cutting radish.

4. The teacher shows the cuboid model, and the students take out the cuboid, observe and touch the face, edge and vertex of the cuboid. Then answer: How many faces does a cuboid have? How many sides? How many vertices?

Third, know the cuboid

1. Ask students to carefully observe the rectangular objects in their hands, and teach themselves textbooks, and show the following self-study questions on the blackboard:

(1) How many faces does a cuboid have? What figure is each face? Which faces are equal in area? Why?

(2) How many edges does a cuboid have? Which sides are equal in length?

(3) How many vertices does a cuboid have?

2. After the discussion, the teacher simply writes down the answers on the blackboard according to the students' answers.

(1) A cuboid has six faces, all of which are rectangles. The upper and lower surfaces, the left and right surfaces, and the front and rear surfaces are called opposite surfaces, and the areas of the opposite surfaces are equal.

(2) A cuboid has 12 sides, and the sides in the same direction are equal in length.

(3) Eight vertices of a cuboid.

3. Then the teacher shows a group of cuboids with square faces and tells the students that this is also a cuboid, and one of its six faces is a square.

Blackboard: In a cuboid, there may be a set of opposite faces that are squares.

4. Guide students to imagine.

(1) Teacher: ① We studied cuboids above. Let's look back. What are the characteristics of cuboids? According to these characteristics, talk about the faces, edges and vertices of some objects you see in real life (students express their opinions and discuss according to the teacher's questions). (2) Who can talk about the face, edge and vertex of this cuboid in class?

(2) Show the cuboid model. Teacher: Which faces of a cuboid can you see? ② Generally, we can see three faces of a cuboid. ③ Show perspective view. Tell the students that this picture is called a perspective view of a cuboid.

(3) Try to practice: Determine which of the following figures are cuboids, and explain which ones are not cuboids and why.

5. Know the length, width and height of a cuboid.

(1) Instruct students to observe the model, point to a vertex of the model and ask: How many sides of a vertex intersect? What are the three sides? Tell the students that the length of three sides intersecting at a vertex is called the length, width and height of a cuboid. Traditionally, we call the horizontal side length long, the vertical side length wide and the vertical side length high.

(2) The teacher takes out a cuboid model and asks the students to point out the length, width and height of the cuboid. Then change the same model into three positions, and the students point out its length, width and height respectively.

(3) Let the students take out their own recording tape boxes. Requirements: ① Measure the length, width and height of each tape box at the unified placement position designated by the teacher. ② Ask students to measure the length, width and height of their different placement positions and report the data, so that other students can guess the placement position when reporting the data.

(4) Try to practice (omitted).

Fourth, know the cube.

1. Take the three-dimensional figure in exercise 1 (question 1) in which the length, width and height of a cuboid are 5cm as an example, and tell the students: "A cuboid with equal length, width and height is called a cube, also called a cube."

2. Students take out cube learning tools. The teacher asked the students to measure the length of 12 side and observe the shape and size of six faces. The teacher asked: What did you find?

After the discussion, let the students read the textbook. According to the description in the textbook, let the students say the characteristics of the (1) cube. (2) The relationship between cubes and cuboids.

Summary and comparison of verbs (abbreviation of verb)

Teacher: We studied cuboids and cubes respectively. Please take out the patterns made according to the requirements of exercise 22, question 5, and then please compare them:

1. What are the characteristics of cuboids and cubes?

2. What are the similarities and differences between cuboids and cubes?

3. What is their relationship?

Tisso

Teaching objectives:

1. Master the characteristics of cuboids and cubes and know the relationship between them.

2. Cultivate students' ability of hands-on operation, observation, abstract generalization and preliminary spatial concept.

3. Infiltrating things is a dialectical materialist view that is interrelated, developing and changing.

Teaching focus:

1. Characteristics of cuboids and cubes;

2. Recognition of 3D graphics.

Teaching difficulties:

1. Characteristics of cuboids and cubes;

2. Recognition of 3D graphics.

Teaching aid preparation:

Teaching aids: cuboid frame, cuboid, cube, cylinder, frustum, rectangular platform, etc. Slides; Animation. Learning tools: cuboid and cube cartons.

Instructional design:

First, review preparation

1. Please draw a plane figure that you have learned; Then let each student touch the drawn figure by hand; The teacher made it very clear that these graphics are all on a plane, which is called plane graphics.

2. The teacher took out cuboids, cubes, cylinders, truncated bodies, rectangular tables, ink bottle boxes, etc. The teacher asked: Are all the parts of these objects on the same surface? (No) The teacher made it very clear that the parts of these objects are not on the same plane, but are all three-dimensional figures.

3. Introduction: Today, in this lesson, we will learn more about the characteristics of cuboids.

Teacher's blackboard writing: understanding of cuboid

Second, learn new lessons.

(A) the characteristics of cuboids

1. Please take out your own cuboid. Teacher's question: Please touch the cuboid with your hand. What is it surrounded by? Please touch the intersection of two faces with your hand. Please feel exactly what the intersection of the three sides is.

Teacher's blackboard writing: face, edge and vertex

2. Study the characteristics of cuboids with reference to the discussion outline.

Demonstrate the animation "Features of the Box"

Discussion outline:

① How many faces does a cuboid have? What is the relationship between the position and size of the surface?

② How many edges does a cuboid have? What is the relationship between the position and the length of the edge?

③ How many vertices does a cuboid have?

Teacher's blackboard writing: cuboid:

Faces: 6. Rectangular (or two opposite faces may be square), and the opposite faces are exactly the same.

Side: 12, four opposite sides are equal in length.

Vertex: 8.

Teacher: Please talk about the characteristics of cuboids completely.

3. Compare the difference between three-dimensional graphics and plane graphics.

Teacher's question: Cuboid is a three-dimensional figure, how to distinguish it from plane figure when it is painted on paper? Please observe, how many faces can you see? What kind of noodles? How many sides can you see? Which edges?

The teacher introduced the drawing method of cuboid: the invisible edges are represented by dotted lines, the last one is a rectangle, and the other faces are parallelograms.

4. Show the cuboid frame for observation.

The teacher asked: How many groups can the 12 edge on the frame be divided into? How to divide it? Are the three sides intersecting at a vertex equal in length?

The teacher made it clear that the length of three sides intersecting at a vertex is called the length, width and height of a cuboid.

(2) Cubic features

1. Demonstrate the animation "Features of Cubes"

Teacher's question: Look at the new cuboid and see what changes it has compared with the original cuboid. (Length, width and height become equal, all six faces become squares, and cuboids become cubes)

2. Students teach themselves the characteristics of cubes according to the characteristics of cuboids. After the students discuss and summarize,

Teacher writes on the blackboard: Cube:

Front: 6 identical squares.

Side: 12 sides are all equal in length.

Top: 8。

3. Students discuss and compare the characteristics of cuboids and cubes.

Similarity: the number of faces, edges and vertices is the same;

Difference: the shape, area and side length are different.

Teacher's question: Do you have all the characteristic cubes of a cuboid? On the relationship between cuboid and cube.

Cube is a special kind of cuboid.