Five teaching plans of "Understanding Graphics (II)" in the second volume of senior one mathematics.

# 1 grade # Introduction Teaching Plan is a practical teaching document designed and arranged by teachers in order to carry out teaching activities smoothly and effectively, based on curriculum standards, syllabus and teaching materials requirements and the actual situation of students, taking class hours or topics as units. KaoNet has prepared the following contents for your reference!

Chapter 1 Understanding Rectangle, Square, Parallelogram, Triangle and Circle

Preview requirements: Look at pages 2 and 3 of the textbook and tell your classmates what you understand.

Teaching objectives:

1. By observing one surface of a cuboid, a cube and the bottom surface of a cylinder, draw pictures with the surfaces of these geometric bodies, so that students can intuitively understand rectangles, squares and circles.

2. Let students develop the concept of space in observation, operation, drawing and other mathematical activities, experience the fun of learning mathematics, and accumulate interest in mathematics.

3. Let students accumulate interest in mathematics in learning activities.

Teaching focus:

Guide students to separate from objects, and then abstract plane graphics from surfaces.

Teaching difficulties:

Enrich intuitive experience and develop the concept of space.

Teaching tools:

Building blocks (cuboid, cube, parallelogram, cylinder), watercolor pens, square paper, white paper, and various colored graphics (rectangle, square, parallelogram, circle).

Teaching process:

First, combing and reviewing in the game

Do you like building blocks, children? Today we are going to build blocks. Please discuss with the children in each group what you are going to take first.

After the group discussion, the teacher asked: Please observe the shapes of these blocks while building. What do you know?

(2) After the student activities, specify several students to take out the building blocks they already know and introduce their shapes. The camera also asked other students to look for building blocks with the same shape.

Second, the feeling of cooperative inquiry

(1) guides the understanding of rectangles.

Have a look and feel.

Introduction: (The teacher points to several faces of the cuboid in turn) This is one face of the cuboid, this is the other face of the cuboid, and this is also one face of the cuboid. A cuboid has six faces.

Layout operation: Please select any face, face yourself, carefully observe its shape, and then touch it with your hands.

② Draw a picture. Use your head and draw the shape of your chosen face on the paper. Think about it, how to draw it? Let's have a try.

3 comparison. Let the children exchange their pictures in groups and look at each other's pictures.

The teacher further showed the various rectangles drawn by the students with the help of the physical projector.

Let's look at one side of a cuboid, some like this, some like this,

4 reveal your name. Imagine: let's close our eyes and think about the figure we just saw.

It is pointed out that although some figures like this are big, some are small, some are horizontal and some are vertical, we all call them rectangles.

⑤ Look for it. What other faces of the cuboid in your hand are also rectangular? Look and touch when you find it.

(2) Know the square independently.

(1) conversation elicitation method. Just now, we used the method of "first look at the shape of one face of a cuboid, then touch it, and then draw it", so do you want to know what the shape of the face of a cube is?

Let the children pick up a cube and know the shape of each side of the cube in the way they just know the rectangle.

② Teachers should pay attention to observation and guidance during students' activities.

③ Summarize after communication.

Ask the students to exchange the pictures in the group, and then the teacher chooses some squares drawn by the students to display on the projector.

Q: What's the name of the figure we drew?

Summary: These figures are all squares.

4 take a look again. What are the other faces of the cube?

(3) Let go of the circle.

① Guide the review method. Just now we learned about rectangles and cuboids, squares and cubes. What numbers can we know from the cylinder? Please take out a cylinder and find this surface (bottom surface) of the cylinder. Think about how we met rectangles and squares just now. Please also know the shape of the bottom of the cylinder in this way.

② Teachers should pay attention to observation and guidance during students' activities.

③ Collective communication.

Communication: Tell me how you know the shape of this surface.

Communication graphics: look at the graphics drawn by the other party.

Reveal the concept: what do we call this figure? (circle)

(4) Find out which surface on the cylinder is also round and show it to your deskmate.

Third, contact life, expand and extend (P3 did it).

(1) Find the learned figure in the plan.

In fact, the rectangles, squares and circles we know today are hidden in our daily life. Look, this is Xiaohong's living room. There are many figures in it that we know today, for example, the surface of the stool is rectangular. So who will find it and who will talk about it?

(2) Look for the graphics that have been studied around you.

Is there such a figure around us? Who found out? Please point to it.

(3) Recall what you have learned in your life.

This graphical life also exists. Who can tell me where you saw these figures you learned today?

There are still many graphic lives like this, and children can continue to look for them after class.

Fourth, deepen the experience in management.

(1) Question: Enclose a rectangle and a square on the nail board for the whole class to communicate.

(2) Question: Can the nail board form a circle? Please guess and look around.

(3) Discussion: Why can the nail board be surrounded by rectangles and squares instead of circles? Let the students understand that the edges of rectangles and squares are straight and can be enclosed, while the edges of circles are curved and cannot be enclosed.

Verb (abbreviation of verb) summary and expansion:

Children, we have a lot of math activities in this class today. Did you have a good time? What have you gained from these activities?

Graphic understanding in blackboard writing design (2)

Know a rectangle, a square and a circle.

Rectangular square circle

Chapter 2 Understanding Triangle and Parallelogram

Preview requirements: read 2-3 pages of the textbook and do exercises 1, 1-3.

Teaching objectives:

1. Through the folding, cutting and splicing of rectangles or squares, you can intuitively understand triangles and parallelograms and know the names of these two graphics; And can identify triangles and parallelograms, and initially know their applications in daily life.

2. Experience the transformation of graphics in activities such as overlapping, cutting and puzzles, and develop the spatial imagination of graphics.

3. Accumulate interest in mathematics in learning activities and enhance the awareness of communication and cooperation with classmates.

Teaching focus:

Understand triangles and parallelograms intuitively, know their names, know these figures, and know their applications in daily life.

Teaching difficulties:

Ask the students to start around the nail board and spell out the parallelogram with small sticks.

Teaching tools:

Rectangular model, rectangular and square paper, courseware, wooden stick.

Teaching process:

First, review and pave the way

Show the rectangle and ask, "Little friend, who will introduce this old friend?" Did he introduce it correctly? "Then he pointed to the second figure (square) and asked," Who is this old friend? "Show the circle again:" What's its name? These are three old friends we know: rectangle, square and circle. I see you like origami very much, don't you? Today, I specially prepared an origami game for you. Are you happy?

Second, inspire thinking and lead to new knowledge.

1. Do you know triangles?

(1) The teacher shows a square piece of paper and asks: What is this figure?

The student replied: This is a square.

Teacher: Can you fold a square piece of paper in half?

Students' activities, teachers' patrol, to understand the situation of students' origami.

Organize students to exchange how you folded it, and what graphics did you fold?

Teacher: What kind of graphics are we folding now?

A: Triangle.

Teacher: The children got to know our new friends at once. By the way, this is a triangle. Show and paste triangles.

Blackboard writing: triangle

(2) Question: Where have you seen such figures? Think about it?

Let's talk in groups first. The students answered.

The teacher also brought several triangles.

The teacher concluded: In our life, there are many objects with triangular faces. As long as children observe more, they will find more.

2. Do you know parallelogram

(1) What shape is this paper? (Demonstration of rectangular paper) How to fold, fold into two identical triangles?

(2) Students should think about it first, and then discuss the trial discount at the same table. Teacher patrol

(3) communication. Will you fold like him?

(4) Cut off two triangles after folding. What can you do to know whether these two triangles are exactly the same? (Folding them together) This is exactly the same.

(5) Now we all have two identical triangles in our hands. Let's put them together and see what figures we can spell. Students work in groups and teachers patrol.

Exchange and discuss. Students can spell out the following figures: triangle, rectangle, quadrilateral and parallelogram. Ask a classmate to show you every spelling on the projector.

Teacher: This figure is really beautiful. What's its name? This figure is another new friend we want to know-parallelogram. (Show the figure and write it on the blackboard: parallelogram) (Write it on the blackboard)

Show a rectangular model and ask, "What is the face of this figure?" After the students answered, the teacher gently pulled the rectangle and a parallelogram appeared. Question: "What kind of figure has this character's face become now?"

Summary: We already know the rectangle. In fact, it is a parallelogram with a slight change. Look: (Demonstration of rectangle changing into parallelogram). For many places in our life, we have made many things by using the changeable characteristics of parallelogram, such as fences, stairs, retractable doors, retractable hangers and so on.

Third, experience deepening.

(P3) Do it; 2) Draw your favorite graphics.

Third, practice consolidation.

(1) Practice 1 Question 1. The teacher shows the pictures of exercise 1 # 1 on the big screen, and the students find the plane pictures they have learned in groups and color them. Finally, the whole class communicates.

(2) Exercise 1, Question 2, Question 3. Students do it independently.

blackboard-writing design

Understanding Graphics (2)

Triangular parallelogram

Spell one piece at a time.

Preview requirements:

Look at the content of "spelling" on page 3 of the textbook and do the exercise 1, question 4.

Teaching objectives:

1, so that students can understand the characteristics of plane graphics they have learned and describe the characteristics of rectangles and squares in their own language; Let the students perceive the relationship between the pictures they have learned.

2. Through observation and operation activities, students can initially understand some characteristics of rectangle, square, triangle, circle and parallelogram; Perceive the relationship between the learned figures.

3. Putting many graphics together, we find that graphics can change and connect from simple to complex, and feel the beauty of graphics. Through mathematical activities, students' awareness of mathematical communication, cooperative inquiry and innovation is cultivated.

Teaching focus:

Understand the characteristics of plane graphics and describe the characteristics of rectangular and square edges in your own language.

Teaching difficulties:

Preliminary perception of the relationship between the learned graphics.

Teaching process:

First, situational introduction

Students, before class, the teacher will sing a song for you first. Let's listen to what is sung in the song. Play the theme song of the children's program "Windmill" through multimedia. After the play, ask: Do you like windmills? In fact, the windmill is folded after the rectangle is turned into a square. Not only that, there are many ever-changing patterns composed of plane graphics in life. Do you want to be a magician who makes graphics magical? Ok, today we are going to learn the combination of plane graphics. Everyone will become a magician after class. (blackboard writing topic)

Second, a 10% discount.

(1) Know the characteristics of rectangular and square sides.

First, let's look at the characteristics of rectangles and squares. (Look at the slide) Students are required to fold the rectangle in your hand. What is the opposite side of the rectangle after folding? (Yes, the opposite sides overlap, that is, the opposite sides are equal. ) So, are adjacent sides equal? Let's watch the screen demonstration together. Let's take another look. What about the edge of the square? (Slide) Let's fold the square diagonally along the dotted line and then fold it on the opposite side. What do you think of the four sides of a square? Ok, let's look at the screen again.

Induction: some students use observation method, while others use comparison method, and draw the conclusion that the opposite sides of a rectangle are equal and the opposite sides of a square are equal; The adjacent sides of a rectangle are not equal, and the adjacent sides of a square are equal; All four sides of a square are equal.

Q: Can you turn rectangular paper into square paper? If you fold it and cut it like this, it will become a square. Can you explain why?

(2) Group cooperation to make paper windmills.

As we said before class, the paper windmill was completed after changing from a rectangle to a square. Can you make a windmill? (Slide shows windmill pattern) Next, the teacher will come to study with you. Please pay attention (play video).

Through video, we can do the following steps: first, prepare a rectangular piece of paper, and according to the characteristics that the four sides of the square are equal, we cut the length and width of the rectangle into equal parts (slide making step). Then, we will fold the diagonal of the square and cut it to the center along the crease, but leave room in the center. Then, we fold eight corners to the center every other corner, and then string them together with iron wires to fix them, so that the paper windmill can turn in the wind.

Q: What figures did you find in the process of making windmills? How to turn a piece of paper into a windmill? Do it and play with your windmill.

Evaluate each other in groups and show students' works.

Ok, let's put the paper windmill aside and see what other plane shapes can be put together. Please look at this car (slide). What graphics does it consist of?

Third, fight together.

Everyone was fine just now. Do you want to play a jigsaw puzzle?

(1) Next, please spell the two rectangles in your hand and see what you can spell. (After the students finish, show the answers on the slide.)

(2) What can be spelled with four identical squares?

Q: How many identical small squares can make a big square?

(3) Everyone is so smart, can we put a hexagon?

(4) OK, let's make a big triangle with nine triangles in our hands. Let's see who can spell it quickly and well. Let's go! (The answer is shown in the slide)

(5) Now, the teacher can't beat you, so I want to test your eyesight. Please note (the slide shows a flat figure made of sticks).

(1) How many sticks can you make at least two triangles?

② What figures can be spelled with 12 sticks?

Can you spell a square with the four triangles given by the teacher?

The teacher rewarded the students who performed well.

Fourth, the quiz.

(1) The teacher instructed the students to take out their schoolbags, and asked them to play imaginary puzzles with all the materials in their hands, and work with the group members to spell out their favorite figures. Compare and see who can spell well, quickly and creatively.

(2) Show students' works. Students evaluate themselves or each other.

(3) Organize students to complete the exercise 1, question 4, encourage students to do it actively, and be guided by teachers.

Verb (abbreviation of verb) abstract

Today, the children have made many beautiful figures by themselves and become a little magician! I hope that when students go home, they can continue to exert your magical power and spell out more beautiful patterns.

blackboard-writing design

Combination of plane graphics

edge

The sides of a rectangle are equal.

All four sides of a square are equal.

The fourth puzzle

Preview requirements:

Take out your own puzzle, look at the content on page 4 of the textbook and spell it according to the content of the textbook.

Teaching objectives:

Knowledge and skills: By understanding the composition of jigsaw puzzles and putting them together, we can further consolidate our understanding of rectangles, squares, triangles and parallelograms. Cultivate students' spatial concept, hands-on operation ability and creativity, and give full play to students' imagination and creativity.

Process and method:

Ask the students to consolidate the plane figures they know by jigsaw puzzle: rectangle, square, triangle and parallelogram. Develop students' concept of space and let students understand the relationship between graphics through activities such as placing given patterns and freely placing patterns.

Emotional attitudes and values:

Cultivate students' spirit of inquiry and sense of cooperation.

Teaching focus:

Further consolidate the knowledge of rectangle, square, triangle and parallelogram.

Teaching difficulties:

Spell the specified number.

Teaching process:

First, create a situation to stimulate the introduction of interest

(1) Talk: Do students like watching cartoons?

(Playing the cartoon "Playing Table Tennis")

(2) Find problems and ask questions.

What do you see in the comics?

Do you want to know how this cartoon was made?

The courseware shows the figure of "playing table tennis" made up of puzzles.

(3) Guide observation and introduce new lessons.

How many kinds of objects are there in the picture? Observe every object carefully. What are their characteristics?

(all made up of seven pieces, made up of a set of puzzles)

(blackboard writing: jigsaw puzzle)

Second, know the puzzle

Tangram production process:

Dialogue: Do you want to know how the puzzle is made?

(Multimedia demonstration of jigsaw puzzle making process)

Guide observation and discover the relationship between figures. Look carefully, what's the difference between these figures? (Different colors, sizes and shapes) See attached table 1.

Compare in size.

(1) What graphics?

What are the characteristics of the two works? How to verify?

(Ask students to show the verification process)

③ Which graphics are the smallest? What are the characteristics and how to verify them?

(Students are required to communicate the verification process in the same place)

(2) Comparison in appearance.

Dialogue: What's the difference except color and size? (shape)

What kind of graphics are the most? How many/much?

(Students dictate and the teacher writes on the blackboard: △)

five

Here's an interesting number. It is surrounded by a triangle. (Point out) What's its name? (square)

Tell me how you judge it is square. (Four sides are equal)

This figure is very interesting (parallelogram). Do you think it's beautiful? Why? The courseware flashes a parallelogram, allowing students to observe and find the characteristics of the parallelogram, and telling students that the name of this figure is "parallelogram".

(3) Statistical calculation.

Count together. How many triangles are there? How many parallelograms? How many squares?

The teacher then wrote on the blackboard: △□

5+ 1+ 1=7 (block)

Third, play together and practice together.

(1) The teacher demonstrates spelling.

Take two big triangles and make a square. (Show the assembly process with a display stand)

(2) Free puzzles of two big triangles.

You can spell squares, parallelograms and triangles, all of which will be displayed.

(3) Spell out the specified graphics.

Who can spell a bigger triangle? Use as many pieces as possible in the jigsaw puzzle.

Students are free to spell, and teachers guide them.

Show different spellings and ask students to dictate "What kind of figures are used to form a triangle".

(4) Group Match: Spell the four patterns in "Do you know" on page 4.

(1) Spell freely. Students operate and communicate in groups.

2 collective display.

Fourth, summarize and extend.

(1) Do you think this class is interesting? Why?

(2) Go home and spell out interesting characters with puzzles and make up stories for mom and dad.

blackboard-writing design

tangram

5+ 1+ 1=7 (block)

Chapter V Understanding and Review of Graphics

Teaching content: exercise 1 (page 6-7 of the textbook, questions 5-8)

Teaching objectives:

1. Through observation and operation, students can initially perceive the relationship between the learned graphs.

2. Be able to operate learning tools by yourself as needed.

3. Cultivate students' spirit of unity and cooperation.

Teaching focus:

Observing the invisible face of graphic imagination: the cultivation of spatial imagination ability. The knowledge point is that the front and back of a cuboid are the same, the left and right are the same, and the top and bottom are the same. I don't know if it's on the left, but I can look at the right.

Teaching difficulties:

Brick patching problem.

Teaching process:

First of all, talk about introduction.

Second, finish Exercise 1 and Question 5.

Show the complete wall (picture)

1 student observation.

Two students exchanged ideas and found out. Teacher's guidance summary: the length of each complete brick is the same; The number of bricks in each row is the same; Odd lines are the same as odd lines and even lines are the same as even lines.

3 Show an incomplete wall and "fill bricks"

(1) How many pieces are missing here? Can you guess what you just found?

(2) Verify the conjecture.

Method 1: Students can draw a picture and make it up.

The teacher can ask: How do you want to make it up? Come and tell everyone what you think!

When drawing, guide students to draw brick joints with the relationship between lines.

Method 2: Students directly use the method of counting bricks without making up.

Teacher: How many bricks are there in a row? How many pieces are missing from the first line?

The teacher summed up the method: count how many bricks are missing in each row and add another one.

The teacher affirmed and praised these two methods.

(3) practice.

Complete P6 brick repair exercise. 1. Question: Which object can be used to draw the picture on the left? Please circle it.

2. Group communication and class feedback.

3. Summary: If the plane of an object is what shape, what shape can it draw?

Third, complete the exercise independently 1, question 6.

4. Complete exercise No.7 in the textbook 1.

Let the students observe the top, front and right of the cuboid first, understand the relationship between up and down, front and back, left and right, and then make the correct connection.

Verb (the abbreviation of verb) completes the eighth question in the textbook P7.

According to the plan of the cube, let the students imagine what numbers are marked on the six faces of the cube, and the teacher will demonstrate them intuitively. Use the card provided in the endorsement.

(1) Students' imagination. This card should be made into a cube. The number 4 points to yourself, 1 should be folded to the left, 2 to the right, and 3 to which side?

(2) Visual demonstration and explanation. The math next to 4 is around 4, and leave a number after 4.

(3) observation. Ask questions first. What is the antonym of 4? (3, teacher's guidance: and 4 are separated by a number) 3 and 4 are opposite, and 3 is separated by a number. What is the antonym of 1?

(4) summary. The opposite number is always one position away from the original number.

(5) Apply the law. What is the antonym of 6? (across a number, it is 5) What is the antonym of 2?

Sixth, expand and extend.

1. Show the rectangular model and ask: Cut a rectangular piece of paper into two pieces of equal size. How many incisions can you think of?

2. Ask the students to take out some rectangles and actually cut them.

3. Further inspire and motivate students. Is there any other solution to this problem? And let the students practice cutting again. As a result, some students found a new cutting method.

Seven. Unit summary

This unit is over. What are you going to say?

blackboard-writing design

Arrangement and review of graphics