Teaching plan of "understanding graphics" in the first grade of primary school 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. The following are the unorganized materials of the teaching plan of "Understanding Graphics" in the first grade of primary school mathematics, hoping to help you.

Teaching plan of "understanding graphics" in mathematics for the first grade of primary school

Teaching objective: 1. Through operation and observation, students can initially understand cuboids, cubes, cylinders and spheres; Know their names; Can recognize such objects and figures.

2. Cultivate students' ability to operate and observe things, and initially establish the concept of space.

3. Stimulate students' interest in learning through group activities, and cultivate students' awareness of mathematical communication, cooperation, exploration and innovation.

Teaching emphasis: preliminary understanding of objects and figures of cuboids, cubes, cylinders and spheres.

Teaching difficulty: initially establishing spatial relationship.

Teaching aid preparation: Project 8 boxes of building blocks

Teaching process:

First of all, the scene is interesting

1. Show a set of pictures (buildings made of various building blocks). Do you think it's beautiful? Do you want to build one? Let's be a small architect and build you a house you like.

2. Build the blocks in the box into castles, buildings or other things. Be careful to put them firmly and don't collapse at the touch!

3. Show the works and talk about how to make the house (castle) beautiful and stable.

(Use cubes, cuboids and cylinders vertically, not balls. Students may not say names, but only building blocks. )

Why can it be placed smoothly? (Because they are all flat faces)

The students are really good. You are right. They all have flat surfaces, called planes.

Second, operational perception.

1, one point, revealing the concept.

(1) Grouping activities. Ask the students to put objects with the same shape together, and the teacher will patrol.

(2) Group report.

Q: How to divide it? Why do you want to divide it like this?

(3) Reveal the concept.

The teacher took out objects of different sizes and shapes, intuitively revealed the concepts of cuboid, cube, cylinder and sphere, and named the blackboard accordingly.

2. Touch and feel characteristics.

(1) Ask students to touch objects such as cuboids, cubes, cylinders and spheres, and then communicate their feelings and discoveries in groups.

Students touch and say that a cuboid has six planes, a cube has six planes, a cylinder has two planes, and a sphere has no planes.

(2) Reporting and communication

Has everyone counted it out? How do you calculate it?

(Guide the students to count in a certain order)

Third, connect with reality.

Children, besides these building blocks, what other cuboids, cubes, cylinders and spheres are there in our life? Look who said it well!

Students answer with life.

It seems that building blocks have different shapes, and many objects around us are cuboids, cubes, cylinders and spheres. If you are a conscientious person, you will find more.

Fourthly, the experience characteristics of group activities

1, the first 1 question in "Do it".

(1) Let the students take out the cuboids and cylinders and put them on the table to play. Let the students find that the cylinder can roll, and then the teacher explains that the cylinder can roll.

2, the game "see who can touch it accurately".

(1) One person in each group says the name of the object, and the other students touch it as required to see who can touch it accurately. (Refer to "Do" Question 2)

(2) The teacher tells the shape of the object and the students touch it.

Teaching plan of "understanding graphics" in mathematics of grade one in second primary school

Teaching goal: 1, knowledge and skills: can further understand squares, rectangles, triangles and circles;

2. Process and method: Through practical operation, cultivate students' imagination and creativity, and improve students' discrimination ability and interest in learning.

3. Emotion, attitude and values: In the process of understanding the four kinds of graphics, you can preliminarily summarize the essential characteristics of various graphics in your own words;

Teaching focus:

1, you can summarize the essential characteristics of each graph in your own words;

2. Be able to use what you have learned to combine patterns.

Learning aid preparation:

1, one set of building blocks for each group;

2. Used for folding. One square and one rectangular piece of paper;

3. A piece of colored cardboard and various graphics for students to puzzle.

Teaching process:

First, create situations and introduce new lessons.

1, riddle guessing (before class): Let the children guess the riddle they brought to everyone, and then the teacher said, "I also brought you a riddle today. Let's guess: little guy, wooden head, he is good at building houses and bridges, and the children like him. " (Building blocks)

2. Introduction: Do you like playing with building blocks? Raise your hand if you like children? But today we are not here to play with building blocks, but to see building blocks; Now, please ask each child to choose your favorite building block. Please raise your hand if you choose the right one?

(Design intention: By introducing the building blocks that students like, it is easy to arouse students' interest and let children enter the learning state quickly. )

Second, to stimulate interest in practical activities

1, initial perception (touch, trace)

(1) Activity: Please touch the front of the building block with your hands. Can you draw the face you touched on this white paper with a watercolor pen? Let's listen to music, compare and see which child draws fast and well!

(2) Presentation: Can you show us your drawings? Draw a student's work and paste it on the blackboard, then ask, "Are these figures different?" Post different shapes

(3) Understanding the topic: Please see that these figures were all drawn by our children. Did you see it clearly? In order to make everyone see them more clearly, the teacher enlarged them on the screen. Do you know him? Show while knowing: square, rectangle, triangle, circle. Today, in this class, we will learn about these figures. Display theme: Understanding graphics

(4) Connecting with reality: Ask children to think about what objects in our lives have these shapes. Students speak freely.

2. Know the characteristics

(1) Observation and communication: Just now, the children gave many examples in life. Now, please observe these numbers on the screen carefully. Think about it, what are their characteristics? Let each child choose your favorite figure, find out its characteristics and tell everyone in the group first. The teacher will patrol to find out the situation.

(2) Report:

A: Which child can bravely stand up and tell us about the characteristics of the graphics you chose?

B: Which child chose a different graphic? Speak freely and praise appropriately. A square is a square, a rectangle is flat, a triangle is pointed, and it is round. )

(3) comparison.

Which of these figures do you think look similar? (Rectangular and Square)

What are the similarities between them? What's the difference (4 sides and 4 corners)? (Four sides are equal or unequal)

(4) origami verification

A: It's clever of you to find that the four sides of a square are equal, the top and bottom of a rectangle are equal, and the left and right sides are equal. So which child has a good way to test xxx's idea? (origami)

B: Then let's use this kid's method to fold this square piece of paper again with the teacher. (Fold in half) What do you find when you fold it like this? (turns into a rectangle) What else did you find? (The two sides are stacked together and evenly matched. What did you find when you folded it like this? Turn into a triangle with equal sides. )

Summary: So the four sides of a square are equal.

D: Can you use this rectangular paper to verify that the upper and lower sides of the rectangle are equal, and the left and right sides are equal? Please give me a discount.

E: Take the students to the stage to give a speech and praise them collectively.

(5) swing.

A: Can you swing it with a toothpick according to the characteristics of squares and rectangles? Students' activities and teachers' appropriate guidance.

The physical projection is correct. Do people with different postures raise their hands?

(Design intention: Through students' hands-on operation, students can experience the formation process of knowledge, which is beneficial to students' cognition; On the basis of students' perception, further let students imagine the shapes of these figures, which is conducive to the development of students' spatial concept. )

Three. Summarize and review

It's amazing that children can talk, find and release! Now, please recall, how many kinds of graphics did you know in class today? What kind are they?

Fourth, deepen practice.

1, courseware demonstration

Ask questions:

What is the (1) graph?

(2) What kinds of graphics are there? Please count how many squares are there? What are the three? Can you show it to everyone? The courseware flashes. What about the rectangle? How many triangles are there? Count together. What about the circle?

Step 2: Difficult problems

(1) Display model: Look, what image is this? Find out what figures are in this picture. Can you spell out a beautiful picture with these numbers in the envelope? Listen to the music and compare which group of pictures is the most beautiful.

(2) Group cooperation activities.

(3) The class exchanges reports and the teacher summarizes them.

Teaching plan of "understanding graphics" in mathematics of grade three and grade one in primary school

Teaching objective: 1. Through spelling, swinging and drawing of various graphics, students can intuitively feel the characteristics of various graphics.

2. Cultivate students' preliminary observation ability, hands-on operation ability and communication ability with mathematics.

3, can identify all kinds of graphics, and can classify these graphics.

Teaching focus:

Understand rectangular, square, circular and triangular objects and figures.

Teaching difficulties:

Understand rectangular, square, circular and triangular objects and figures.

Teaching preparation: graphic paper jam, objects, learning tools, etc.

Teaching process:

First, review and explore new knowledge:

1. Do the children remember these graphic friends? (Cuboid cube spherical cylinder)

2. Can you draw the plane of these figures? The students draw a picture on the paper.

3. What are the characteristics of the graphics you draw?

Students discuss and summarize in groups, and finally send representatives to communicate with the class.

Differences: * * Similarities:

The opposite sides of a rectangle are equal and the four corners are straight and flat.

The four sides of a square are equal, and the four corners are straight and uninterrupted.

A circle without an angle is closed)

A triangle has three sides and three angles.

Second, consolidate development:

1, say, which objects around you are the graphics you have learned?

2. Draw your favorite figure with circle, square, rectangle or triangle?

Comment in groups, and each group shows its own work.

3. Exercise 1 Question 1

Please draw a circle, a square, a rectangle and a triangle. Do you know what color to draw? Discuss and cooperate in groups and report which colors are yellow, blue, purple and red.

4. Make a figure with circles, squares, rectangles and triangles.

Work together at the same table. Which table are you spelling? The whole class exchanges and shows.

Question 2: How many circles, squares, rectangles and triangles are there?

Done independently. How do you calculate it? Is there any good way?

Summary method.

Third, improve the practice:

Take a rectangular piece of paper, fold it in half and then fold it in half.

Take a square piece of paper, fold it in half and then fold it again.

Take a square piece of paper and fold it diagonally first, then diagonally.

observed result

Summary: What did you learn today?

What are the characteristics of rectangle, square, triangle and circle?

What do you want to ask?

The second class: spelling.

Teaching objectives:

1. Through observation and operation, students can understand the characteristics of plane graphics they have learned and describe the characteristics of rectangles and squares in their own language.

2. Through observation and operation, students can initially perceive the relationship between the learned figures.

3. Through students' patchwork of a large number of graphics, it is found that graphics can change and connect from simple to complex, and feel the beauty of graphics.

4. Cultivate students' awareness of communication, cooperative inquiry and innovation through mathematical activities.

Emphasis and difficulty in teaching: understand the characteristics of plane graphics and describe the characteristics of rectangles and squares in your own language.

Teaching method design: guiding observation, hands-on operation and experiencing the formation process of knowledge.

Teaching process:

First, create a situation and have a deep conversation.

The teacher showed a windmill and introduced it with dialogue: Look, students, what is this?

Do you like windmills? Who made such a windmill? What does it take to make such a windmill?

Second, feel new knowledge, observe and compare

1, Question: You are quite right. The blades of a style car should be made of a square piece of paper. The square met with us last semester. We are old friends. Let's recall, what other figures did you know besides squares last semester?

Among these figures, which ones are most like squares? Why?

2. Question: They all have four corners and four sides. Let's look at the rectangle first. What are its characteristics on all sides?

The upper edge faces the lower edge, so the opposite edge is called the opposite edge.

3. Guide the students to continue to observe the edges of the rectangle.

Question: Can you find a way to prove that the opposite sides of a rectangle are equal?

Students are free to choose proof methods, such as folding and measuring, and please use different methods. Students go to the stage to demonstrate. (The teacher writes on the blackboard: The opposite sides are equal)

4. Guide the students to observe the sides of the square. What did you find?

Can you prove that all four sides of a square are equal?

5. The children are really great. Through your observation, you have verified the characteristics of two kinds of graphic edges. Can you make a windmill out of the rectangular paper the teacher gave you? The whole class began to make windmills, and the teacher gave guidance to the students who had difficulties. ) Tell me what patterns you found in the process of making windmills?

6, a simple windmill, let us find so many graphics, can you try to spell out more graphics with these graphics? Let's try!

Third, practice.

1. Students independently complete the "hands-on" exercise on page 3.

2. Question 4 on page 6.

3. Question 5 on page 6.

Four. abstract

In this class, we put the charts together, and the students are very involved in it. After class, please pay attention to what basic graphics are put together in your life, and maybe you will find more and better.

In the green nursery

The third class: practice class.

Teaching objectives:

1, so that students can further understand the shapes and characteristics of rectangles and squares.

2. Students can identify the characteristics of rectangles and squares by spelling and placing jigsaw puzzles, and can identify and distinguish these two objects.

Emphasis and difficulty in teaching: Understand the shapes and characteristics of cuboids and cubes.

Teaching method design: guiding observation, hands-on operation and experiencing the formation process of knowledge.

Teaching process:

First, review and review

1, rectangular feature. Show me a rectangle? Ask the students to say the characteristics of a rectangle. Conclusion? A rectangle has four sides? It is very long.

2, the characteristics of the square. Show me a square? Ask the students to say the characteristics of a square. Conclusion? A square has four sides? It's square.

Second, teacher-student interaction, exploring new knowledge

1, page 7, exercise 1, question 6.

Look carefully, which object can you draw the figure on the left? Circle around.

2. Exercise 1 Page 7, Question 7.

Show me a cuboid. Who can say: How many faces does a cuboid have?

What is the pattern of each surface?

Are each face of a cuboid the same size and length?

3. Exercise 1 Question 4 on page 6.

Yesterday, we spelled out our favorite patterns with the same or different patterns. Today, we will continue to play spelling games.

Do it. Report.

Third, consolidate new knowledge.

Page 7, Exercise 1, Question 8.

Fourth, class summary.

What did you learn from this course?