Personal Education Press’ first-grade mathematics volume “Understanding Shapes” lesson plan: First-grade mathematics volume “Understanding Shapes” courseware

Part 1

Unit teaching plan

1. Unit content and brief analysis

Understanding graphics (2), this part is Based on the teaching of "Understanding Three-dimensional Figures" in the last semester, students have been able to distinguish common three-dimensional figures through the study in the last semester. Here, mainly through some operational activities, students can initially experience rectangles, squares, parallelograms, triangles, Learn some characteristics of plane figures such as circles, and perceive some relationships between plane figures and three-dimensional figures. The key to the teaching of this unit is to allow students to experience the characteristics of graphics and perceive the relationship between graphics through activities such as arranging, spelling, and cutting.

2. Unit Teaching Objectives

1. Knowledge and skill objectives: Let students understand the characteristics of rectangles, squares, parallelograms, triangles and circles, and fold and place them , cut and piece together to identify and distinguish these shapes.

2. Process and method objectives: Through observation and practical operation, students can initially perceive the relationship between the graphics they have learned, and cultivate students' preliminary imagination and innovation abilities.

3. Emotional and attitudinal goals: Accumulate interest in mathematics during learning activities and enhance awareness of interaction and cooperation with others.

3. Unit teaching focus:

Let students understand the characteristics of rectangles, squares, parallelograms, triangles and circles by folding, arranging, cutting and piecing together. Work together to identify and differentiate these shapes.

4. Difficulties in unit teaching

Through observation and practical operation, students can initially perceive the relationship between the graphics they have learned, and cultivate students' preliminary imagination and innovation abilities.

5. Unit Teaching Measures

1. Give students ample opportunities to experience some characteristics of plane graphics through operations such as spelling and cutting.

2. Let students perceive the relationship between two-dimensional figures and three-dimensional figures, as well as between two-dimensional figures and three-dimensional figures.

6. Preparation of teaching aids: courseware, graphic cards, physical objects, etc.

7. Class schedule: about 5 class hours.

First lesson

Teaching content: P2~P3 Understanding plane graphics

Teaching objectives: 1. By spelling, arranging and drawing various graphics, use Students intuitively feel the characteristics of various graphics.

2. Cultivate students’ preliminary observation ability, hands-on operation ability and ability to communicate using mathematics.

3. Able to identify various graphics and classify these graphics.

Teaching is important and difficult: preliminary understanding of the physical objects and figures of rectangles, squares, circles and triangles.

Preparation of teaching aids: courseware, graphic cards, physical objects, learning aids, etc.

Teaching process:

1. Review and explore new knowledge

1. (Courseware provided) Do children still remember these graphic friends? (cuboid, cube, sphere, cylinder )

2. Can you draw the flat surfaces of these figures? Students use the learning tool model to draw on the paper.

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

Students discuss in groups and send representatives to communicate with the whole class.

Rectangle: Opposite sides are equal and the four angles are straight and flat

Square: Four sides are equal and the four angles are straight

Circle : No angles (i.e. closed), not open

Triangle: 3 sides and 3 angles

2. Consolidate development

1. Let’s talk about it , which objects around you have faces that you have learned?

2. Use circles, squares, rectangles, and triangles to draw your favorite shapes.

Comment within the group and each group will present their work.

3. Question 1 of Exercise 1.

Ask the children to paint circles, squares, rectangles, and triangles. Do you know what colors to paint? Group discussions and cooperation, feedback and reports on which ones should be painted yellow, which should be painted blue, which should be painted purple, and which should be painted Red?

4. Use circles, squares, rectangles, and triangles to create a puzzle shape.

Collaborate with classmates to see which table is the best? The whole class communicates and displays.

5. Question 2: Count how many circles, squares, rectangles, and triangles there are?

Students complete it independently. Tell me how you count? Is there any good method? ?

3. Improvement Practice

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

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

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

Observation results.

IV. Summary

What did you learn today? What are the characteristics of rectangles, squares, triangles, and circles? What do you want to ask?

Writing on the blackboard Design:

Understand plane figures

Rectangle: The opposite sides are equal and the four angles are straight and flat

Square: The four sides are equal and the four angles are all straight It is straight

Circle: has no angles (i.e. closed) and is not open

Triangle: has 3 sides and 3 angles

Reflection after class:

Lesson 2

Teaching content: Pages 2-3 of the textbook and Questions 1-3 of Exercise 1.

Teaching objectives: 1. Through activities such as folding, cutting, and piecing rectangles or squares, intuitively understand triangles and parallelograms, and know the names of these two figures; and be able to identify triangles and parallelograms, and initially understand Their applications in daily life.

2. In activities such as folding figures, cutting figures, and jigsaw puzzles, experience the transformation of figures and develop the spatial imagination of figures.

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

Teaching focus: Intuitively understand triangles and parallelograms, know their names, be able to identify these figures, and know their applications in daily life.

Teaching difficulties: Let students use their hands to surround the nail board and use small sticks to form parallelograms.

Teaching tools: rectangular model, rectangular and square paper, courseware, small sticks.

Teaching method: practical operation method

Teaching process:

1. Review preparation

Show the rectangle and ask "Children, who would like to Let me introduce this old friend? Did he introduce it correctly?" Then he showed the second shape (square) and asked: "Who is this old friend?" Then he showed the circle: "What is its name? This is us I already know three old friends: rectangle, square and circle. I found that you like origami very much, right? I specially prepared an origami game for you today, are you happy?

2. Inspiring thinking, To elicit new knowledge

1. Understand triangles

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

Students answer: This is a square .

Teacher: Can you fold a square piece of paper into two equal parts?

Student activities, teacher inspects and learns about students’ origami performance.

Organize students to discuss how you folded and what shape you made?

Teacher: What shape are we folding now?

Student answer: Triangle.

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Teacher: The children immediately recognized our new friend. By the way, this is a triangle. Show it and paste it.

Writing on the blackboard: Triangle

(2) Question: Where have you seen such a figure before? Think about it?

① Communicate in the group first .

② Students answer.

③ The teacher also brought a few triangles.

(3) Teacher summary: In our lives, there are many objects with triangular faces. As long as children observe more, they will make more discoveries.

2. Understand parallelograms

(1) What shape is this piece of paper? (Demonstrate rectangular paper) How to fold it into two identical triangles ?

(2) Students think about it first, and then discuss with their deskmates to try it out. Teacher inspection

(3) Communication. Can you fold it like him?

(4) After folding, cut out the two triangles. What can you do to know if these two triangles are exactly the same? (Place them on top of each other) They are exactly the same.

(5) Now we all have two identical triangles in our hands. Use them to put them together and see what shapes we can make. Students work in groups and the teacher patrols.

Exchange and discuss. Students may spell out the following shapes: triangle, rectangle, quadrilateral, parallelogram. For each spelling that appears, ask a classmate to show it to everyone on the projector. X

Division: This graphic is really beautiful, what is its name! This graphic is another new friend we want to know -parallel quadruple. (Show the figure and write on the blackboard: parallelogram) (Write on the blackboard)

Show a rectangular model and ask: "What shape is the face of this figure?" After the students answer, the teacher gently pulls the rectangle , what appears is a parallelogram. Question: "What kind of shape does the surface of this figure become now?"

Summary: We already know the rectangle. In fact, as long as we change it slightly, it will become a parallelogram. You see: ( Demonstrate the transformation of a rectangle into a parallelogram). In many places in our lives, we have used the transformable characteristics of parallelograms to make many things, such as fences, stairs, telescopic doors, stretchable clothes hangers, etc.

2. Deepen the experience

(P3 Do 1 and 2) Draw the graphics you like

3. Practice and consolidate

( 1) Exercise 1, Question 1. The teacher shows the picture of Question 1 of Exercise 1 on the big screen. Students divide into groups to find the plane figures they have learned and paint them. Finally, the whole class communicates;

(2) Questions 2 and 3 of Exercise 1. Students complete independently.

Blackboard Design

Understanding Shapes (2)

Understanding Triangles and Parallelograms

Triangles and Parallelograms

Lesson Post-reflection:

Lesson 3

Teaching content: P6~P7 practice class

Teaching objectives: 1. To enable students to further understand the shapes of rectangles and squares and feature.

2. By putting together and arranging jigsaw puzzles, students can understand the characteristics of rectangles and squares, and be able to identify and distinguish these two objects.

Teaching focus: clarify the characteristics of squares, rectangles, parallelograms, triangles and circles through various methods, and be able to make judgments.

Teaching difficulties: decomposition and combination of graphics.

Teaching aid preparation: courseware.

Teaching process:

1. Review

1. Characteristics of rectangles.

The courseware shows a rectangle and asks students to talk about the characteristics of the rectangle.

Conclusion: A rectangle has four sides and is long.

2. Characteristics of the square. The courseware shows a square and asks students to talk about the characteristics of the square.

Conclusion: A square has four sides and is square and upright.

2. Teacher-student interaction, exploring new knowledge

1. Question 6 of Exercise 1 on page 7.

Look carefully. Which object can be used to draw the shape on the left? Circle it.

2. Question 7 of Exercise 1 on page 7.

Show the cuboid, can anyone tell me: How many faces does the cuboid have? What shapes are on each face? Is the size and length of each face of the cuboid the same?

3. Question 4 of Exercise 1 on page 6.

Yesterday we used the same or different graphics to spell out our favorite patterns. Today we continue to play the game of spelling.

Do it and report.

3. Consolidate new knowledge

Question 8 of Exercise 1 on page 7.

4. Class Summary

What did you gain from this class?

Blackboard Design

Practice Class

Characteristics of a rectangle: A rectangle has four sides and is long.

Characteristics of a square: A square has four sides and is square and upright.

Spelled out my favorite pattern

Post-class reflection: Part 2

Teaching objectives: Knowledge objectives: Through observation, operation and other activities, preliminary understanding and Identify rectangles, squares, triangles and circles, and realize that "surface" is in "body". Ability goal: Form spatial concepts and innovative awareness during hands-on operations.

Emotional goal: Through the extensive use of graphics in life, students can feel that mathematical knowledge is closely related to life, and stimulate students' interest in mathematics learning.

Learning Situation Analysis This lesson is taught after students have learned three-dimensional figures such as cubes, cuboids, cylinders, and balls. The characteristic of first-grade children's attention is that unintentional attention dominates and the attention time is not long. The teaching is mainly based on activities, focusing on allowing students to experience the exploration and modeling process of "from three-dimensional to two-dimensional". Through activities such as "touch, look, and trace", students can identify triangles, circles, rectangles and squares on the basis of gaining intuitive feelings, and experience the "face on the body", allowing students to enjoy the activities in a pleasant way. middle school study.

Key and difficult points: Recognize the characteristics of rectangles, squares, triangles and circles, and correctly identify these shapes. The difficulty of teaching is to realize that the "face" lies in the "body". Teaching process

1. Create situations and introduce new lessons

Teacher: Children, do you still remember those little painters in the snow we met last semester? Who are they? ? (Chicks, ducks, ponies, etc.)

Teacher: How do they paint? (Using footprints)

Teacher: The little painters in the animal kingdom are very powerful. A painting was printed in just a few steps, but do you know that there are also several powerful little painters in our mathematical graphics kingdom? Today, the teacher will come with you to visit the works of these painters.

2. Operate and communicate, explore new knowledge (independent exploration)

(1) Recognize - introduce new knowledge

Teacher: Do you still know them?

(The teacher shows the cuboid, cube, cylinder and triangular prism in turn)

Teacher: Who will introduce them.

Introduce these three-dimensional figures to students. If students do not know triangular prisms, the teacher will introduce them directly.

Teacher: Everyone recognizes these three-dimensional figures that we learned last semester very accurately. Have we ever used them to play "take a ride"? Let's think about a question together: why do we use rectangular parallelepipeds as the body and cylinders as the wheels when taking a car? Why not use rectangular parallelepipeds as the wheels?

Student: A cylinder is easy to roll and is more suitable as a wheel. A rectangular parallelepiped is not suitable as the bottom is too flat and will not roll.

Teacher: The student just said that the "bottom" of the cuboid is too flat. Do you understand? Where is he talking about? Please touch it and see if other objects are "flat". "Places"? Take out the physical objects in your bags, look for them, and touch their "flat" places with your hands to feel them.

(Students use their hands to touch the flat surfaces of cuboids, cubes, and cylinders, and perceive that the surfaces are on the body) (flat, smooth)

Teacher: Everyone touches it The flat place is the surface of the three-dimensional figure. Is the surface on the cylinder that is easy to roll flat?

Student: No, it is curved. The flat surfaces of the cylinder are round at both ends.

Teacher: Yes, the surface on the cylinder that is easy to roll and is curved to the touch is called a curved surface. The surface of the ball is also a curved surface. We will study curved surfaces later. Today we only study planes. In this lesson, we will learn about these flat faces on three-dimensional figures. This is a new kind of figure - plane figure (blackboard writing: understanding figures)

(2) Have fun - play with the faces "Please" come down

1. Tell me

Teacher: Can you think of a way to remove these flat surfaces on the three-dimensional figure? How are you going to get them?

Student 1: Place the rectangular box on the paper and trace its edges with a pen.

Student 2: Cut and cut out a surface from the paper.

Student 3: Use ink pad to print the face onto the paper.

2. Move around

Teacher: The children are really amazing. They have come up with so many good ideas. The teacher has prepared a piece of paper for everyone. Please use the method you like. Move one side of the object in your hand onto the paper,

and do it with your hands. (The teacher inspects, and pays attention to the students’ works during the inspection.)

Whole class discussion: In what method did you use to remove a face from what body?

The teacher based on the students’ Answer the questions by pasting circles, squares, rectangles, and triangles on the blackboard.

3. Recognize them

Teacher: Let’s observe these plane figures together. Do you know what their names are?

The teacher writes on the blackboard based on the students’ answers. Name

(1). Get to know the rectangle

Teacher: Let’s get to know our first friend - the rectangle. Ask the children to take out the rectangle and touch it with their hands like the teacher.

(Students describe in their own words: they touched a flat surface)

Teacher: The teacher also touched a flat surface. Please touch it again with the teacher like this Touch, what did you touch?

(Students describe it in their own words: there are four sides and four pointed corners)

Teacher: Horizontal and vertical angles are called right angles . Today we will not learn about right angles in detail. You only need to know that the horizontal and vertical angles in a rectangle are right angles.

Teacher: Please look at it, students. There are two long sides in a rectangle, and there are two A short edge, let’s take a look at the characteristics of the edge. Please take out the handmade paper and fold it with the teacher. What did you find after folding it in half?

(Student: I found that the upper and lower sides of the rectangle are the same length.)

What did you find after folding it left and right?

(Student: I discovered that the two short sides of the rectangle are the same length.)

(Teacher summary: A rectangle has four right angles, four straight sides, and the opposite sides are equal. ) The teacher shows a trapezoid and asks students to judge whether it is a rectangle.

Students share the reasons for their judgments.

Provides a variety of rectangles.

Please think about: What methods do we use to understand the characteristics of rectangles?

Student 1: Take a look

Student 2: Touch it

Student 3: Make a fold

…

(2) Transfer analogy to understand squares

Teacher: We understand Rectangle, now we need to understand squares. Can we use the methods of touching, seeing, and folding just now to understand squares? (Students learn cooperatively at the same table to understand the characteristics of squares.)

Students share their findings .

Student 1: A flat surface.

Student 2: Four horizontal and vertical angles.

Student 3: Four straight sides.

...

Teacher: What kind of horns are it? What are the characteristics of its sides?

(Students describe it in their own words )

Student 1: They are all horizontal and vertical angles.

Student 2: All are right angles

Student 3: All four sides are equal.

Teacher: How do you know that all four sides are equal? ??

Teacher summary: Four right angles, four straight sides, and four sides are equal.

Summary: No matter the position, size, or direction, as long as it meets the characteristics of a square, it is a square.

(3). Work in groups to understand triangles and circles.

Teacher: We quickly understood the characteristics of rectangles and squares. Please work in groups, touch and fold them. Find the characteristics of circles and triangles using other methods. In the group, talk about the characteristics that you have discovered. After discovering the characteristics, please raise your hands to indicate the end of the activity.

Teacher: What about this figure? (Students describe it in their own words)

Student 1: A triangle has a flat face, three sharp corners, and three straight sides. .

Student 2: A circle has a flat surface and no angles. It is a closed figure of a curved siege.

Teacher summary: A triangle has three angles and three sides.

Teacher summary: The closed figure surrounded by curved lines is a circle.

The teacher shows various circles and different triangles to let students understand that there are more than just right triangles (direct reinforcement and deepening of understanding).

3. Consolidation, Deepening, Migration and Expansion 1. Divide one point

Teacher: We have learned about rectangles, squares, triangles, and circles. Can you divide these four according to your own understanding? Each figure is divided into categories. Take it out of the school bag, place it on the table, and divide it into categories. Before classifying, you can carefully observe the characteristics of each figure, determine a classification standard, and think about why it is divided in this way.

Student 1: Divide into three categories: rectangle, square (four sides); triangle; circle

Teacher: Do you understand? Is it okay to divide it this way? Who divided it with him Same? Raise your hand

Let’s look at another one

Student 2: rectangle, triangle, square (with corners and straight sides); circle (curved)

Teacher: Is there any other way to classify?

Student 3: Divide into four categories

The rectangle is flatter, the square is square, the triangle has three sides, and the circle is curved

Teacher: In other words, they each have their own characteristics, so they are divided into four groups, which makes sense.

Now, put these three together, what do you find?

Student: Circles are always in a category of their own;

Rectangles and squares can be put together, and both have four straight lines. Straight sides can also be separated, because there are also different places

Teacher: We are all observant children. During the classification process, we have a clearer understanding of these plane shapes. This good habit will be very beneficial. It’s great for future study!

2. Put it together

Let’s work together at the same table to use small sticks to place out these plane figures (while students are arranging, name two students to demonstrate on the blackboard)

Report; What shape did you make? How many small sticks did you use to make it?

Student:...

Teacher: There is one No one has shown the shape, what is it?

Student: circle.

Teacher: Why can’t the circle be laid out?

Student: The circle has no angles and the stick is straight, so...

3. Recognize it

Courseware presentation: What are the shapes of these traffic signs? (Students will introduce the functions of traffic signs while recognizing them, infiltrating traffic safety education)

4. Look for them

Where have you seen such graphics in life?

Student report.

Practice four times and experience the application

Play the game of "finding friends" to further deepen your understanding and experience the face in person. (Practice on page 37 of the textbook)

1. Today our old friends Naughty, Xiaoxiao and Smart Dog are also here. They also like to play with building blocks, but they accidentally lost some. I want to treat you. Are you willing to help?

2. Naughty said: The building blocks I want have two round faces; Xiaoxiao said: The faces of the building blocks I want are both rectangular; Smart Dog said: I All the faces of the required building blocks are square.

3. Think about it quickly, what is it? Talk to your deskmate and look for it among your learning tools.

5. Extension and expansion, consolidating summary

1. Can the children use the plane graphics they know today to spell out beautiful patterns? After spelling it out, discuss your spelling with your classmates. What is it?

2. What did you learn in this class? How do you think you performed?

3. There is mathematics everywhere in life, waiting for you to discover. You should use your bright eyes to discover and love to think, and you will learn a lot of knowledge.

Blackboard writing design:

Understanding graphics (plane graphics)

A rectangle has 4 right angles, and the opposite sides are equal

A square has 4 A right angle, all 4 sides are equal

A triangle has 3 angles, 3 sides

A circle is a curve Part 3

Teaching objectives:

1. Through interesting activities and games in a pleasant teaching atmosphere, students can have a certain perceptual understanding of cuboids, cubes, cylinders, and balls, and know the names of these geometric figures and be able to identify them.

2. Cultivate students’ preliminary abilities of observation, imagination and expression.

3. Cultivate students’ awareness of discussion and cooperation with others during activities.

Teaching focus:

Understand objects and cultivate students’ ability to observe and explore.

Teaching difficulties:

Distinguish between cuboid and cube.

Teaching methods:

Physical demonstration method, discussion and communication method, etc.

Preparation before class:

1. Learning tools and objects of cubes, cuboids, cylinders and spheres.

2. Multimedia courseware.

Teaching process:

1. Introduce excitement and initially master the method of recognizing objects

Teacher: There are many magical pockets in the classroom today. Do you want to know about the pockets? Is there anything in it?

(Invite students to touch the objects in their pockets, describe them, and let everyone guess.)

- Revealing the topic: understanding graphics (blackboard writing topic)

2 , activity exploration

1. Student activities: practice classification

Group of 4 people, each group has a bag containing various objects.

Feedback on the classification method after students classify:

Method 1: Sort by color

Method 2: Sort by material

Method 3: Sort by size

…

The teacher affirmed and emphasized the fourth method: sort by shapes.

2. Understand cuboids, cubes, cylinders, and spheres

(1) Through students’ graphics division methods, the overall perception is achieved.

(2) Memorize the names of geometric shapes.

3. Understand the characteristics of cuboid, cube, cylinder and sphere.

Activities:

Touch, roll, and talk

(1) Touch:

There are six cuboids The two opposite faces are the same;

The six planes of the cube are the same (just like the "sextuplets");

The two sides of the cylinder are flat circular surfaces, and the middle is like Pillars are as thick as the top and bottom;

The ball has no flat surface, only a curved surface.

(2) Rolling:

Through the rolling experiment, students came to the conclusion that cuboids and cubes do not roll easily, but cylinders and balls do.

4. Riddle guessing

Consolidate the characteristics of the four geometric figures. Such as: round and bulging little naughty, rolling easily. (Answer: ball)

3. Consolidation training

Multimedia presents physical pictures

Work in groups, classify objects, and give collective feedback.

4. Review, summary and comprehensive evaluation

1. How many good "friends" have you made in this class? What characteristics do they have?

2. Self-evaluation, teacher-student evaluation.

5. Assign homework

Teacher: After you go down, please use the basic graphics we know to build a set of unique graphics that you like.

Blackboard writing design:

Understanding graphics

Cuboid, cube, cylinder, sphere