Teaching plan and teaching reflection of "Preliminary understanding of cuboid and cube" in the first grade of primary mathematics

# Senior One # Introduction Mathematics is a basic science, which is worth learning by everyone, especially children. Learning mathematics is to build their own thinking system. Learning mathematics means learning a thinking system, and we should also pay attention to this in the process of teaching children every day. The following is the teaching plan and teaching reflection related materials of the first grade mathematics "Preliminary Understanding of Cuboid and Cube" compiled by KaoNet, hoping to help you.

Teaching plan of "Preliminary understanding of cuboid and cube" in the first grade of primary school mathematics

Teaching objectives: knowledge and skills;

Through hands-on, observation, cooperation, communication and other activities, let students know about cuboids and cubes, their faces, edges, vertices and the meanings of length, width and height (or edge length), and master their basic characteristics. Understand the relationship between a cuboid and a cube.

Process and method:

(1) Students master the characteristics of long and cube in observation and operation, and improve their practical ability in activities.

(2) Students observe and compare and find the connection and difference between cuboids and cubes.

Emotions, attitudes and values:

Let students experience the close connection between three-dimensional graphics learning and real life, feel its value, and enhance their interest in mathematics learning and their ability of unity and cooperation.

Emphasis and difficulty in teaching

Key points: Understand the meanings of faces, edges, vertices and length, width and height (side length) of cuboids and cubes, and master the basic characteristics of cuboids and cubes.

Difficulties: Understand the relationship between the length, width and height of a cuboid and the length and width of each face.

Prepare teaching tools:

Teacher: Courseware, cuboid model, object, potato, stick, plasticine ()

Student: Cuboid and cube objects.

Teaching process:

First, create a situation to stimulate interest

Teacher: What do you see in the teacher's hand? (robot)

What shape is it? (cuboid)

We had a preliminary understanding of cuboids before. In this lesson, let's learn about cuboids together. (Blackboard: Cuboid) (Intention: The robot is based on the work of the students in the handicraft class, close to life, and has a good introduction to the new class. )

Second, the hands-on operation perceives faces, edges and vertices.

(1) Looking for cuboid objects in life (students say the teacher evaluates them) (the original intention is to start with real objects in life, so that students can perceive cuboids as a whole and accumulate the appearance of cuboids. )

(2) Explore the characteristics of cuboids

1, operation experiment, perception surface, edge, vertex.

(1) Each student takes out his own rectangular object.

(2) Teacher: The teacher didn't forget to look for a cuboid, so he brought a potato and now he wants to turn it into a cuboid.

(1) (cut a knife) appeared, let the students touch it, and it felt very flat. (blackboard writing: face)

(2) (plane down, vertical down and cut another knife) What did you find? (Two faces intersect at an edge)

Teacher: This surface is called the edge of a cuboid. (Blackboard: Cold)

(3) (Put down a plane and cut two vertical planes) Three sides intersect at a point, which is called the vertex of a cuboid. (Writing on the blackboard: vertex) (Intention: Let students feel the face, edge and vertex of a cuboid in their hands, experience the process of hands-on, observation and thinking, and let students feel that mathematics knowledge can be learned so happily. )

Teacher: We have sensed the faces, edges and vertices of a cuboid. Let's quickly pick up the cuboid in our hands and see what features the cuboid's face has.

2. Explore the characteristics of the surface.

(1) Students take out the prepared cuboid, touch each face of the cuboid, count how many there are, and see what shape each face is.

(2) Named discovery.

(3) Students demonstrate.

(4) Watch the courseware and experience the features of the cuboid surface again.

3. Explore the characteristics of the edge.

(1) Teacher: Just now, the students obtained the characteristics of the "face" of a cuboid through their own exploration. Do you want to know what the "edge" of a cuboid has?

Students explore in groups and teachers participate in activities.

(2) Communication in class. Teachers extract the characteristics of "edge" from students' communication.

Students say their findings and add them.

(3) Students demonstrate on stage.

(4) Watch the courseware and experience the edge features again.

(5) Experience the characteristics of the edge again. (Intention: break through the key points of understanding, encourage students to explore in a targeted manner, and improve the effectiveness of exploration. At the same time, pay attention to guide students how to observe, operate and summarize conclusions in an orderly manner, and cultivate students' hands-on, verbal and mental abilities and teamwork skills through a series of activities. )

4. Explore the characteristics of vertices.

(1) Please take out the cuboid, touch the vertices of the cuboid, and count how many vertices are there in * * *?

(2) Students operate and communicate.

(3) Watch the courseware and verify your findings.

5. Know the length, width and height

Students watch the video and feel the length, width and height of the cuboid. Intention: In independent thinking, we should realize the discovery of quietness in mathematics, and in group cooperation, we should exercise students' logical thinking in communication and reporting, and improve students' sense of unity, cooperation and competition. When watching the courseware video, we need to distinguish the length, width and height of the cuboid from the length and width of each surface on the cuboid, which is also closely related to the learning and calculation of the cuboid behind. )

6, know three-dimensional graphics

(1) Please look at the cuboid on the podium. How many faces can you see?

(2) The teacher asked students in different positions and got the answer that they could see at most three sides of a cuboid.

(3) The courseware shows other surfaces drawn with dotted lines.

7. Make a cuboid with sticks, plasticine and other materials. (Intention: Students will practice and digest what they have learned in production and experience the happiness and success of cooperation)

(3) Explore the characteristics of the cube

The courseware demonstrates that the cuboid gradually becomes a cube.

Teacher: (showing the courseware) Look at the cuboid that is changing now. Into what? (cube)

Discussion: How many faces, edges and vertices does a cube have? What are the characteristics of its face and edge? Please explore the characteristics of cuboids, work together at the same table, take a look, measure and compare, and then exchange your findings in groups.

Students report and communicate, and specify more students to say. Teacher's evaluation and encouragement.

Compare the similarities and differences between cuboids and cubes;

Let the students observe and summarize the cuboid and cube objects, and then exchange the observation results at the same table.

2 report and communicate. Students complement each other. Teacher's camera blackboard writing

③: Guide and summarize the relationship between cuboids and cubes.

The square we learned before is a special rectangle. When the teacher points to the blackboard, we can draw the conclusion that the cube is a special cuboid.

④ Look at the courseware and show that there are two ellipses between a cuboid and a cube. (Intention: After the students learn the cuboid, the teacher will know the cube by half-supporting and half-releasing, so that the students can learn the transfer of knowledge and appreciate the charm of mathematics. )

Third, consolidate feedback and deepen new knowledge.

Complete 1 Fill in the blanks:

(1) A cuboid has () faces, () edges, () vertices and () edges.

(2) A cube has () faces, () edges and () vertices. The area of each face is equal (), and the length of each side is ().

(3) The three edges that intersect a vertex in a cuboid are called (), () and () respectively.

(4) In ink bottle boxes, Rubik's cube toys and volleyball, () is a cuboid and () is a cube.

Complete question 2: Say the length, width and height of each box below.

Ask the students to point out the positions of length, width and height (or side length) in each geometric figure and tell them how many centimeters they are.

Fourth, summarize and talk about the harvest:

What did you learn from this course? Teachers are also involved in talking about harvest, and generally evaluate students' performance to motivate students.

Teaching plan of "Preliminary understanding of cuboid and cube" in mathematics of grade one in second primary school

Teaching objective: 1. Make students know cuboids and cubes intuitively, master their characteristics initially, and know these two kinds of figures.

2. Initially cultivate students' hands-on operation ability, observation and comparison ability and preliminary generalization ability.

3. Stimulate students' interest in learning, cultivate students' concept of space, and experience the connection between mathematics and life.

Teaching focus

Grasping the characteristics of cuboids and cubes, you will recognize these two kinds of figures.

Teaching difficulties

Correctly identify special cuboids.

teaching process

First, introduce new lessons.

Show the picture "building block diagram". Let's see what shapes these objects are made of.

Today, we will know some of them.

Second, explore new knowledge.

1, know the cuboid.

(1) intuitive perception.

Shown separately: ink cartridge and dictionary. Students say their shapes. (Drawing and blackboard writing: cuboid)

Ask the students to find a cuboid from their school tools and show it to the students next to them.

(2) Establish representation.

Students observe the cuboid in their hands and count how many faces there are. Compare and see what are the characteristics of the size and shape of each surface?

On the basis of students' self-study, communicate in groups and finally report to the whole class. A cuboid has six faces, each of which is a rectangle or two of which are cubes, and the two opposite faces have the same shape. )

(3) form a concept.

The students talk to each other about the characteristics of cuboids.

2. Know the cube.

(1) intuitive perception.

Display: Rubik's cube, medicine box, etc. Students say its shape. (Maps and blackboard writing: cubes)

Ask the students to find a cube from the learning tool and show it to the students next to them.

(2) Establish representation.

Students observe the cube in their hands to see what characteristics it has. After the group exchanges, report to the class (the cube has 6 faces, and all 6 faces are the same).

(3) form a concept.

The students talk to each other about the characteristics of cubes.

3. Distinguish between cuboids and cubes.

Ask the students to find out the cuboid and cube in the learning tool respectively, and organize the students to discuss in groups: how to distinguish cuboid and cube?

Third, consolidate and expand.

1. Complete the picture "Do it once" in the book 1.

2. Looking for cuboids and cubes in life. Show the picture "Graphics in Life"

Teacher: Can you find the figure we studied today in this painting?

Encourage students to name other objects in life, such as cuboids or cubes.

3, put the graphics.

(1) Make a cuboid from eight identical cubes.

(2) Make a big cube with eight identical cubes.

4. Knead a cuboid or cube with plasticine, and then show it to the whole class for details.

Fourth, class summary.

Reflections on the teaching of "Preliminary Understanding of Cuboid and Cube" in the first grade of the third primary school

Cuboids and cubes are the simplest geometric bodies. On the basis of knowing some plane graphics, students will further understand the basic characteristics of simple geometry, which is a turning point in students' understanding of graphics, a leap in students' understanding, and the basis for students to learn other three-dimensional graphics. Its transition from plane graphics to three-dimensional graphics is a qualitative leap for the development of students' concept of space. Students' understanding of space has developed from two-dimensional to three-dimensional. Although cuboids can be seen everywhere around students, it is not easy to find its characteristics, especially for those students with weak spatial construction ability, it is difficult to learn this lesson. It is particularly important to fully understand the characteristics of cuboid cubes. I pay attention to the following points in the teaching of "Preliminary Understanding of Cuboid and Cube": 1. Pay attention to students' existing knowledge and experience, and guide students to intuitively perceive the difference between cuboid and cube, rectangle and square in comparison, so as to distinguish face and body, so that students can initially perceive new knowledge as a whole and apply friendly anthropomorphic methods. Use the tone of questioning to stimulate students' interest in learning and their desire to explore actively.

2. Give students more time and space for hands-on operation, guide students to touch their new friend's cuboid, and talk about the feelings that this new friend brings to you. On the basis of students' feelings, know the face, edge and vertex of the cuboid, and give feedback on the basis of understanding. And in the form of group cooperation, one person is divided into one person to answer, which further strengthens the consolidation of vertices, faces and edges.

3. After the students initially perceived the cuboid, I organized the students to discuss in time: What secrets did you find during the observation and discussion, and recorded them. Then ask the group representatives to report their speeches. Ask the students to compare the cuboid and cube models, discuss in groups, find out the similarities and differences between cuboid and cube, and record them. Finally, exchange and summarize the connections and differences between them. Through students' re-observation, discussion and analysis, the understanding of the characteristics of cuboids and cubes is further consolidated, and the students' thinking ability is also cultivated. At the same time, for the special cuboid, let the students learn to communicate first, and find that two sides of such cuboid are squares, and the other four sides are rectangles of the same size. Through courseware demonstration, students can intuitively feel that cubes are special cuboids.