Teaching Plan for Observing Objects in Mathematics in Grade Four (2)

Observation object of fourth grade mathematics teaching objectives (2) Teaching plan 1:

1. Let students observe the activities of the combination of two simple three-dimensional figures and learn to recognize the shapes and relative positions of two objects observed from different directions.

2. Show a set of figures, let the students judge which two objects they may get through observation, and further develop the students' concept of space.

3. Connecting with real life, let students realize that mathematics knowledge comes from life.

Teaching emphasis: let students observe the activities of two simple three-dimensional graphic combinations and learn to identify the shapes and relative positions of two objects observed from different directions.

Teaching difficulty: present a set of figures, and let students judge which two objects may be obtained through observation.

Teaching preparation: sphere, cylinder, multimedia courseware.

Teaching process:

First, the introduction of ancient poetry to stimulate interest

1, students recite the title of Xilin wall.

Teacher: Last class, we enjoyed an ancient poem entitled Xilin Wall. Let's recite it together

Teacher: A Lushan Mountain, why did the poet see the scenery of "the mountain side becomes a peak, and the distance is different"?

In fact, it is necessary to observe an object from different positions in our daily life. Today we will continue to learn to observe objects. (blackboard writing: observing objects)

Second, observe the object and explore new knowledge.

1, teaching example 2

Show a sphere and let the students observe it from different positions.

The conclusion is that no matter where you look at the ball, it presents a circle with a plane figure.

(2) Show a cylinder for students to observe from different positions.

Draw a conclusion: the front is rectangular, the left is rectangular, and the top is round.

(3) A ball and a cylinder arranged according to Example 2 are shown.

Ask the students to observe from different positions and see what figures they see.

Look from left to right: (blackboard writing: left)

Look down from top to bottom: (blackboard writing: top)

Look back from the front: (blackboard writing: front)

Teacher: Look from right to left (blackboard writing: right). What figures do you see? Why do you only see one? Because the ball was blocked, I only saw the cylinder, not the ball.

Look from below (on the blackboard: below). What figures do you see?

Looking from the back (blackboard writing: back), what figures do you see?

Summary: Where the object is placed, different figures will be seen when observing the object from different positions. It's all the same from the front, from top to bottom, and from left to right. Explain that the position of the front, back, left, right, up and down is relative.

2. Teach "doing"

(1) Show a diagram to do it.

Teacher: Which two numbers might be combined to get it?

(2) Display the graph viewed from above from another angle.

Teacher: Which two numbers might be combined to get it?

(3) show a set of graphs observed from the top, left and front respectively?

Teacher: Guess which two numbers might be combined?

Third, practice consolidation.

Complete question 3 of exercise 8 on page 40 of the textbook.

Fourth, class summary.

Teacher: What have you gained from learning this lesson?

Five, the blackboard design

Observe an object

(opposite)

Left → right

Up → down

Front → back

The second teaching content of fourth grade mathematics "Observing objects (II)";

The experimental textbook of curriculum standard of People's Education Press, the first volume of the second grade of mathematics, page 67, 1 and the example of "doing".

Teaching objectives:

1. Through observation and comparison, students can initially realize that the shapes of objects seen from different positions are different. To fully understand the characteristics of objects, they need to observe from all angles and learn to correctly judge the observer's position according to the shape they see.

2. Make students form a preliminary concept of space in the process of observing objects, improve their ability to solve problems, feel the relationship between parts and the whole, and infiltrate the dialectical thought of observing things comprehensively.

3. Cultivate students' initial listening habits, cooperative awareness and evaluation awareness.

Teaching emphasis: experience different positions to observe objects, and the shapes of the objects you see are different.

Difficulties in teaching: Identify the shapes of objects observed from different sides.

Prepare teaching AIDS and learning tools:

Teaching AIDS: CAI courseware, toy dogs, pictures, magnets, apple dolls, time stickers, stopwatches, yellow and white chalk, adhesive tapes, etc.

Learning tools: teaching materials, feedback cards, toy dogs (one in each group), and some photos taken by toy dogs in different positions.

Teaching process:

First, create a situation to stimulate interest

Teacher: Please look at the big screen carefully and guess what animal it is according to the picture.

Show some pictures of animals (elephants, turtles, pandas, zebras). Students guess. According to the students' answers, the courseware shows the pictures of the whole animal.

Teacher: You guessed so many animals by grasping the characteristics. You're amazing!

Teacher: Guess again (showing the back photo of Doraemon). Do you know who he is?

Teacher: If you see any pictures, can you guess?

The courseware shows the front photos of Doraemon. )

Teacher: It's really hard for us to be sure from the back. The child recognized it when he saw the front. Is that so?

The children looked at it very carefully just now. Look carefully with your eyes. This is called "observation".

(Random blackboard writing: observation)

Second, observation tools for group activities

1. Show me the puppy.

Teacher: Today, the teacher invited a good friend to everyone. Look! This is the toy dog (the teacher takes out one)

Toy dog). Children, do you like this toy dog? Is it cute? Would you like to use it to study?

Students are free to describe.

Teacher: Do you like this cute toy dog? Look! The teacher specially prepared one for each group.

Just, please ask each group leader to get a toy puppy from Mr. Zhang and bring it to your group!

(The team leader goes to the stage to get the toy dog. )

Teacher: Please ask the group leader to put it in the middle of the table quickly! In order to observe the unity, please ask the group leaders to put the toy dogs facing the podium. (Praise the fastest team)

Teacher: These toy dogs will join us in today's study. Let's welcome them to join our team with warm applause! (Teachers and students applaud together)

2. Standard observation

Teacher: Come on, let's sit in front of the toy dog. Children, think about it: which side are you sitting on? Students can answer freely.

Teacher: Please don't tilt your head, don't start work, observe the toy dog carefully and think about a problem.

Show courseware: Look carefully, what can you see from the toy dog sitting in your position? )

Students observe independently, teachers patrol between rows, and discuss in groups after observation.

Teacher: Does any child want to stand up and talk to the whole class?

What should other children do when one child is talking? Listen carefully! ) Yes, listening carefully is a good way for us to learn!

Students speak freely.

3. Reveal new knowledge

Combined with the students' speeches, the courseware shows the photos taken by toy dogs on different faces, so that students can describe them. The teacher can write down on the blackboard: front, back and side.

The teacher reads and the students follow.

Teacher: But Teacher Zhang is a little confused. Why observe the same toy dog, but what everyone just said is different?

Combining the answers, the teacher concluded that the shape of the toy dog is different because of different positions and different observation angles. This is the new knowledge that we will discuss and learn together in this class: observing objects from different positions. (Finish writing on the blackboard)

4. Observation in place

Teacher: In front of you, you not only observe carefully, but also listen attentively to other people's answers. You are really good children who can learn! The children watched the puppy from their positions. Let's change places and observe again, shall we?

Teacher: What side of the toy dog do you see now? Is this the same as what you just saw?

Ask the students to answer what they see now. What's the difference from what you just saw? )

Teacher: What did you find through our previous two observations? Is there anything you want to say to everyone?

The teacher concluded that the shapes of objects observed in different positions are different.

5. Who is quick?

Students close their eyes and think: What can you see in the front, side and back of the toy dog?

Activity 1: use photos to find places.

(1) Teacher: I'm glad to see Mr. Zhang observing and thinking so seriously. Please ask the group leader to go to the stage to get the photos. Each child chooses one of the photos and thinks: where is the specific observation position of this photo you took? On which side of the toy dog was this photo taken? (Students are free to answer)

Teacher: Where did you take the photo? Please stand on the side of the toy dog as soon as possible! You got it? Start-

(2) Check each other within the group and correct them in time. Give praise and affirmation to the fastest team.

Activity 2: Run to find a position.

Teacher: In order to test whether you really learned to observe objects, let's play a game. What do you say? This game is called: See who reacts quickly!

The teacher also has many pictures of puppies taken from different positions. I choose one of them, let the children think about where the photo was taken, and stand up quickly. Okay？ Do you have confidence in yourself?

(courseware shows pictures: see who responds quickly! Respectively show: back, front, side,)

The students run very fast.

Teacher: Say loudly which side are you on now?

Teacher: You are really a group of careful and clever children. You are all the fastest children, which is really something! (The teacher gives a thumbs-up)

Comprehensive observation

Teacher: Just now, we can only see one side of the toy dog, whether sitting in our own position or after changing positions. If every child can see the front and back of the puppy completely, it will be so enjoyable! Children, is there any good way to see the toy dog? Please use your clever heads to think about it!

Students randomly report the teaching in the order of their answers.

Health 1: Four people change seats. Let the students demonstrate this method. ) You are such a little observer!

Health 2: You can also turn the puppy around.

Teacher's explanation: (the courseware shows the picture of the toy dog turning around, and each picture has a slight freeze. ) On which side of the puppy was this taken? As the picture changes, the students say it together.

Teacher: Did you also see the front and back of the toy dog? How well the children speak! Everyone found that to observe an object comprehensively, you can turn around it and look around; You can also turn it around for us to observe.

Teacher: If it is some big objects, children should think about it. What should they do?

Teacher: Yes! For some large and motionless objects, we should stand in different positions and observe them from different angles in order to see them more clearly and comprehensively! In other words, we should flexibly choose the observation method according to the specific situation!

Third, expand the use of incentive innovation.

1. Guess.

Teacher: The children observe carefully. Everyone knows how to observe objects, and can also judge what objects are observed in different positions. Please prepare a feedback card for your child. Let's have an eye contest and use the feedback card to judge whether this sentence is correct on the big screen.

Show the pictures one by one. Students use the feedback card in their schoolbags to judge and tell the reasons.

Teacher: Son, I found that everyone's children are children with extraordinary eyesight! Congratulations on your wonderful performance just now!

2. Intersessional activities

Teacher: Today, everyone studies hard and is full of energy. Everyone is a little tired, have a rest, relax and go to my hometown Nanchang with the big screen! Okay？ Then let's start with the big screen! Children can have a rest and enjoy it.

The courseware plays pictures of Nanchang scenery, and the pictures are taken from different angles. Students like music and pictures.

Teacher: Do you think my hometown is beautiful? Thank you! Welcome everyone to visit Teacher Zhang's hometown! In fact, the pictures in these photos are also taken from different positions, which can be said to be the application of our mathematical knowledge in life!

to do sth

Teacher: As long as everyone is a serious and responsible person in life, you will find many familiar objects around us, such as books, pencil boxes and desks. These are all things we can observe. Look! Xiao Ming, they are also observation objects! The courseware shows pictures of piles of books. )

Teacher: Have a look. Do you know which side of the math book they read respectively?

Teacher: Please take out your textbook and write it yourself.

The courseware shows pictures synchronously, shows the correct answers of the connection, and gives collective feedback.

Teacher: Are you all connected in this way? All the right children waved to the teacher! Congratulations!

4. Box game

Teacher: (There are pictures of Doraemon in the courseware) Seeing that everyone studied so hard and performed so well today, Doraemon is also happy for us! Look! It also brought three treasure boxes to the children in our class. Let's go and have a look! Which box do you want to open first?

Box 1: (voiceover: Three children go to the amusement park by bus. They stand in different positions. Which side of the car did they see from their position? )

Students are free to judge, let more students speak, and encourage students who speak completely.

Box 2: (Voice-over: Little friend, my little master recently made me a new house. Look! Young master also took photos of my new house! Do you know which side of my new house these photos were taken from? )

(voiceover: You guys are amazing! It seems that everyone is a little expert in observing objects! )

Box 3: (Schreiber: What new knowledge did you learn in this class? Are you satisfied with your performance? )

Students speak freely and evaluate students.

Fourth, knowledge introduction? Class summary

Teacher: Today, Teacher Zhang is very happy to cooperate with everyone! We also learned a lot of new knowledge, knowing that the shapes of objects observed in different positions are different. I hope everyone can observe everywhere after class, observe feelings from different angles, and be a good boy who is diligent in thinking!

The Third Teaching Goal of Mathematics in Grade Four "Observing Objects (II)";

1. Through actual observation and comparison, it is preliminarily recognized that the same object may see different shapes from different angles, and the shape of a simple object observed from a certain position can be correctly recognized. According to the seen shape, the position of the observer can be correctly judged.

2. Enrich students' understanding of real space, and develop students' initial thinking of image and space concepts.

3. Cultivate students' awareness of cooperative learning and communication, accumulate activity experience and improve their interest in learning mathematics.

Teaching emphasis: experience the different shapes seen by observing objects from different positions.

According to the shape you see, judge the position of the observer correctly.

Teaching preparation: multimedia plush toys

Teaching process:

First, dialogue import

1. Look at these photos. Where are they? See how serious the children are in class. Why are the photos taken in the same classroom different? Can you tell which one was taken in front of the classroom and which one was taken in the back? Where did you see it?

These two photos were taken at the school gate. Can you tell which one was taken outside the school gate? Which one was taken at the school gate?

3. Summary topic: The same place, the same object, standing in different positions, looks different. In this lesson, we will learn to observe objects.

Second, activity perception.

1. Find a child who studies hard to give prizes and take photos as a souvenir. (referring to the students standing in front of the platform)

Stand in front, where will the teacher shoot like this? Children, whose side are you on? See which direction his face is facing? The teacher is standing here. Guess which direction the teacher looks at his face? Why is it the opposite?

The teacher takes pictures in class and shows them on the projection. ) look, is it the same as what children think.

2. Students work in groups. Take out each group of observed objects, observe them from different positions under the arrangement of the group leader, and communicate in the group. What do you see?

Refers to the group that reports to the class on the stage.

3. Learning examples

Little monkeys also like taking pictures. Four little photographers took pictures of him. Can you see who took the following photos? Students judge and give reasons for their judgment.

Whose position is the same as what we saw? Who read it backwards? )

4. Summary method

Third, consolidate the practice.

1. Car map (students say)

2. Plan: Guess, what is this? Where did you see it? Judge who saw which picture. Why?

Look at the cuboid

What we just saw was a stationary object. Objects in motion also look different. (in chronological order)

Four students walked onto the stage, looked at the cups and found the corresponding pictures.

Fourth, the class summary

1. What did we learn today? What tips do you have to judge the position of the observed object?

2. The teacher concluded: "From the side of the ridge, the height is different." Observe the object comprehensively, and don't joke about "the blind touch the elephant".