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The fifth grade mathematics first volume position teaching plan article 1
Learning objectives:
1. Let the students know the function of using letters to represent numbers.
2. A formula containing letters will be used to express the quantitative relationship and a quantity.
Learning process:
First, autonomous learning.
1. What are the advantages of using letters to represent numbers? But what should we pay attention to?
2. Which operation symbols in the following categories can be omitted? Omit what can be omitted and write it out.
2×3 a×7 14+b a÷7 a×a5-x 0.6×0.6
3. Look at the theme map of the textbook and understand the meaning.
(1) Dad is () years older than Xiaohong. Xiaohong 1 year-old, dad () years old, when he was young.
When Hong was 2 years old, his father was () years old.
Each of these formulas can only represent dad's age in a certain year.
(2) Can you use a formula to express your father's age in any year?
Law 1: Xiaohong Age +30 = Dad Age, Law 2: A+30.
(3) You like () representations. Why? The reason is (). Think about it: What number can A be? A can it be 200? Why?
(4) When a= 1 1, dad's age is (), and the formula is written on page 47 of the book.
6. Finish page 48 of the textbook, and then do it.
Second, cooperative exploration, inductive display
1, not only (), () but also () can be expressed by a formula containing letters.
Please calculate your standard weight according to your height and weight, and discuss: What does it mean to be lighter than the standard weight? If it is heavier than the standard weight, what does it mean?
Third, the classroom is up to standard
1, and the following quantitative relationship is expressed by a formula containing letters.
The difference between A and B () The product of X and 8.5 () is greater than B, and the number of C () is 4 times of Y () B divided by c() x minus 2 times of A ().
Step 2 fill it in
(1) Xiaohong weighs 36 kg, which is heavier than Xiaoli 1 kg, and Xiaohong weighs () kg.
(2) Li Jiayou 10 yuan, but he spent X yuan on the pen, leaving () yuan.
Teaching plan of the first volume of fifth grade mathematics II
course content
Example 4 on page 65 of the textbook.
Teaching objectives
1. Through teaching, students can understand the meaning of the simplest score and master the method of reducing the score.
2. Cultivate students' ability to solve problems by using the mathematical knowledge they have learned.
Teaching focus
Summarize simplest fraction's concept and reduction method.
Teaching difficulties
Can correctly divide scores.
teaching process
First, check the import.
1. Question: Can you quickly find the greatest common factor of the following groups?
9 and 18 15 and 2 17 and 94 and 2420 and 28 1 1 3.
2. Question: How to find the greatest common factor of two numbers? How to find the greatest common factor of two numbers?
The teacher leads the students to review and summarize: when finding the greatest common factor of two numbers, there are two special situations: one is that two numbers are multiples, and the smaller number is the greatest common factor of two numbers; The other is that the common factor of two numbers is only 1, and their greatest common factor is 1.
Second, explore new knowledge.
1. Example 4: Turn 2430 into a fraction with smaller numerator and denominator and the same fraction size.
(1) Students try first, and guide them to come up with various methods of tangency.
Method 1: Use the common factor of numerator and denominator to remove numerator and denominator one by one.
2430=24÷230÷2= 12 15 12 15= 12÷3 15÷3=45
Method 2: Use the greatest common factor of numerator and denominator to remove numerator and denominator respectively.
2430=24÷630÷6=45
(2) Teacher: How to divide it?
Guide students to summarize: divide by the greatest common divisor of numerator and denominator (except 1).
(3) Point out: Like this, changing a fraction into a fraction equal to it, but with smaller numerator and denominator, is called a reduced fraction. (blackboard writing)
What else can I write when I make an appointment? Please teach yourself example 4 on page 65 of the textbook. Try to write it yourself. The writing method of student report The teacher wrote down the main points on the blackboard.
2. Teacher: What is the relationship between the numerator and denominator of 45? (Students report after observation: the numerator and denominator of 45 are only the common factors of 1. )
The teacher pointed out that there is only one common factor 1 between numerator and denominator, and such a score is called the simplest score. (Emphasize that quotation becomes the simplest score when signing a contract)
Third, the class summary
The teacher leads the students to sum up: In this lesson, we learned what is the simplest score and how to divide it. In divisor, the common factor of numerator and denominator can be used to remove numerator and denominator respectively until it is probably the simplest fraction; You can also directly divide the numerator and denominator of the fraction by the greatest common factor of the numerator and denominator to get the simplest fraction. The second method is simpler, but you must see the greatest common divisor of numerator and denominator.
blackboard-writing design
Reduce (part of)
2430=24÷230÷2= 12 15 12 15= 12÷3 15÷3=452430=24÷630÷6=45
Changing a fraction into an equal fraction with smaller numerator and denominator is called divisor.
The numerator and denominator have only one common factor 1, and such a fraction is called the simplest fraction.
Teaching reflection
The content of this lesson is reduced fraction, which is a direct application of the basic properties of fraction and is closely related to the concepts of common factor and maximum common factor. In the teaching of this course, I pay attention to the space of students' inquiry activities, embody the principle of "student-oriented development", actively mobilize students' learning emotions, let students know the simplest score in the process of solving problems and comparing calculation results, understand the meaning of the simplest score, and guide them to experience the formation process of mathematical concepts through observation, judgment, comparison and induction.
The first volume of the fifth grade mathematics teaching plan 3
Teaching content:
The standard textbook of compulsory education curriculum published by People's Education Press, the fifth grade, Volume II, 84-85, Example 3, Example 4 and related exercises.
Analysis of learning situation:
"Decreasing marks" is carried out on the basis that students master the basic nature and common factors of marks. As a direct application of the basic properties of fractions, score reduction is a common method to simplify fractions. Learning divisor can not only improve the understanding of the basic properties of fractions, but also lay the foundation for the four operations of fractions.
Teaching objectives:
1. Knowledge and skill goal: Understand the meaning of the simplest score, master the method of reducing the score, reduce the score correctly, and cultivate students' ability of observation, comparison and generalization.
2. Process and Method Purpose: Through students' independent exploration, they can understand the meaning of the simplest fraction simplification, experience the process of exploring simplification methods, and infiltrate the idea of identity transformation.
3. Emotional attitude and values goal: to cultivate students' ability to solve problems by using what they have learned and feel the close connection between mathematics and life.
Teaching emphases and difficulties:
Focus: the meaning of the simplest score and the method of compromise; Master the method of reduction.
Difficulty: Can accurately judge whether the reduction result is the simplest score.
Prepare teaching AIDS and learning tools:
courseware
teaching process
Review and pave the way
Show the courseware and answer together. Find the common factor of 24 and 30 and the common factor (24
/
30 minutes to prepare)
The factors of 1 and 24 are (), the factor of 30 is (), the common factor of 24 and 30 is (), and their common factor is ().
2. Fill in the blanks (tell me why, what is the basic nature of the score)
(Teaching method: the courseware presents the review questions, and the students complete the 1 questions in the workbook. Memorize the second question first, then answer it by name and correct it collectively. )
Transition: This is what we learned before. In this class, we will learn new content. Please look at the big screen.
Second, explore new knowledge.
(1) Guess, verify and compare, and understand the meaning of the simplest score.
1. Draw the teaching situation diagram of Example 3 for students to observe.
2. Teacher: What information did you get from the situation diagram? This is a conversation between three students in a school 100 meter swimming competition. Student 1: You have to swim 100 meters in total. Xiaoming has swam 75 meters. Student 2: He swam the whole distance.
/
4. Health 3:75
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100 and 3
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Is 4 the same thing? )
3. Guess: 75
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100 and 3
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four
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Is it the same thing?
4. Verification: Please discuss at the same table and write the verification process in the exercise book.
5. Students report the results and teachers demonstrate the courseware.
6. Guide students to compare 75
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100 and 3
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4 Similarities and differences between the two scores, we get the concept of the simplest score.
Similarity: the scores are equal in size.
Difference: 75
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100 has a large denominator, including the common factors of 1, 5 and 25; three
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4 The numerator and denominator are very small, and only contain the common factor of 1. The meaning and unit of a score are different.
To sum up the concept: numerator and denominator only contain the common factor 1, and scores like this are called simplest fraction.
Activity: Ask students to give an example of the simplest score.
The teacher said that the students' judgment,
The students said that everyone should judge the reason.
Classmate said deskmate judgment
Grasp the key: numerator and denominator only contain common factor 1, and see if there are common factors 2, 3 and 5.
8. Courseware demonstration exercise: Point out which of the following scores is the simplest score? Why?
five
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7 6
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9 10
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12 1 1
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12 8
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10 14
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169
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1624
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25 2 1
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24 13
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17
Answer by name and explain the reason.
Let's get to the point: the numerator and denominator only contain the common factor of 1.
If they are all multiples of 2 or 3 or 5, there is not only a common factor 1.
(B), explore the significance and methods of reduction
Transition: Just now, we learned the simplest score together. Many of the scores we study are not the simplest scores. Can we make it the simplest score?
Example 4. Judgment 24.
/
It is the 30 simplest fractions (no, except 1, there are also common factors 2, 3 and 6).
Simplify 24/30 to the simplest fraction.
The teacher put forward thinking questions:
(1). What does simplification mean? Make the denominator smaller.
(2) The size cannot be changed after simplification. What attributes should I use? Basic properties of equality
(3) In the basic properties of the equation, multiply or divide the same number at the same time (except 0). When simplifying, multiply or divide, and divide what. Divide by a common factor
(4) How long will simplification last? The simplest fraction, the denominator of the numerator is only the common factor of 1.
Students discuss and communicate in groups, clarify the requirements of the topic, and prepare for exploring the reduction method.
Teacher: Please try to simplify 24/30 to the simplest score. The size cannot be changed.
Communicate in the group after completion.
Patrol, guide.
Communicate the results of the survey.
Report the results to the team.
(1) Method 1: Use the common factor of numerator and denominator (except 1) to remove it in turn. Except for the simplest part.
24
/
30=24+30
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30+2= 12
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152
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15= 12÷3
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15÷3=4
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five
(2) Method 2: Divide directly by the common factor of the numerator denominator. Get the simplest score directly.
24
/
30=24+6
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30+6=4
/
five
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Summary: Teachers demonstrate and compare two reduction methods with courseware, and summarize the significance of reduction.
The concept of reduction:
Teacher: There is another way to write scores. Please look at example 4 on page 85.
And write it in the exercise book.
6. Another writing format of intuitive demonstration and restoration of teacher courseware.
Third, consolidate exercises (courseware demonstration)
Transition: Just now, we learned about simplest fraction and fractions together. The teacher found that everyone studied hard, but they didn't know how to master it. Are you willing to accept the challenge?
1, judge the following equations, which are approximate points? Why?
2. Correct the wrong problem.
3. Point out the common factors of the numerator and denominator of the following fractions.
4. Divide the apples.
Fourth, class summary.
What did we learn in this class? (Title on the blackboard: About Points)
Five, the blackboard design
Minus points
Method 1:
24
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30=24÷2
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30÷2= 12
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15
12
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15= 12÷3
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15÷3=4
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five
Method 2:
24
/
30=24÷6
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30÷6=4
/
five
75
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100= 3
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four
Difference: numerator and denominator are larger, while numerator and denominator are smaller.
Contains the common factor 1, 5,25, and only contains the common factor 1.
Reduce to the lowest score
Teaching reflection
1, build a ladder for students' mathematical thinking.
Asking questions in class is the premise for students to think about mathematics. If the problem is too easy, there is no value of thinking and exploring, but if the problem is too difficult, students can't discuss it and have no practical significance. In the teaching of this course, I learned to build a ladder for students according to the difficulty of the problem and the actual situation of the students.
For example, in the teaching of exploring and understanding the meaning of the simplest fraction, students verified 75.
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100 and 3
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After four equals, I asked a question: 75.
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100 and 3
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What is the difference? Many students can see 75.
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100 has a big denominator, 3.
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Both numerator and denominator are small, but no one compares them from the common factor of numerator and denominator. Then I set up a ladder for my classmates: please compare the common factors of numerator and denominator to see what the difference is. Soon the students found 75.
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The denominator of 100 has the common factor of 1, and 5, 25 and 3/4 only have the common factor of 1. Then I emphasized the word "only", which made students deeply understand the concept of the simplest score.
Another example is to discuss the link of "the meaning and method of reduction", if we give example 4: 24 directly.
/
30, and then let the students explore the method of approximate score independently. I believe many students will be "puzzled" and have no way to start. After Example 4, I set up a ladder for my classmates. I ask students to think about three questions first (1. What does simplification mean? ② What is the essence of the brief application of culture? ③ How long will simplification last? ), and then let the students communicate, clarify the requirements of the topic, and prepare for exploring the reduction method. After these two steps, students will know that simplification is to change a fraction with a large denominator into a fraction with a small denominator, and simply use the basic properties of the fraction until the simplest fraction. The third step is to let students explore the method of reduction by themselves. At this time, students have clear thinking, naturally explore different methods, experience the joy of success, and break through the teaching focus of this lesson.
2. Build a platform for students to communicate.
Classroom is the stage for students, and teachers need to build a platform for students. As long as there is exploration, communication is needed, and the process of students' communication is the process of constructing knowledge. Therefore, in the teaching of understanding simplest fraction and exploring the method of conversion, I fully let the students discuss at the same table before the whole class exchanges, and finally summarize and form knowledge points. I think teachers should always remember to return the class to the students when teaching, so as to cheer for the students' wonderful communication. Only in this way can your class be wonderful because of the wonderful communication of students.
3, don't move pen and ink, don't read.
Mathematics learning is a process in which students use their brains, talk and do things. After students think and communicate, let them write by hand. As the saying goes, "It is better to read it ten times than to write it once". I pay special attention to the cultivation of students' practical ability, and ask students to "read without moving pen and ink". Let the students write the exercises in the exercise book first, and then revise them collectively; When verifying whether 75/ 100 and 3/4 are equal, ask students to write the verification process in their exercise books; When exploring the method of reduction, let the students write down the process of reduction in the exercise book and then communicate; I always ask students to practice writing while reading books in order to find another writing format that is similar to the point.
4. There is no trace of transition in teaching.
Good calligraphy gives people the feeling of "doing it in one go", and a good classroom should also be interlocking and natural. In this class, I pay attention to the transition in all aspects of teaching. For example, after reviewing and laying the groundwork, I said: This is what we learned before. In this class, we will learn new content. Please look at the big screen (transition to the simplest fraction teaching); After studying in simplest fraction, he said: Just now we studied simplest fraction together, and many of the scores we studied were not simplest fraction. Can you turn it into the simplest fraction (transition to the teaching of fractions)? After studying the scores, he said: We studied simplest fraction's knowledge and scores together. The teacher found that everyone studied hard, but they didn't know how to master it. Are you willing to accept the challenge (transition to comprehensive practical teaching)?
5. The infiltration of thinking method is also invisible.
The teaching of mathematical knowledge and skills is a bright line in teaching, and the infiltration of mathematical ideas is a dark line in teaching. Every knowledge point in mathematics is permeated with a kind of mathematical thought, and the knowledge point "about point" is permeated with the mathematical thought of identity transformation. In the teaching of this course, the mathematical idea of identity transformation has penetrated into the teaching of verifying whether 75/ 100 and 3/4 are equal and simplifying fractions, and has been internalized and deepened in the consolidation exercise.
Lack of temperature:
Wise teachers can often make use of classroom resources to make classroom teaching more attractive. Throughout this class, my ability to capture useful educational resources in students' classroom speeches and exercises is insufficient, and the highlights of classroom teaching are not clear enough; Secondly, the language I evaluate for students can't stimulate students' interest in learning to a great extent; Third, students' listening and writing habits need to be further improved.
Zhang Qihua, a famous teacher, said: Good lessons come from the depths of the soul. A successful lesson is often not the simple superposition and patchwork of teachers' teaching skills and skills, but the natural development and flow of their knowledge, foundation, experience, skills, wisdom, personality and even life experience in a specific educational situation for many years. For example, people who practice martial arts are not fully proficient in 18 kinds of martial arts, but they have deep internal forces and have the spirit of "no sword in their hands, but a sword in their hearts". I know I still have a lot to learn, and the road is still long, and I will go up and down at the meeting.
Fifth grade mathematics first volume ranking teaching plan 4
Teaching content:
Page 6-7 of the first volume of fifth grade mathematics in Beijing Normal University.
Teaching purpose:
1, through observation, inquiry, communication and other activities, let students experience the process of discovering the multiple characteristics of 3.
2, on the basis of understanding, master the characteristics of multiples of 3, and can use the characteristics to judge.
3. By exploring the activity process of multiple characteristics of 3, students can gain positive emotional experience and stimulate their interest in learning mathematics.
Teaching focus:
Understand the characteristics of multiples of 3.
Teaching difficulties:
In the exploration activities, we found the law and summarized the characteristics of multiples of 3.
Teaching aid preparation:
Physical projector, digital card, etc.
Learning aid preparation:
How many digital cards are there in each?
Teaching process:
First, introduce a dialogue to reveal the topic.
Whether it is a multiple of 3 can be determined by observing the number in the unit, so what are the characteristics of the multiple of 3? Today we will study together.
Blackboard writing: the characteristics of multiples of 3.
Second, explore exchanges and gain new knowledge.
(1) Activity 1: Review and consolidate.
1. We studied the characteristics of multiples of 2 and 5 earlier. Can you tell us their characteristics in your words?
2. Please give an example. Let the students say that the teacher wrote the students' examples on the blackboard. )
3. What are the characteristics of numbers divisible by 2 and 5 at the same time? (observe the characteristics. In your own words. )
(2) Activity 2: Explore the multiple characteristics of learning 3.
1. In the table on page 6 of the book, find a multiple of 3 and mark it.
Finish it independently first and see who can find it quickly. )
2. Observe multiples of 3. What did you find?
Teachers participate in discussion-based learning.
Think independently first and come up with your own ideas.
Then talk to the students in a group of four about your findings.
It is not specified that there are 0, 1: 3 in multiples, 2, 3, 4, 5, 6, 7, 8, 9.
Health 2: The tenth digit is irregular.
S3: Add up all the numbers of each number and try it.
3. Does the rule you found hold true for three digits? Find some numbers to test.
(1) Find some numbers and try them yourself first.
(2) Then talk about the conclusion of your verification in the group.
(3) Activity 3: Give it a try
Circle a multiple of 3 in the number below.
28 45 53 87 36 65
Circle yourself first, and then tell me how you judge. )
(4) Activity 4: Practice.
1. Please color the balloons whose quantity is a multiple of 3.
36 17 54 7 1 45 48
Do it yourself and talk about your ideas in the group. )
2. Choose two numbers to form a two-digit number, and meet the following conditions respectively.
3 0 4 5
(1) is a multiple of 3.
(2) It is a multiple of 2 and 3 at the same time.
(3) It is a multiple of 3 and 5 at the same time.
(4) It is a multiple of 2, 3 and 5 at the same time.
Done independently. Tell me about your tricks and methods. )
(v) Activity 5: Practical activities
Find a multiple of 9 in the table below and color it.
(You can communicate after practicing by yourself. )
Third, summarize.
What did you get from this lesson?
Blackboard design:
Theme: Inquiry Activity (2) Characteristics of multiples of 3
1, circle a multiple of 3 in the number below.
28 45 53 87 36 65
2. Choose two numbers to form a two-digit number, and meet the following conditions respectively.
3 0 4 5
(1) is a multiple of 3.
(2) It is a multiple of 2 and 3 at the same time.
(3) It is a multiple of 3 and 5 at the same time.
(4) It is a multiple of 2, 3 and 5 at the same time.
Fifth grade mathematics first volume ranking teaching plan 5
Teaching objectives:
1. Combining the unfolding and folding scenes of cuboids and cubes, the surface areas of cuboids and cubes can be accurately calculated by exploring the process of their surface areas.
2. Be able to recognize cuboids and cubes, and have a preliminary ability to imagine three-dimensional space.
3. Let students feel the close relationship between the surface areas of cuboids and cubes and their lives, and cultivate their good interest in learning mathematics.
Key points and difficulties:
It can accurately calculate the surface areas of cuboids and cubes.
Teaching methods:
Teachers and students sum up and reason together.
Teaching preparation:
Cuboid carton
Teaching process:
First, check the import.
The teacher asked the students to take out the rectangular box and cut it along the edge. Expand the cuboid into six faces and observe the characteristics of these six faces.
Students raise their hands to answer questions. (The surface area of a cuboid consists of six faces, and the areas of each group of opposite faces are equal ...)
Second, teach new lessons.
The teacher gave an example. How do cuboid cartons know their length, width and height to find their surface area?
Students take the rectangular frame in their hands as a reference to explore how to find the surface area of the rectangular frame. Students discuss with each other in the same group, and teachers patrol to guide the discussion activities in each group.
The teacher asked the students how to find the surface area of a cuboid.
The student replied: (Find the area of each surface separately and add it up. Is the surface area of a cuboid. )
The teacher asked the students to unfold the rectangular box to see what the length, width and height are.
The six surfaces that make up the surface area of a cuboid are equal to (length× width+length× height+height× width )× 2 = the surface area of a cuboid.
The teacher asked the students to find the surface area of a cuboid 7 cm long, 5 cm wide and 3 cm high.
Student formula: (7×5+7×3+5×3)×2
The teacher asked the students to think about how to find the surface area of a cube.
Students talk at the same table, and the teacher asks the students questions. (Surface area of cube = side length × side length ×6)
Third, the class summary
Students, what knowledge have you learned in this class? (Ask students to answer)
Blackboard design:
Surface area of cuboid
The surface area of a cuboid = (length× width+length× height+height× width) ×2.
Surface area of cube = side length × side length ×6