Math lesson (grade 2)
"Flat and three-dimensional figures"
Surname First name Patronymic: Pryanikova Marina Gennadievna,
Position: Primary school teacher
MBOU secondary school No. 6 of Novokuznetsk
Theme of the lesson: "Flat and three-dimensional figures"
Type of lesson: "Discovery" of new knowledge.
Goals:
1. To form children's ideas about flat and three-dimensional geometric shapes through practical research activities.
2. Improve computing skills, the ability to classify, compare: numbers, geometric figures.
3. Develop attention, spatial and constructive thinking, mathematical speech.
4. Cultivate creative activity, a sense of mutual assistance in joint activities.
Forms and methods: verbal, visual, activity, practical, (students perform practical actions)
Technologies used in the lesson:
1. Information and communication technologies (ICT);
2.Research and project methods in teaching; when doing homework;
3.Technology of learning in cooperation;
4.Technology of developing education.
Equipment: computer, m / m projector, handouts, materials for project activities: geometric material for construction.
Multimedia accompaniment of a mathematics lesson - presentation "Flat and volumetric figures"
The planned result of the lesson: to form the ability to recognize flat and three-dimensional figures, to establish the difference between these concepts.
During the classes. UUD
I. Knowledge update.
1. Organizational moment.
2. Making notebooks. Number entry. A moment of cleansing. (slide 1, 2)
3. Actualization of students' knowledge
Today we have an unusual lesson for you. But to find out what today's lesson will be about, you need to complete tasks.
Now each of your answers will be marked with a letter
a) Mathematical dictation. (2) (COSMOS)
What number is written on the blackboard? (12)
- Write down the previous number and the next number (11)
- What is the sum of these numbers? (23)
What is the sum of the digits of the received answer? (five)
- the first term is 5, the sum is 12, what is the second term equal to? (7)
-decreasing unknown, subtracted 7, the difference is 21 (14)
That's right, we're going to travel into space. What can go into space?
Well done! You and I need to build a rocket. But from what material we will build, we will now find out.
b) Oral account. (slide 3)(1)
- What do you think, what task we have to perform? (repeat composition of numbers)
- What is it? (you need to insert the missing terms) (SHAPES)
Cognitive UUD
We develop skills
1. - independently "read" and explain the information given with the help of schematic drawings, diagrams, brief notes;
2. - compose, understand and explain the simplest algorithms (action plan) when working with a specific task;
3. - build auxiliary models for tasks in the form of drawings, schematic drawings, diagrams;
4. - analyze the texts of x simple and compound tasks based on short note, schematic drawing, scheme.
Communicative
We develop skills
1. - work in a team of different content (pair, small group, whole class);
2. - contribute to the work to achieve common results;
3. - actively participate in the discussions that arise in the lesson;
4. - clearly formulate questions and assignments for the material covered in the lessons;
5. - clearly formulate answers to questions from other students and the teacher;
6. - participate in discussions, working in pairs;
7. - clearly articulate their difficulties that arose during the performance of the task;
8. - do not be afraid of your own mistakes and participate in their discussion;
9. - work as a consultant and assistant for other guys;
10. - work with consultants and assistants in your group.
Regulatory
We develop skills
– goal setting
- planning your activities
- take part in the discussion and formulation of the purpose of a particular assignment;
4. - take part in the discussion and formulation of an algorithm for completing a specific task (drawing up an action plan);
5. - perform work in accordance with a given plan;
6. - participate in the evaluation and discussion of the result;
Personal
1. - understand and evaluate your contribution to the solution of common problems;
2. - be tolerant of other people's mistakes and other opinions;
3. - do not be afraid of your own mistakes and understand that mistakes are an indispensable part of solving any problem.
II. Formulation of the topic and objectives of the lesson. (3,1,2)
- What is the meaning of this word? ( Chessmen, human figure, geometric shapes.)
What figures do we study in mathematics lessons?
(The teacher hangs out the words on the board: GEOMETRIC FIGURES).
- Take a look at the spread of the textbook.
What do you think is the topic of today's lesson?
-What are we going to do in class today?
- What tasks do we have to complete?
- What were we doing now? (we made a plan of our work)
- What color can we designate this stage of the lesson?
(We made a plan of our work)
253428560325 (They took information from the book) III. Opening new. (3, 1, 6)
a) Leading to the "discovery" of new knowledge. (slide 4)
- Look at what I have on the board? (town)
- What unusual thing did you notice in these figures?
Are all shapes the same?
What groups can these figures be divided into?
- On what grounds? Name the shapes in each group. How else are the figures different?
Let's explore geometric shapes.
- What is the topic of our lesson? (The teacher adds the words on the board: Flat and voluminous, the topic of the lesson appears on the board: Flat and voluminous geometric shapes.)
What should we learn in class? (Distinguish between flat and three-dimensional figures)
IV "Discovery" of new knowledge in practical research work.
-Place in front of you the figures that you have on your desks. (work in pairs)
- Divide your figure into 2 groups?
- What groups did you get?
- Why?
- Let's check.
- Let's try to attach a square to the flat surface of the port. What do we see? Did he lie all (entirely) on the surface of the desk? Close?
What is the name of a figure that can be entirely placed on one flat surface? 233553057150000(Flat figure.)
- How did we work now?
- How do we designate our work?
- Take the cube.
-Is it possible to press the cube completely (all) to the desk?
Is it possible to call a cube a flat figure? Why?
-So what can we say about the cube? (It occupies a certain space, is a three-dimensional figure.)
What conclusion can be drawn? What is the difference between flat and solid figures?
23361655079 FLAT VOLUMETRIC
Can be fully positioned Occupies a certain
on one flat surface space,
rise above
flat surface
- Look at the screen, compare whether you have correctly identified the shape of the figures. (Slide 5)
V Applying new knowledge 1, 3 ,3, 6
Design (Development of imagination, spatial thinking, change of static posture, relieving muscle tension.)
- And now we will build a rocket from our figures and go on a journey.
What shapes did you use?
- Well done! They fastened their seat belts. The rocket will turn on only after the task is completed
- You know that all the objects that surround us also have a certain shape. (Slide 6)
- Now we will see if it is possible to compare the shape of an object with the shape of geometric shapes.
b) Work in pairs Task No. 3, p. 54.
We form self-esteem
- What did you have to do?
Did you manage to solve the problem correctly?
Did you do everything right or were there mistakes, shortcomings?
Did you decide everything on your own or with someone else's help?
- Now, together with ... (student's name), we learned to evaluate our work.
What color will the circle be?
-Well done. Let's go!
Here we are in space. We've worked so hard and now we need to rest. VI Physical minute VII. Repetition and consolidation of the studied 2. 3. 4
2. 3 3. 3
We are approaching a constellation.
Who knows what it's called? "Big Dipper"
What constellation does it look like? (Ursa Minor)
What geometric shapes does it consist of?
-Look in the textbook.
What other geometric shapes do you see on the page? (corners)
-What angles do you know?
How to determine which angle is shown?
How is the angle indicated on the letter? (with Latin letters)
-Well done!
-Let's fly further.
Textbook work p. 54
1. Work in pairs with self-examination on the board.
Task number 1, p. 54. (Name the angles. Tell us what groups they can be divided into.)
2. Independent work No. 2; Examination. #4
26225503873500Building self-esteem
Try to evaluate your work.
On your tables, put multi-colored circles in front of you a circle denoting one of the characteristics of your work.
Explain your choice.
-Who found it difficult to determine the answer?
What did you need to know in order to complete this task?
Our flight is going well.
We must pave the way to our home "Planet-Earth"
3. Front work
Completion of task No. 5 (Design the procedure) - Self-examination
Read the assignment.
What needs to be done?
(Work in pairs) (check)
Solution of examples on the board. VIII Fizminka for the eyes Observation of the relationship between flat and three-dimensional figures.
We are approaching the planet "Iron" (an excerpt from the cartoon) It is inhabited by robots. What can robots be made from? (Geometric shapes)
Let's help make robots. Having completed the task.
Consider the drawing. What figures are shown here?
32410401085840112649089535
2332355123825345440104775
-Is there a connection between these figures? Which?
- Think about what volumetric figures can be obtained from these flat figures? (The teacher shows a drawing depicting scans of various three-dimensional figures)
-Let's check. (Students receive cut out scans of figures). Bend along the lines flat figures and create a three-dimensional figure. Try to create your own robot. What did we get? (the robot folds up on the screen)
So, what else have we learned about geometric shapes?
Problem solving with. 55 №7a
Guys, our scoreboard received an SOS signal from the planet of chipmunks.
Who knows what it means?
That's right, someone needs our help.
The planet is running out of food.
But we can help this planet by solving the problem.
Work plan. (Slide 12) 2. 3 3. 3, 4
Read the text and underline the necessary information.
- Putting information on the board.
- Make a short note:
Beginning of the week - 2 p.
Middle of the week - the same
End of the week - (beginning + middle) + 2 p.
– How many?
- We draw up a diagram (slide 13) IX. Summary of the lesson. Reflection of activity.
Well guys, we have worked hard for glory. It's time to go home.
Let's summarize our work. Name the corners. Tell us what groups they can be divided into. And in order for us to land accurately, we need to follow the instructions of the operator.
- What did you learn in the lesson?
- Image on the yellow field.
- What figures does Vova hold?
Why are there three shapes in the picture of the same color?
What angles can be found in a triangle and which ones in a rectangle?
We form self-assessment Evaluation of the lesson. (Slide 14)
Have you succeeded?
What tasks were difficult for you? X Suggested Homework
c.55 #6, #7(b), #8
Sculpt three-dimensional figures from plasticine, cut out flat figures.
To view a presentation with design and slides, download the file and open it in PowerPoint on your computer.
The text content of the slides:
LESSON TOPIC "Flat and voluminous figures" MBOU "Average comprehensive school No. 6 "Compiled by: primary school teacher Pryanikova M.G.G. Novokuznetsk, 2014. Math lesson Classwork. 16.10 * http://aida.ucoz.ru * * * http://aida.ucoz.ru 9 2 11 4 7 8 3 13 15 8 5 8 7 6 7 9 4 9 6 10 5 * http://aida .ucoz.ru * * http://aida.ucoz.ru * Flat figures Volumetric figures* Parallelepiped Pyramid Cylinder Ball Shapes of what objects are similar to the shapes of geometric figures * http://aida.ucoz.ru * * http://aida.ucoz.ru * * http://aida.ucoz.ru * Name the angles. Tell us what groups they can be divided into. * http://aida.ucoz.ru * * http://aida.ucoz.ru * I did it! I'm fine fellow! I need to be more careful! I did not get anything! * http://aida.ucoz.ru * 5. Indicate the order of actions in expressions and find their value 7+5-10 = 1 2 2 2+4+8 = 1 2 14 4+(11-3) = 1 2 12 15- 6- 4 = 5 1 1 2 9-(2+5) = 2 2 7+ 4 - 2 = 1 2 9 Break the expressions into groups * http://aida.ucoz.ru * * http:// aida.ucoz.ru * * http://aida.ucoz.ru * * http://aida.ucoz.ru * * http://aida.ucoz.ru * Solve the problem p.55 No. 7a In a school living corner the chipmunk lives. At the beginning of the week, Vova brought him two packages of grain, in the middle - the same amount, and at the end of the week two packages more than at the beginning and in the middle of the week together. How many packets of grain did Vova bring a chipmunk in a week? * * * http://aida.ucoz.ru * 2 The same 2 ? For 2 b. ? 1) 2+2=4(packets) 2) 4+2=6(packages) 3) 4+6=10(packets) Answer: 10 packages? * http://aida.ucoz.ru * I did it! I'm fine fellow! I need to be more careful! I did not get anything!
Attached files
Slides captions:
Cylinder
Cone
- a geometric figure obtained by the union of all rays emanating from one point and passing through a flat surface.
Cone in Greek
konos
" means "pine cone".
Cone
Prism
● Ball. Sphere.
● Cylinder
● Box
● Cube
● Cone
● Pyramid
● Prism
Fairy tale
about the parallelogram and its friendly family
lived was
parallelogram
with his wife
trapeze
. At
parallelogram
trapeze
rectangle
square
square
rhombus
Cylinder
Here is what they once wrote in a newspaper (January 26, 1797) about the inventor of the cylinder: “John
Hetherington
walked yesterday along the sidewalk of the embankment, with on his head an enormous trumpet made of silk, distinguished by a strange luster. Its effect on passers-by was terrible. Many women fainted at the sight of this strange object, children screamed, and one young man, returning just from the soap maker, from whom he had made several purchases, was knocked down in a stampede and broke his arm. On this occasion, Mr.
Hetherington
had to answer yesterday to the Lord Mayor, where he was brought by a detachment of armed police. The arrested man announced that he considered himself entitled to show his latest invention to his London buyers, with which the Lord Mayor, however, did not agree, awarding the inventor of the shiny pipe to a fine of 500 pounds sterling.
Cube
Prism
- a polyhedron, which consists of two flat equal polygons with respectively parallel sides, and of segments connecting the corresponding points of these polygons.
Prism
The presentation was made using
Internet resources
Volumetric geometric shapes
Presentation prepared
teacher GBOU secondary school No. 242
Gronskaya
Natalia Nikolaevna
Pyramid
Fairy tale
about
parallelogram
and his friendly family
lived was
parallelogram
with his wife
trapeze
. At
parallelogram
there were such properties: opposite sides and angles are equal; the diagonals intersect and the intersection point is bisected. And his wife
trapeze
only that two opposite sides are parallel and the other two are not. And now their long-awaited son was born
rectangle
. By inheritance, he inherited the same properties that the pope had, and one more property was added: the diagonals are equal. So he grew year after year and, to the surprise of his parents, all his sides and he became a quadrangle, in which all angles and sides are equal. And they began to call him
square
. At the same time, it acquired two more properties: the diagonals are mutually perpendicular and are the bisectors of its angles. So years passed, and when
square
became a young man, he began to change again, stretched out ...
his angles changed and his parents named him
rhombus
. His properties remained the same except for one thing, that the corners are right.
Name the family members
Cylinder
–
in elementary geometry, a geometric body formed by the rotation of a rectangle about one side.
Cylinder
The cube is one of the five regular polyhedra
A regular cuboid has 6 faces, 12 edges, 8 vertices.
Cube
Thanks
for your attention!
Ball; Sphere
Pyramid
is a polyhedron whose base is a polygon, and the remaining faces are triangles having a common vertex.
Pyramid
The geometry is all around us, you just need to look closely!
Parallelepiped
name flat
geometric figures
Ball
- geometric body
;
the collection of all points in space that are at a distance from the center
,
no more than specified. This distance
is called the radius of the sphere. A sphere is formed by rotating a semicircle about its fixed diameter
.
This diameter is called the axis of the ball, and both ends of the specified diameter are called the poles of the ball. The surface of a sphere is called a sphere:
closed ball
includes this area
open ball
- excludes.
Ball; Sphere
Parallelepiped
is a prism whose base is a parallelogram
or a polyhedron that has six faces and each of them is a parallelogram.
Parallelepiped
Cone
A look at the geometry from the side ....
Biologist:
“…Squares
- view - a figure of the genus Rectangles, of the Parallelogram family, of the Quadrangles order, of the Polygons class, of the Flat figures type, of the Shapes kingdom. Some biologists also attribute the square to the genus Rhombus, which, of course, is erroneous. Any student knows that the sides of a rhombus, unlike a square, are drawn not horizontally and vertically, but diagonally. Depending on the format of the environment, the size of the figure can vary from a few millimeters to several miles and even more if you draw it on a world map.