Flat and volumetric geometric shapes. Presentation to the lesson of mathematics for primary classes "Combined Body"
Signatures for slides:
Cylinder
Cone
- Geometric shape obtained by the combination of all rays emanating from one point and passing through a flat surface.
Cone translated from Greek "
konos.
"Means" pine cones ".
Cone
Prism
● Ball. Sphere.
● Cylinder
● parallelepiped
● cubic
● Cone
● Pyramid
● Prism
Story
about parallelogram and his friendly family
There was a lot
parallelogram
With his wife
trapezium
. W.
parallelogram
trapezium
rectangle
square
square
rombe
Cylinder
This is what once wrote in the newspaper (dated January 26, 1797) about the inventor of the cylinder: "John
Geterington
Walked yesterday on the sidewalk of the embankment, having a huge tube on the head made of silk, distinguished by a strange glitter. Her action on passersby was terrible. Many women at the sight of this strange subject deprived of feelings, the children shouted, and one young man, returning just from the soap, from which he made a few purchases, was shot down in a pressure from his feet and broke his hand. On this occasion, Mr.
Geterington
I had to answer in front of the Lord Mayor yesterday, where it was given by the detachment of the Armed Police. The arrested announced that he believed himself was entitled to show his invention to his London buyers, with what the Lord Mayor, however, did not agree, adding the inventor of a brilliant pipe to pay a fine of 500 pounds. "
Cubic
Prism
- a polyhedron, which consists of two flat equal polygons with respectively parallel sides, and from segments connecting the corresponding points of these polygons.
Prism
In the preparation of the presentation were used
internet resources
Volumented geometric figures
Presentation prepared
teacher GBOU SOSH № 242
Grona
Natalia Nikolaevna
Pyramid
Story
pro
parallelogram
and his friendly family
There was a lot
parallelogram
With his wife
trapezium
. W.
parallelogram
There were such properties: the opposite sides and the angles are equal; The diagonals intersect and the intersection point are divided in half. And his wife
trapezium
Only the fact that the two opposite sides are parallel, but there are no other two. And here they were born long-awaited son
rectangle
. By inheritance, he passed the same properties that the dad was added another property: the diagonally is equal. So he grew year after year and, to the surprise of his parents, all his parties and he became a quadrangle, who has all the corners and parties equal. And began to call him
square
. At the same time, he acquired two more properties: the diagonally is mutually perpendicular and are bisectaries of its corners. So the years passed, and when
square
He became a young man, he began to change again, stretched out ...
His corners have changed, and parents called him
rombe
. The properties of him remained the same except one that the corners are straight.
Name the names of the members of the friendly family
Cylinder
–
in elementary geometry, the geometric body formed by the rotation of the rectangle is about one side.
Cylinder
Cube is one of the five right polyhedra
The correct rectangular parallelepiped has 6 faces, 12 ribs, 8 vertices.
Cubic
Thank you
for attention!
Ball; Sphere
Pyramid
- a polyhedron, the base of which a polygon, and the rest of the face - triangles having a total vertex.
Pyramid
Geometry around us, you just need to look at!
Parallelepiped
Name flat
geometric figures
Ball
- geometric body
;
A combination of all points of space located on the center at a distance
,
Not more than specified. This distance is
called a radius of a ball. The ball is formed by the rotation of the semicircle near its fixed diameter
.
This diameter is called the ball axis, and both ends of the specified diameter are poles of the ball. The surface of the ball is called the sphere:
closed ball
Includes this sphere,
open ball
- excludes.
Ball; Sphere
Parallelepiped
- this is the prism, the base of which serves as a parallelogram,
or a polyhedron who has six faces and each of them - parallelograms.
Parallelepiped
Cone
A look at the geometry from the side ....
Biologist:
"... squares
- View - Figure of the kind of rectangles, parallelogram families, four-trigger detachments, class polygons, type Flat figures, kingdom figures. Some biologists also refer the square to the genus of the rhombus, which, of course, is wrong. Any schoolboy knows that the parties of the rhombus, unlike the square, are carried out horizontally and vertically, but diagonally. Depending on the format ambient The size of the figure can vary from a few millimeters to several miles and even more if you draw it on the world map "
Mathematics lesson (grade 2)
"Flat and Volume Figures"
Surname Name Patronymic: Gicnikova Marina Gennadievna,
Position: Teacher primary classes
MBOU SOSH number 6 Novokuznetsk
Theme lesson: "Flat and volumetric figures"
Type of lesson: "Opening" of a new knowledge.
Objectives:
1. To form the ideas of children about flat and volumetric geometric figures through practical research activities.
2. Improve computing skills, ability to classify, compare: numbers, geometric shapes.
3. Develop attention, spatial and constructive thinking, mathematical speech.
4. To educate creative activity, a sense of mutual assistance in joint activities.
Forms and methods: verbal, visual, activity, practical, (execution of practical actions)
Technologies used in the lesson:
1. Information and communication technologies (ICT);
2. Inheritance and design methods in training; when performing homework;
3. Training technologies in collaboration;
4. Technology of educational training.
Equipment: Computer, M / m Projector, Distribution Material, Materials for project activities: geometric material For design.
Multimedia accompaniment of the lesson of mathematics - Presentation "Flat and Volume Figures"
Planned lesson's result: form the ability to recognize flat and volumetric figures, set the difference between these concepts.
During the classes. Wood
I. Actualization of knowledge.
1. Organizational moment.
2. Registration of notebooks. Record number. A minute of cleaning. (Slide 1, 2)
3. Actualization of students' knowledge
Today we have with you unusual lesson. But to learn what the lesson will be needed to perform tasks.
Now every your answer will be denoted by the letter
a) Mathematical dictation. (2) (space)
- What number is recorded on the board? (12)
- Write down the previous number and subsequent number (11)
- What is the sum of these numbers? (23)
- What is the amount of numbers of the response received? (five)
- The first term 5, the amount is 12, what is the second term? (7)
-Minely unknown, subtracted 7, the difference is equal to 21 (14)
That's right, we will travel to space. What can I go to space?
Well done! We must build a rocket with you. But from which material we will build we now learn.
b) oral account. (Slide 3) (1)
- What do you think, what task we have to do? (I repeat the composition of numbers)
- What is it? (it is necessary to insert missing terms) (figures)
Cognitive Uud.
Develop skills
1. -Molly "read" and explain the information specified using schematic drawings, schemes, short records;
2. - draw up, understand and explain the simplest algorithms (action plan) when working with a specific task;
3. - build auxiliary models to tasks in the form of drawings, schematic patterns, circuits;
4. - Analyze texts X of simple and composite tasks with a support for a short recording, schematic pattern, circuit.
Communicative
Develop skills
1. - Work in a team of different filling (pair, small group, whole class);
2. - make your contribution to work to achieve general results;
3. - actively participate in discussions arising in the lesson;
4. - Clearly formulate questions and tasks to the material passed in the lessons;
5. - Clearly formulate answers to questions of other students and teachers;
6. - participate in discussions, working in a pair;
7. - Clearly formulate their difficulties that have arisen when performing a 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
Develop skills
-Econditioning
- Schedule its activities
- take part in the discussion and formulation of the purpose of a specific task;
4. - take part in the discussion and formulation of the algorithm for performing a specific task (drawing up an action plan);
5. - Perform work in accordance with the specified plan;
6. - to participate in the assessment and discussion of the result obtained;
Personal
1. - understand and evaluate your contribution to the solution of common tasks;
2. - to be tolerant to other people's mistakes and other opinions;
3. - Do not be afraid of your own mistakes and understand that errors are a mandatory part of solving any task.
II. Formulation of the theme and lesson purposes. (3,1,2)
- What is the meaning of this word? (Chess figures, human figure, geometric shapes.)
- What are the figures we study in mathematics lessons?
(The teacher highlights the word on the board: geometric shapes).
- Squeeze a textbook turn.
-How do you think what theme of today's lesson?
- Why are we going to do in the lesson today?
- What tasks do we have to do?
- What did we do now? (amounted to the plan of our work)
- Which color can we designate this stage of the lesson?
(Amounted to the plan of our work)
253428560325 (We took information from the book) III. Opening a new one. (3, 1, 6)
a) Summing up for the "opening" of new knowledge. (Slide 4)
- See what is depicted on me on the board? (town)
- What unusual did you notice in these figures?
- Are all the figures in the form of the same?
- Which groups can these figures can be divided?
- What is the sign? Name the figures of each group. What else differ figures?
- Let's explore geometric shapes.
- What theme of our lesson? (The teacher adds words on the board: flat and volumetric, on the board appears the topic of the lesson: flat and volumetric geometric shapes.)
Why should we learn how to learn? (Distinguish flat and volumetric figures)
IV "Opening" of new knowledge in practical research work.
- put in front of you the shapes that you have on the desks. (Work in a pair)
- Spice 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 ports. What do you see? Is it all (entirely) Loe to the surface of the party? Close?
-How we call the figure that can be completely located on one flat surface? 233553057150000 (Flat Figure.)
- How did we work now?
- What circle we denote our work
- Cube.
-Can if the cube is completely (all) come to the desk?
- Is it possible to call a cube flat figure? Why?
- know what we can say about Cuba? (Occupies a certain space, is a volume figure.)
What conclusion can be done? What do flat and volume figures differ?
23361655079 Plant volumes
You can entirely place a certain
on one flat surface space,
rise above
Flat surface
- Look at the screen, compare if you have determined the shape of the figures. (Slide 5)
V Apply New Knowledge 1, 3, 3, 6
Designing (development of imagination, spatial thinking, changing static poses, removal of muscle tension.)
- And now we will build a rocket from our figures and go on a journey.
What figures did you use?
- Well done! Safety straps fastened. Rocket will turn on only after completed
- You know that all items that surround us also have a definite form. (Slide 6)
- Now we will see if it is possible to compare the form of the object with the form of geometric shapes.
b) Work in pairs Task number 3, p. 54.
Form self-esteem
- What did you need to do?
- Did you manage to solve the task correctly?
- Did you do everything right or had mistakes, shortcomings?
- Did you decide everything yourself or with someone's help?
- Now we are together with ... (the name of the student) learned to evaluate their work.
How do you put a circle?
- Molders. Let's go!
- Here we are in space. We worked so well, and now we must relax. VI Fizord VII. Repetition and consolidation of studied 2. 3. 4
2. 3 3. 3
- We are approaching the constellation.
Who knows how it is called? "Big Dipper"
And what constellation on it looks like? (Ursa Minor)
What geometric figures does it consist of?
- Look at the textbook.
What other geometric shapes do you see on the page? (corners)
-What angles do you know?
-How determine which angle is depicted?
-How is the angle in writing? (with Latin letters)
- Molders!
- We take on.
Work on the textbook with. 54.
1. Work in pairs with self-test on the board.
Task number 1, p. 54. (Name the corners. Tell me what groups you can share them.)
2. Independent work №2; Check. №4
26225503873500 Forming self-esteem
Try to evaluate your work.
You have multicolored circles on your tables. Put the circle indicating one of the characteristics of your work.
Explain your choice.
-Who was difficult in determining the response?
-What had it necessary to know when performing this task?
Our flight goes fine.
It is necessary to pave the way to our house "Planet Earth"
3. Frontal work
Task number 5 (designate the procedure) - self-test
Read the task.
What needs to be done?
(Work in pairs) (check)
Solution of examples on the board. VIII Fussier For Eye Observation over the connection between flat and volumetric figures.
We are approaching the planet "Jries" (an excerpt from the cartoon) she is inhabited by robots. And from what can be made robots? (Geometric shapes)
Let's help make robots. By completing the task.
Consider the drawing. What are the figures here?
32410401085840112649089535
2332355123825345440104775
Is there a connection between these figures? What?
- Think of what volumetric figures can be obtained from these flat figures? (The teacher shows the drawing with the image of the scan of different volume figures)
-Let's check. (Pupils get cut out of figures). Bend flat pieces along the lines and create a volume shape. Try creating your robot. What did we do? (folds the robot on the screen)
So, what else did we know about geometric figures?
Solving the problem with. 55 №7A.
Guys, on our scoreboard, the SOS signal from the planet of the chipmunks was received.
Who knows what he denotes?
That's right, someone needs our help.
Food ends on the planet.
But we can help this planet solving the task.
Work plan. (Slide 12) 2. 3 3. 3, 4
- We read the text, emphasize the necessary information.
- We endure information on the board.
- We make a brief record:
The beginning of the week - 2 p.
Middle of the week - as much
End of the week - (beginning + Ser.) + 2 p.
- How much?
- make up the scheme (slide 13) IX. The outcome of the lesson. Reflection.
Well, the guys, we worked on the fame. It's time to return home.
Let's summarize our work. Name the corners. Tell me what groups you can share them. And to accurately touch the operator's instructions to accurately.
- What did you learn in the lesson?
- Image on yellow field.
- What are the figures to hold Vova?
- Why are three figures in the figure of the same color?
- What angles can be found in the triangle, and which in the rectangle?
We form a self-esteem. Evaluation of the lesson. (Slide 14)
Did you get everything?
What tasks caused your difficulties? X alleged homework
C.55 №6, № 7 (b), number 8
Cut out of plasticine volumetric figures, cut flat pieces.
To see a presentation with design and slides, download the file and open in PowerPoint on your computer.
Text content of slides:
The topic of the lesson "Flat and Volume Figures" MBOU "Middle School of Education School No. 6" was: Teacher of the Primary ClassPryanikov M.G. Novokuznetsk, 2014. Mathematics lesson Cool work. 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 forms What objects are similar to the forms of geometric figures * http://aida.ucoz.ru * * http://aida.ucoz.ru * * http://aida.ucoz.ru * Name the corners. Tell me what groups you can share them. * http://aida.ucoz.ru * * http://aida.ucoz.ru * I did everything! I'm fine fellow! I need to be careful! I did not understand anything! * http://aida.ucoz.ru * 5. Indicate the procedure in expressions and find their value 7 + 5-10 \u003d 1 2 2 2 + 4 + 8 \u003d 1 2 14 4+ (11-3) \u003d 1 2 12 15-6- 4 \u003d 5 1 1 2 9- (2 + 5) \u003d 2 2 7+ 4 - 2 \u003d 1 2 9 Split expressions on groups * http://aida.ucoz.ru * * http: // aida.ucoz.ru * * http://aida.ucoz.ru * * http://aida.ucoz.ru * * http://aida.ucoz.ru * Decide the task of S.55 №7A in school live corner Lives the chipmunk. At the beginning of the week, Vova brought him two grain packages, in the middle - as much as much as the same, and at the end of the week two packages are more than at the beginning and in the middle of the week together. How many whole grain packages brought Vova chipmunk for the week? * * * http://aida.ucoz.ru * 2 as much 2? On 2 b. ? 1) 2 + 2 \u003d 4 (package) 2) 4 + 2 \u003d 6 (packets) 3) 4 + 6 \u003d 10 (packets) Response: 10 packages? * http://aida.ucoz.ru * I did everything! I'm fine fellow! I need to be careful! I did not understand anything!
Applied files