Flat and volumetric figures lesson. Presentation for a lesson in mathematics for primary grades "Volumetric bodies"

Math lesson (2nd grade)
"Flat and three-dimensional figures"
Surname First name Patronymic: Pryanikova Marina Gennadievna,
Position: Teacher primary grades
MBOU Secondary School No. 6 Novokuznetsk
Lesson topic: "Flat and three-dimensional shapes"
Lesson type: "Discovery" of new knowledge.
Goals:
1. To form children's ideas about flat and three-dimensional geometric shapes through practical research activities.
2. To improve computational skills, the ability to classify, compare: numbers, geometric shapes.
3. To develop attention, spatial and constructive thinking, mathematical speech.
4. To foster 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 teaching in cooperation;
4. Technology of developmental education.
Equipment: computer, m / m projector, handouts, materials for project activities: geometric material for construction.
Multimedia support for a mathematics lesson - presentation "Plane and Volumetric Shapes"
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. Registration of notebooks. Recording a number. A minute of calligraphy. (slide 1, 2)
3. Updating students' knowledge
Today we have with you unusual lesson... But in order to find out what today's lesson will be, you need to complete the tasks.
Now each of your answers will be indicated by the letter
a) Mathematical dictation. (2) (COSMOS)
- What number is written on the board? (12)
- Write down the previous number and the following number (11)
- What is the sum of these numbers? (23)
- What is the sum of the digits of the answer received? (5)
- the first term is 5, the sum is 12, what is the second term? (7)
-redundant unknown, subtracted 7, the difference is 21 (14)
That's right, we'll take a trip into space. What can you use to 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) Verbal counting. (slide 3) (1)
- What do you think, what task we have to carry out? (we repeat the composition of the numbers)
- What is it? (missing terms must be inserted) (FIGURES)
Cognitive UUD
Developing skills
1.-independently "read" and explain the information given by means of schematic drawings, diagrams, short notes;
2. - draw up, 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 texts of x simple and complex tasks based on a short note, a schematic drawing, a diagram.
Communicative
Developing skills
1. - work in a team of different content (couple, small group, the whole class);
2. - contribute to the work to achieve common results;
3. - actively participate in the discussions arising in the lesson;
4. - clearly formulate questions and tasks for the material passed in the classroom;
5. - clearly formulate the answers to the questions of other students and the teacher;
6. - participate in discussions, working in pairs;
7. - clearly formulate their difficulties encountered during the task;
8. - not be afraid of their own mistakes and participate in their discussion;
9. - work as a consultant and assistant for other children;
10. - work with consultants and assistants in your group.
Regulatory
Developing skills
- goal setting
-planning your activities
- take part in the discussion and formulation of the goal of a specific assignment;
4. - take part in the discussion and formulation of the algorithm for performing a specific task (drawing up an action plan);
5. - to carry out work in accordance with a given plan;
6. - participate in the assessment and discussion of the obtained result;
Personal
1. - understand and evaluate your contribution to solving common problems;
2. - be tolerant of other people's mistakes and other opinions;
3. - not be afraid of your own mistakes and understand that mistakes are an essential 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? (Chess pieces, human figure, geometric figures.)
- What figures do we learn in math lessons?
(The teacher posts the words: GEOMETRIC FIGURES on the board).
- 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 the lesson today?
- What tasks do we have to complete?
- What were we doing now? (made a plan for our work)
- What color can we designate this stage of the lesson?
(We made a plan for our work)
253428560325 (Took information from the book) III. Opening a new one. (3, 1, 6)
a) Lead to the "discovery" of new knowledge. (slide 4)
- Look at what is depicted on my board? (town)
- What is unusual about these figures?
- Are all the figures the same in shape?
- What groups can these figures be divided into?
- On what basis? Name the shapes for each group. How else are the figures different?
- Let's explore geometric shapes.
- What is the topic of our lesson? (The teacher adds words on the board: Flat and three-dimensional, the topic of the lesson appears on the board: Flat and three-dimensional geometric shapes.)
-What should we learn in the lesson? (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. (Pair work)
- 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 ports. What do we see? Is it all (entirely) laid down on the surface of the desk? Close?
-How do we call a shape that can be entirely positioned on one flat surface? 233553057150000 (Flat figure.)
-How did we work now?
-What is the circle we designate our work
-Take a cube.
-Can the cube be completely (all) pressed to the desk?
-Can you call a cube a flat figure? Why?
-So what can we say about the cube? (It takes up a certain amount of space and is a three-dimensional figure.)
What conclusion can be drawn? What is the difference between flat and three-dimensional figures?
23361655079 FLAT VOLUME
Can be entirely positioned Occupy specific
space on one flat surface,
tower over
flat surface
- Look at the screen, compare if you have correctly identified the shape of the figures. (Slide 5)
V Apply new knowledge 1, 3, 3, 6
Construction (Development of imagination, spatial thinking, changing a 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! Fastened seat belts. The rocket will turn on only after the completed task
- 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 number 3, p. 54.
Forming 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 yourself or with someone's help?
- Now we, together with ... (student's name) learned to evaluate our work.
What color should we put the circle?
- Well done. Let's go!
- Here we are in space. We did such a good job, and now we need to rest. VI Physics-minute VII. Repetition and consolidation of what has been learned 2.4
2. 3 3. 3
- We are approaching the constellation.
Who knows what it's called? "Big Dipper"
And what constellation looks like it? (Ursa Minor)
What geometric shapes does it consist of?
-Look in the tutorial.
-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 in the letter? (with Latin letters)
- Well done!
-We fly on.
Work on the textbook p. 54
1. Work in pairs with self-test on the board.
Task number 1, p. 54. (Name the angles. Tell us what groups you can divide them into.)
2. Independent work# 2; Examination. # 4
26225503873500Forming a self-assessment
Try to rate your work.
On your desks with colored circles, place a circle in front of you representing one of the characteristics of your work.
Explain your choice.
-Who found it difficult to determine the answer?
-What did you need to know when completing this assignment?
Our flight is proceeding normally.
We must pave the way to our home "Planet Earth"
3. Frontal work
Execution of task # 5 (Indicate the procedure) - Self-test
Read the assignment.
What needs to be done?
(Working in pairs) (checking)
Solving examples on the board. VIII Physics-minute for the eyes Observing the connection between flat and volumetric figures.
We are approaching the planet "Iron" (an excerpt from the cartoon) It is inhabited by robots. And what can robots be made of? (Geometric shapes)
Let's help make robots. After completing the task.
Consider the drawing. What are the figures shown here?
32410401085840112649089535
2332355123825345440104775
-Is there a connection between these figures? Which?
- Think, what three-dimensional figures can be obtained from these flat figures? (The teacher shows a drawing depicting unfolding of different volumetric figures)
-Let's check. (Students receive cut out sweeps of the figures.) Bend the flat shapes along the lines and create a volumetric shape. Try to create your own robot. So what did we do? (the robot folds on the screen)
So what else have we learned about geometric shapes?
Solving the problem with. 55 No. 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
- We read the text, underline the necessary information.
- Putting information on the board.
- We make a short entry:
The beginning of the week - 2 p.
Middle of the week - the same amount
End of the week - (early + mid) + 2 p.
- How many in total?
- Drawing up a diagram (slide 13) IX. Lesson summary. Reflection of activity.
Well guys, we did a great job. It's time to go home.
Let's summarize our work. Name the corners. Tell us what groups you can divide them into. And in order for us to land accurately, we need to follow the operator's instructions.
- What did you learn in the lesson?
- Image in the yellow field.
- What pieces does Vova hold?
- Why are the three figures in the picture the same color?
- What angles can be found in a triangle and what in a rectangle?
Forming self-esteem Lesson evaluation. (Slide 14)
Did you succeed?
What tasks did you find challenging? X Intended homework
p.55 No. 6, No. 7 (b), No. 8
Sculpt volumetric figures from plasticine, cut out flat figures.

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Slides text content:
LESSON TOPIC "Flat and three-dimensional figures" MBOU "Secondary school №6" Compiled by: primary school teacher Pryanikova M.G. Novokuznetsk, 2014. Math 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 The shapes of which 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 you can divide them into. * http://aida.ucoz.ru * * http://aida.ucoz.ru * I did it! I'm fine fellow! I need to be more careful! I do not understand anything! * http://aida.ucoz.ru * 5. Indicate the order of actions in the 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 №7а In the 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 packages of grain did Vova's chipmunk bring in a week? * * * http://aida.ucoz.ru * 2 The same 2? 2 b. ? 1) 2 + 2 = 4 (packages) 2) 4 + 2 = 6 (packages) 3) 4 + 6 = 10 (packages) Answer: 10 packages? * http://aida.ucoz.ru * I did it! I'm fine fellow! I need to be more careful! I do not understand anything!

Attached files

Slide captions:

Cylinder
Cone
– geometric figure, obtained by combining all rays emanating from one point and passing through a flat surface.
Cone translated from Greek "
konos
"Means" pinecone ".
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
trapezoid
... Have
parallelogram
trapeze
rectangle
square
square

diamond
Cylinder
Here is what one wrote in a newspaper (January 26, 1797) about the inventor of the cylinder: “John
Hetherington
walked yesterday along the sidewalk of the embankment, having on his head a huge pipe made of silk, distinguished by a strange luster. Its effect on passers-by was terrible. At the sight of this strange object, many women fainted, children screamed, and one young man, returning from a soap maker, at whom he had made several purchases, was knocked down in a crush and broke his arm. On this occasion, lord
To Hetherington
I had to answer yesterday to the Lord Mayor, where he was brought by a detachment of the armed police. The arrested man announced that he considered himself entitled to show his London buyers his latest invention, with which the Lord Mayor, however, did not agree, having awarded the inventor of the shiny pipe to pay a fine of 500 pounds sterling.
Cube
Prism
- a polyhedron, which consists of two flat equal polygons with correspondingly parallel sides, and of the segments connecting the corresponding points of these polygons.
Prism
In the preparation of the presentation were used
Internet resources
Volumetric geometric shapes
The presentation was prepared by
teacher GBOU SOSH number 242
Gronskaya

Natalia Nikolaevna
Pyramid
Fairy tale
about
parallelogram

and his friendly family
Lived was
parallelogram
with his wife
trapezoid
... Have
parallelogram
there were such properties: opposite sides and angles are equal; the diagonals intersect and the intersection is halved. And his wife
trapeze
only that the two opposite sides are parallel and the other two are not. And so they were born long-awaited son
rectangle
... He inherited the same properties as the Pope and added one more property: 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 the years passed, and when
square
became a young man, he began to change again, he stretched out ...
his angles changed and his parents named him
diamond
... Its properties remained the same except for one, that the corners are straight.
What are the names of the members of the friendly family
Cylinder
–
in elementary geometry, geometric body formed by rotating a rectangle about one side.
Cylinder
A cube is one of five regular polyhedra
A regular rectangular parallelepiped has 6 faces, 12 edges, 8 vertices.
Cube
thanks
for your attention!
Ball; Sphere
Pyramid
- a polyhedron, the base of which is a polygon, and the other faces are triangles with a common vertex.
Pyramid
Geometry is all around us, you just need to take a closer look!
Parallelepiped
Name flat
geometric figures
Ball
- geometric body
;
the set of all points in space located at a distance from the center
,
no more than a given. This distance

called the radius of the ball. The ball is formed by rotating a semicircle about its stationary 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 ball is called a sphere:
closed ball
includes this area,
open ball
- excludes.
Ball; Sphere
Parallelepiped
- this is a prism, the base of which is a parallelogram,
or a polyhedron with six faces and each of them is a parallelogram.
Parallelepiped

Cone
A look at geometry from the outside….
Biologist:
“... Squares
- view - a figure of the Rectangles genus, Parallelograms family, the Quadrilateral detachment, the Polygons class, of the Plane figures type, the Figures kingdom. Some biologists also attribute the square to the genus Rhombus, which, of course, is mistaken. Any student knows that the sides of a rhombus, unlike a square, are drawn not horizontally and vertically, but diagonally. Depending on the format environment the size of a figure can vary from a few millimeters to several miles and even more if you draw it on a world map "