Objects that look like a cylindrical surface. Fine art lesson on the topic: "The subject of a cylindrical shape" (Grade 5)
Ekaterina Iskaeva
Tasks: 1. To form an idea about the cylinder, the ability to recognize the cylinder in the objects of the environment.
2. Fix the score within 5, the geometric representations of children, the ability to find the general properties of objects.
Material: pictures depicting cylindrical objects, cylinders of different diameters and heights, cards with a “passport” of a cylinder, models of cylinders and a cube, numbers 1-5, a set of geometric shapes for each child.
1. Acquaintance with the cylinder and its properties.
The teacher shows pictures of cylindrical objects: a glass, a sausage, a cylinder hat, a cylindrical jar, an adhesive pencil.
What do all these items have in common? (All objects have a similar shape.)
If children find it difficult to answer this question, you can ask leading questions: is the material from which these objects are made, their color, size, purpose the same.
Then the teacher informs the children that objects of this shape are called cylinders, and asks them to find the cylinders on their table. Along with the cylinders on the table, there should be objects of other shapes (for example, a ball, a parallelepiped, a cone). It is also advisable to show pictures in which cylindrical objects are elements: a cannon, a building with columns, a tree, etc.
Do you know why the cylinder is called that? A long time ago, when there were no cars yet, people moved heavy objects with the help of tree trunks. Think - how?
The teacher gives the children several cylinders of the same diameter (for example, pencils) and a cube and suggests that the cube is a very heavy load that needs to be moved from one end of the table to the other using the cylinders. After completing the task, the teacher tells that the word “cylinder” in Greek means “skating rink”, “roller”. One of its properties is that it can be rolled.
Children are invited to disperse in a group and find objects of a cylindrical shape.
Then the children return to the table, on which there are different cylinders. They are invited to find figures that are identical in some way, and find signs of difference in the selected figures. For example, these can be cylinders that are equal in height, but different in thickness, color, material from which they are made (cylinders can be made from paper, plasticine, take plastic, metal cylinders, wooden pencils, etc.)
2. Physical education: "Who is the most attentive?"
At the “Ear” command, the children should grab the ear (it can be made more difficult by saying “Right Ear”, at the “Nose” command - by the nose. The teacher performs the task together with the children. After a while, he begins to deliberately make mistakes and knock down the children.
3. Game: "Passport office".
The children have cards on the tables from 1 to 5. The teacher invites them to consider figures made of plasticine of various colors.
Children answer the teacher's questions:
How many figures are there? (Show number.)
Count from 1 to 5 and from 5 to 1.
How many cylinders? (Clap hands.)
Why clapped 4 times? (The second figure is not a cylinder.)
How is the second figure different from the others?
After all the reasoning, the children come to the conclusion that the cylinder has the same circles on both sides, while the second figure does not.
The teacher puts the cylinder on the table and asks the children to sit down so that the figure is at eye level. Asks children about. what they see, how it can be sketched. Then he turns the cylinder several times and asks the children about the same. As a result of the discussion, they come to the conclusion:
So, if they want to talk about the cylinder, they do it like this:
This is the "passport" of the figure. What can you learn about it? (About the height of the cylinder, its thickness).
The teacher attaches the cylinder to the rectangle, and the bases of the cylinder to the circles and shows how the “passport” is compared with its owner.
On the table the children have different cylinders. Each child is given a "passport", according to which he must find a cylinder corresponding to this "passport".
4. Game: "Number Lotto".
Children lay out cards with numbers from 1 to 5 on the table (face down). The cards are shuffled. Then each child should draw out a card at random and lay out as many Geometric Lotto figures that have a common feature as the number on the card indicates (for example, 3 large figures, or 4 red figures, or 2 circles, etc.).
After completing the task, the children with the teacher walk around the group and check the correctness of the solution.
All cylindrical objects have a vertical axis of symmetry, and their side surfaces are at the same distance from the center and seem to form a circle if you look at such an object from above. In perspective, the circle looks like an ellipse. How to build it? Let's try to fit a circle into a square and draw diagonals. We will get that the circle will intersect the diagonals at a distance of approximately 1/3 of their length and will touch the square at the centers of its sides. Now, if we draw a square with diagonals in perspective and then try to inscribe a circle into it at the same points, we will get an ellipse, because, like a square, a circle in perspective will take on the form of an elongated figure.
To draw a cylinder, you must first draw an axis of symmetry. Then, with two horizontal lines above and below, limit its height, and on the horizontal lines indicate the width of the cylinder. After that, build planes into which the ellipses will “fit” over time.
Since the cylinder side surface as if rotating around its axis, then the rays of light fall on it all the time at a different angle. There is a gradual change in light and shade ratios over the entire height of the figure. In the middle of the illuminated part there is a long vertical highlight, then the light gradually passes into partial shade and further into shadow. The shadow becomes lighter, turning into a reflex. According to this principle, the form is built and the chiaroscuro of all cylindrical objects is transmitted: cups, buckets, etc.
Constructing a circle and an ellipse
Start building a cylinder
Finished work
The surface of the sphere is curved at any point. It is relatively easy to build such a figure (see the figure for constructing a circle and an ellipse). It is much more difficult to depict the volume of the ball, because the rays of light fall on its surface in different parts at different angles. We can only conditionally select an ellipse that separates the light and shadow parts of the ball. Light passes into penumbra evenly in all directions. The highlight is in the center of the illuminated part. A reflex appears on the shadow half of the ball. The drop shadow is placed under the figure and is shifted to the side opposite to the illuminated side of the object. Knowing how to build a ball, it is easy to depict spherical objects, such as a ball, watermelon, orange, apple. Learning to draw simple geometric bodies: cube, cylinder, ball - we can move on to more complex tasks.
ball drawing
A jug is an object that combines a cylinder and a ball in its shape.
Apples are spherical
Jug with mug. The hole of both objects is depicted as an ellipse. Light falls from the left side. Own shadow and drop shadow are on the right
The French artist Paul Cezanne stated: "All objects around us fit into one or another simple geometric body." Therefore, starting the construction of any object, one must carefully look at what geometric figure it is similar to. This will help determine its design.
- How are tone changes similar and different on cylindrical and spherical objects?
- Tell us what simple geometric shapes are combined in a jug.
Draw a ball or other spherical object (for example, an apple) or a cylinder glued from paper, illuminating it with artificial light.
Tools and materials: sheet of paper, graphite pencil, eraser.
Work plan:
- Compose the image on a piece of paper.
- Compare the proportions of different parts of the image each separately: height to width.
- Fix build errors.
- Determine which surface is lit brighter and how the background looks next to the subject.
- Take a closer look at where the shadow is darkest and how the tone of the background has changed in the shadow.
- Observe different halftone ratios on surfaces differently inclined towards the light source.
- Recreate the difference in tone on the subject. Where is the greatest contrast created?
Stages of work on a drawing
Remember the main rule: you need to draw from the general form to its parts and details. It is important to be able to see everything as a whole, and details, details will appear gradually in the process of work.
- At the first stage of work, it is necessary to determine the placement of the image on the sheet - the composition. To do this, determine the largest width and height of the entire image (all parts of the nature that you will draw), the distances from the extreme borders to the right and left, from the highest to the lowest. Having thus limited the area on which the image will be placed, you can easily outline its main proportions with two or three lines.
- At the second stage, it is necessary to more accurately determine the place of each part, compare them with each other, that is, their sizes, proportions, design (axis of symmetry, if any, similarity with a geometric figure). To make it easier to analyze nature, you can ask yourself the question: “Which part of the object is the largest?”, “What is the smallest?”, “What is located above all?” etc. To make it easier to build objects, they should be drawn as if with “transparent”, light lines.
- At the third stage, try to refine the shape of the object, start working in tone. It is necessary to make a light tone lining in all the shadows at the same time with a stroke, to determine the “big shadow”. Then move on to a detailed tonal study of each detail of the subject. At this stage, it is important to constantly compare which part is darker, which is lighter, where the background is darker than the subject, and where it is vice versa.
- At the final stage, it is important to analyze all the work. It is necessary to check the correctness of tonal relationships, the construction of objects, whether the texture of the material from which the object is made, its volume is conveyed in the figure.
You should be sure to determine which place in the picture is the lightest, which is the darkest, where the greatest contrast is observed. That is, starting work from the “general”, we go to specific details, and then, at the last stage, we again return to the “general”.
Stages of work on a drawing
Brothers Limburg(Manuel, Paul, Ermann, Enneken) - French (Dutch) artists of the 15th century. They worked at the court of the Dukes of Burgundy and Berry. Home work Limburg brothers - "The Magnificent Book of Hours of the Duke Jean of Berry" (c. 1418), for which they completed 71 miniatures. Miniatures dedicated to the months of the year depict scenes from life - a feast (January), a betrothal (April), a falconry trip (August); there are among them depicting peasant life - “peasants at the hearth” (February), “sowing winter crops” (October).
The Limburg Brothers. Book of hours. The battle of the archangel Michael with the dragon
Yakutovich Georgy Vyacheslavovich(1930-2000) - Ukrainian graphic artist. He was engaged in easel graphics and book illustration. In the 1960s, he turned to the principles of book design as a holistic artwork. The ability to convey a literary idea in black and white and color, a clear, confident drawing, the rhythm of lines made the work of G. Yakutovich a model for many domestic illustrators in the 1960s and 1970s. In a row the best works In Ukrainian book graphics, a prominent place belongs to such works by Yakutovich as illustrations for the plays by I. Kocherga "Yaroslav the Wise" and "Svichka's Wedding", M. Kotsyubinsky's story "Shadows of Forgotten Ancestors", outstanding historical works "The Tale of Igor's Campaign", "The Tale of Temporary years".
G. Yakutovich. Illustration for M. Kotsiubsky's story "Shadows of Forgotten Ancestors"
Cylinder (circular cylinder) - a body that consists of two circles combined by parallel transfer, and all segments connecting the corresponding points of these circles. The circles are called the bases of the cylinder, and the segments connecting the corresponding points of the circles of the circles are called the generators of the cylinder.
The bases of the cylinder are equal and lie in parallel planes, and the generators of the cylinder are parallel and equal. The surface of a cylinder consists of bases and a side surface. The lateral surface is formed by generators.
A cylinder is called straight if its generators are perpendicular to the planes of the base. A cylinder can be considered as a body obtained by rotating a rectangle around one of its sides as an axis. There are other types of cylinder - elliptical, hyperbolic, parabolic. A prism is also considered as a kind of cylinder.
Figure 2 shows an inclined cylinder. Circles with centers O and O 1 are its bases.
The radius of a cylinder is the radius of its base. The height of the cylinder is the distance between the planes of the bases. The axis of a cylinder is a straight line passing through the centers of the bases. It is parallel to the generators. The section of a cylinder by a plane passing through the axis of the cylinder is called an axial section. The plane passing through the generatrix of a straight cylinder and perpendicular to the axial section drawn through this generatrix is called the tangent plane of the cylinder.
A plane perpendicular to the axis of the cylinder intersects its lateral surface in a circle, equal circle grounds.
A prism inscribed in a cylinder is a prism whose bases are equal polygons inscribed in the bases of the cylinder. Its lateral edges are generatrices of the cylinder. A prism is said to be circumscribed near a cylinder if its bases are equal polygons circumscribed near the bases of the cylinder. The planes of its faces touch the side surface of the cylinder.
The area of the lateral surface of the cylinder can be calculated by multiplying the length of the generatrix by the perimeter of the section of the cylinder by a plane perpendicular to the generatrix.
The lateral surface area of a right cylinder can be found from its development. The development of the cylinder is a rectangle with height h and length P, which is equal to the perimeter of the base. Therefore, the area of the lateral surface of the cylinder is equal to the area of its development and is calculated by the formula:
In particular, for a right circular cylinder:
P = 2πR, and Sb = 2πRh.
The total surface area of a cylinder is equal to the sum of the areas of its lateral surface and its bases.
For a straight circular cylinder:
S p = 2πRh + 2πR 2 = 2πR(h + R)
There are two formulas for finding the volume of an inclined cylinder.
You can find the volume by multiplying the length of the generatrix by the cross-sectional area of \u200b\u200bthe cylinder by a plane perpendicular to the generatrix.
Inclined cylinder volume is equal to the product base area by height (distance between the planes in which the bases lie):
V = Sh = S l sin α,
where l is the length of the generatrix, and α is the angle between the generatrix and the plane of the base. For a straight cylinder h = l.
The formula for finding the volume of a circular cylinder is as follows:
V \u003d π R 2 h \u003d π (d 2 / 4) h,
where d is the base diameter.
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Geometric Circle Classes
14 lessons (1 time in two weeks or 2 half a year)
Lesson 1
BALL
Target: introduce the ball. Introduce the concept of "shape", "volume".
Equipment: spherical objects, a set of photographs and drawings of spherical objects, a cylinder, a cone, a circle.
- Examine items. What's this? (Globe, tennis ball, balloon, ball, beads, peas) See how all these items differ from each other? (plan on the board)
color;
the size;
material;
created by man or nature;
appointment;
heaviness;
transparency.
These are balls. What is their common property? ( Form)
What else? (Compare the drawn ball and the ball). (The ball can be clasped with hands, look at it from all sides, that is, objects that have the shape of a ball are voluminous, they can be “hugged”). ( Volume)
What else do these items have in common? Look, they don't want to lie on the table. They all ride. Is the ball rolling? So he is a ball. Is the pea rolling? This is also a ball. (Show cylinder and cone.) Rolling? So, balls too? Try it, ride it. How do these figures roll, and how does the ball roll? (The ball rolls in all directions.)
Make a conclusion. What do all these items have in common? (Spherical shape, volume, the ability to ride in different directions.)
How can you name all these things in one word? (Ball).
Look around. Remember where you saw the objects of the ball different shapes at home, on the street, in the classroom? (Christmas decorations in the form of a ball, shades, berries, balls, etc.)
Look at the photographs and drawings. What else have you forgotten?
- Let's draw a ball in notebooks, and so that the ball in the figure does not turn out to be flat, draw a shadow and paint over the dark places. Like this.
Do you know why a ball is called a ball? The word "ball" comes from the Greek word oφατρα, which means "ball".
What geometric figure are you familiar with? (Ball.) What properties does it have?
1. write down in notebooks the names of spherical objects that we didn’t remember in class
2.pick up drawings and photographs that depict objects that have the shape of a ball
3.remember the ball games you know
Lesson 2
Target: to consolidate the concept of "ball", properties. Clarify children's ideas about spatial relationships.
Equipment: a set of objects of various shapes for playing the "Black Box"; geometric bodies and flat figures made of colored paper, balls, plasticine.
- What geometric figure did you meet in the last lesson? (Ball.) What properties does it have?
Let's check how you did your homework.
Let's play the game "Silence".
1. You must silently draw a ball with your hands, show all its properties. Who's better?
2. (At the board there is a ball, a cone, a cylinder and a circle made of paper.) Children close their eyes, the teacher removes one object. Children open their eyes if the ball has disappeared, clap their hands.
3. (For children on the desks of the preparation of schemes)
Listen carefully to the assignment.
Blue balls were placed on the bottom shelf, yellow balls on the top shelf, and the red ball was placed between the green cubes. Color the toys.
(examination)
What's on the bottom shelf? What colour?
What was said about the top shelf?
What color was the ball on the middle shelf?
What color are the cubes painted?
Take plasticine and mold each of your balls. Did everyone get balls? See how the balls turned out different. What is the difference? (Color, size.)
What common?
Place the largest ball on the right and the smallest on the left. Put a green ball, and after it - red, in front of it - blue.
(At the board are objects of various shapes, figures cut out of colored paper.)
Divide the objects into two groups: in one - balls, in the other - all other objects.
Using only balls, create your composition. (Group work)
Choose the most interesting composition. Explain your choice.
Let's play the black box game. There is a black box in front of you. It contains many different items. Your task is to get the ball.
How did you guess? By what signs?
-
What do all the objects in the picture have in common? Find an extra item.
Lesson 3
CYLINDER
Target: introduce the figure "cylinder", identify properties.
Equipment: cylindrical objects, cylinders, photographs, checkers.
Review the photos. Tell me what you see on them.
color;
the size;
appointment;
form;
volume.
All of these items are cylindrical. All have two bases and a side surface.
What is the shape of the base? (Round).
They are the same? (Yes).
Such figures are called cylinders. Do you know why they are called that? A very long time ago, when there were no cars and tractors, and no other equipment, people used wooden rollers to drag heavy loads from one place to another. They looked for a straight tree and cut off a piece of it. This piece served as a skating rink.
The word "cylinder" comes from the Greek word ξνλινδροσ. It meant "skating rink", "roller". 
Where did you meet the top hat at home, at school, on the street?
Specify objects that have the shape of a cylinder. 
Why do you think tall men's hats are called top hats? (Top of cylindrical shape)
Draw a cylinder in a notebook, shade it, showing its bases and side surface. 
- Do you think the drawings turned out well? Hear what your comrades have to say about them.
Consider the construction of checkers. 
What is on the card?
Using the cipher, assemble the construction of checkers yourself.
Why do you think I suggested this game to you?
Compare checkers and a cylinder, find similarities and differences.
Which column is suitable for this gazebo?
Homework: write down in a notebook the names of cylindrical objects that we did not talk about in the lesson.
Lesson 4
Target: to fix the concept of "cylinder", its properties.
Equipment: various geometric shapes, plasticine.
- What figure did you meet? (With cylinder).
What are the properties of a cylindrical body? (Rolls back and forth, has volume, has a side surface and two bases in the shape of a circle, equal to each other. The cylinder can be placed on any base.) 
Name 10 cylindrical objects.
Let's play the game "Silence". Show with your hands the cylinder, its properties.
Take plasticine and mold the cylinder. Did everyone get cylinders? What is the difference? (Color, size). What common?
Put the highest cylinder, and to the left of it - the lowest. Which cylinder has the largest base, the smallest?
- (At the board - balls and cylinders.) Divide these figures into two groups. On what basis were they divided?
Of the various geometric shapes, select only cylinders.
Compare a sphere and a cylinder. What common? What is the difference?
Black box game. Remove all cylinders from the box with the designer. Describe your feelings.
-
Look carefully at the drawing. Which figure is "extra"? Why?
- I invite you to the sports ground, to play the old game "Gorodki". In Russia, towns have been played since time immemorial. Suvorov, Tolstoy, Gorky, Pavlov were fond of her.
The essence of the game is to knock out a certain number of figures from the “city” by throwing bits (sticks). The party of the town consists of 15 figures: a cannon, a star, a well, artillery and others.
But first, from the shapes that you have molded, create some city shapes.
- Why do you think I suggested this game to you?
Homework: if there is an opportunity to play "towns"
Lesson 5
CONE
Target: introduce the cone.
Equipment: conical objects, drawings, photographs, cones.
- Look at the pictures.
What figures are already known?
What do you know about them?
Which figure is unknown? What does it consist of? (Base, side surface, top)
Who knows the name of this figure? (Cone) 
Why is she called that? The word "cone" comes from the Greek word ξωυοσ, which means bump.
- Compare cylinder and ball;
Cylinder and cone;
cone and ball
In form and volume. What common? What is the difference?
Compare all three figures. What is common to them?
Where did you see the cones in the classroom, at home, in the classroom, on the street? (Christmas decorations, caps, chips, etc.).
Choose "an extra figure, why is it" extra "?
At home, write the names of conical objects.
Lesson 6
Target: To fix the concept of "cone", its properties, to give the concept of a truncated cone.
Equipment: a set of geometric shapes (flat and voluminous), plasticine.
- What is a cone? (Geometric figure).
What properties of a cone do you know?
What is a cone made of? (From the base in the form of a circle, the side surface and the top).
Let's play the game "Silence". Your task is to silently, only with your hands, show the cone and its properties.
Take plasticine and make a cone. Did everyone get cones? If not, what is the error?
Which cone is the tallest? The lowest? Which cone has the largest base? The smallest?
Put a cone, put a ball to the right of it, and put a cylinder to the left.
Place the cone in front of the cylinder; put the cone behind the cylinder; in front of the cylinder ball in front of the cone.
Of all the figures (flat and voluminous), select only cones.
The flower pot has the shape of a cone with a cut off top. Such a figure is called a truncated cone.
Piglet put down buckets to collect rainwater. Indicate the bucket in which more water has accumulated.
Attention game. (There are several figures at the board. Children remember the figures, close their eyes. The teacher removes the figure. If the cone has disappeared, the children clap their hands).
The teacher shows the figures to the children and calls their numbers. Children must write down the numbers of the cones. Check everything together.
Black box game. In the "black box" there are figures, the child must identify the cone by touch and get it.
Homework: From molded figures, a cylinder, a cone and a ball, make a composition or a toy. Let's make an exhibition of your crafts in the class. Let's choose the most original.
Class 7
Summary by topic
"Ball", "Cylinder", "Cone"
Equipment: a set of geometric shapes, tables.
- Guys, what geometric shapes do you know? (Cylinder, ball, cone).
Give passport data to each figure.
volume
properties
The same background - the same sign. What do all shapes have in common? (Ride on) 
-
A different background means that this feature is inherent in only one figure. What is the difference?
Compare with each other:
cylinder and ball;
cylinder and cone;
cone and ball.
(A ball has no base and no apex; a cylinder has no apex but two bases; a cone has one base and apex.)
- Let's play the game "Black Box", just change the rules a little. The presenter will not get the figure, but describe its properties, and the class will guess.
How many cylinders?
Which figure is "extra"?
How did you guess?
What kind of pictures did I bring? 
How did you guess?
Name the object shown in the figure, which have the shape of a ball; cone; cylinder. Prove it.
Lesson 8
PRISM
Target: introduce the prism, its properties.
Equipment: a set of geometric shapes (balls, cones, cylinders, prisms, drawings, photographs)
- Before you geometric shapes.
Are all these figures familiar to you? (Not).
What figures do you know? (balls, cylinders, cones).
Place them on different sheets of paper.
The remaining figures can be assigned to one of the three groups? (Not).
What shape do they look like? (per cylinder).
Let's see how they are similar? (Two identical bases).
Maybe it's a cylinder? (Not).
What is the difference? (The side surface of the cylinders is smooth, while the other figures are not)
You correctly identified these figures in one group. They are called "prisms". Such different figures, and one name. What do all prisms have in common? (Do not skate, two identical bases).
Run your finger along the side of the cylinder. What is she? (Smooth).
Take a prism, run your finger over it. What do you feel?
This is ribs. Look at the sides of the prism. Does a prism look like a cut gem? (Yes).
These sides are called edges. Have you heard this word before?
Do you know why the prism is called that? The word "prism" comes from the Greek πρισηα, which means "sawn off piece", or "sawn".
What does a prism consist of, what elements?
Each prism has side faces - edges and two bases.
What do you think is the name of the place where three ribs meet? (Vertex).
Look at this prism (triangular prism). Swipe your finger along the lower ribs, along the upper ones. How many corners, how many times did you prick your finger? (Three).
This prism is called a triangular prism. How many sides does it have? (Three). Show it in a picture. 
How many angles are at the base of this prism? (Four). How many side faces? (Four). This is a quadrangular prism. Find it in the picture.
How many angles are at the base of this prism? (Six). How many side faces? (Six). This is a hexagonal prism. Show in the picture.
So what is a prism made of? (The prism consists of two identical bases, side faces and edges).
Where in your life have you met prisms? Look at pictures, photos.
Models of various prisms are built from sticks and plasticine, select the appropriate model for each prism and connect them with lines, in accordance with the color of the prism. 
Lesson 9
Target: introduce the parallelepiped and the cube.
- What do you know about prisms?
What elements does it consist of?
Look at this prism. What is she? (Quadrangular).
What does she look like? (On a brick, a box).
Such a prism is called a parallelepiped.
parallelepiped
Where is the parallelepiped found? (bar, pencil case, locker, etc.).
How many sides does a parallelepiped have? (Four)
Look at this figure (cube). What's this? (cube).
It's a prism, it's called a cube. What is special about this prism? (All faces are equal).
The faces are not said to be the base of the cube or the side face of the cube. The cube is said to have six sides. Why? (Any face can be a base).
CUBE
- Where in your life did you meet the cube? (cubes, sugar cubes, boxes, etc.)
Guys, are the cube and the parallelepiped relatives? (Yes).
Why? (A cube is also a parallelepiped).
Is a parallelepiped a prism? (Yes).
And the cube? (Also a prism).
Models of figures are built from sticks and plasticine, determine where is the cube and where is the parallelepiped?
Homework: Build a model of the figure you like.
Lesson 10
Target: to consolidate the concept of "prism".
Equipment: a set of geometric shapes.
- What is a prism? (Geometric figure).
What does it consist of? (From two identical bases, faces and edges).
From the set of geometric shapes, select only triangular prisms; only pentagonal prisms; only cubes.
From the proposed figures, choose a prism, a parallelepiped and a cube. Think about how many pieces you need to take?
- Let's play the game "Silence". Show silently the prism. Did everyone succeed?
Take plasticine and blind the prism that you like best.
What are the prisms? How can they be divided into groups? (By color, by size, by the number of faces). Prisms - Gorgeous construction material. What can be made from your prisms?
Let's play the black box game. The host must get a prism from the box.
Was the photo taken correctly? Prove it.
Draw as many squares as there are objects that look like a cube.
Which figure is "extra"? Why? 
Lesson 11
PYRAMID
Target: introduce the pyramid, its properties.
Equipment: a set of geometric shapes, drawings, photographs.
- Pay attention to geometric shapes.
Are any of them familiar to you? Select them.
How many shapes did you choose?
What are their names? 
- Look carefully at the rest of the figures. 
What figure do they most resemble? (On the cone).
How are they similar? (One bottom, one top).
What is the difference? (The cone rolls, the lateral surface is smooth; these figures do not roll, the lateral surface consists of faces).
What are these figures called? (Pyramids).
Do you know why they are called that? The Greeks called the word "pyramid" - πυραμιζ the structures that the Egyptians erected in memory of their pharaohs.
Pyramids are different. Look at this pyramid. Run your finger along the bottom ribs. How many corners? (Three). So this triangular pyramid etc. 
- Look at pictures, photos. Where else are pyramids found?
The surface of the pyramid consists of a base and side faces. Each side face is a triangle, the base is a polygon. All side faces have one common vertex, it is called the top of the pyramid. The lateral edges of the pyramid connect the top of the pyramid with the vertices of the polygon lying at the base.
Take from the pyramid set. What is the pyramid made of? (From base, vertex, edges, faces)
What unites these figures? (everyone has a face)
How many faces does this prism have? (Eight).
You probably realized that pyramids and prisms can have many edges, so they can be called in one word. What? (Polyhedra).
How was this word formed?
Where in your life have you met polyhedrons? (Pencil, eraser, etc.)
Models of polyhedrons are built from sticks and plasticine. Select the appropriate model for each figure and connect them with lines, in accordance with the color of the model. Color the polyhedra with the desired color.
Take plasticine. Try to mold a polyhedron. It's complicated.
Did you get polyhedrons? If not, what is the error?
See how different all the shapes and one name are. What are all these figures called? (Polyhedra). What do they all have in common? (Show more polyhedra). What is the difference? What is a polyhedron? (A figure consisting of faces and edges). What objects are shaped like a polyhedron?
The animated figures danced in pairs. Their traces remain. Find these pairs and connect them with lines. How did you guess?
Lesson 13-14
POLYTOPES AND BODIES OF REVOLUTION
Target: generalize and consolidate knowledge on the topics "Polyhedra" and "Ball", "Cone", "Cylinder".
Equipment: a set of geometric shapes, a table, a crossword puzzle.
- What kind of polyhedrons do you know? Show them and name them.
What other shapes do you know?
Place a cylinder, a sphere, a cone and a prism next to each other. Do you think there is an extra figure among them? What figure is superfluous here and why? (prism) Put it aside.
The remaining figures are called bodies of revolution. Why were they named like that?
Put all the pyramids and cones side by side, and put all the prisms and cylinders in another group. On what basis are these figures divided into groups?
Which figure is superfluous: a cylinder, a prism or a cone? (cone or prism) Explain.
Explain why the tables are set up the way they are.
Game "Portrait". Give a description of the geometric figure using the table.
Find objects shaped like a ball, cube, parallelepiped, pyramid, cone, cylinder, and draw lines. 
- Find the right pictures. 
- There should be 6 different figures on each shelf. Connect each shelf with the missing figure. Color it. 
- Guess the encrypted word.
The encrypted word consists of letters contained in geometric terms familiar to you. To decipher it, each auxiliary word must be written vertically, starting from the cell where the corresponding number is indicated. 
1. To guess the first letter of the encrypted word, you need to name common property pots and logs.
2. To guess the second letter, you need to name the figure, which in Greek meant "skating rink".
(cylinder)
3. What do you think the third letter should be? Which word from geometric terms should be chosen? What question should be asked about this word?
4. To guess the fourth letter of the word, you need to name a figure that can only rotate in a circle. (cone)
5. To guess the fifth letter of the word, you need to name the element of the figure - the common part of two adjacent faces of the prism.
(edge)
6. To guess the sixth letter of words, you need to name a figure that looks the same, no matter where you look at it from.
(ball)
- Guess the game. The teacher shows the leader the name of the geometric figure. The class takes turns asking him questions until they guess what is meant. You can only answer "yes" and "no".
For example: (cylinder)
-Does the intended figure have edges? (No)
Does the figure have a base? (Yes)
Is there a top? (No)
- Before you Nabatnaya tower of the Kremlin. It consists of several parallelepipeds, truncated quadrangular pyramid and an octagonal pyramid.
Various geometric shapes can also be found in other remarkable structures built by Russian craftsmen.
Houses: find an image of historical objects consisting of familiar geometric shapes or create a design for such a building yourself. An exhibition-report on the results of the work of our circle for the year will be created from your works.
Lesson plan.Teacher: Vasilenko G.V. class 5
Topic: "IMAGE OF A CYLINDRICAL OBJECT"
Lesson Objectives:
1 .Educational: consolidation of the ability to draw three-dimensional objects, the execution of a drawing in a certain sequence from general to particular, to promote the formation of special graphic skills.
2 .Correctional-developing : develop attention, thinking, interest in the type of activity, develop fine motor skills hands and imagination, be able to analyze the form.
Z. Correctional and educational : create conditions for the development of emotions and intellect, cultivate love and interest in the surrounding reality, independence, accuracy, discipline, expand aesthetic knowledge, vocabulary of students.
Lesson type : combined
Lesson form:
Lesson method : verbal, visual, practical
Equipment and materials : album, graphic pencil, eraser..
visibility : a poster with a consistent image of a mug.
Lesson vocabulary : cylinder, shadow, highlight
M / subject connection : knowledge of the world, mathematics
During the classes
1. Organizing time : Checking study supplies.
2. Communication of the purpose of the lesson.
3. Target setting : today we will draw mugs from nature.
4. Knowledge update : What geometric figure does it resemble? (cylinder) What other cylindrical objects do you know?
5 . Learning new material : I propose to carefully consider the poster, which consistently depicts the construction of a mug pattern. I explain the whole sequence in the construction of the picture. Then we analyze where the lightest spot (highlight), the darkest (shadow), pay attention to the direction of hatching. During the explanation I ask: What is a shadow? Show me. What is a glare? Show me. The theme of the lesson is designed for two lessons: 1. execution of the construction. 2 transfer of the volume of the object by shading. 6.Checking learned material : What are we going to draw today? In what order?
7. Practical part : we work according to the plan: 1. The layout of the sheet 2. Layout on a sheet of paper 3. The size and shape of the object 4. Draw a horizontal line 5. Draw the center line 6. Draw a rectangle 7. Draw the shape of a mug 8. Two ovals 9. Pen 10. Using hatching convey the volume of the object
7.1. Induction training
1. I do finger gymnastics 2. I pay attention to the correct position of the student at the table
3.when drawing a pencil, we carry it with light pressure
Individual work students:
7.2. Current and frontal briefing:
* checking the organization of the workplace;
* Identification and elimination of typical and individual errors
7.3. Final briefing:
A)questions to reinforce: what did we draw today? What shape is the mug? What is the name of the darkest spot in the picture? (shadow) the lightest spot? (glare)
b) students' analysis of their work;
c) assessment.
Summing up the lesson : Did you like to draw a mug? What was the most difficult part of this job for you?
Workplace cleaning.
Homework. draw a circle and make arcuate hatching in it
