Montessori math teaching plan for large class children 1

Activity objectives:

1. Know some common face value RMB, and know how to identify the correct method of RMB value.

2. Know the unit of RMB and the size between yuan and angle.

3. In the shopping game, master the basic common sense of shopping with money, educate children to love RMB, and form a good habit of not spending money indiscriminately.

4. Develop children's logical thinking ability.

5. Let children understand simple mathematics.

Activity preparation:

Courseware, RMB, basket, etc.

Activity flow:

(1) Understanding RMB

1, direct introduction: teacher-"Please let the children watch the big screen together."

2. Guess (courseware): A. "What is this?" "Yes, this is money."

B, "Please look at the children carefully. Is this money the same? " (Guide children to observe. ) (Numbers, colors, patterns and paper sizes are different)

"Do you know the name of this money?" (RMB. )

C summary: RMB is divided into paper money and coins.

3. Let children know the use of money.

Teacher: Do you know what money is used for? What's the use for people?

Summary: People usually use money to buy things, such as clothes, pants, food and so on. Although money can't represent everything, we can't live without money.

4. Educate young children.

Educate children to cherish RMB and form a good habit of not spending money indiscriminately.

(2) Cooperation and exchange to explore new knowledge.

1. admit it.

Courseware: Do you know RMB? Do you blame us? Let's see what the face value of these RMB is: 1.50, 1 yuan, 5 yuan, 10, etc.

(1) Focus on the dime and identify the unit of the dime.

Paper money 1 yuan, how do you know it is 1 yuan? How many numbers are there? 1? The teacher opens the courseware and * * * looks for numbers on RMB 1 yuan.

How do you know it's 1 yuan instead of 1 angle? From the unit of Chinese characters and pinyin, we can see that it is 1 yuan. Find out the RMB of 1 yuan, and sum it up: it turns out that 1 yuan has both coins and paper money, and they are all 1 yuan.

Look at the courseware and find out which RMB also has coins. Random turn.

(2) Interactive games

A, the teacher withdraws money, the child said.

B, the teacher said the child would take it.

(c) "Chip in" game

The teacher told me the activity requirement-buy a batch of school supplies for the children in the disaster area, but the supermarket only has items of 3, 4, 6, 7, 8 and 9 yuan, while the RMB is only 1, 2 and 5 yuan. What should we do?

1, summary: learn to interrupt.

2, children's games, teacher guidance.

3. Check collectively whether the money collected is too much or too little to buy the school supplies you need, and discuss what different methods we can use to collect X yuan.

Activity reflection:

This lesson comes from the next issue of the big class "Field". In daily life, our children have begun to contact RMB, such as collecting lucky money and going shopping in supermarkets with adults. A small number of children have had personal shopping experience, so they also have some emotional experiences that need to be explored. Next semester, the children in the big class have a certain understanding of the division and combination of numbers within 10, which is also the knowledge preparation for feeling the relationship between the number of RMB within 10. In this activity, it is important to understand the relationship between RMB, denomination, RMB and angle, but it is difficult to use RMB to decompose and combine, and it is difficult to plan reasonable consumption. The whole activity runs through three links: "knowing RMB"-"recognizing RMB denomination"-"buying school supplies for children in disaster areas", so that children can gain superficial RMB knowledge in interesting activities. Exercise 56660.686686661

In the first part, I use courseware, physical objects and other teaching AIDS to let children know RMB and its face value and their unit size relationship through observation and comparison. In the activity, I found that children can master the yuan of RMB, but I don't know the relationship between yuan and jiao, so I asked children to compare whether the figures are the same and the face value is the same. In the process of observing and comparing, we know that different units and numbers have different face values.

In the second part, according to children's knowledge preparation, we designed a supermarket shopping game to let children feel different combinations of X yuan. Here, we have prepared RMB 10 yuan, 5 yuan, 2 yuan and 1 yuan for children. In the operation activities, we also pay attention to the digital currency we provide for children. Only 1 RMB, 5 yuan has 1 RMB and 2 yuan has 1 RMB. And here I make a request to the children. After shopping, the children should communicate with each other. On the one hand, this requirement urges children to cooperate, on the other hand, it urges them to correct and adjust themselves. In this link, the cashier teacher's money collection link was added, which not only verified the children's operation, but also made the activity more dramatic and playful.

Montessori mathematics teaching plan for large class children II

moving target

1. Try to use the composition of 7 for reasoning and parallel calculation, and learn the addition and subtraction of 7.

2. Explore and discover the law of exchange and complementarity, and add and subtract flexibly.

3. Be able to take the initiative to participate and develop the thinking quality of seeking difference and innovation.

4. Cultivate children's observation, judgment and practical ability.

5. Interested in participating in math activities.

Activities to be prepared

1.7 composition, addition and subtraction formula, picture or courseware (content: 7 birds: 1 in front, 6 in the back; 2 black, 5 yellow; Three in the tree and four in the sky).

2.7 Composition, numbers and symbols required in the addition and subtraction formula: one set for children.

Activity suggestion

1. Organize children to play clapping and number-filling games, and review the composition of 7.

(1) Clap your hands. Children clap their hands and say the combination of 7. For example, 7 can be divided into 1 and 6, and 1 and 6 add up to 7.

(2) fill in the number game. Let the children fill in the appropriate numbers of the components of 7 quickly and correctly.

2. Guide children to observe pictures, find the relationship between numbers, and learn the addition and subtraction of 7.

(1) Guide children to describe the parallel formula in the order of birds flying in succession, adding first and then subtracting.

For example, 1 A bird flies in a tree, and then six birds fly in. How many birds are there in the tree? how do you know Please list the formula 1+6=7 and tell the meaning of each number and symbol.

Teacher's question: If six birds fly in first, and then 1 bird, how to make the formula? Children can list: 6+ 1=7. Guide the children to find that the total number remains the same after the numbers on both sides of the plus sign are exchanged.

Use the composition of 7 to guide children's reasoning and list the first group of subtraction formulas of 7. For example, since 7 can be divided into 1 and 6, the sum of 1 and 6 is 7,7-1= 6,7-6 =1.

(2) Inspire children to list seven other addition and subtraction formulas according to the on-off formulas used in the case of black and yellow birds (different colors) or trees and sky (different positions) in the picture. List 3+4=7, 4+3=7, 7-3=4 and 7-4=3.

Please tell the children what the numbers and symbols in the formula mean.

3. According to the addition and subtraction formula of 7, encourage children to write new application problems according to their own interests and experiences.

For example, according to 7-2=5, it can be compiled that there are 7 balls in our class and 2 balls are lent to small classes. How many balls are left in our class?

Guide children to create application problems with novel themes and develop their thinking quality of seeking difference and innovation.

4. Use the form of quick question and answer to help children practice the addition and subtraction of 7 repeatedly to improve their quick and accurate response ability.

For example, the teacher said 3+4, and the children quickly answered 3+4=7. It can also be in the form of children asking questions and teachers or all children answering them.

Activity reflection

I remember that when teaching mathematics in grade one, the decomposition, combination, addition and subtraction of 7 are the teaching contents, and the focus is on learning. However, since the textbook was adapted from kindergarten, decomposition, addition and subtraction within 10 have become the teaching contents of large classes. The addition and subtraction within 5 last semester is easy for children to learn, but the addition and subtraction of 6 and 7 next semester is a bit difficult. If it is a simple calculation formula, we will habitually use our little finger to calculate. Personally, I think this is a bad habit, which is not conducive to the discovery of children's thinking and the enthusiasm of the brain. The calculation of preschool children should be done with the help of some school tools, articles and legends. On the basis of proficiency, learn to calculate slowly. How sad it is that several children are so dependent on bad habits that they turn a blind eye to school tools and pictures! The emergence of this phenomenon, on the one hand, is due to the wrong guidance of parents to their children to get up early. Parents always let their children learn arithmetic too early, and the learning methods and skills are extremely unscientific, even typical mistakes. Then, as teachers, do we really understand the requirements of the Guide for Learning and Development of Children Aged 3-6 for children's development goals, and are there any factors that exceed the standard? Poor children should immediately change their previous bad habits.

Based on the above considerations, we plan to hold a parent-teacher conference in the near future to reasonably guide parents to form early education concepts and methods suitable for young children, and then strengthen the study and discussion of the Guide to make our teaching more efficient and accurate!

Montessori mathematics teaching plan for large class children 3

moving target

1, guide children to learn to distinguish length, width and thickness, and express them in words.

2. Let children learn to classify objects according to their length, width and thickness, and initially experience the relativity and variability of objects in the sequence.

3, encourage children to complete a variety of activities, and boldly say the operation process and results.

Focus of activities

Guide children to learn to classify objects according to their length, width and thickness.

Activity difficulty

Guide children not to be disturbed by the color, shape and material of objects, sort the differences of length, width and thickness of objects, and strengthen children's experience of relativity and variability of objects in the sequence during the selection process.

Activities to be prepared

1. Activity room layout: put some items with different widths and thicknesses, such as scarves, towels, belts, tables, stools, building blocks, books, sweaters, shirts, etc.

2, teaching AIDS: a number of wide and narrow strips (the same color, the same length; Same color, different length); Material sheets sorted by length, width, thickness, height, size and number 1 sheet (as shown in Figure 1- Figure 7); Tape recorder, magnetic tape.

3, school tools: each person has an envelope, and there are two pieces of paper with the same shape and different thicknesses in the envelope; Everyone has two pieces of paper with different widths and colors: the yellow one is wide and the green one is narrow; A plurality of pads; Several fabrics with different widths.

The first group: materials with different widths (same color, same length and different widths); Digital card; Classify materials by thickness (same material, different thickness); Long and short sorting materials (same color, same width, different length).

The second group: materials with different widths (different colors, same length, different widths); Classify materials by thickness (same material, different color, different thickness); Classify materials by length (same material, different colors, different lengths).

The third group: materials with different widths (different colors, lengths and widths); Classify materials by thickness (different colors, materials and thicknesses); Long and short sorting materials (different colors, materials and lengths).

Activity process

1, group activities:

Play mat games. (Experience which pad is thicker and which pad is thinner)

Think about what is thick and what is thin in daily life.

2. Group activities:

Divide into three groups according to different difficulty. (Talk while operating) (Strive for everyone to complete three activities)

3. Activity evaluation

Show the children's operation results in the physical projector, and the children will check collectively.

4. summary.

Color cloth sorting of game activities.

End of activity

The children left the activity room when the music started.

Montessori mathematics teaching plan for large class children 4

Analysis of teaching villages:

? Finding symmetry is a scientific mathematical activity, mainly to let children understand the meaning of symmetry. This kind of teaching teacher does not use direct teaching method, but uses several links of watching, folding, watching and doing to guide children to find, ask and solve problems.

There are a series of problems in teaching. For example, when I asked my children to find out the difference between the left and right sides of the triangle, flower and butterfly, I asked a misleading question: "Find out what is the same or different between the two sides." So children look for differences from nuances and find lines that are not straight and circles that are not round. They didn't look from the direction, so I can only remind them. " However, this is not very clear. In order to highlight the direction, a pattern with obvious direction was drawn to let the children see it more clearly. There are still some shortcomings. After discussion and discussion by teachers, different views on the problem are put forward and solved. In the design activities, the process from easy to difficult is adopted. In designing lesson plans, children are first told to understand symmetrical patterns through the method of "folding and folding", followed by the link of "finding", that is, the first application after understanding the meaning of "symmetry", so that children can find symmetrical interesting patterns on the basis of understanding the symmetry of simple patterns. Most children have understood symmetry and can find the same other half. However, few children are vague and make mistakes, so ask questions in mistakes and help solve them in time, so that children can better understand the meaning of symmetry. In order to add a little interest, the last step is the "search" link, mainly to let children consolidate their understanding of "symmetry", so as to find more symmetry of objects. As the first person to study children's operation, the plane patterns drawn in children's material books are different from those in real life. So you can't directly see that it is a symmetrical pattern, which is difficult for children to understand. Later, I came first. So, I drew a plane symmetrical figure as an example to explain, but it still didn't work well in children's operation, and I always thought it was an asymmetrical figure, which brought confusion to my teaching and made me feel at a loss.

There are still some places: improper design of questions leads to misleading, which more or less delays the time of teaching activities. I don't know enough about mathematics myself. Before preparing for teaching activities, some subtle places and complex patterns were not carefully studied, which brought difficulties to teaching. At the same time, some places have been brushed aside, making it difficult for children to understand.

Two research activities in one lesson need careful preparation before class, such as teachers' familiarity with teaching plans, teachers' response ability, teaching AIDS and so on. It can be said that this process is painful. However, after the second survey, although there are still some loopholes or deficiencies in some places, it is inevitable that I will be happy to see my little progress.

Design intent:

In terms of subsidies and guidance for children's experience needs, children in large classes in the next semester are not only inclined to apply single numbers or simple addition and subtraction models to mathematics knowledge learning, but also need to absorb and instill diversified mathematics knowledge. Therefore, in the selection of the content of this large class mathematics activity, I chose the knowledge point of "symmetry" in mathematics to give simple guidance to the large class children before entering school. There is no excessive demand for large class children to fully master this knowledge point, but

Activity objectives:

1, learn the mathematical knowledge of "symmetry" in order to understand the meaning of "symmetry".

2. Improve children's hands-on ability in the operating experience and learn to cut simple symmetrical figures.

3. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.

4. Guide children to be interested in numbers.

Highlights and difficulties of the activity:

1, Difficulties: Chivalry understands the meaning of "symmetry", uses its knowledge points in the process of operating experience, and puts learning and even application in children's teaching classes.

2. Focus: Understand "symmetry" in a broad sense, improve children's hands-on operation ability and experience the fun of learning.

Activity flow:

First, the symmetry and experience characteristics of "play"

Second, the scissors are symmetrical and experienced in operation.

1, say it

Definition: What is symmetry? (refers to two pairs of figures or objects with one-to-one correspondence in size, shape and arrangement)

Step 2 look at it

3. cut it off.

Third, "seek" symmetry and improve understanding.

Find out what is symmetrical in life.

Activity reflection:

? Symmetry follows the principle of taking students as the main body in teaching design and fully mobilizes students' creativity. After in-depth study of the teaching materials, I identified the teaching section as five sections:

Section 1: Guess

Junior students can quickly accept interesting things and arouse their enthusiasm to participate in classroom learning. Therefore, I design the lead-in link as "guessing", and show the graphics cut by the teacher, so that students can guess the whole graphics according to half of the graphics they see, thus successfully revealing the concept of symmetrical graphics-the graphics whose left and right parts are completely coincident are called symmetrical graphics.

Section 2: Cut.

In traditional teaching, students passively accept what they have learned and do not give full play to their creativity. So from the perspective of learning effect, students can know what they have learned, but they don't know why. The new curriculum standard puts forward that students can participate in what they have learned, which can stimulate students' subjectivity and creativity. So how to have a more intuitive and concrete perception of symmetrical graphics? After I introduced the concept, I immediately designed "Qieqie". The teacher first demonstrated the cutting of symmetrical figures for students to observe and talked about the cutting process. Obviously, the key to cutting symmetrical figures is to fold them in half before cutting, and then let students recreate what they have learned and let them cut. In this way, students not only observe, but also participate and create, and their enthusiasm is very high, and they have a deeper understanding of the concept of symmetrical graphics.

Section 3: Find it.

Finding the symmetry axis is a difficult point. How to let students find the symmetry axis of cutting graphics correctly? I design the teaching link as discovery, touch and painting. Look for it alone, then discuss it in groups, then draw the symmetry axis independently and communicate with the whole class.

Judging from the assignments shown, most students have mastered the method of finding the symmetry axis, and a few students have been folded in half for several times because of the sectional drawing, which makes it more difficult to draw.

Section 4: Thinking

"Think about it" is an improvement exercise after mastering the basic concepts, which has certain difficulty. Therefore, group learning is the main arrangement in the design, and then through group communication, representatives of the whole class are sent to communicate and collectively correct, and many symmetrical figures are found.

Part V: Talking about it

Mathematics comes from life and is higher than life, so that students can feel the extensive application of mathematics in life and the beauty of mathematics in mathematics class. So at the end of the class, I asked the students to find examples around them and talk about which are symmetrical figures. The students are very enthusiastic and want to show their new knowledge. The learning effect is good.

Montessori mathematics teaching plan for large class children 5

Activity design background

The children in the big class have started to learn mathematics knowledge, and they don't know much about the separability of learning numbers. They lack the awareness of consultation and cooperation in their studies and activities, and their language expression ability is not complete enough.

moving target

1. There are many different ways to divide an object with an experience number of 5 into two parts. You can use symbols such as marks and numbers to record the segmentation results.

2. Be able to negotiate with peers and learn to cooperate to complete tasks.

3. Experience the joy of sharing.

4. Guide children to actively interact with materials and experience the fun of mathematics activities.

5. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.

Teaching emphases and difficulties

1. Understand what the points are different every time.

2. A complete description of the language.

Activities to be prepared

Apple card 10 boy picture 1 girl picture 1 operation sheet, several pear cards.

Activity process

First, divide the fruit.

1. There are two little guests (brother and sister) in the teacher's house. Please help the teacher to give five apples to the two young guests, record them on the operation sheet and tell everyone the distribution results completely.

2. Show five apples and let the children score one point. The requirements are different from those just graded, and record them, and tell the results completely.

3. Guide the children to discuss: Is the result of two points the same? Help children understand what it means to get different scores every time.

Give five apples to two small guests, which is different from the first two. How to divide it?

Second, operational activities: fruit.

1. Issue pear cards and operation sheets.

2. Two children can freely combine and cooperate with each other. Guide children to try to record in different ways. (One person shares the fruits and one person records the results)

3. Show the group operation sheet, tell your own operation process and record the results, and learn the recording methods of peers.

4. Whether the collective inspection is completed as required and whether the scores are consistent. Feel again, there are many different ways to divide 5 into two parts.

Third, the extension of activities.

1, lead the children to play the game of "password matching".

2. Let the children go home and play the game of dividing things with their parents.

Teaching reflection

At the beginning of the activity, I invited the guests at home to send them fruit, but I didn't know how to guide the children into the classroom. The children are very enthusiastic and enthusiastic.

In the operation activities, the individual differences of children are not considered, but a few children encounter difficulties in the operation process, and most children still do a good job of division of labor and cooperation. Children are also brave enough to speak out their learning achievements.

When I take this course again, I will add the operation activities of the supermarket, prepare all kinds of fruits, let the children go to the supermarket to buy fruits first, and then divide them. This will make learning closer to life, not only learn common sense of life, but also give children a more relaxed learning environment.

Montessori mathematics teaching plan for large class children 6

Goal:

1, and further master the characteristics of geometric figures.

2. Develop observation, imagination and flexible thinking ability.

Teaching preparation:

1. Draw geometric figures on three pieces of white paper respectively.

2. The child has a pencil, a geometric figure, a pair of scissors, a blank piece of paper, and an exercise paper with geometric figures written on it; Each table has several geometric figures; Wipe hands and towels; Paste.

3. Teaching process of a set of geometric figures (rectangle, square, trapezoid, triangle, circle, semicircle and ellipse):

First, interest stimulation:

Teacher: Today, the teacher invited some friends to visit our class. Who are they? Q: What are the characteristics of a square? What are the characteristics of a circle?

2, hey! What makes square dolls and round dolls so happy? It turns out that they are going to celebrate their birthday together today. Many friends will come to congratulate. Look! Who are they? (The teacher presents rectangle, square, trapezoid, triangle, circle, semicircle and ellipse respectively)

3. Teacher: Hey! So many guests, who looks like a square? You found a friend who looks like a square doll. Where is the friend who looks like a circle? Let's help it find it, too

Second, the interest experience:

(1) observation and exploration

1. The hide-and-seek triangle has no similar friends, but everyone is willing to play. Now they are playing hide-and-seek games.

(1) Find the chart and fill in the form. Division tour guidance.

(2) Tell me what you found and how many figures there are. Teacher: The children are really capable. You found a rectangle, a square, a trapezoid, a triangle, a circle, a semicircle and an ellipse hidden together.

(3) Tell me where these geometric figures like to hide in life?

(2) Fun game 1, Magic Magic Now it's time to invite children to be magicians and create many small graphic dolls with these graphics.

(1) Magic (big picture deformation small picture)

(2) Q: Can you tell me what shape you used to change into a small shape?

2. Pattern maker: You have created so many graphic dolls. Today is the birthday of Fang Doll and Yuan Doll. Let's make a beautiful picture with the small figures made by the children and the figures prepared for you as a birthday present for them, shall we?

(1) Collage (teacher guide)

(2) Say what figures to spell for square and round dolls.

Third, the end of the activity:

Oh, dear! It's getting dark The square and round dolls are going home. Let's give them presents quickly!

Four. Extension of activities:

Place geometric figures in the activity area and voluntarily combine geometric figures.

Montessori mathematics teaching plan for large class children 7

Value orientation:

Make dice with an empty cube box filled with cream and put it in the math area for children to throw, observe and tell. Cultivate children's visual observation and accurate shooting ability, and improve the fine movements of hands. According to the formula of addition and subtraction in the picture column 10, children can have a strong interest in math activities during their play.

Material design:

Provide several cubic empty boxes with cream in the math area, paint the six sides of the empty boxes in red or green, and paste numbers within 10 or object patterns within 10 on the six sides of the empty boxes. You can also paste ideas in 10 and record several copies and pens.

Play tips:

Let the children choose two green dice with the same pattern and roll the dice at will, and see what the number and the upward number are and what the total is. Say it, say it, calculate it again, and then list the addition formula on the record paper.

Let the children choose a green dice and a red dice, roll the dice at will, see which one is face up, compare who has more and who has less, talk about it, talk about it, calculate it again, and then list the subtraction formula on the recording paper.

Guiding points:

1. At the beginning of the activity, two children can each throw a dice and then watch and tell together. Once familiar, a child can operate and record independently.

2. Encourage children to choose various dice for throwing activities.

3. In the operation, if you encounter uncertain phenomena, you can ask your teacher or companion for advice.