Activity objectives:
1. In the process of exploring the continuous deformation of pipelines, we can enrich relevant mathematical experience such as geometry.
2. Willing to exchange different findings and solve problems, and experience the happiness of cooperation and competition with peers.
Activity preparation:
1. Experience preparation: Children have experience in playing with pipes;
2. Teaching preparation: courseware, several tubes in four colors of red, yellow, blue and green (straight tube, horizontal tube and bent tube), tubes for teachers, and 6 "secret reminder cards" for pictures and texts; Activity flow:
(1) Inspire children to recall the experience of playing with pipe building blocks and stimulate their interest in participation.
1. Children share their experiences with each other and stimulate their interest in playing bagpipes.
Teacher: Son, what are the building blocks in the box? What interesting things can I do with pipe building blocks?
2. Explain the grouping situation. (Divided into four groups according to the color of the pipeline)-Teacher: Today we will play the game of "Breakthrough of Pipeline Deformation" in groups.
(2) Use your hands and brains, constantly enrich relevant mathematical experience such as geometric shapes in exploring pipeline deformation, and promote the development of cooperation ability.
1. the first level: the pipe is getting longer and longer-rich in mathematical experience such as comparison and equivalence in independent inquiry, and willing to communicate.
(1) (Figure 1) Understand the first task of crossing obstacles through observation and mutual communication: the pipe is getting longer and longer (Teacher: Can you understand the first task? )
(2) children's operation. (Key: The two sticks are the same length. How many pipes are there in each stick? )
(3) communication and comparison. Teacher: Are your sticks all the same length? How come? (Secret found 1: force when intubation) Prompt card 2. The second level: change the tube into a box-two people cooperate to explore the method of changing the tube into a box.
(1) (Figure 2) Teacher: What is the second-level task? What do you find necessary to complete this box? (horizontal pipe, two people work together; How many sticks are there in the box? How many cross pipes are there? Discover the secret 2: two people cooperate; Discover the secret three: thick head looking for thin head) prompt card (2) cooperation between two children. Discussion: How many boxes can each group complete? (Emphasis: cooperation between two people, pipe plugging method, etc. )
(3) share the discussion. Ask children to talk about the difficulties in building or introduce good methods.
3. The third level: the pipe becomes a square shelf-discuss and communicate with peers in cooperative exploration, and constantly enrich the relevant mathematical experience of three-dimensional geometry.
(1) (Figure 3): Observe the picture to understand the structural characteristics of the geometric shape.
-Level 3: What's this? (Square shelf)-Teacher: How? To discuss with you. (Discover the secret 4: Six people work together) Prompt card-the opinions of the children's exchange group. Teacher: What did you find? What's the problem? How many sticks are there? How many cross pipes are there? How many turns? Focus on discussion: how many of the original three boxes have been removed? How can six people cooperate to finish it the fastest? )
(2) Try for the first time. The teacher focused on what problems he encountered.
(3) Discuss the reasons for the failure.
Teacher: What's the problem when going through customs? Who has a good idea?
-Video and physical analysis to help children further perceive the structural characteristics of geometric shapes. Important observation: The square shelf consists of two boxes and four sticks.
(4) the second attempt. Continue to complete the third task according to the discussion experience.
(5) Children exchange successful experiences and good ways. (Discover Secret 5: Elbow Direction) Prompt Card
(3) Manage imagination: stimulate children's desire to continue exploring in guessing imagination and comparative observation.
1. Imagine a pipe game. Teacher: Guess what the task of Level 4 is?
2. The pipeline breaks through and expands. Teacher: Look, Bibi, what's the relationship between Level 4 and Level 3? Go back to the classroom, and we will study!
Mathematics teaching plan for big class: the day when the princess came.
Activity objectives:
1. Learn to measure and compare the area of various things with numbers and graphs.
2. Explore and discover the mutual transformation between triangles and squares in observation and operation activities.
3. Feel the joy of discovery and expression in the process of watching, comparing and speaking.
Activity preparation:
Whiteboard courseware, an operator, marker, foam pad.
Activity flow:
(1) Show the scene in the role of a small lantern and lead to the topic.
(2) Learning activities, teachers and children * * * compare the size of the area by exploring graphics.
1. Teacher: Here are two beds. Which one is Zhang Cai?
2. The first teacher demonstrates and records, and the second child operates and records.
3. Teacher's summary: The more cushions you can lay, the bigger the bed will be.
(3) Consolidate experience and compare the sizes of mirrors.
1. Show two mirrors and guess which one is bigger.
2. The teacher introduces the operation sheet and the children operate it.
3. Summary: The more handkerchiefs you can spread, the bigger the mirror.
(4) the second operation, laying foam pad.
1. Children's group ground operation.
2. Guide the children to look at the whiteboard, and the teacher records the data according to the children's answers.
3. Guide children to watch flash demonstrations.
Teachers and children come to the same conclusion.
(5) Expanding activities.
1. Show pictures and guide children to compare the sizes of gifts.
The teacher explained the requirements and left the operation to the children to finish after class.
Mathematics teaching plan for large classes: small animal phone book
Goal:
1. Learn number-shape pairing, distinguish 6 from 9, and review the numbers within 9.
2, preliminary understanding of different numbers can form different phone numbers.
3. By coding the telephone number, feel the rich changes of numbers and experience the convenience and happiness that numbers bring to life.
Prepare:
1, geometric figure combination drawing 3.
2. A photo of a monkey, a photo of a bear and a photo of a rabbit.
3. Two copies for each child. Figure 4. A pencil hand. 5. A process of toy phone:
First, look at the picture and make up the phone number.
Teacher: Tell everyone a good news. Next week, two children in our class will come to celebrate their birthdays. Shall we invite some small animals to share the birthday cake? Ask the child to help find a way and how to inform. Write letters, make phone calls, invite family members, surf the Internet, send emails, etc. ) teacher: you really use your head and think of many ways. What do you think is the fastest of these methods? Teacher: Then let's call them and invite them! We need to check the phone number of the small animal first. Let's check the phone number of the little monkey's house first. (showing pictures of little monkeys, geometric figure combination) Huh? How come there are only figures and no numbers? Don't worry, the numbers are hidden in these numbers! (Guide children to observe the figure and record the number 583469. Please let six children demonstrate together) This is the phone number of the little monkey's house: 583469 (read it to the teacher twice), (please ask a child to come up and call the little monkey: Hello! Is it a monkey? I am a child of Moon Class. Next week, we will have a child's birthday. May I treat you to a cake? Ok, bye! ) teacher: the phone of the little monkey's house is finally connected. We need to check the phone numbers of Bear and Rabbit. (Show pictures of bears and rabbits, combined geometric figures) Their phone numbers are also hidden in these figures, but I'm going to invite children to find them and write them on the note sent by the teacher to see who can find them quickly and correctly. (Two groups can also be considered to operate at the same time. After the operation, please write down the correct numbers on the blackboard: 583496, 582734. ) A representative of each group calls to invite the bear and the rabbit.
Second, the change of perception number.
Teacher: The phone finally got through. Our children are really capable. We applaud ourselves. (Children clap their hands) Did the children find a few numbers in the little monkey's house? What about the bear family? What about the rabbit's? These figures are all six figures. Why are the phone numbers different? Observation: What's the difference between these three numbers? (The numbers of the little monkey's house are 6 and 9, the number of the little bear's house is 9 and 6, and the rabbit's house doesn't have these two numbers, but some are 2 and 7) What is the same? (All three numbers are 6 digits, and the first two digits are 5 and 8) Teacher: Teachers often make mistakes between 6 and 9. Please help me remember 6 and 9. (Let the children say that the circle of 6 is at the bottom and the circle of 9 is at the top) Teacher: Baby, which one of these three numbers is used? (The child says one, and the teacher shows a digital card) Which digital baby hasn't come out yet? (1) displays 0: Do you recognize this number? The teacher lined up the digital babies in the order of 0-9: these interesting digital babies also have a nice nursery rhyme! Let's read it together: 1 It's as thin and long as a pencil, 2 as a duckling floating on the water, 3 as an ear for listening to sounds, 4 as a flag swaying with the wind, 5 as a weighing hook, 6 as a grinning bean sprout, 7 as a sickle for mowing grass, 8 as a twist, 9 as a spoon for holding rice, and 0 as an egg for making cakes.
Third, exchange the collected phone numbers.
Teacher: Our telephone number is made up of interesting numbers from 0 to 9. Children also have telephones at home, but they are all different. Let's ask each child to take the train and read aloud the numbers they bring you. You can call each other if you have anything in the future.
(1) Ask your child to read out the phone number he brought. Read and talk about how many numbers are imaginary.
(2) Summary: The telephone number and PHS number of our family in Shanguan area are all composed of 8 digits, and the mobile phone number is composed of 1 1 digit. The commonly used special telephones, such as 1 19, are only available.
Fourth, give the animal a phone number (which can be used as a promotion activity).
1, Teacher: These figures are really interesting. Many owners of small animals don't have telephones yet. Let's do a good deed. Let's use numbers to help them make up a phone number for everyone to contact. What did you say?/Sorry? Children make up their own numbers and consciously ask several children to read them.
2. Make the phone number made up by children into a phone book. Conclusion: A telephone book was compiled. Let's go out and tell other animals that they will be very happy.
Mathematics teaching plan for big class: fishing is really interesting.
Activity objectives:
1, from the picture, corresponding to each person's fishing times, and converted into numbers.
2, let the children practice 10 how many relationships are compared and subtraction formula calculation.
Activity preparation:
1, drawing paper, paper clips, magnets, bamboo chopsticks, crayons, wool, posters, pens, big pots.
2. 1-5 digital card in triplicate, subtraction card and equal sign card.
Activity flow:
Stimulate interest
1. Ask the children if they have seen fishing. Tell the children that we should cook some fish ourselves so that we can prepare for the fishing competition.
2. The teacher demonstrates how to make fishing props:
(1) Draw a fish with drawing paper, cut it with scissors, and then clip it on the fish mouth with a paper clip. When a fish is ready, encourage children to make different kinds of fish.
(2) Then, use bamboo chopsticks, wool and magnets as fishing rods: one end of the wool is tied with bamboo chopsticks and the other end is tied with magnets. If you are worried about instability, you can use tape to fix it, and don't wrap too thick tape.
Group activities
1, put all the fish cooked by the children in one pot, and let the children enjoy fishing. But at the same time, we should tell our children that in real life, don't eat too much fish, just eat enough.
2. The teacher limited the time. Time is up, let the children collect their poles, take the caught fish with them, and let the teacher help record the quantity on the poster paper.
3. The teacher recycles all the fishing props, so that the children can get together and concentrate on their math activities.
4. The teacher randomly took two people as examples and asked: Who caught more of these two people? Who catches less? How much more? How much is missing? And ask the children how to judge how much? How much is missing?
5. Guide children to express mathematical concepts with formulas, and teachers use digital cards, subtraction cards and equal sign cards to demonstrate.
6. Draw a card on the blackboard and express it in spoken language. For example, Qiang Qiang caught five fish and Shanshan caught two. Who caught more? How much more? Children may find the answer with their fingers or in their own way. Teachers can add expressions to let children learn abstract symbols, explaining that Qiang Qiang caught three more fish than Shan Shan, and five minus two equals three: 5-2=3.
7. Let the children compare the fishing amount of two companions in the above way.
8. Ask the children to share their exercise results with their peers.
Mathematics teaching plan for large classes: five compositions
Activity objectives:
1. Let children master the composition of numbers within 5 through hands-on operation.
2. Let the children skillfully say the composition of numbers within 5. Cultivate children's ability of observation, operation and expression, initial self-study ability and initial migration and analogy ability.
3. Cultivate children's learning quality of active thinking, cooperation and mutual assistance, innovation awareness and evaluation awareness.
Prepare teaching AIDS and learning tools
1.5 divided into ppt.
2. Numbers, ideas and physical cards.
Instructional design 1. Create game situations and the composition of group learning 5.
Create game situations to stimulate interest in learning.
Teacher: Hey hey, my train leaves at one o'clock. What time does your train leave? (Review the division of labor in 4), click, click, the train has reached the grassland. Look, who are they? How many lambs are there? The lambs are tired of playing on the green grassland. How will you help them arrange to rest in these two houses?
Second, record the opening and closing of 5 with numbers.
1, teachers and students discuss the division of 5, and the teacher records it.
Summary 5 There are several ways to divide a * * *.
Teacher: How many points is 5? Yes, there are four ways to divide 5. Let's read together. Let's look at the two sides, the left part and the right part of the deck. Let's look at the left part first. What rules have you found (you won't be prompted with 1234)? In what order, from small to large, you line up with the children, with the little man in front and the big man behind. 2 ratio 1 duo 1. Let's look at the order on the right, from largest to smallest. Children remember that there are four ways to divide 1 by 5.
2. Consolidate the division of 5.
Teacher: Let's look at the score of 5 together. If we look over, what can you find? Where is it the same? 5 is divided into 4 and 1, as long as the exchange position 5 is divided into 1 and 4, although the exchange position is the same. The teacher wrote that 5 divided by 2 equals 3. Please answer me quickly. How else can I divide it? 5 can be divided into 3 and 2. The children are great and smart!
Third, the game "Looking for Friends", review score 5.
1, Teacher: Let's play a game of "finding friends". The teacher prepares digital cards, idea cards and physical cards here. Later, each child takes a card he likes and sticks it on his body to find your corresponding good friend. If your best friend's card and yours add up to 5, do you know? Children with digital cards look for digital cards, children with idea cards look for idea cards, and children with physical cards look for physical cards. When you find a good friend, you must have a look to see if you and your good friend add up to five cards.
2. Find different good friends, which adds up to five.
3. Do the children still want to play? Shall we go outside to play together?