1 goal, large class mathematics self-made application problem teaching plan;
Can put forward the problem of subtraction application according to the order and related quantity of things in the picture.
Develop logical thinking ability and attention.
Key points: Write subtraction application questions according to the picture.
Difficulty: Being able to express clearly and completely]
Activity preparation:
One set of 0~8 digital cards per person; 3 pictures; Snowflakes.
Activity flow:
(1) Composition, addition and subtraction of numbers in oral exercise 8.
1, please arrange the digital cards in the order of 0~8.
2. The teacher orally reports the formula, the number of children raised, and the children who encourage action.
3. Let the children sort out the cards.
(2) Show three pictures in turn, practice telling the meanings of the pictures, and ask questions about the application of subtraction.
1. Show me the map (1). How many people are there in the car? How many people are coming down? If subtraction is used, what questions should be asked?
2. Show the picture (2) What does the picture say? What are the two known numbers? What's the last question to ask?
3. Show pictures (3) Teachers tell irregular application questions and ask children to point out mistakes and correct them.
The teacher said: There are 8 mushrooms on the ground. The white rabbit picked one, and there are 3 left on the ground.
4. Induction: The newly compiled application problems are all calculated by subtraction, which is called subtraction application problems. It's the same as the addition problem. To tell one thing, know two numbers, and finally ask a question.
(3) The game "Guess how many there are in the opponent's hand", and practice writing subtraction application questions according to the game process.
1, in pairs, each group takes 8 broad beans.
2. Guess the fist, and the winner asks the question first. The children have two beans in one hand and six beans in the other. At the same time, they asked each other: "One * * * has eight beans, and the left hand has two. Please guess how many right hands there are? " End of activity:
Bingo, switch roles, and the game continues.
Activity reflection:
In the whole activity process, let the children understand the practical significance of subtraction application problems by letting them discover that observation is gradual. In this way, they can not only cultivate their observation ability, but also improve their oral expression ability. During the activity, the children showed great interest and experienced the joy of success, which fully reflected the concept of taking children as the main body. However, I also found shortcomings. In the process of creation, children's content is relatively simple, and most children imitate it. In order to break through the single mode of children and strengthen the cultivation of children's innovative consciousness, the self-made subtraction application problem is based on the self-made addition application problem, which is convenient for the large class children to express creatively on the basis of imitation. The whole activity achieved the expected goal, and all the children participated in the activity. Children with strong ability help children with weak ability to complete the creation of subtraction application problems.
Self-made application problem teaching plan 2 in large class mathematics activities;
1. Learn to use description and imitation to fill the addition application problem within 5.
2. Get the perceptual experience of adding application questions.
Activity preparation:
Teacher's presentation materials: 1 bear toy and 1 tiger toy, as well as four toy apples. Each child has a small basket with less than 5 toys, such as 3 cars, 4 cars, 2 rabbits and 5 fruits.
Group activity materials: there are 5 cars on the table, including buses and cars, red and black cars; There are four toy rabbits on the table, including a little gray rabbit and a little white rabbit, a big rabbit and a little rabbit. There are three toy bowls of different sizes and colors on the table. There are four apples of different sizes and colors on the table.
Activity flow:
1. The teacher describes the object while operating.
Teacher: I bought 1 bear toy and 1 tiger toy. I bought two toys at once. What did the teacher just say? Please give me a small one. Please tell the children what the teacher said.
The teacher showed four apples and described them in the same way.
Children learn to describe the toys in their own boxes.
(1) Children in pairs, describe each other according to the toys in the basket, and the teacher listens to the children.
(2) Teacher-student sharing: What toys are there in the box? what can I say?
3. The teacher imitates the addition application problem on the basis of the child's description.
(1) Teacher: If "one * * * has three cars" becomes a question, how should I ask? How many cars are there? (2) Make a request: Please fill in an addition problem according to the toys in the box.
(3) Children in pairs copy the application questions according to the toys in the basket.
(4) Teacher-student sharing: What toys are there in the box? How are the application questions compiled?
4. Children work in groups and freely compile addition application questions according to the situation.
Introduce each group of materials:
The first group: there are five cars on the table, including buses and cars, red and black cars; The second group: there are four toy rabbits, a little gray rabbit and a little white rabbit, a big rabbit and a little rabbit on the table; The third group: put three toy bowls of different sizes and colors on the table; Group 4: There are four apples on the table, with different sizes and colors.
How to play: In pairs, make up addition application questions according to the toys placed on the table. Listen to one, then switch roles, continue to observe and play the differences, and then make up an addition application problem.
Children can freely edit and add activity application questions in the group. The teacher listens to the children, especially the final questions.
Teacher-child sharing: What toy do you choose? How to fill in the questions?
Activity expansion:
Regional activities: put toys in the math area and guide children to copy addition application problems according to the characteristics of toys.
Life activities: encourage children to fill in addition application problems with things from the surrounding environment.
Teaching plan 3 of self-made application problems in the goal of large class mathematics activities
1, teach children to learn oral application problems by themselves.
2. Cultivate the flexibility of children's thinking.
3. Cultivate children's oral expression ability.
4. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
5. Develop visual perception and judgment.
Activities to be prepared
Formula cards, slides, 5 flowers, a drum, pictures (7 ducks), each set of digital cards.
Activity process
1. 1, the game sunshine express, the review of questions and answers between teachers and students/addition and subtraction within kloc-0/0, (show the card of addition and subtraction. Tell me, when does your car leave? The teacher told you that my car leaves at 5 o'clock. )
Now look at the picture and let the children say the formulas and numbers of each addition application problem through observation and thinking.
Slide 1. On the playground, two children are playing, and two more children come. How many children are playing?
Slide 2. There are four monkeys playing and two monkeys eating on the grass. How many monkeys are there on the grass?
Slide 3. There are five big trucks and four small trucks in the parking lot. How many trucks are there in the parking lot?
The teacher pointed at the picture and dictated. Some children answered first, some competed in groups, and some answered collectively.
2. Announce a new lesson: Children, you have done many addition application problems. Can you give them to others? In this class, the teacher teaches you to make up the addition application problem.
Second, teach new lessons.
1, create scenarios and make up questions.
The teacher asked two children to come to the front and let the other children watch carefully to see what the teacher was doing.
(Teacher's performance: Give a child two flowers first, then give a child three flowers) The teacher asked: What is the teacher doing?
Then, the teacher demonstrated an addition application problem with the numbers "2" and "3": "The teacher gave the children small red flowers, first two small red flowers, and then three small red flowers. How many little red flowers did the teacher send? (children's formula)
2. explain the method of doing the problem.
The teacher repeatedly asked, "What did the teacher say just now? What are the two known numbers? What's the last question? " Explain to children the basic methods and steps of compiling addition application problems.
Third, consolidate practice.
1, supplementary question training, slide 4, teacher's title: There are three planes in the sky, and four more are coming.
Inspire children to think: Is this question completely made up by the teacher? (One more question) How should I ask this question? Please say the question completely and write the formula on the blackboard.
2. Look at the pictures and make up the exercises.
Show pictures (there are ducks in the picture, with different sizes and colors). Let the children make up application questions according to the picture content and put out formulas with cards.
You made me up.
Work in pairs. One person works out the problem and the other works out the formula.
Fourth, organize the competition-pass the ball and fill in the application questions.
The child listened to the drum pass and the drum stopped. The children who got the ball ran to the front and made up an addition application problem for everyone to listen to with what they usually saw, heard or did. If the teacher is right, a small red flower will be awarded and the game will be repeated.
Fifth, summarize and evaluate.
Teacher: Today, we learned the problem of compiling and adding words. There are three conditions for writing application questions. One is to say one thing, the other is to have two figures, and the third is to have a question. Ask the children to think about making up more and better application problems when they go back.
Activity reflection:
In the whole teaching activity, "application problem" is a difficult field for children to understand and master. How to let children master the knowledge points in the "learning while playing" model advocated by children? I regard this as a difficult point in this class design. Use the images of animated characters to stimulate children's interest, let children enter the environment I created with their favorite animated characters, and let children learn knowledgeably on the basis of communicating with animated characters. When compiling application questions, children can basically make them out loud, which may be because their parents are present. Children actively raise their hands and participate in the activities seriously. Math exercises, parents go to see their babies do problems. This link is a bit chaotic, but the parents' mood is understandable, so this link is over with the participation of parents.
Teaching plan 4 (1) of self-made application problems in large classes of mathematics Activity objectives:
1, learn to use description and imitation to fill the addition application problems within 5.
2. Get the perceptual experience of compiling and applying problems.
(2) Activity preparation:
Material preparation:
(1) Teacher's presentation materials: 1 bear toy and 1 tiger toy, and 4 toy apples.
(2) Each child has a small basket with less than five toys, such as three buses, four cars, two rabbits and five fruits.
(3) Group activity materials:
There are five cars on the table, including buses and cars, red and black cars;
B, there are four toy rabbits on the table, including a little gray rabbit and a little white rabbit, a big rabbit and a little rabbit;
C, put three toy bowls of different sizes and colors on the table;
There are four apples on the table, which are different in size and color.
(3) Activity process:
1, the teacher describes the object while operating it.
Teacher: I bought 1 bear toy and 1 tiger toy. I bought two toys at once. What did the teacher just say? Please give me a small one. Please tell the children what the teacher said.
The teacher showed four apples and described them in the same way.
Children learn to describe according to the toys in their boxes.
(1) Children in pairs, describe each other according to the toys in the basket, and the teacher listens to the children.
(2) Teacher-student sharing: What toys are there in the box? what can I say?
3. The teacher imitates the addition application problem on the basis of the child's description.
(1) Teacher: If "one * * * has three cars" becomes a question, how should I ask? "(a * * * how many cars? )
(2) Requirements: Please make up an addition problem according to the toys in the box.
(3) Children in pairs copy the application questions according to the toys in the basket.
(4) Teacher-student sharing: What toys are there in the box? How are the application questions compiled?
4, children's group activities, free to add application questions according to the situation.
Introduce each group of materials:
The first group: there are five cars on the table, including buses and cars, red and black cars;
The second group: there are four toy rabbits, a little gray rabbit and a little white rabbit, a big rabbit and a little rabbit on the table;
The third group: put three toy bowls of different sizes and colors on the table;
Group 4: There are four apples on the table, with different sizes and colors.
How to play: In pairs, make up addition application questions according to the toys placed on the table. Listen to one, then switch roles, continue to observe and play the differences, and then make up an addition application problem.
Children can freely edit and add activity application questions in the group. The teacher listens to the children, especially the final questions.
Teacher-child sharing: What toy do you choose? How to fill in the questions?
(4) Activity extension:
Regional activities: put toys in the math area and guide children to copy addition application problems according to the characteristics of toys.
Life activities: encourage children to fill in addition application problems with things from the surrounding environment.
Teaching reflection:
Mathematics activity is a very enjoyable course for children, because there are more games and more opportunities for children to operate, but it is not so easy for children to really understand the content of this teaching activity and master it skillfully and flexibly.
Self-made application problem teaching plan for large class mathematics goal 5:
On the application of self-made addition
Key points:
Learn how to fabricate application problems.
Difficulties:
Understand the relationship between the elements in the application problem.
Prepare:
Find friends' music, courseware, pictures and calculation cards.
Process: 1. Teacher-student cooperation and playing games.
Teacher: Today, let's play the game of "Finding Friends". I will invite my good friend to the front.
Teacher: How many beautiful women did the teacher invite?
Teacher: The game of four little beauties (playing cards at the same time) is really interesting. Let's play it again.
Teacher: How many handsome guys did the teacher invite?
Teacher: 3 handsome guys (showing their cards at the same time)
Teacher: Now let me ask a question: How many children did Yi * * invite? Show me the map card (a * * *? )
Teacher: What question did I ask just now? What do the two numbers I just mentioned stand for?
Teacher: Just now, we talked about finding a friend. Two figures appeared and asked a question with "one * * *". This is the problem of addition application. Now please * * do a complete compilation (graphic combination) (application problem compilation mode)
Second, look at the picture and make up the application questions.
Teacher: You are great. Give yourselves a round of applause. Let's make up another one.
Teacher: What do you see? (Emphasis on completeness) Display the number 1.
What happened again? Show me the number 2.
Who will ask questions? Show me the plus sign.
The three of them add up to a complete application problem.
Who can compile what just happened into a complete application problem?
Guide children to understand that numbers can't appear in questions.
Teacher: Let's look at the next picture.
Teacher: What do you see? Show me the number 3.
Teacher: What do you see? Show me the number 3.
Teacher: Who wants to ask questions?
Teacher: You are so clever. Then I will give you a rare test.
Show me 5+3. Who will edit it?
Who will make up one for themselves and let another child calculate the formula?
(Guide children to broaden their thinking)
Third, children's grouping application questions
Teacher: You are all great. The teacher brought many pictures and formulas. Please compile them with your wisdom. I have two requirements here:
1. Let two children choose a picture and draw one for each other to see who draws better.
2. You can change one after editing.
3. After the cooperation, you can choose one by yourself or tell the guest teacher that you made it up.
Self-made application problem teaching plan 6 in large class mathematics activities;
Can say the meaning of the picture according to the order and related quantity of things in the picture, and put forward the problem of addition application.
Knowing that sorting according to different characteristics of things will have different results, I initially understand the reversibility of sorting.
Actively participate in mathematics activities and experience the fun in mathematics activities.
Key points: write your own addition application questions according to the picture.
Difficulty: Being able to express clearly and completely.
Activity preparation:
Pictures; Card, exercise book
Activity flow:
(1) Show the number composition and formula cards one by one, and practice oral calculation separately in the form of driving a train.
The teacher shows the first card, and the first child in the first group does the math problem. When the math is correct, sit down. The second child immediately stood up, orally calculated the formula on the second card, and so on. If the child miscalculates or can't figure it out, ask someone else for help and continue in another group.
(2) Show pictures one by one, and learn to say what you mean and ask questions.
1. Displays the drawing (1). Inspire the children to say, "How many chairs are there here and how many have the children moved in?" Think about what questions you should ask if you use addition.
2. As shown in Figure (2). What's the story of this picture? What are the two known numbers? What's the last question?
3. Show the picture (3) and ask questions in the same form.
4. Summary: What the children just said is called application problem. Every application problem should tell one thing, at least two known numbers, and the last question.
(3) The game "Drums Pass Cards", the problems in the application problems written by children.
Put a stack of physical cards in a paper bag. At the beginning of the game, the teacher closed his eyes and drummed, and the children handed the paper bags in order. When the drums stop, whoever has a paper bag will draw a card from the paper bag. The teacher tells one thing according to the number of objects on the card, then the children fill in a question, and then all the children orally formulate the calculation. The game has started again. The second time, ask the children to play drums.
Self-made application problem teaching plan for large class mathematics 7 Purpose:
1. Initially teach children to learn self-made oral questions.
2. Cultivate the flexibility of children's thinking.
3. Cultivate children's oral expression ability.
Preparation: flip chart, formula card.
Process:
I. Introduction
Children, welcome to Happy Mathematics Base Camp. The slogan of our column is: (children answer) Happy math, unlimited happiness! Our Happy Mathematics Base Camp has begun to recruit new children. If you want to join the Happy Mathematics Base Camp, you must first go through three levels of Happy Mathematics.
Second, the first level of happy mathematics: game: Sunshine Express
Teachers and students review addition and subtraction within 10 in the form of questions and answers. (Show the addition and subtraction card, such as: 2+5=? Tell me, children, when does your car leave? Teacher Zhu told you that my car leaves at 7 o'clock. )
Third, the second level of happy mathematics: I said that you can count.
1, I brought a picture today, and I added a paragraph to it. Please do a good calculation and work out the figures (there are two butterflies in the garden and four butterflies fly in. How many butterflies are there? ) children, please do the math.
I have another photo here. Who can make up a paragraph for it like me? Let me do the math.
(1), children are free to discuss, please dictate.
(2) The teacher tells the story completely and writes on the blackboard: 4+3=7.
3. Show the pictures, let the children use their imagination, weave the pictures into a paragraph, and raise their hands to answer questions.
4. Summary: Summary: What the children just said is called application problems. Every application problem should tell one thing, at least two known numbers, and finally ask a question.
Fourth, the third level of happy mathematics: rushing to answer questions.
Today, we learned to make up application problems by looking at pictures. There are still many things in life that can be made up. Think about it and make up one.
1. The teacher shows the calculation card and asks the children to write their own application questions according to the card.
2. Ask individual children.
5. Each child has a formula card, fill in the application questions and tell the parents (2 for each question). The children who fill in the right questions give the teacher a red flag to show success.