Notes on Mathematics Lecture in Big Class: Interesting Key Card

Activity objectives:

1, learn the addition and subtraction of 8, and you can correctly list the addition and subtraction formulas of 8.

2. Try to put different addition and subtraction formulas on the sign board with three numbers, and feel the interchange relationship between additive commutative law and subtraction.

3. Think positively and explore the different positions of numbers in the formula.

Activity preparation:

1, experience preparation: children have learned the addition and subtraction of numbers within 7 and the composition of 8.

2, material preparation:

-Teaching aid: symbol base plate (the base plate is divided into four squares, two squares are written with plus sign and equal sign, the other two squares are written with minus sign and equal sign, and there is room for writing numbers in the middle of the symbol), one for each number 8, 3 and 5, and one for each pen.

-Learning tools: children's books (P 14, 15, 16). Every child has a pen.

Activity flow:

1, strange key card.

Teacher: Dad took Huahua to other cities to play. When they were staying in a hotel, the waiter gave them a question. Let's go and have a look.

-Teacher (showing the symbol bottom plate and the numbers 8, 3 and 5): The waiter said that only by sticking four force reduction formulas on the key card with these three numbers can the key card enter the room smoothly. Would you like to have a try?

-The kids think. Let a single child demonstrate and say what formula to put, and check collectively. Encourage children to put four different addition and subtraction formulas and three numbers together.

2. Children's operation activities. (children's book P 14)

-look at the formula of house characteristics. Observe eight small houses, fill in the numbers next to the addition and subtraction symbols according to the colors of the houses, and list four different addition and subtraction formulas.

Look at the numbers on the left. Please list four different formulas.

Observe three groups of vegetables and think about it: which two groups of vegetables are the same as the picture below, please draw a line to connect them.

-Lead the children to open pages 15 and 16 respectively, and guide them to practice the second, third and fourth groups of addition and subtraction in 8. (You can also practice in groups, Ben; Tongue movement only completes one page of practice, and other exercises are carried out in daily routines or areas. )

3. Activity evaluation.

-Ask children to introduce operational activities.

-guide children to observe the similarities and differences between the two addition formulas and the two subtraction formulas, and find that the numbers of the two addition formulas are the same, but the positions of the numbers on both sides of the plus sign are different; The two subtraction formulas are the position exchange of numbers on both sides of the equal sign.

-Let children observe their own recorded results to see if they have the same findings. Praise the children who correctly list four different addition and subtraction formulas.

Record of large class math class: fill in the blanks.

Activity purpose

1, understand the concepts of total number and partial number and their relationship with you through children's hands-on operation.

2. On the basis of learning addition and subtraction within 10, children can add and subtract the fill-in-the-blank questions in the formula within 10 through writing practice.

Activities to be prepared

Teaching aid: a basket full of balls (4 big balls and 2 small balls); A fruit basket (7 apples and 3 pears)

Learning tools: each person has a "small animal card" package (two varieties, different quantities, the total does not exceed10); One box of plasticine per person; Everyone has a pencil and a math exercise book.

Activity process

First of all, the teacher shows the small basket with the ball and asks the children to talk about what is in the basket, how many are there, and what are the similarities and differences. Guide the children to say the total number, and then let them classify the fruits, saying, "There are some big balls, and there are four;" Some are small balls, and there are two. "Let children understand the concept of the whole and the part, and list the addition and subtraction formulas: for example, 4+2 = 6 2+4 = 6 6-4 = 2 6-2 = 4.

Second, the teacher shows a small basket full of fruits. Let the children talk about what is in the basket, how many are there, and what are the similarities and differences. The child said the total number, and then asked the child to classify the fruits and said, "Some are apples, and there are seven; Some are pears, and there are three. "Further let children understand the concepts of the whole and the part, and list the addition and subtraction formulas. For example, 7+3 =103+7 =1010-7 = 310-3 = 7.

Third, guide children to do "corresponding oral exercises" such as:

① 7 + 3 = 10

Apple is seven pears, but there are three, and the total is 10.

This is the partial number and the partial number, and this is the total.

Similarly: 3+7= 10 4+2= 2+4=6 to guide children to tell which part number is it? What's the total? How many parts are there? How many are there altogether?

② 10 -3 = 7

The fruit has 10 apples, 3 pears and 7 pears.

This is the total, this is a partial number, and it is also a partial number.

Similarly: 10-7=3 64=2 6-2=4 Guide the children to tell which is the total? What are partial numbers? How many parts are there? How many are there altogether?

Fourth, guide children to say key sentences. For example:

(1) In the addition formula, the total number is at the end, and the rest are partial numbers; In the subtraction formula, the total comes first, and the others are partial numbers.

It is concluded that the total sum of addition is at the end and the total sum of subtraction is at the front.

(2) The sum of part number and part number is the total. If you remove (subtract) the partial number from the total, the rest is still the partial number.

It is concluded that the total demand is the sum of some figures; Find a partial number and subtract another from the total.

Five, children play cards. Children take out cards, pour out small animal cards, talk about what they have, how many in total, classify them and make records. Tell your partner the results of your own classification records.

Sixth, children play with plasticine. The rule is that everyone can do two kinds of articles, and the number is unlimited. 10 minutes later, let the children say how many things they have pinched, what is one part and how much, what is the other part and how much. Take notes and tell me which is the total and which is the partial number.

Seven, children know the brackets "()"; Written exercises; Teachers' itinerant guidance.

3+( )=4 5+( )=7 ( )+2=5 ( )+6= 10

7-( )=3 ( )-2=8 5-( )= 1 ( ) -3=6

Eight, the teacher summed up the results of checking the children's exercises.

Activity reflection

I tried this activity class three times, constantly reflecting on what mistakes I made in my activities with children, and gradually improving.

The first time I tried teaching, the effect of the activity was not very good. I found that children have a good understanding of "total" and a little difficulty in "partial number". Children can never associate "partial objects" with "partial numbers". '

In the second trial teaching, I changed the guidance mode, so that when children set up gymnastics activities, individual guidance inspired children to tell where and how much the total number in their records was. Where is the partial number and what is it? In this activity, it was found that some children lost their physical objects and could not find the "total number" and "partial number". So I made some fine-tuning on the basis of last time, so that children can combine intuitive learning tools with abstract theories. In this way, the activity effect is very good.

The third trial teaching achieved remarkable results.

Summing up these three mathematical education activities, the enlightenment is:

① Constantly searching for new breakthrough points in teaching activities.

(2) Looking for the laws in mathematics, replacing the surface with points, knowing everything.

(3) Like other activities, we should focus on games and turn the abstract into concrete.

Record of Mathematics Class in Senior Three: Cutting Spring

Activity objectives:

1. Guide children to express the beautiful things in spring independently by cutting "Spring" activities.

2. Stimulate children's bold imagination and freely cut out the word "spring" with different changes.

3. Understand the meaning of "subtraction" through children's independent operation.

Activity focus: I can boldly imagine cutting out the word "spring" with different changes.

Activity difficulty: understand the meaning of subtraction.

Material and environmental creation:

1, the children have learned to cut the word "spring"

2. Tools: scissors, glue sticks, handmade paper (the quantity varies from person to person) and lead paper.

Subtraction questions within 3 or 5 (one for each person)

Activity flow:

First, the activity import:

1. Today, Teacher Chun brought us a lot of paper. What colored paper did Teacher Chun bring? What does green stand for?

Today, Miss Chun wants to invite you to cut Spring again. Who did "Spring Breeze" meet when I cut the word "Spring" last time?

Second, children cut "spring"

Requirements:

1, before cutting, count how many pieces of paper did teacher Chun bring you?

2. Every word of "spring" is different.

3. Stick the cut word "Spring" on pencil drawing paper.

After the child cut some paper, the teacher signaled to stop. The paper given by the teacher need not be cut)

Third, compare the word "spring"

1, please tell the children. What's the difference between your "spring" characters?

2. The teacher summed up the children's changes and affirmed their bold imagination in time.

Fourth, find a topic:

1, Teacher: How many pieces of paper did Teacher Yi give you this spring? How many pieces of paper are left now? Is it more or less? What kind of calculation method can be used to express it? Why use subtraction?

Teacher's summary: When the remaining things are less than the original total, we use subtraction to represent them.

2. Let the children find the corresponding questions according to the purpose of the paper they cut the word "Spring" and write the answers after the equal sign.

3. Question: Why did you choose this question? (Teachers and students * * * sum up the meaning of each number in the topic)

Verb (abbreviation of verb) extension:

Guide children to introduce the word "spring" cut by themselves and the corresponding subtraction problems to their peers and visiting teachers.

A Record of Mathematics Listening in Large Classes: Understanding Calendars

moving target

1, initially understand the concepts of year, month and day, and perceive the relationship between year and day; Explore with different counting methods: there are 12 months in a year, 30 (28,31) days in a month and 365 days in a year.

2. Guide children to know that there is a record time "year, month and day" called calendar. Calendars are divided into years and categories.

Focus of activities:

Explore with different counting methods: there are 12 months in a year, 30 (28,31) days in a month and 365 days in a year.

Activity difficulty:

What are the big month and the small month? What month is the top abortion?

Activities to be prepared

1, a big card "year, month and day, 1, 4, 7, 12, 3 1, 30, 28, 365"; From June 5438 to1October 65438 to February 2005 (big month, small month and February are different in size); Give each child a small card (year, month and day) and a digital card (12,30,3128,365).

2. Various calendars, desk calendars, monthly calendars and wall calendars.

Activity process

1, children observe twelve "houses" and arouse interest. How many houses are there? How many big ones are there? How many small ones are there?

2. Show the digital card (12, 30, 3 1 365, 28), guess the connection with the "house" and define the exploration task.

Doubt: Why are some houses painted by teachers big and some small?

Please pick up the notebook under your chair and recognize these words separately. Then hide the notebook.

3. Tell stories and answer questions to help children understand the relationship between the concepts of year, month and day and numbers.

4. Guide children to operate small cards and digital cards, explore and answer questions: What was the name of this mother a long time ago? What's the name of the mother's child in 2008? How many houses did Mom build for Japanese dolls (12)? What are the names of these houses (months)? How many months are there in Da Yue (1, 3, 5, 7, 8, 10, 12)? How many months does Xiaoyue's house have (4, 6, 9, 1 1)? How many days is the big moon (3 1 day)? How many days (30 days) does the abortion last? What is the smallest month (1)? How many days (28 days)? * * * How many Japanese dolls does Mom have? (known by different counting methods).

5. guess riddles. Call a calendar to guide children to know that there is a record time "year, month and day". Understand that calendars are divided into years and categories.

6. Guide the children to observe the year of the exhibits. What is the difference between desk calendars, wall calendars and calendars? Can you use them?

Activity expansion:

1. Guide children to learn how to view calendars.

2. Organize children to observe the calendar of leap year, guide them to find February and let them know that a "special" year will have 366 days, once every four years.

A Record of Mathematics Lecture in Big Class: Cats Catch Mice

Activity objectives:

1, review the addition and subtraction within 10, and you can perform the operation accurately and quickly.

2. Develop children's sensitivity and cultivate children's good game order.

Activity preparation:

Mouse (with formula on the back), kitten headdress, arched door, ocean ball (with formula on the ball), pitching box (the number on the box is 1- 10), formula question (for children and teachers), colorful flag (with numbers on the flag), scene setting, a tambourine and snowflake.

Activity flow:

1, the teacher plays the mother cat and the children play the baby cat.

Teacher: Honey, will Mom take you out to play today? Come on, get on the train and let's go! (Train music)

Turn around after entering the arena.

2. Accidentally found rat tracks

Teacher: Ah, it's beautiful here. Find a friend to play for a while!

Baby, come and see, what a mess here! Who did this? Look, there are mouse footprints here!

Young: mouse

Teacher: Oh. It turns out that the mouse did something bad. Let's clean up (lead the children to clean up the garbage).

Teacher: Come on, baby, let's sit down and try to deal with them, shall we?

When the children sit down.

Teacher: What do you want to do with them, babies?

Children discuss and answer.

The teacher concluded: The children thought of many ways just now. Now, mom will teach you some skills of catching mice, ok?

3. Teachers' teaching skills

A, see who has a quick brain (see the formula to tell the answer)

Teacher: Mom, let's see which baby's brain turns fastest now, shall we?

Calculation formula, children say the answer.

B, check the code (review the logarithmic game)

Teacher: Just now, the babies' brains were spinning so fast. Now mom is going to test you. When catching mice in the future, mom will have a contact signal with you. Our signal is to look at the numbers on mom's flag and listen to mom stomp, and then you stomp, so that the number of times mom stomps and the number of times you stomp add up to the number on the flag, okay?

C, see who has ears (listen to the formula)

Teacher: Now mom will test your listening ability to see who has the best listening ability, OK? Please take out your cards from under your chairs, and then your mother will play the tambourine. Listen to it many times and work out the answer from the formula on your card. If the answer is the same as your mother's tambourine, then stand up, okay?

D, shooting (comprehensive exercise)

Teacher: Now mom invites you to play a game. Put your little chair and card in front, ok?

After the children set the chairs,

Teacher: Look, honey, what's this? Do you know how to play? Who will say something?

The teacher explained the requirements and the children practiced throwing. After the fight, the teacher checked right and wrong.

Step 4 carry out the task

Teacher: Honey, your skills are really good. Now let's start catching mice! Come and follow mom.

Play music, walk around and stop.

Teacher: Now, babies, mom will explore first, and then we will contact you secretly, ok?

The teacher quietly walked over, waved the flag and sealed it, and the child answered.

First, send a child to catch it.

Teacher: You see, the mouse is really cunning, and there are still problems. If you get it right, the child can really catch it. The baby solved the problem, caught one, and then came to his mother to receive the prize.

After the child finishes the calculation, ask the teacher for snowflakes (the teacher will see if the child's topic is right, and give snowflakes if it is right).

The teacher concluded: Are you happy today? Who catches the most mice?

5. The last part

Take the children home by train.

Record of math class in big class: the castle captures the flag (8 points)

Goal:

Master the division of 8.

Prepare:

Digital cards, chess pieces, different colors, rotating hexahedral flags, playing cards, different colors.

How to play:

Each group has 5 children, a chessboard and a set of 1-7 playing cards for each child. Each child holds a piece of different colors, puts their own pieces at the starting point, throws a rotating hexahedron in turn according to their own symbolic order, throws a few numbers, and then walks a few steps forward. If you get a box with no pattern, let the next child throw a rotating hexahedron. If you walk to a patterned grid, say out the number of patterns loudly and ask other children which number adds up to 8. Then, take out the corresponding digital card from your own digital card with your partner and take the right child forward. The wrong child stays where he is. Whoever walks to the finish line first will insert a colorful flag with the same color as his chess pieces at the bottom of the castle. The game is repeated, and whoever gets the colorful flag first wins.

Rules:

1, the game should take turns to throw the rotating hexahedron in order.

You must get the correct figures as required before you can move on.

Process:

1, invite children to the chess hall to play chess, and arouse their interest.

2. Explain the name, play and rules of the game.

3, children play games, teachers tour guidance.

4. The game is over and the teacher concludes.

Notes on Senior High School Mathematics Class: "Important Phone Calls"

In daily contact, we find that many children are afraid of the dark and dare not sleep alone at home. So this week we arranged a language activity "Important Phone Call". The story tells that Sasha, a little girl, overcame her fear and stayed at home alone in order to complete the task of answering important calls given by her mother.

The content of this story is very attractive to children. Many things happened when Sasha was alone at home. As the story happens, the children's thoughts develop with the story. They are very interested in and concerned about the development of the story. When I answered the question, I also answered it seriously. When I ask questions, many children always raise their hands, and the language used in answering is also in place. It seems that everyone is very attentive when listening to the story. After my observation, I found that the children in our class have a good study habit, that is, listen carefully. So I can strengthen this aspect in the future and cultivate children to develop good study habits from an early age.

In addition, most of the traditional story teaching is to appreciate first and then analyze, which makes it easier to limit children's thinking. The story is full of twists and turns and gripping. So I adopted "pre-story analysis" and "key point interruption". Through pictures, we can guide children to infer the development of the story in guessing, deeply feel the psychological activities of the protagonist of the story, and make children play a good role in the activities.

High School Mathematics Classroom Notes: "Dreams Come"

The children's poem "Dreams Come" is short and pithy, full of rhythm and rhyme, catchy to recite, and endowed with the beauty of phonology. The concrete image conforms to the thinking and emotion of the children in our class and is imaginative. According to the actual situation of the children in this class, I made appropriate adjustments and revisions to the original textbook. For example, the pictures in the original textbook-grass, flowers, white clouds and so on. -being directly asked, saying, "Who will come to our class today?" In order to create a relaxed language atmosphere for children, children are willing to speak. I changed it to a speech activity, because all children have dreams, and they have some life experiences about dreams. It is very interesting to talk about your dreams and listen to others' dreams, so that children will suddenly enter a relaxed and interesting topic and the relationship between teachers and students will be more harmonious. Just like chatting, the atmosphere of the activity will come alive and the activity will go smoothly.

Because the content of poetry is relatively simple, the link of learning to read poetry will soon end. I take imitating poems as the focus of my activities, and use "children in poems to find dreams in pillows and quilts." Where can children go to find their dreams? " This question inspired the children's imagination. The children's language is wonderful: "Is it in the big box?" Let me see-no ","Is it in mom's bag? I looked-no ","is it in the shoes? Let me see-no ","in the grass? From these words, we can find that in the sentence structure, children adopt the rhetorical method of asking questions in poetry: asking themselves and answering them, but this is not a simple imitation, "looking", "looking" and "watching", and children integrate their imagination and life into the imitation of language.

In the whole teaching process, my thinking is relatively clear, from listening, appreciating, remembering accurately, learning to recite, leaving the atlas, creating clips freely and reciting performances. Step by step, the difficulty is progressive. Children are active in behavior and thinking and willing to participate in creative activities. In the whole activity, children imitate, create and improve in aesthetics, form their own thoughts, construct their own language and create their own literature, and finally achieve the teaching goal of Chinese teaching activities and improve their language expression ability.

The imitation of poetry will be more real on the basis of life experience. In the reflection after class, I recalled the link of imitation. If I can emphasize in this link that the use of sentences in poetry will enable children to achieve the goals I set, and for a child, if the child's thinking is introduced into the room at this time, he will be more active and closer to the child's life.

Notes in Senior High School Mathematics Class: Understanding Plus and Equal Signs

Activity objectives:

1, know the meaning of addition, and preliminarily understand the meanings of plus sign, equal sign and number in the formula.

2. Accumulate the experience of addition in the game and feel the usefulness of addition.

3. Actively cooperate with peers to cultivate children's spirit of unity and cooperation.

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

5. Develop children's logical thinking ability.

Activity preparation:

Physical teaching AIDS: waste newspapers. Some books, pencils and materials for children.

Activity flow:

Review the composition within 5 minutes first.

Teacher: Today, let's play the game of "touching the ball". I'll give you a number first, and then you give me another number. Our figures add up to my figures. For example, I gave the number 3 and said, "Hey, how many balls did my 1 ball touch?" Just clap your hands and answer, "Hey, hey, your 1 ball touches 2 balls." The teacher shows the number 2345 and reviews the composition within 5 with the children. )

Second, look at the addition of picture learning 2 and know the plus sign and the equal sign.

1, show the teaching diagram. (The lesson plan comes from: quick thinking education. There is a bird in the picture, another bird is flying, and there are three birds in the last third picture.

Teacher: Look at these three pictures. They talked about one thing. Please look at them carefully. Who will say something after reading it? (Children talk alone)

Teacher (telling a story to the whole class): There is a bird in the tree, and then another bird flies. There are two birds.

Teacher: How can we record what happened just now? What does the bird in the tree mean? And a bird. What do you mean? What does it mean to have two birds? The teacher asked the children to answer, and the teacher recorded the numbers on the blackboard. )

2. Know the plus sign and the equal sign.

Teacher: Is that clear? Today, we use formulas to express it. What symbol is used to indicate that it is coming again? (The teacher shows the plus sign) What symbol is used to indicate * * *? (The teacher shows the equal sign) How to read it? Let's read this addition formula together.

Teacher (taking children to study): 1 plus 1 equals 2.

Third, look at the addition of picture learning 3.

1, show the second picture, guide the children to say the meaning of the picture and record it.

Teacher: Look, there are three more pictures. Look carefully, children. What are they talking about? (Guide children to explain the meaning of pictures together) Who can record the meaning of pictures by calculation?

Teacher (the teacher takes the children to read the formula together): Did you remember Xx correctly? Let's read together. 1 plus 2 equals 3.

2. Show the third picture, guide the children to say the meaning of the picture, and make corresponding records.

Teacher: This is another picture. Who can read the picture, say it first, and then record it with a formula? (Please record it for individual children)

Ask some children to read this formula.

The teacher concluded: It turns out that we can use a plus sign and an equal sign to indicate the number of children.

Fourth, open the children's books and finish the exercises.

1, the teacher explains the meaning of the topic and how to do it, and guides the children to answer the questions.

2. After answering the questions, please read the formulas and tell the meaning of each part in each formula.

Teacher: Please tell your parents what you have done and the records in the materials when you get home.

Game reflection:

The origin and reality of mathematics exist in reality and are applied to reality. Mathematical process should be a process to help children turn practical problems into mathematical problems. The content selection of educational activities should be close to children's life, and choosing things and problems that children are interested in will help expand children's experience and vision.

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★ Model essay on personal teaching summary of preschool teachers

★ Work Plan for Large Class Teaching in Kindergarten (2)

★ Summary of 5 articles in kindergarten big class semester

★ Model essay on summary of kindergarten education and teaching work

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★ Experience in teaching children in large classes 1200 words.

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