Middle school mathematics teaching plan 1

Activity design

Middle-class children have a certain understanding of a single graph, but they don't know enough about the relationship between graphs. However, it is very important to help children clarify these relationships, because to have a complete and comprehensive understanding of things, it is necessary to compare them with related things, which is also the original intention of my design of this activity.

According to the age and thinking characteristics of children in the middle class, this activity focuses on the grouping operation of children, creating a rich material environment for children and giving them enough time and space to accumulate certain perceptual knowledge. Then, organize narration and discussion to help children organize and sublimate the acquired perceptual knowledge.

moving target

1, through collage, we are further familiar with the characteristics of circle, rectangle and trapezoid, and the transformation relationship of each figure.

2. Cultivate children's flexibility and versatility.

Key point: use the known graphic concept to judge.

Difficulty: initially perceive the special relationship between the graphics that can be combined.

Activities to be prepared

Teaching AIDS: A number of round, rectangular and trapezoidal dolls, each with a semicircle size and a big fan shape 1 background picture.

Learning tools: several stickers, transparent bottom plates and wiping cloths can be spliced together, such as semicircle, sector, square, right isosceles triangle and right triangle.

Activity process

1. There are three graphic dolls coming today. Please guess who they are.

1, the first graphic baby said: I am like a hula hoop that children love to play, and I am like Oreo cookies. (Show the circle)

2. The second graphic baby said: I am like a book, I am like a door in the classroom. (display)

3. Look, who is the third graphic baby? (Show) Where do you see it is trapezoidal?

Summary: A trapezoid has four sides and four corners, two sides are parallel and two sides are not parallel.

Second, yeah! What a beautiful meadow! The circle says, I want to become a small flower to decorate the lawn, and the rectangle says, I want to become a small stone to pave a colorful road. Trapezoid said, I want to make a small mushroom to feed the rabbit. However, we have too few friends. What shall we do (I'll help you)? After that, we need to find some friends who look like them. Look carefully when you look for it to see if it looks like it. If they don't, we will try to stick them on the floor and give them to their friends.

Third, children can operate freely.

Guiding points:

1, guide children to change graphics in various ways.

2. Encourage children to find more graphic babies.

3. Guide individual fast-paced children to build a certain shape with the spelled graphics and decorate the garden.

Fourth, talk and discuss.

1. Who helped Yuanbao find a friend? How did you find it?

Discussion: How to spell a semicircle into a circle? The teacher demonstrates two semicircles with different sizes, which leads to discussion.

Summary: Only two semicircles with the same size can form a circle.

2. Are these all rectangular friends? What shape did you use to make a rectangle?

3. Did you find a friend for the ladder? How did you do that? Initiate a discussion: Is 1 trapezoidal? Why? (Guide children to judge with the concept of trapezoid)

Fifth, extension.

Today, we put a circle, a rectangle and a trapezoid together and turned them into small flowers, colorful roads and small mushrooms, which made the prairie look much better. Next time, let's see if we can spell it into something else to make the big grass more beautiful.

Junior high school mathematics lenient teaching plan II

Activity objectives:

1. Experience the sense of order of 1-5 numbers and understand the practical significance of 1-5 numbers.

2. Try to discuss with your peers and experience the fun of cooperation.

Activity preparation:

1. scene layout

2. Quantity of goods (fruits, stationery, toys, shoes, hats, etc.). ) On the shelf (picture) are 1-5 digital cards respectively.

3. String chains of various colors (with numbers 1-5 respectively)

4. Store logo and number

Activity flow:

First of all, arrange shelves (explore and experience the sense of order in orderly placement)

1. Our forest community is going to open a shop. What stores can we open?

2. [Show all kinds of goods and shelves] Let the children accompany each other and put the goods on the shelves. After putting the goods away, count the goods and paste the cards.

3. Children try to put things.

What may happen to young children:

1) Place it at will (guide children to experience the chaos and inconvenience of shopping)

2) Sort the goods first and put the same ones in the same box.

4. Tip (in the tone of manager lion): put the least goods on the top floor; How to make goods look neat? (Guide the children to put them in order)

5. Observation: Guide the children to feel that the neatly arranged goods look like stairs. The lower layer is always more 1 than the upper layer, and the upper layer is always less 1.

Second, number the house numbers (the experience of using numerical order)

1. The shops in the forest community are arranged, but there are so many shops in the forest that it is inconvenient for the postman to deliver letters and newspapers. He delivered the letter according to the house number, but how can he deliver it now? (Inspire children to code the house number of the store)

2. Random coding-duplicate or missing numbers were found.

There are 8 shops here. How should I compile them? (After guiding the children to use the knowledge of sequence numbers, try to make up the rest of the shops by following the numbers. )

Third, the layout of the store (merger)

1. The lion manager sent a gift, but we still have to do it.

2. Let the children wear colored chains. (Guide children to pay attention to the numbers on the color chain)

Young children may appear:

1) will wear chains of the same color in numerical order.

2) Wear color chains in numerical order.

3) Wear according to the interval color and numbering order.

4) Select semi-finished products: one is missing.

3. Arrange the worn colored chains in front of the store.

Junior high school mathematics lenient teaching plan 3

Activity preparation:

Learning tools: a number of empty plastic bottles, a number of soybeans, 1-7 different numbers of solid paper strips, and a set of numbers of 1-6.

Teaching AIDS: 1-6 digital card, 1-6 dot card, animal picture card, big bottle, background picture, headdress (motorcycle) and magnetic tape.

Activity flow:

1. Stimulate children's interest in activities by playing train games. Teachers and children with ideas play quiz games, counting cards and animal cards. Teacher: Hey, hey, when does my train leave? (The teacher randomly shows the number of cards within 6) Boy: Hey, hey, what time does my train leave? Teacher: Hey, hey, how many small guests are there? Teenager: Hey, hey, there are some small guests. (Repeat several times)

Welcome us by observing and understanding the number "6". What can 6 stand for? (Children tell stories first, then show the big bottle) 6 can also represent six white rabbits on this animal bottle. How many points can six white rabbits represent? Please ask the children to come forward and choose one.

3. Make animal bottles to feel 6 small quantities. First, let children find out less than 6 animal picture cards and stick them on the bottle, then organize children to communicate intensively and show the results of exploration with dots. Teacher's summary: these six points are missing five, four, three, two, 1 point. Do it again, encourage the children to communicate in groups and introduce how many small animals are on each bottle. Let the child check whether it is correct and why? How much can the number on the animal bottle be expressed? Please look for it in the digital city and post it below 6.

4. Match the numbers, objects and pictures and let the children help the small beans move. Be careful how many small animals are on the animal bottle, and put some doll beans in the bottle. It's cold, close the door quickly and stick the corresponding number on the bottle cap. After children's operation, individual children were examined collectively.

5. Game: Digital Baby Find Friends. Every child hangs a favorite number on his head and remembers his own number. Starting from the number 6, he searched for friends in the order of 1 smaller than himself, and the new friends he found ranked first, and formed several long train boxes in the order of 6, 5, 4, 3, 2, 1. Teacher: Boo hoo. My train is about to leave. The small box will come soon. When the music started, the teacher and the children pulled the train out of the activity room and ended the activity.

Activity objectives:

1. Let children correctly perceive the number of these six small numbers and understand the meaning of the numbers.

2. Guide children to actively interact with materials and cultivate good operating habits.

3. Let children experience the fun of math activities.

Junior high school mathematics lenient teaching plan 4

Activity objectives:

1, cars can be roughly divided into large cars, small cars and special cars according to their shapes.

2. Understand the names, shapes and functions of several kinds of cars, and understand the relationship between them. 3. Arouse the child's attention to the license plate number and try to arrange the license plate number.

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

4. Actively participate in mathematics activities and experience the fun in mathematics activities.

Activity preparation:

1. Pictures of small cars (cars, vans), large cars (buses, trucks, cranes, engineering vehicles) and special vehicles (police and military vehicles).

2, each child with a car (12 people) in front, behind the rear)

3. Design numbers (1, 2,3) and yellow, blue and white paper strips with Chinese characters and letters.

4. Video and music.

Activity flow:

First, understand all kinds of vehicles.

The teacher led the children in: "here comes our huge motorcade!" Brake! Hey, there are so many teachers, say hello to them: Hello teachers! Who have we become today? (car)

1. The children introduce themselves to each other.

We just drove out of the car factory today, and we don't know each other well. Let's shake hands and introduce ourselves. (Children shake hands and introduce "Hello, Hello, I'm Fan" ...) Teacher: We introduced each other just now, and the teacher didn't even know what kind of car we were! Come over there and find your beautiful photos for the teacher to enjoy.

Children find their own photos (hold them up) "This is me" Wow! So handsome! How beautiful!

Take your photo and come back here! (The child returns to the small chair) Some of us are petite, some are tall and cool, and there are cars used by police uncles. Can you tell me what you are good at?

2. Introduce yourself to everyone. Teacher: What kind of car are you? What's the use? Please introduce the use of three representative cars respectively. {Small cars, large cars, special vehicles}

Big crane self-introduction: I have great strength and can lift heavy goods.

Summary: A big crane is a powerful cart. We call it a cart. Which one of you is the cart?

Car self-introduction: I am a car, I can drag my parents to work every day.

Summary: The body of this car is very flexible, and we have several very proud vehicles here! Police car introduction: I am the special car of the police uncle.

Summary:

Second, children design license plates in groups.

We have military police cars, large cars and small cars here. We have various uses and many functions, but we can't drive on the road yet. Why? Take a closer look at yourself and your friends. What are we missing? (Car license plate, we usually call it license plate)

1. What does the license plate usually say? The teacher shows a license plate of Qingdao: there are Chinese characters, letters and numbers on the license plate.

Now let's hurry over and design our license plate number. Please bring the compact car over here ...)

Now, please use the three numbers given by the teacher to form your own license plate number.

It is required that the license plates of the same group cannot be duplicated. (Each group of children is recorded on a large piece of paper) Stick the license plate numbers compiled by each group of children on the blackboard.

Cars, carts, gendarmes, maybe four, five, six at most.

3. Some license plate numbers were found to be duplicate.

Take a closer look at our license plate number. The car number of a small car is 123, and the car number of a large car is also 123. Can vehicles with the same number go on the road together? (children's discussion) 4. Are you right? The teacher went to a place specially to consult an expert. See where the teacher is going. (Showing the scene of the vehicle management office) Let's listen to the uncle of the vehicle management office.

Play the video. (Prepare 1, 2, 3 and video in advance) video content.

(1) Answer the above question.

(2) The license plate is composed of Chinese characters, letters and numbers. And a car has license plates on the front and back.

(3) Imported cars have yellow, blue and white license plates.

Teacher: Just now, the police uncle told the secrets of several license plates (each child can tell one, and the children can complement each other). Summary: Now please separate small cars, large cars, military vehicles and police cars, find the license plate color that suits you and hang your favorite license plate.

Children choose different color license plates to list themselves.

Just now, our children designed the license plate number themselves. A car should have two identical license plates.

Summary: We found many secrets of the license plate, including the secrets of Chinese characters, letters and numbers on the license plate, and the different colors of the license plate. We also found the secret of "two more license plates", and there are many license plate secrets (black background, etc. Anyone who finds them will tell you later.

Third, rhythmic activities:

Ok, now that our license plate has been hung up, we can go safely.

(Music) Let's clean the car and pump up the tires.

Go! Tick tock-

Activity reflection:

During the activity, I found that the children's enthusiasm was particularly high. They are very serious when compiling license plates and guiding children to explore the law of number arrangement and combination in mathematical activities, and try to arrange and combine the given three numbers in different ways. At the same time, guide children to perceive the use of numbers in life and experience the fun brought by different combinations of numbers. In the activity, first guide the children to think: besides identifying the brand, shape and color of the car, what other ways can you find your car quickly? The children spoke in succession, and the capable children wanted to look at the license plate number.

Many children are interested in the license plate number coding. They use three other numbers to code the license plate number. Some children made up several license plates at once, and some children only made up one or two license plates and didn't understand the arrangement rules. Some children can only watch their peers' happy operations because they don't have digital cards, but there is no need to try. I hope the parents of these children can help them make a set of digital cards for their children to use in kindergarten.

Finally, the children should complete the task according to the skills they learned today. It is to give six cars of different colors different license plates with the numbers 4, 5 and 6 respectively. Many children who master well can finish the task quickly, while a few children still don't understand after several times of teacher's guidance. Parents can play the number card game with their children with three numbers at home to see if your children have learned it.

Insufficient:

The requirement for the license plate number is not clear, which leads the child to make up the same license plate number for the car. In view of this deficiency, my solution strategy is to put a number of license plates in the corner of the area to let children know that all vehicle license plates are different.

Junior high school mathematics lenient teaching plan 5

Activity objectives:

1. By observing and distinguishing the different colors and patterns of chopsticks, find the corresponding ones and classify them.

2. In the game, try to hold food with chopsticks, experience the fun brought by food and share it.

3. Stimulate children's interest in using chopsticks.

Activity preparation:

Chopsticks 1, with red, yellow, blue and pink patterns.

2. Chopsticks with four colors and four patterns.

3. Cut all kinds of fruits into pieces.

4. A plate, a pair of chopsticks and four chopsticks.

5. Music CD.

Focus of activities:

Pairing, sorting and using chopsticks.

Activity difficulty:

Use chopsticks.

Activity flow:

First, import the scene.

1, (showing the bear) Hello, children! I want to invite you to my home today. Would you like to?

But I'm in trouble. Will you help me?

Second, learn to pair up.

1 (showing chopsticks) Look, what is this?

2. Little Bear wants our children to find good friends for chopsticks. Would you please help him find a good friend?

Would you please find a chopstick exactly like his good friend from the back table?

Now, please find chopsticks from under the chair, and then go to the back to find his good friend!

5. Children's activities are paired.

6. "XX, please tell me, why did you become good friends with him?" (Please give 2-3 children)

7. It turns out that you let them be good friends because their colors and patterns are the same. Your little eyes are really bright!

Third, learn classification.

1, where did you find chopsticks?

Look, this is the hometown of chopsticks. It's called a chopstick holder. What's the difference between them? (Color) What color is this? What about this? Would you please take chopsticks home? Please send the chopsticks home gently later, one by one in an orderly way, and don't send them to the wrong home.

3. Classification of children's activities.

Please look at chopsticks. Have you found a suitable home? If you find it wrong, please find a child to look for it again and explain the reason? )

5. Wow, our children are great! I send red chopsticks to the red chopsticks insert tube, yellow chopsticks to the yellow chopsticks insert tube, blue chopsticks to the blue chopsticks insert tube, and pink chopsticks to the pink chopsticks insert tube. How amazing!

6. However, chopsticks want to find a new home. Look! This is their new home. What's the difference between them? (Pattern) What pattern is this? What about this? By the way, one has a triangle on it, one is round, one is square, and the other has a rectangle on it.

Now please find a new home for these chopsticks. What kind of chopsticks do you like, just gently take them out of your hometown and send them to your new home, ok? Order one by one, otherwise you hurt chopsticks and he will ignore you.

8. Reclassify children's activities.

9. Please look at chopsticks. Have you found a suitable home? If you find it wrong, please find a child to look for it again and explain the reason? )

10, wow! Your little eyes are really bright! Better than the Monkey King!

Fourth, learn to use chopsticks.

1. Just now we found a good friend of chopsticks and sent him home. Do you know other uses of chopsticks?

By the way, chopsticks can also hold food. Do you know how to use chopsticks? (Ask the children to talk about it)

3. How many chopsticks did the children count? -Little chopsticks and two sticks.

Then how to hold it with a small hand? -Keep the middle alignment.

How to reuse it? Let's ask the middle finger for help and open our mouths. -Open your mouth and clamp it.

What happened in the end? -ahhh, have a full meal.

Ok, let's try it together. (Read children's songs again)

Verb (abbreviation for verb) fruit feast

1, (Xiu Xiong) Middle-class children are great! You have helped me solve so many difficulties. To thank you, I'll treat you to a fruit dinner, okay?

2. Today, I'm going to treat you to a big meal of chopsticks and fruit, so you must use chopsticks clips, and don't use your little hands to catch them, because our little hands have just played, which is very dirty, you know? The chopsticks here are also dirty. As soon as I prepare clean chopsticks and put them on the table in the back, the children should get them in an orderly way, one by one, okay? Then put the food on a plate to eat.

3. All right, let's eat!

4. You can also give the fruit to the visiting teacher.

The expansion of intransitive verb activity

Take children to the corner of the area to practice holding glass balls or various beans with chopsticks.

Junior high school mathematics lenient teaching plan 6

Activity objectives:

1, to guide children to perceive the basic characteristics of trapezoid.

2. Inspire children to learn to classify according to graphic features and consolidate their understanding of geometric 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.

Activity preparation:

Geometry, paper and pen.

Activity flow:

Graphic classification-understanding trapezoid-observing-changing trapezoid

Key points and difficulties:

Understand the basic characteristics of trapezoid.

Activity flow:

First, graphic classification.

There are many figures on the blackboard. Who will put the same numbers together? (Let a child operate) How many are there in each figure?

Second, know the trapezoid.

What kind of number is this? What is the difference between it and a rectangle? They all have four sides and four corners. The upper side of the trapezoid is short, and the lower side is long: the upper and lower sides are flat, not the same length, and there are four corners, not the same size.

Third, guide children to observe right-angled trapezoid and quadrilateral.

Are these two figures trapezoidal? (No) Which figure is a trapezoid? Where do you see it is a trapezoid? Its upper and lower sides are flat, not the same length, and its four corners are not the same size.

Fourth, variable trapezoid.

Please draw some trapezoid on the paper and add some numbers to the trapezoid to make it something you know, ok? The teacher is guiding.

Effect record:

Children's understanding of trapezoid is relatively lacking. Ask them about their general understanding of trapezoid. Ask them what shape it is (right trapezoid) and you won't know. One minute you say this, one minute you say that, and no one can say it. Tell them, and you will understand later.

Teaching reflection:

Compared with other activities, mathematics activities in kindergartens are boring and monotonous, which easily makes children lose interest in learning. Because the children in this period are young and their logical thinking has not yet developed, I created an operable environment for the children in this activity, which is rich in materials, selective and operable. Enable children to operate materials independently and express their ideas boldly. Children's autonomy, selectivity and independence have been fully reflected. Through a series of game activities, the preset requirements of the overall goal of the theme have been achieved.

Junior high school mathematics lenient teaching plan 7

moving target

1. I am willing to play with all kinds of clips and feel the convenience that clips bring to people's lives.

2. Try to understand the different functions of different clips.

3. Experience the joy of exploration and discovery in the game.

Activities to be prepared

1. Situation creation: Bunny's home (low cabinet, clothes rack, family photo of Bunny, etc. ).

2. Various clips (food clips, hair clips, clothes clips, quilt clips, etc.). ).

3. Three groups of children's operation data: one group, dressing the doll with a clip; One group, classified food; The first group, hang clothes.

4. Special clips: bag sealing clips, walnut clips, newspaper clips, pot clips, jiaozi clips, etc.

5. rattan baskets, walnuts, music, etc.

Activity process

1. Introduce dialogue to stimulate interest in activities.

Teacher: The rabbit is going to move today. Let's help!

Come on, let's go! (Listening to the music, four people press the button to move the box into the activity room. ) The rabbit's home is here. Let's put the box down. The children put them away in turn. )

2. Explore the practice and understand the function of the clamp.

(1) Choose clips at will for discussion and communication.

Teacher: I'm really tired. Let's go to the rabbit's house and find a place to sit down and have a rest. The teacher also moved a lot of things. Let's see what we have. Show me the footage. ) Teacher: Later, please come and play with the clips in groups of four and talk to your good friends about the use of these clips. (Pay attention to cover the box in time after the exhibition. ) children play, say and clip.

Teacher: Now, please clamp all the clips in the basket on your body and return to your positions.

Teacher: Come on, let's take some more clips and take them to their positions.

Let the children say: What footage did you shoot? What's the use? You can ask the children to come to the front and introduce them. ) introduce several kinds consciously to prepare for classification.

Teacher: Now it's time to ask the children to send the clips. How to send it? Show the sign, it is caught in a basket. ) Look who delivered it quickly and accurately!

After the children sent away the chairs and boxes, I gently put them aside. )

(2) Try to help rabbits clean up their rooms with clips to understand the functions of different clips.

Teacher: All the children are sent right! Let's see what you are moving.

Show the items in the box separately.

Wow, there are so many delicious foods. Please put the same food in a bag later. Be careful not to hold it with your hands! Think about which clip to use to help.

Teacher: (Mysterious) What is this?

Yang: A doll.

Teacher: The doll's hair is a little messy. The rabbit wants to invite you to help the doll dress up her hair!

Teacher: There are clothes and quilts in this box. You should find suitable clips to clamp them on the rope.

Teacher: When you play, think about which clip is best for you to ask for help.

Now let's discuss in groups of four what you are playing and which segment you need help with. (Ask each group of children to operate separately. ) Encourage children to discuss cooperation with their peers and try to use various fragments to complete tasks.

(Music)

(3) collectively check the cleaning and finishing of children.

Summary: (showing the children around) finally packed up, the rabbit's home is very tidy!

Show the schoolbag folder (mysteriously) and let the children guess what it is. What's the use?

Teacher: (quietly opening the clip) This is also a clip.

Teacher: I see bread bag's bag mouth is open. Look at me! (As he speaks, he holds the mouth of the cover bag) Let the child say: Why do you want to wrap the bag with this clip cover? (dustproof, not bad, fresh, etc. )-Gee, this clip is amazing!

3. Teacher-child interaction, try to open walnuts.

Teacher: (showing a walnut) Little Rabbit still has walnuts at home, but it doesn't know how to open them. Please do something! Teacher: I have a clip here. Who will try? Can you use it to open walnuts?

Teacher: This walnut clip is very useful!

(Summary) There are many wonderful episodes in life. Show long newspaper clips, pot clips, jiaozi clips, etc. The clip is really our good helper!

4. Use your head and show your body.

Teacher: Do you know? In fact, our bodies also produce different fragments. Let's change it together. (Teacher demonstrates) Guide children to make different clips with different parts of their bodies.

Listen to music and play games.

Teacher: Go, go and change.

Play 3-4 times and take the children out of the activity room.

Activity reflection:

The core of kindergarten scientific activities is to "stimulate children's interest in inquiry, experience the inquiry process and develop children's initial inquiry ability". Teachers should be good at discovering children's curiosity and thirst for knowledge, provide rich educational environment and sufficient conditions for children's inquiry activities, and meet the needs of children to acquire knowledge through "direct perception, personal experience and hands-on operation".