Teaching plan of "circle and count" for the goal of mathematics activities in large classes1;
1, know the marked map inside and outside the circle, learn to correctly judge the spatial position of objects inside and outside the circle and count them.
2. I will correctly place the number of objects inside and outside the circle according to the number card and the marking diagram, and initially learn the way of thinking.
3. Actively participate in game activities and experience the fun of cooperative activities.
4. Improve the interest in counting and the ability to think positively.
5. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
Activity preparation:
1, multimedia courseware.
2. There are three big green and yellow hula hoops, 1 yellow hula hoops and six green hula hoops.
3. Mark diagram, 1~9 digital card, 10 red disk.
4, children's operation information: look at the picture to judge the number of ideas inside and outside the circle.
Activity flow:
1, cognitive marker map
(1) Teacher: Today, we are going to know two marker maps. Q: What do you see? What's the difference between these two markers?
Summary: The marked figure on the left indicates that things are inside the circle, and the figure on the right indicates that things are outside the circle.
(2) mark graphics. (Multimedia) Q: How many red dots are there in the circle in this picture? How many red dots are there outside the circle?
2, ferrule music
(1) Ask two children to come to the hoop. (circled in yellow and green) ① The teacher put the red disk of 10 on the ground to show the yellow circle marking map.
Q: How many red disks are there in the yellow circle on the ground? How many red disks are there on the ground outside the yellow circle? Please come up and write down the numbers on the mark.
(2) Display the green circle mark. Please come up and publish the figures.
Please ask five children to come to the hoop.
Q: How many red disks are there in the circle 1?
Q: How many red plates are there in the second lap?
..... Q: There are two circles crossing together. How many red discs are there in their circle? (If this does not happen to the child's ferrule, the teacher can participate in the ferrule and let the two circles cross. )
(3) Know the third sign. Q: This is also a sign. Who can tell me what this sign means?
Summary: This mark indicates that the red dot is in both the green circle and the yellow circle.
(4) Mark the graph again. (Multimedia) Q: How many red dots are there in the yellow circle?
Q: How many red dots are there in the green circle?
Q: How many red dots are there in the yellow circle and the green circle?
3, standing circle music
(1) Please stand in the green circle and the yellow circle according to the sign. Let's have a look.
(2) The children are divided into three groups, with 5 children in each group. The team that stands fast can get a small flower.
The first question-two in the green circle and three in the yellow circle.
The second question-three in the green circle and three in the yellow circle.
The third question-4 in the green circle and 3 in the yellow circle.
(In the second and third questions, the teacher should remind the children to stand in a circle. )
4. Children's autonomous operation learning
(1) The teacher introduced the operation data.
Look at the picture and judge the number of ideas inside and outside the circle.
2 children's operation, proofreading between children after finishing.
Teacher evaluation:
×××:
The teachers who watched the activity had a heated discussion, but we didn't have the opportunity to watch such a wonderful activity. Let me make a little suggestion. Can you send the lesson plans of wonderful activities here next time, so that everyone can try the last one?
×××:
The director's mathematical operation activities "inside and outside the circle" are well prepared, operable and diverse. It is worth studying hard.
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Usually, math classes are rather rigid and boring. However, after reading Director X's Inside and Outside the Circle, I found that Director Wei combined dynamic and static in mathematics activities and brought the classroom to life. Not only is it interesting, but it can also help children learn skills. This is the place where we should study most.
×××:
The "inside and outside" activities designed by the teacher, one after another, step by step, are very wonderful. The children are very enthusiastic about the activities and are all involved. Learn from you!
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In my impression, it is difficult to have a sense of movement in math class. Usually we just teach and then operate. But director X's class moved alternately, bringing the class to life with games and props! Games are children's favorite and easiest to put into, and they are a new attempt in mathematics teaching. Judging from the performance of the children at the scene, the interaction between the children and Mr. Wei is effective and harmonious in classroom teaching. It is worth learning from our younger generation. In my future math activities, I should also explore various methods instead of letting children sit there and listen to me.
×××:
Mathematics itself is abstract and logical. Yao Gang clearly puts forward the main goal and value orientation of children's mathematics enlightenment, that is, to let children understand the close relationship between mathematics and nature and human beings; Learn to use mathematical thinking to observe and analyze the real society and solve problems in daily life. Children's mathematics enlightenment should be based on life, discover mathematics in exploration and stimulate their interest in mathematics.
As can be seen from the activity held by Director X, the games she designed are very interesting, the children are very involved and the operating materials are very elegant. Different levels of materials are designed for children to explore ways to solve problems during operation.
×××:
This section of the "inside and outside" operation activities selected by the director has a high degree of content excavation, the children's interest points are guided in place, the materials are fully prepared and the operation is strong. If the children explore the games inside and outside the station by themselves, they are not limited to six children, but take out the corresponding operation chart casually and let the children solve the problem of cooperation by themselves. If the number is not enough, we can also guide them to invite guests and teachers to participate and create more problems for them.
Teaching reflection:
Mathematics comes from reality, exists in reality and is 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.
Teaching plan 2 of "circle and number", the goal of mathematics activity in senior one;
1, through observation, counting and other inquiry activities, get a preliminary understanding of children's counting, so that children can learn the methods of observation and counting.
2. Let the children experience the joy of cooperation and communication with others, initially cultivate the good study habits of large-class children who can listen, speak and make up, and initially cultivate their awareness of cooperation and participation.
3. Cultivate children's comparative judgment ability.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Develop children's logical thinking ability.
Activity preparation:
A set of 0- 10 digital cards for each child; Teaching courseware.
Activity flow:
First, create a situation to stimulate interest
1. The teacher introduced the dialogue:
Children, can you count from 1 to 10? Count. (Children count) The teacher is very happy. I brought you a present. do you want to see it ?
2. Create a digital situation:
Number of children's songs:
I say one, you say one, I say two, you say two, I say three, you say three,
A piece of paper and a pen, with many twos and red scarves on the chest,
I say four, you say four, I say five, you say five, I say six, you say six,
There is a square table in the room, and the five-star red flag dances in the wind. How happy June Day is.
I say seven, you say seven, I say eight, you say eight, I say nine, you say nine,
Seven days is a week. Let's help the old lady. The festival for the elderly is on September 9th.
I said ten, you said ten, and ten fingers are the most capable.
Second, observe carefully and count correctly.
2. Numbers in the chart
On the basis of children's random words, the teacher guides children to count the number of things in the picture in order from small to large.
(1) Count things with the number 1.
(2) Counting other things.
(3) Read the number from 1 to 10.
After all the numbers of 10 were counted, the teacher asked the children to read the numbers again. If you are wrong, you can ask your child to count the people and things in the circle and then correct the wrong ones. If you have time, you can also let your children confuse ordinal numbers.
Third, apply operation to establish a sense of number.
1. Count the things in the classroom.
Teacher: How many doors are there in the classroom? How many windows are there? How many lights? How many pieces of glass are there on each window? How many students are there on your left line? How many students are there on this line on your right?
2. Identify the digital card.
3. Number by bearing.
4. Open practice.
How many marbles does the teacher have at most?
How many pens can I put in the pen container at most?
How many small glasses of water can you pour into a large glass at most?
Fourth, reasonable summary and appropriate extension.
Activity reflection:
In the whole exercise process, let children use a variety of senses to see, guess, think, say and measure, cultivate the awareness of estimation, let children experience the fun of success in mutual inspiration, and easily form the quality of creative thinking.