"Numbers 1 and 2" in the middle class math teaching plan 1 activity goal:
1, can read the numbers 1 and 2, and can understand the actual meaning of numbers.
2. Learn the composition of numbers, knowing that one number plus "1" can form another number.
3. Cultivate children's ability to observe and summarize.
4. Stimulate children's interest in learning.
5. Cultivate children's comparative judgment ability.
Activity preparation:
1, an idea card and a digital card 1 and 2.
2. Math P. 1.
Activity flow:
First of all, understand the practical significance of the number 1 2. The teacher edited the story of hide-and-seek according to the pictures to stimulate children's interest in learning.
Say, how many lions are hiding behind the tree? How many can be expressed in numbers? The teacher shows the idea card and the digital card 1 respectively to let the children know that the number 1 can represent a lion.
Think about it, there are 1 squirrel in the tree, how can it become two squirrels? Guide children to name 1 squirrel, and add 1 squirrel to make two squirrels. The teacher shows the number card 2 to help the children understand the meaning of the number 2.
Ask children to find other animals (or other objects) numbered 1 and 2 in the picture and express them correctly in words.
Say, what numbers are hidden in the trunk?
Second, guide the discovery and tell what the numbers 1 and 2 look like respectively. The teacher guides the children to think of the images of many objects from the numbers, and affirms every thought of the children in time.
Teachers show creative cards and digital cards 1 and 2, respectively, to guide children to find items with the number 1 or 2 from the surrounding environment.
Third, the end of the activity
Fourth, review after class
Teaching reflection
The math activity "digital hide and seek" in the big class is my second time. This time, we absorbed the shortcomings in the first activity and made improvements.
I made the whole activity more detailed, made the activity more gamified, carried out hide-and-seek to the end, hid the numbers for the children to find, and made the process more complete. Since it is hide-and-seek, we should "hide" from the beginning, which is what I lacked in my last activity. This time, I put the numbers on the balloons, and made the digital balloons explode and disappear by using the whiteboard fade-out and sound effects technology, which achieved the effect of hidden numbers, making them more mysterious and children's sense of participation stronger. The number has been hidden for three times ~
For the first time, numbers were hidden in rabbits. Rabbits made up of numbers, children are looking for them. In the process of finding them, children can learn to talk about self-centered up and down, or rabbit body parts, and understand simple directions.
The second time, the numbers were hidden in the table. I used occlusion technology. I showed a digital grid with half the numbers hidden, so that children could find the numbers from it. The children analyze and guess which number it is according to the part of the number that is not hidden. The activity atmosphere suddenly improved. The children raised their hands to express their ideas, and the number 10 was quickly called out. At the same time, the children learned the directional words "row" and "column" by speaking.
The third time, we made a guessing game with the children's guessing table. This game fully mobilized the children's enthusiasm and consolidated new knowledge.
In the last part, I put forward higher requirements for the children to stimulate their desire to explore, and the children also expressed their courage to accept the challenge. Children can actively participate in the activities of the whole class.
The second part of the "number 1 and 2" mathematics teaching plan;
1, let the students know 1-2.
2. Understand the quantity they represent.
3. 1-2 can be represented by fingers.
4. Can write 1 and 2.
Teaching emphases and difficulties:
Write 1 and 2.
Teaching preparation:
Courseware, stickers, digital cards 1-2, countable objects
Teaching time:
Learn 1-2 for 20 minutes, write1and 2 15 minutes and interact for 5 minutes.
Teaching process:
First, introduce a conversation
1, Teacher: Can children count? Do you know that numbers have a special name? (Arabic numerals) Where have you seen numbers? (Show courseware)
Teacher: Starting today, we will learn these numbers, not only reading but also writing. Let's see who learns numbers well!
Second, new funding.
1, Teacher: Please give me your finger. Do you know which finger stands for 1 Which finger do you think is the most comfortable? Then we can use the index finger to represent 1. Who can write 1, that's even worse. (Name)
2. Read together and read by name.
3. 1 What does it look like? (1 Write like a pencil) (Show courseware)
(Showing the courseware) Let's count them.
5. Teacher: How many ducklings are there? (Show the courseware) Lead out 2 Who can write 2? (Name) (Read it all at once)
6. Teacher: 2 What is it like? (Like a duckling swimming in the water) How to express it with your fingers?
Third, consolidate the practice.
1, please indicate the number with your finger.
Please use dots to represent numbers.
Please be born with numbers.
4. Please write 1 and 2.
Four, homework write 1 and 20 each.
Teaching reflection: most children begin to understand the rules slowly in class, which basically puts an end to wandering around. 1 and 2 are mostly well written. Four or five people are slow, and two or three people can't write. The important thing is to cultivate habits and then start teaching slowly.
"Numbers 1 and 2" Junior Middle School Mathematics Teaching Plan Part III Activity Objectives
1. Teach children to know 1 and 2, and know the number of objects that can be represented.
2. Cultivate children's habit of listening to teachers and peers quietly and participating in group activities happily.
3. Guide children to learn to tell the operation process in language.
Activities to be prepared
Picture card 1-2, animal card 1-2, digital card 1-2, teaching wall chart, etc.
Activity process
1, the game "hide and seek" is introduced: children look for animal cards and count how many animals are on the cards.
2. Show the animal card and the digital card, and let the children pair the numbers with the animal card, so that the children can understand the actual meaning of the numbers.
3. Guide children to know the numbers 1 and 2, and ask them to imagine what they are like.
4. Group activities:
Group 1: Arrange the number cards and match the items.
Guide: There are many digital cards here, which are ... (Let the children speak). Please arrange them in order, look at them in order after you arrange them, and then send some flowers to see if they are numbers.
Group 2: Line up the number plates and make some cards.
Guide: Please put these digital cards on the operation panel in order and read them in order. Then stamp the paper to make a physical card, print as many numbers as possible, and then arrange them in order under their respective digital cards.
Group 3: jigsaw puzzle.
Guide: There are many digital cards and physical cards here. Please look for it.
When physical cards are friends, they will be put together to form a rectangle. Please find a suitable physical card friend for each digital card and put them together.
5. Show the operation cards of the second group of individual children, guide the children to check whether they are printed correctly, and praise the children who are careful in operation.
Activity expansion
In daily life, children can use objects in the environment at will to consolidate their understanding of numbers (for example, the number 1 represents a stool and the number 2 represents two tables).