Lesson Plan 1 Big Class Mathematics Roadmap Activity Objectives:
1. I am willing to express my ideas boldly and listen to the different opinions of my peers in the activity.
2. Understand the meaning of four arrows in different directions: →↓, ↑ and ↓.
3. Try to draw the walking route from the starting point to the end point correctly according to the walking direction indicated by the arrows in the three road maps.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
5. Let children learn simple math problems.
Activity preparation:
1. Self-provided: arrow marks in four different directions: "↓", ↑ "→" and "↓".
2. Three road maps (attached figure 1), maze diagram (attached figure 2), three rabbits, black, gray and white, mushrooms, carrots and vegetables (attached figure 3).
3. Operation data of children's book "Walking the Maze".
Activity flow:
First, know the arrow and understand its meaning.
The teacher showed the arrow marks in four different directions.
Second, make clear the direction of each step in the road map.
1, show me three circuit diagrams:
Teacher Rabbit drew three road maps in different directions with these arrows. What is the road map? What can the arrows and numbers in each grid in the road map tell us? Can you understand?
2. Teacher: Which direction is the first step of the first road map? Which direction do the second and third steps go?
Third, draw a walking route from the starting point to the end point.
1, the teacher shows the maze diagram and guides the children to observe.
2. Teachers guide children to analyze and judge according to the walking direction of the first step of each road map.
3, clear the rules and requirements of walking.
Fourth, children's group operation activities.
1, take a maze
Step 2 draw a circle
Step 3: Draw a mark.
4, children's books on page 29
Verb (abbreviation of verb) activity evaluation.
1, Teacher: Did you help the rabbits choose the right road map to find the food they wanted?
2. Teacher: Who will tell you which road map you chose for the rabbit and what food you found?
3. According to the road map, teachers and students should verify whether the inspection is correct.
Please exchange the results of their activities with each other and connect the rabbits with the corresponding food.
Reflection after class:
I prepared four colors of arrows to know, and then used multimedia to let children know the meaning of numbers and arrows in the road map. In order to let the children internalize the difficulties further, I directly showed the teaching wall chart and interacted with the children to complete the task. And demonstrate every step of the rabbit's walking. Let the children look at the direction of each arrow on the rabbit's route on the operation materials and tell them that this is the direction of each step taken by the rabbit. It seems that the children can see my operation clearly, so I asked the children to complete the road map of the little black rabbit and the little gray rabbit on their own operation materials. After finding their food, connect them with a thread. Children listen carefully and operate with confidence. In the process of operating on children, I found that although many children are very careful when watching my operation, it is difficult to "paint the skin and paint the bones" at once. I think drawing a route is enough. It turns out that the intersection of road maps is a kind of interference to children.
The design intention of teaching plan 2 of large class mathematics road map;
In the big math class, there are still many activities to participate in. But considering the concept of exposing children to all aspects, I skipped the content of digital calculation. Planned increase in space and quantity activities. In the game with arrows, it is the most familiar game mode, which makes mathematics activities come alive, and the interaction between children and between children and teachers is fully mobilized.
Activity objectives:
1. Understand the meaning of four arrows in different directions: ↓, ↓, →. (key)
2. Try to draw the walking route from the starting point to the end point correctly according to the walking direction indicated by the arrows in the three road maps. (difficulty)
3. Be able to express your ideas boldly in the discussion and listen to the different opinions of peers.
4. Cultivate children's comparative judgment ability.
5. Develop children's logical thinking ability.
Activity preparation:
It comes with "↑, ↓, →" and is marked with four arrows in different directions.
Teaching wall chart
Operating material
Activity flow:
First of all, a preliminary understanding of the "↓↓→" arrows in four different directions.
1, the teacher shows four arrows in different directions.
Teacher: Do you know what these four marks mean?
2. Point out the direction pointed by the arrow with your hand.
Teacher: Can you point out this direction with your finger?
Second, learn to read route records.
1. Show three road maps.
Teacher: Bonnie drew three road maps in different directions with these arrows. What is the road map? What do the arrows and numbers in each grid in the road map tell us? Do you understand? (The arrow indicates the direction of each walk, and the number indicates the first step)
2. Teacher: Which direction is the first step of the first road map? Which direction do the second and third steps go?
Teacher: Let's read the direction of the first step of the first route.
Teacher: How many steps does the first road map take?
Third, learn to use the record form to record the route:
1, show the maze diagram and blank route record form, and let the children point out the route from the starting point to the end point.
Teacher: This is a maze. What's in the maze? What are these three rabbits going to do?
Teacher: Where are the starting and ending points? How to record, what need to be recorded?
Teacher: In which direction should we take the first step? What do these numbers mean What does the arrow mean?
Teacher: Which direction is the second step? Draw a short line.
Teacher: Where does the third step go next? Who can continue painting?
Teacher: Who can start from the fourth step and then draw the walking route of each step?
2. The teacher and the child * * * take a step according to the route pointed by the child and record it once with numbers and arrows. Finally, draw the route on the maze according to the record table.
Four, according to the maze design route, and make records.
1, Teacher: Here are two digital maps. Please continue to draw a road map for the little black rabbit and the little gray rabbit to find food.
2. Show the road map designed by a single child and let him say his road map in words.
Teacher: Show me your route map and see who designed the longest route. Who designed the shortest route?
Five, children complete homework materials "maze"
Teacher: According to the route map where rabbits can find food, draw the corresponding walking route in the maze to see what they found and what food they ate. Then associate the rabbit with the corresponding food.
Reflection after class:
I prepared four colors of arrows to know, and then used multimedia to let children know the meaning of numbers and arrows in the road map. In order to let the children internalize the difficulties further, I cut to the chase, showed the teaching wall chart, and interacted with the children to complete the task. And demonstrate every step of the rabbit's walking. Let the children look at the direction of each arrow on the rabbit's route on the operation materials and tell them that this is the direction of each step taken by the rabbit. It seems that the children can see my operation clearly, so I asked the children to complete the road map of the little black rabbit and the little gray rabbit on their own operation materials. After finding their food, connect them with a thread. Children listen carefully and operate with confidence. In the process of operating on children, I found that although many children are very careful when watching my operation, it is difficult to "paint the skin and paint the bones" at once. I think drawing a route is enough. It turns out that the intersection of road maps is a kind of interference to children. On the contrary, gathering places are a kind of interference to children.