For children, the biggest difficulty in mathematics learning lies in its abstraction and singleness. Traditional mathematics textbooks often appear in front of children with serious faces, which easily makes children feel bored and tired. As a novel educational and teaching theme, picture books contain some picture books rich in mathematical knowledge, advocate the combination of mathematical knowledge and vivid stories, and provide a way for children to learn mathematics in the process of reading and observing thinking. The following is the math lesson plan for big classes: the gift of mice that I brought. Welcome to reading.

Mathematics teaching plan for large class: a gift of mouse

Design intent:

The picture book Ways to Avoid Bad Cats tells the story of a group of mice choosing ways to avoid bad cats by voting. In the process of voting, the children got to know the physical map and histogram. Simple statistics teaching for large-class children can help them form standardized statistical concepts and methods and promote the development of their mathematical and logical thinking.

Activity objectives:

Understand the form of physical statistics and column statistics, and understand the meaning of the two icons;

Know that when everyone disagrees, you can solve the problem by obeying the majority;

Try to solve practical problems in life by statistical methods.

Activity preparation:

Photo: Bell, alarm clock, evil cat;

Physical objects: gift box, notes, 2 bar charts, and 2 strings of plasticine balls (tied with ropes).

Activity flow:

1, at the beginning, the story is imported:

Show me the gift box: Do you know what this is, little friend? Do you know who prepared this gift? Who are you going to give it to?

Show the picture of the evil cat: It turns out that this is a gift from a group of little mice to the evil cat. Do you want to know what is going on?

Story: Once upon a time, a group of little mice lived a happy life in a big warehouse, until one day, the little mice who came back from the door found that the warehouse had been turned upside down, and there was a note on the wall (show me the note, which read: Dear little mouse: I am a cat, fierce cat, I must eat you! ) No, what can I do! Can you help the little mouse do something?

Basic part: Understand physical statistics and column statistics.

Understand physical statistical charts

(1) After discussion, the mice came up with an idea, that is, to hang something that will make a noise around the neck of the evil cat, so that the evil cat will make a tinkling sound when it walks, and the mice will know that the evil cat is coming when they hear the sound, and they can escape in time. But what should I hang? (Guide children to have a simple discussion)

(2), display Jason Chung and alarm clock chart card:

Which one do you agree with? The children voted by raising their hands and voting in groups. Which of these two methods can see the result the fastest? Why?

(3) The children's choice results have come out. How did the mice choose?

(4), show the physical statistics, the teacher guidance:

Father mouse asked the little mice to think it over carefully and agreed what kind of object it was to put a pebble under this object. (Stick two strings of plasticine balls under the picture of alarm clock and bell)

Let children observe physical statistics: How many pebbles are there under the bell? How many pebbles are there under the alarm clock? What did you find?

(5) Summary: This is a physical statistical chart, and the mice expressed their choices with stones. Then what should I hang? Why? (the minority is subordinate to the majority)

2. Understand the column chart.

(1), the story continues: When should I give a gift to a bad cat? The mice put forward three choices:

A, when the farmer takes milk in the morning;

B, at noon, when uncle postman delivers letters to farmers;

C, when everyone is asleep at night.

When did you agree to give gifts? State your reasons.

(2) Show the cards representing three kinds of time, and let the children use the magnetic disk in their hands to make physical statistics under the corresponding pictures.

The mice voted again, but this time they used different statistical methods. (Show column chart)

(4) Ask children to observe the bar chart:

Is this statistical chart the same as the physical statistics we just used? What is the difference?

What do the three modes mean? What do the numbers on the vertical line mean?

From this picture, how many mice do you see choosing each time? What do you choose most? What do you choose the least?

(5) Summary: The column chart allows us to clearly see each selected number. The more columns we choose, the higher the columns. When should the little mouse give a gift? Why? (the minority is subordinate to the majority)

Ending part

1, end of story: The mice put the bell in the gift box and wrote: For handsome cat. When the postman delivered the letter at noon, the mice quietly put the presents at the gate, and the owner tied the bell to the cat. From then on, mice are no longer afraid of cats.

2. Show the second bar chart (classified statistics of love, five-pointed star, hug and flower)

The children gave many ideas to the mice, and the mice decided to ask Miss Li to give them a present for you. Let's have a look!

What does the mouse choose as a gift? Which one do you choose best?

The teacher gave the little mouse a hug and the activity ended naturally.

Activity expansion:

Encourage children to record the items specified in the activity room with a column chart.

Guide children to analyze the results of their own statistical charts and boldly share them with others.

Activity reflection:

1. This activity selectively selected some contents of picture books, closely following the activity objectives. In the process of designing and implementing activities, teachers have achieved "having goals in mind and children in eyes" and introduced the preliminary concepts of statistics to children with vivid storylines. Children like interesting stories and actively participate in the voting process.

2. After the activity, children understand the significance of physical statistics, and can also understand the columnar statistical chart, and analyze the quantity of each item, which one is the most and which one is the least? We must know that when everyone's choices are inconsistent, the minority is subordinate to the majority to solve the problem.

The difficulty of this activity is to understand the meaning of column chart. In order to better break through the difficulties, after understanding the physical chart, I asked my children to make an actual physical statistics with magnetic film, and then showed the column chart, and let them observe the differences and connections between the two charts, so that children can understand the meaning of the column chart more easily.

4. In the first activity design, for the first time, a picture of a stone was used to represent a mouse who voted with a stone, but I think the form of the picture can't fully reflect the "real thing", so the second design was replaced by a plasticine ball strung together with a rope, which was more intuitive.