Understanding the goal of 1 activity in kindergarten large class mathematics teaching plan with sphere and cylinder
1, through touching, measuring, rolling, comparing and other activities, we can know the sphere and cylinder and distinguish their similarities and differences.
2, improve the ability of observation, comparison, imagination, analysis, synthesis and hands-on ability.
3. Develop interest in exploration and develop creativity and thinking ability.
4. Actively participate in mathematics activities and experience the fun in mathematics activities.
5. Stimulate children's interest in learning.
Activities to be prepared
1, prepare various balls. Such as ball, basketball, football, table tennis, glass ball, shot put, plastic ball, etc.
2. Prepare some cylindrical toys. Such as building blocks, plastic products, sticks, unused pencils, kaleidoscopes, etc.
3. Video about spheres and cylinders.
Activity process
First, ask the children to guess a riddle.
Fat, round, untenable, unstable, either side will roll. (sphere)
Teacher's summary: Many balls, although different in color, size and play, are all the same in shape. No matter which direction you look at them, they are round. They are always unstable and rolling on the ground. This is a ball.
2. Let the children measure an unused pencil, stick, kaleidoscope, etc. Look at the size of the circles at both ends and the distance between the two circles with lines, rulers and small hands, and talk about their findings.
Third, the teacher summed up: when measuring, there are two circles with the same size at both ends, and the vertical distance between the two circles is the same; When scrolling, you can only scroll in two opposite directions; Arranged vertically, it looks like a pillar. This is a cylinder.
Ask the children to take two toys (a ball and a cylindrical toy) and roll on the ground in the same way to see if they are different and can stop and stand firm.
Five, guide children to try to overlap two spheres and two cylinders, and observe the phenomenon.
Sixth, the teacher summed up: the sphere can roll in all directions, and the cylinder can only roll in two opposite directions; There are no planes on the sphere and they cannot overlap. There are two equal planes at both ends of a cylinder, which can overlap.
Seven, let children think about it, in kindergarten, home or other public places, what are the spheres? What is a cylinder? Talk about their names and functions respectively.
End of activity
Watch the video of spheres and cylinders.
Teaching reflection
Children are naturally curious and have a strong desire to explore and learn about things around them. The new syllabus emphasizes that science education should be closely linked with children's real life, and the things and phenomena around them should be taken as the objects of scientific inquiry. In daily life, children have actually come into contact with many spherical toys, such as rubber balls, corner balls, table tennis and so on, and are very interested in them. However, for children, it is difficult for them to fully understand three-dimensional graphics from the perspective of geometry, and they often confuse plane geometry with three-dimensional. So I designed this activity, so that children can feel the characteristics of the sphere through personal experience, experiment and operation, and gain scientific experience about the sphere. Stimulate children's interest in exploration and cultivate children's habit of caring about things around them.
Children in large classes have a strong desire to explore. They can communicate with their peers and adults in language and express their knowledge and feelings in their favorite way. Therefore, in order to meet the needs of children's cognitive, ability and emotional development. I confirm the objectives of the above activities.
From the design of this activity to the practice of this activity, I have a more thorough understanding of the design of teaching materials, and there are still many things to learn in the scientific field. In the future, I will read more textbooks, deeply understand the textbooks, walk into excellent teachers' classrooms, learn more new teaching concepts and methods, constantly reflect in practice and constantly improve in reflection.
Through after-class reflection, I found the following shortcomings:
1. When using the prepared materials to explore the difference between a circle and a ball, my purpose is to let children find their own way to distinguish the two, but in teaching, I ignored this point. Let the children tell directly by rolling, watching and touching. Therefore, there is a gap in the cultivation of children's learning methods. If, in the activity, children can find their own way, which not only develops their thinking ability but also achieves the purpose of the activity.
2. When I named my child to tell the difference between a circle and a sphere, I was too anxious. I didn't give my child enough time to talk, didn't take into account some activities of my child, and gave my child too little room for language organization and development.
In order to create a relaxed learning environment for children, I have prepared a lot of activity materials, but all kinds of materials have not played their role to the greatest extent. For example, let children distinguish the difference between a circle and a ball by touching, watching and rolling. Some children just watch, roll and touch very little. In particular, a small table tennis ball is prepared, and the characteristics of the sphere can be quickly mastered by grasping it with fists. I failed to remind the children in time.
4. Let children talk about spherical objects in life, with the purpose of making children feel that mathematics is around, mobilizing their life experience in life, and cultivating their thinking, speaking, observing and comparing abilities. There is not enough time for children in this link, so I am in a hurry.
5. I found that some children are not active enough to participate in activities, and they can only complete some activities with teachers and children, lacking creativity. In addition, some children operate too slowly.
In the whole process of children's exploration, discovery, perception, experience and development, as a teacher, I deeply realize that our role should be the organizer and leader of children's learning activities, and we should pay more attention to children's learning process and evaluation, encourage children to make new discoveries again and again, and fully experience the happiness of success.
Understand the teaching objectives of "Sphere and Cylinder Kindergarten Large Class Mathematics Teaching Plan 2";
1, observe and compare in operation, know the sphere and cylinder, and know their characteristics.
2. Cultivate the ability to observe, compare and distinguish.
Teaching preparation:
(Cognitive preparation) Know circles and rectangles in advance.
(Material preparation) Watches, 1 coins, key rings, rubber balls, wooden beads, paper with rings, batteries, drums, cups, medicine bottles, carrots, picture paper, etc.
Teaching process:
First, understand the sphere:
1, show your watch, 1 round coin, key ring, let the children observe and find out their * * * characteristics. (round)
2. Turn in circles-put the round coin of 1 on the table and turn it quickly ◆ Thinking: What does this round coin look like when it turns? (like a ball)
Key points:
3, touch the coin: flat wooden beads: bulging
4, rolling-throw a coin on the table and find that it will not roll. Throw a wooden bead and a ball on the table and find that it will roll.
5, talk about-summary, induction: a flat circle is a circle; A three-dimensional circle, a circle that can roll, is round in any direction except the sphere.
6. Look for it-what are the spheres you see and use in your daily life? What circles are there?
7. Add pictures-show the paper in circles, guide the children to think, add a few strokes and see what it looks like. How many circles have become spheres?
Second, know the cylinder:
1, overlapping-show 1 round coins and guide children to say their shapes.
Fold the coin and let the children observe what the shape of the coin is after folding. (cylinder)
2. Look, what is a cylinder like? Let it lie down, what will happen? (scrolling)
U summary: two circles with the same size at both ends and the same thickness in the middle are cylinders.
3, find-the teacher shows all the objects, let the children find out which are cylinders?
Key point: discussion: Are medicine bottles and carrots cylinders? No, because the two ends are different in size and the thickness of the middle part is different. )
Tell me-which of the things you see and use in your daily life are cylinders?
5. Do it-show a rectangular drawing paper and guide the children to think: Can you turn it into a cylinder? (discussion)
Children's hands-on operation: guide children to make it into a cylinder (telescope) with the same size at both ends and the same thickness in the middle.
Third, end the activity.
Understand the teaching material analysis of sphere and cylinder 3;
Spheres and cylinders are geometric shapes that children often come into contact with in their lives. Children in large classes basically have the ability to distinguish between typical spheres and cylinders, and can also find objects with similar shapes in life, but they have no clear understanding of the similarities and differences between spheres and cylinders. How to let children discover, understand and express the similarities and differences between spheres and cylinders through direct experience and perception is the focus of this activity. In the lead-in part, the toy materials of spheres and cylinders are presented to guide children to play simply and initially perceive the shape characteristics of spheres. Through children's hands-on operation, explore the rolling direction of objects, encourage children to explore boldly, carefully identify and express the main features of spheres and cylinders in an orderly way by looking, touching and trying, and then provide various materials to try to make spheres and cylinders, so as to consolidate their understanding of the characteristics of spheres and cylinders. Finally, combined with children's life experience, feel the important role of spheres and cylinders in life.
Activity objectives:
1. Know the sphere and cylinder, and get a preliminary understanding of their main features.
2. Be able to explore boldly, observe spheres and cylinders carefully, and actively communicate your findings with your peers.
3. Experience the fun of inquiry learning and perceive the application of spheres and cylinders in life.
Activity preparation:
Many cylindrical and spherical toys; Some cylindrical building blocks and dragon balls; 4 slopes; Newspapers, rectangular cardboard, CDs, plasticine, beverage bottles; A courseware.
Activity flow:
1. Manipulate the toy materials of spheres and cylinders, and initially perceive the shape characteristics of spheres and cylinders.
Requirements: Please play with the toy materials brought by the teacher and see what they are like. Children exploration ...
Question: What did you play? What is it like?
Summary: Toys just played can be divided into two categories. One is like a ball, and the other is like a column.
2. Explore independently and discover the main features of spheres and cylinders.
(1) Play the scroll to compare and observe the sphere and cylinder.
(1) Guide children to roll balls and cylindrical building blocks on the slope and find their different rolling routes.
Question: How do you roll the ball and cylindrical building blocks? What is the difference?
Summary: Both the ball and the cylindrical building block can roll, but the ball can roll in all directions, and the rolling direction of the cylindrical building block is single.
(2) Guide children to see and touch balls and cylindrical building blocks and find their shape characteristics.
Question: What are balls and cylindrical building blocks like?
Summary: A ball is round in any direction and feels smooth. Such an object is called a sphere.
The upper and lower sides of a cylindrical building block have the same size and the same thickness. Such an object is called a cylinder.
(2) Try to make spheres and cylinders with various materials to deepen the understanding of their appearance characteristics.
Question: What are you doing? How did you do it?
Summary: the disc is stacked high, the paper roll is rolled up, and the bottle is glued with plasticine, which can become a cylinder; Newspapers and plasticine balls can be turned into spheres.
3. With the help of courseware, expand experience and feel the wide application of spheres and cylinders in daily life.
Question: What is a sphere or cylinder in life?
What's the use of rolling pins, car wheels and road rollers?
Summary: There are many spheres and cylinders in life, and they all have their own skills, which bring convenience to our life.
Understand spheres and cylinders; Mathematics teaching plan for class 4 in kindergarten; Activity objectives;
1, know spheres and cylinders, and know their names and basic characteristics. Can find similar objects from the surrounding environment.
2, can distinguish the difference between plane graphics and geometric graphics and geometric graphics, and develop children's discrimination ability.
3. Develop children's spatial concept imagination and thinking ability.
Activity preparation:
1, teaching aid: courseware "Understanding Spheres and Cylinders", computer.
2. Learning tools: each person has a ball, five round coins, a basket and a picture with a circle, sphere or cylinder. All kinds of waste newspapers, wool, etc.
3. Seating arrangement: semi-circular two rows, each with a cushion, sitting on the floor.
4. There are signs of round, spherical and cylindrical dolls in all three places.
Activity flow:
First, show the courseware to stimulate interest.
Children, are you happy that there are so many guests and teachers here today? Teacher Jiang tells you a good news. Another guest is coming to visit. Look, here he comes.
(Show courseware 1: Here comes the coin. Through the introduction of coins, we can further perceive the circle and preliminarily perceive the sphere. )
Who is this? What shape is he? What's it like to turn around?
Second, through the introduction of coins, spheres are derived, reflecting the characteristics of circles and spheres.
1. What's the difference between a ball and a coin?
(Show Courseware II: Difference between Ball and Coin)
Please see the difference between watching a ball and a coin.
Let the children compare who rolls the ball and coins faster.
4. Let the children talk about the characteristics of balls and coins.
5. Summary: Yes, the children spoke very well. Let's hear what coins and spheres say.
Courseware 3: Learn more about the characteristics of coins and balls through the game of coins and balls and the explanation of images.
Sign: The coin is flat, just like a piece of paper; The ball is round anyway, and it can roll in any direction. )
Third, know about spheres and cylinders.
1, through courseware 4, lead out the cylinder. Five coins are stacked together to form a cylinder. )
2. Put a pendulum. Stack five round coins together and see what they become. )
3. Ball and cylindrical raceway. (Five volumes of courseware)
A, ask individual children to come up and roll the cylinder and sphere folded by the teacher to see who is fast and who is slow.
B, tell me why?
Sphere and cylinder are taller than each other. (Courseware is 5 times higher than stack)
A, would you please fold the cylinder that you and your good friend folded again? Can you fold these two balls, too?
why
Fourth, develop children's divergent thinking by talking about circles, cylinders and spheres in life.
1. Where else have you seen a circle like a coin? Coins are cylindrical when stacked. Where else have you seen cylinders?
2. Where have you seen a sphere? Compare who thinks the most.
Coins are cylindrical when stacked. Where else have you seen cylinders?
Know spheres and cylinders; Kindergarten math lesson plan class 5 activity name:
"Understanding Spheres and Cylinders" Field: Science and Art Teaching Class: Large Class Teacher: Shuang Meng
Activity objectives:
1, sprouting interest in exploring geometric figures.
2. Sphere and cylinder can be distinguished by observation and comparison.
3. Understand the different characteristics of spheres and cylinders.
Difficult analysis:
Key points:
Learn about spheres and cylinders.
Difficulty: Distinguish between a sphere and a cylinder.
Activity preparation: a number of circular pieces of paper and spherical objects (table tennis, balls, basketball); Each group of spherical and cylindrical building blocks has a basket; One stick for each person; Cylindrical potato chip box, lulu box, battery, etc.
Activity flow:
Primary import
Show round pieces of paper and spherical objects to stimulate children's interest.
Teacher: "The teacher has prepared a lot of things for the children today. Let's play together. " . Give children enough time to operate freely. )
Second expansion
1, know the sphere.
(1) Feel the characteristics of the sphere in operation activities.
Operation 1: Guide children to rotate round paper and table tennis (or other spheres) respectively, and perceive the difference between them through observation.
Operation 2: Guide children to touch the surface of table tennis and feel the characteristics of the ball.
⑵ Summarize the characteristics of the sphere on the basis of operation.
Q: "What did you find? How does it feel? "
Summary: It can scroll in all directions. No matter how it rotates, it looks round. The surface feels bulging, round and smooth everywhere. Objects like this are spheres.
(3) Connecting with reality, let children talk about what they have played, eaten and seen in their daily life like a sphere.
2. Know the cylinder.
⑴ Show cylindrical learning tools and compare children's operations.
Teacher: "What shape is this? Let the children play, touch, roll and compare. Tell them what you found! "
⑵ Summarize the characteristics of the cylinder on the basis of operation.
Q: "What did you find? How does he feel? Can you scroll in all directions? Are the upper and lower circles the same size? "
Summary: it is as thick as the top and bottom, round at both ends, as flat as the top and bottom circles, and round and smooth around, like a pillar. We call it a cylinder.
(3) Experience development.
Let the children find out which things are cylinders in the basket and guide them to understand that these objects are cylinders despite their different sizes and heights.
(2) Inspire children to tell what else is shaped like a cylinder in daily life.
3. Game activity: "Catch pigs"
Play: Sphere and cylinder are made into "pig" shape. Children can drive away the "piggy" freely with a wooden stick and realize that the cylinder can only roll in two opposite directions.
Three ends
1, teacher evaluation activities.
2. Extension: Place various spheres and cylinders in the area, let children explore freely, and continue to consolidate their understanding of spheres and cylinders in daily life.
Understand spheres and cylinders; Teaching material analysis, the sixth lesson of kindergarten mathematics teaching plan
It is easy for children to confuse plane figures with geometric figures. In activities, comparing the plan with the corresponding geometric figures can not only deepen children's understanding of the plan, but also highlight the characteristics of geometric figures. At the same time, compare geometry with geometry to help children find the similarities and differences between different geometries and deepen their understanding of geometry. In addition, children can vividly perceive and explore the characteristics of geometric figures by summarizing their own process of making geometric figures, and improve their comprehensive ability in active observation, comparison and operation.
Activity objectives:
1, get a preliminary understanding of the main characteristics of spheres and cylinders.
2. Be able to perceive and discover the difference between a sphere and a cylinder in exploration and operation.
3. I am willing to communicate with my peers and can clearly state my findings.
Activity preparation:
Material preparation:
1, some objects with different shapes, such as spherical objects: table tennis, rubber balls, ocean balls, glass balls, etc. ; Cylindrical objects: bottles, cans, cylindrical building blocks, potato chips pipes and pipes with different thicknesses; Several objects cannot be scrolled.
2. Each group has a basket, newspaper, square and rectangular cardboard, coins of various sizes and plasticine.
Experience preparation: Please ask parents and children to observe spheres and cylinders in life in advance.
Activity flow:
First, operate various objects with different shapes, explore and communicate freely, and look for objects that can roll.
1, the teacher explained the requirements of the activity: please put the things that can roll on the table in the basket.
2. Children can explore and operate freely. Communicate their findings with each other and demonstrate that these objects can roll.
3. Guide children to classify rolling objects according to their shapes.
Question: Are these rolling objects the same shape? Encourage children to find out the differences in shapes and classify them.
Second, observe the cylinder and sphere, and get a preliminary understanding of the main characteristics of sphere and cylinder.
1, guide children to touch, look at cylinders and spheres from all directions, find their differences, and make it clear in words.
2. Let the children try to roll the sphere and cylinder in different directions to find out and tell the difference.
Summary: A sphere is round no matter which direction it looks from: it has no edges and corners to the touch. It is smooth: it can roll in any direction. Both bottom surfaces of the cylinder are round, the two circles are the same size, and the cylinder is equally thick from top to bottom. The sphere on the ground can roll in all directions, but the cylinder on the ground cannot roll in all directions.
3. Let the children talk about which objects in the surrounding environment are spheres and which objects are cylinders.
Summary: The cups and wheels in our life are all cylindrical. Globe, striped ball, etc. They are all spherical.
Third, try to splice cylinders to further perceive the characteristics of cylinders, so as to perceive and discover the differences between spheres and cylinders in exploration and operation.
1, please try to put these cylinders together to form a new cylinder.
2. Children carry out exploration activities and exchange their achievements after exploration.
3. Guide children to discuss: Why can some cylinders be spliced into new cylinders, while others cannot?
Summary: The cylinder is as thick as the top and bottom.
Fourth, work in groups and try to make spheres and cylinders with various materials.
1, newspaper group: guide children to roll newspapers into golden hoops.
2. Cardboard group: provide rectangular and square cardboard of different sizes to guide children to make telescopes.
3. Coin group: provide various coins to guide children to erect a coin and rotate it quickly to see what it looks like when it rotates; Pile coins of the same size together and see what they will become.
4, plasticine group: guide children to make balls with plasticine.