Interesting math courseware for eighth grade one
Target: 1. Feel the rich changes of numbers, and experience the convenience and interest that numbers bring to life.
2. Review the numbers and counts within 9 and distinguish 6 from 9.
Compilation: 1. Draw three geometric figures (and small animals).
Every child has a digital card.
3. Each group should provide white paper, paste and marker.
Process: 1. Look at the picture and make up the phone number.
(1) We are going for a spring outing. I want to invite small animals to join us. Please find a way to inform them. (Children talk extensively)
Teacher: You're really smart. You've thought of many ways. So, what is the best way?
(2) When we make a phone call, let's check the phone number of the animal house first.
Teachers show their graphics cards separately. (monkey, bear, rabbit)
Teacher: This is the phone number of Little Monkey's home. Let the children observe and find that the little monkey's house has only figures, but no numbers.
(3) Guide children to look at pictures, count and count. (After all the three companies have observed, let's translate the figures.) (Each person has one operating appliance. You can paste numbers with numbers, or you can write numbers with a pen)
Please send representatives from each group to post numbers on the blackboard.
Collective reading number 583469 583496 582734
Verify that the number is correct, and the teacher calls.
Second, perceive the rich changes of numbers.
(1) Thinking: These numbers are all six digits. Why are the phone numbers different?
(Numbers are arranged in different order)
(2) Observation: Which of the three telephone numbers is different?
(The number of the little monkey's house is 9 and 6, and the number of the little bear's house is 6 and 9; Bunny's family doesn't have these two numbers, but some are 2, 7)
What is the same?
(All three numbers are six digits, and the first two digits are 5 and 8) (3) Distinguish 6 from 9.
Q: Teachers often make mistakes between 6 o'clock and 9 o'clock. Please help me remember it.
Let the children say that the circle of 6 is below and the circle of 9 is above. )
Show the number 23456789 according to the child's story.
Third, exchange the collected phone numbers.
Enhance children's understanding of telephone.
(1) Ask your child to read out the phone number he brought.
Understand that the phone number is multi-digit.
(2) Do you know how many digits the phone has? (Please tell your child according to your own life experience)
(The home phone number in Shanghai is 8 digits, and the mobile phone number is 1 1 digits; The commonly used private telephone is 3 digits. )
Fourth, give the animal a phone number.
(1) There are many small animals that haven't called yet. Let's use numbers to help them make up their phone numbers.
Tip: You can paste numbers or write with a pen.
Consciously let several children come up to read numbers.
(2) Teachers put forward new requirements after the patrol. Ask your child if he has used every number. Count one.
How many digits does the telephone consist of?
Expansion activities: Make the phone number made up by children into a phone book.
Grade 8 interesting mathematics courseware II
Activity background:
My garden is located in a small town. Most of the children live in a modern community. There are many multi-storey buildings, and house numbers are common in life. Several times, I found children and young children talking about where their family lives and what floor they live on. They had a very heated discussion with each other and were very interested. The Guiding Outline of Kindergarten Education also points out that the environment is an important educational resource, and teachers should effectively promote the development of children through the creation and utilization of the environment. Teachers should make full use of the natural environment and community education resources to expand children's living and learning space. So I designed the scientific activity "Interesting House Numbers" in the theme activity "Environment around us", which enriched the children's house number knowledge and expanded their life experience.
Activity objectives:
1, understand the meaning of the house number in the building.
2. Be able to understand the sequence and adjacent numbers in the game and skillfully use them.
3. Develop the logic and flexibility of thinking.
Activity preparation:
1, homemade house number and pen.
2. Self-made XX plot (draw 6 multi-storey buildings in turn).
3, children's operation paper (each group).
4. Use house numbers to form building blocks. (Write 10 1, 102 on each building block ...)
Activity focus: Understand the meaning of the house number in the building and find the corresponding room according to the house number.
Activity flow:
1, know the building number of the community.
"Today, the teacher will take the children to Lele's house. His family lives in Room 303, No.4, XX Community. Let's start together! "
"Ah, XX village. How can we find so many buildings in it? "
Show the floor plan of the community, and through interesting games, inspire children to connect the numbers on the building with the address of Lele's home, and initially perceive the application of house numbers in life. )
(1) When the child says that there are numbers on the building number, the teacher explains them in time, and the previous numbers indicate the building number.
"What's on the building?" (Children communicate) "What do these numbers mean?"
Through discussion, we know that there are many buildings in the community, and the numbers on the buildings are used to identify the building numbers. )
"Lele lives in Room 303, No.4. Which child helps the teacher find Lele's building number?"
(2) Find the corresponding building according to the address of Lele's home.
"I found the building. Which door is Lele?"
(Guide children to observe the buildings on the map according to the address of Lele's home, and understand that the number in front of the address indicates the building number)
"Lele's building is found, but there are many families in the building. Which is Lele's? Who will help the teacher find it? "
(Stimulate children's interest in understanding house numbers by setting doubts)
2, understand the building number: (key part: the teacher clearly explained the meaning of each number of the house number. Let the children discuss first and then the teacher will summarize in time)
"I found Lele's house. His house number is 303. What's the house number of Lele's neighbor? What is the number of the neighbor's house downstairs in Lele's house? "
(Compared with each other, the number of house numbers indicates which floor is which room.)
"That which child knows the meaning of Lele house number 303, and what the previous 3 stands for? What do the last three represent? "
(The child answers)
The teacher concluded: It seems that the child is not very clear. The teacher came to tell the children that the house number was 303. The front 3 represents the third floor of the building, and the back 3 represents the third room. Children should find the front 3 first, and then the third room on this floor, so as to find Lele's home. (The teacher talks and instructs with actions in the building to help children understand the meaning of 303 intuitively. Then the teacher will go to 202 this time. Who wants to help the teacher find it?
(The children come up to operate, and after circled on the background map, the teacher and the children say together, repeat the operation: let's find the second floor first, and then find the second room! )
Similarly, will the teacher go to the second room on the fourth floor of Building 1 this time? Who can help the teacher find the house number? "
Practice many times in different ways to deepen your understanding of house numbers.
3, children practice operation, consolidate the understanding of the house number.
"Children, you see, some house numbers in this community have dropped. Which child is willing to help repair these house numbers? "
(1) Children practice in groups, and each group has a piece of exercise paper. Please collectively paste the house number to the corresponding position.
(2) Check the job results on the projector.
4, expansion activities-architecture:
"The children are really great and can help fill in the house number. Let's go and see what Lele is doing now. It turns out that he is building a building with building blocks. Let's go together! "
(children's building blocks)
"Now the teacher will send the house number to the children. Would you please install the house numbers in order? "
Children are free to build blocks and install house numbers, and teachers are led by tour guides.