Shopping teaching plan 1 (1) activity target of Daban Mathematical Supermarket
1. Experience the fun of supermarket shopping and the application of addition and subtraction in life, and actively communicate with peers to share their activities and experiences.
2. Be able to record the process of buying goods with formulas, and clearly express the meaning of the shopping process and formulas, and learn to think from multiple angles.
3. Use the existing mathematical experience to solve the problem of how much a * * * has spent or how much money is left in shopping, and learn the addition within 10 and the subtraction of 10.
(2) Activity preparation
1. Experience preparation: Children have experience in supermarket shopping.
2. Material preparation: draw pictures of goods with shelves and 1-9 yuan price tags and arrange them into a "supermarket" scene map. Each person will have a record card with several pens on it, as described in "Shopping in the supermarket" in "Management Material II".
(III) Activity process
1. Play the shopping game "How much is a * * *" and learn the addition.
(1) The teacher shows the scene of the "supermarket" and the children observe the shelves.
Teacher: What goods are there in the supermarket? What's the price of each commodity? Where did you know that? What * * * Every licensed product has the same purpose, and what * * * Every licensed product has the same name? (school supplies, toys, food)
(2) The teacher put forward a shopping requirement: buy two kinds of goods in the supermarket, and the total price should not exceed 10 yuan. Tell the price of the two kinds of goods, and then work out how much it costs.
While watching the scene map, children play the shopping game "How much is a * * * *".
Individual children introduce the two kinds of goods they bought and the total price in one sentence. Tell me about your purchase. If you buy chewing gum from 2 yuan and pencil sharpener from 3 yuan, you need 5 yuan money.
Summary: Buy two kinds of goods, and the total price shall not exceed 10 yuan. There are many combinations.
(3) Children learn to use formulas to record purchased goods.
The teacher asked: What formula can be used to record "I bought 2 yuan's chewing gum and 3 yuan's pencil sharpener, and I need 5 yuan's money"? The teacher recorded the formulas that the children said.
Learn to say the meaning of numbers and symbols in the formula: 2+3=5. It takes 5 yuan money to buy chewing gum and pencil sharpener with 2 yuan money.
(4) Guess from the formula of 2+3=5. What else can I buy for 5 yuan besides chewing gum and pencil sharpener?
Guess which two kinds of goods the teacher bought with 5 yuan money. If you buy a toy and a food with 5 yuan money, guess what the teacher bought? When children tell all kinds of results, tell them that the food they bought is popsicle and let them guess what another toy is.
Use the above method to guess which two kinds of goods the teacher bought with 10 yuan.
(5) When children buy goods again, they learn to use the addition formula to record.
The children are in pairs, and each person buys two kinds of goods at will. Write the formula on the formula record card first, then tell the other party about the purchase of goods, and finally check whether the formula is correct.
2. Play the shopping game "How much money is left" and learn the subtraction of 10.
(1) The teacher made a shopping request: Hua 10 yuan bought a commodity in the supermarket, said what the price of this commodity was, and calculated how much money was left after buying this commodity.
Play the shopping game "How much money is left" while watching the scene map.
Individual children tell a story about buying a commodity with 10 yuan. If you spend 10 yuan on cookies with 3 yuan money, there is still 7 yuan money left.
(2) Learn to use formulas to record purchased goods.
Question: What formula can be used to record the fact that "10 yuan bought cookies with 3 yuan's money, and there is 7 yuan's money left"? The teacher recorded the formulas that the children said.
Learn to say the meanings of numbers and symbols in the formula: 10-3=7, 10 yuan used the remaining 3 yuan money and 7 yuan money to buy cookies.
(3) children buy goods again and learn to use subtraction formula to record.
Children in pairs, each using 10 yuan to buy a commodity at will, calculate how much money is left, first write the formula on the formula record card, then tell each other about the purchase of goods and change, and finally check each other whether the formula is correct.
3. Conduct operation exercises to consolidate the addition and subtraction operations within 10.
(1) Children do exercises according to the instructions of supermarket shopping: help Mingming figure out how much it costs to buy two items. How much should I exchange for a commodity with 10 yuan?
(2) communicate with each other in groups and check each other.
The Educational Value of Teaching Plan 2 for Shopping in Mathematical Supermarket in Big Class
1, know RMB within 10 yuan (coins and paper money of 1 yuan, 2 yuan, 5 yuan, 10 yuan), and understand the equivalent exchange of coins and commodities.
2. Learn the composition and addition and subtraction of numbers within 10 through supermarket shopping games, enrich the mathematical experience about composition and addition and subtraction, and develop logical thinking ability.
3. Learn to use the mathematical experience of composition, addition and subtraction to solve practical problems in supermarket shopping and experience and understand the mathematical relationship in supermarket shopping.
4. Learn to think from multiple angles, actively communicate with peers and share their activities and achievements.
Series activities
Activity 1: Go to the supermarket.
Activity preparation: contact the nearby supermarket to visit and prepare cameras and video cameras.
Organizational strategy: (1) Teachers and children discuss the purpose and content of the visit together. (2) Children visit the nearby supermarket according to the discussion.
Activity 2: There are so many goods in the supermarket.
Activity preparation: watch videos and photos of visiting the supermarket.
Organizational strategy: (1) Teachers and children recall the names of the supermarkets they visited. (2) Children talk about various items in the supermarket (goods, shelves, checkout counters, etc.). ). (3) Teachers and children summarize the types of supermarket items together.
Activity 3: Open your own supermarket.
Organizational strategy: (1) The teacher's game the day before led to the topic of "opening a supermarket". (2) Organize children's discussion: What goods can our supermarket have? Where do these goods come from?
Activity 4: Commodity Classification
Activity preparation: teachers and students * * * collect all kinds of small commodities and commodity packaging.
Organizational strategy: (1) Children introduce all kinds of things they bring. (2) Children classify small commodities and outer packaging according to their own standards. (3) Introduce the classification standards and results to each other. (4) Put the sorted items into the game box respectively.
Activity 5: Make commodity price labels.
Activity preparation: classify all kinds of items, instant labels and pens.
Organizational strategy: (1) leads to the topic of marking the prices of various commodities. (2) Children discuss and determine the price of each commodity. (3) Children make price labels for each commodity.
Activity 6: Withdraw money from the "bank"-get to know RMB.
Activity preparation: several banknotes and coins with face value of 1 yuan, 2 yuan, 5 yuan and 10 yuan, and physical projectors.
Organizational strategy: (1) Use the physical projector to know RMB of various denominations. (2) Please ask each child to go to the "bank" to get 5 yuan money. (3) Ask children to introduce their different strategies to get money from 5 yuan.
Activity 7: Making wallets and decorating wallets
Activity preparation: Children collect materials for making wallets, such as paper, transparent adhesive, double-sided adhesive, paste, crayons, watercolor pens, etc. Let the children go home to observe their parents' wallets in advance to understand their shape, internal structure and appearance.
Organizational strategy: (1) Let children talk about the style of their wallets. (2) Children talk about the shape, style and color of the wallet they want to make. (3) Encourage children to choose suitable materials for making and decorating. (4) Companions appreciate each other and introduce their wallets.
Activity 8: Buy two things.
Activity preparation: 1 yuan and 2 yuan coins and banknotes are prepared in the "bank". Children have their own wallets, shopping baskets, recording paper and pens.
Organizational strategy: (1) Children go to the "bank" to get money from 5 yuan. (2) Children use this 5 yuan money to buy two kinds of goods in the "supermarket". (3) Ask children to introduce what they bought with 5 yuan money. (4) Guide children to discuss how to record shopping. (5) Children choose appropriate ways to record and exchange records with each other.
Activity 9: How much money do you have left?
Activity preparation: There are 1 yuan and 2 yuan coins and banknotes in the "bank", and the children have a wallet, shopping basket, recording paper and pen made by themselves.
Organizational strategy: (1) Let the children go to the "bank" to get 5 yuan money. (2) Children use this 5 yuan money to buy a commodity in the "supermarket" and figure out how much money is left. (3) Let the children discuss: How to record how much money is left? (4) Children choose appropriate ways to record and introduce each other.
Activity 10: Calculate how much a * * * needs.
Activity preparation: There are 1 yuan, coins and banknotes from 2 yuan and 5 yuan in the "bank", and the children have a wallet made by themselves, as well as some recording paper and pens.
Organizational strategy: (1) The teacher explained the requirements of the activity: first, go to the supermarket to choose two kinds of goods, see how many there are, calculate how much is needed, and make records. Then go to the "bank" to get the corresponding number of coins, and finally go to the supermarket to buy these two goods. (2) Children's activities: select commodities, record prices, withdraw money from banks and buy commodities. (3) Let children introduce shopping to each other.
Activity 1 1: guess what you bought (this game can be played many times)
Activity preparation: a scene map of a supermarket, with various commodities such as "supermarket" painted on it and marked with prices.
Organizational strategy: (1) Teachers show the scene map of the supermarket and guide children to observe the goods on the map and the prices of various goods. (2) Teachers tell the prices or categories of the two commodities they bought, so that children can make inferences and guesses. For example, the teacher said that she bought a toy and a food in the "supermarket", which cost 5 yuan money. Guess what the teacher bought? (3) After the children clearly understand how to explain the guessing conditions, please ask individual children to let their peers guess which two things he bought in the "supermarket".
Activity 12: I go shopping with my teacher (real practice activity)
Activity preparation: Give each child coins of 2 yuan money.
Organizational strategy: (1) Give each child two yuan. (2) Discussion: What if there is not enough money? (3) lead the children to the nearby supermarket for shopping. (4) Children introduce what they bought and how much they spent.
Teaching Plan 3 for Shopping in Mathematical Supermarket in Big Class Activity Objectives:
1 Learn addition and subtraction within 5.
Tell the process of shopping and learn to use formulas.
Activity preparation: pictures of goods marked with prices, digital cards of children's activity materials.
Activity flow:
First, the introduction of teacher talk
1. Have you been to the supermarket? What is the basis of your choice of goods? (price)
2. Children introduce their shopping process individually.
Second, guess what we bought.
1. Today, the teacher brought a picture supermarket. Let's learn to shop together. (Showing pictures) Let's have a look. Teachers and children's observation: focus on reminding children to understand the price of goods.
2. Teacher Shopping ①: I have 5 yuan money to buy two commodities, which I just spent. Guess which two I bought? The child complained and said why? The teacher expressed it with an expression. 2+3=5 1+4=5
3. Teacher shopping ②: I have 5 yuan money, but I only bought 1 product. How much money may I have left? The child complained and said why? 5—3=25—4= 1
Third, I come to buy things.
1. The child has been rich since 5 yuan, and just spent two items. Please choose your own product.
2. The child tells the shopping process and uses formulas to express it.
3. You have 5 yuan money. How much did you spend on 1? How much is left? Please choose your own product.
4 children tell the shopping process and use formulas to express it.
Fourth, Xiaoming goes shopping.
1. Xiaoming and his mother also went shopping today. Let's help him finish it together.
2. The teacher introduces the children's activity manual.
3. The children are separated.
Design Intention of Teaching Plan 4 for Shopping in Mathematical Supermarket of Big Class
The "Outline" points out that children's development is realized in the interaction with the surrounding environment, and a good educational environment has a positive role in promoting children's physical and mental development. We should make full use of community resources, expand children's living and learning space, and fully tap children's potential educational value that is conducive to the harmonious development of children's body and mind by borrowing things that children are interested in.
Supermarket is one of the most familiar places in children's daily life, and various items in the supermarket attract children. To this end, we chose the theme of children's interest-"supermarket" to carry out thematic activities. Take children from "classroom" to "social scene", and integrate their sporadic experiences through various activities such as visits, games, dialogues and paintings, so that children can understand the structure of supermarkets, experience the happiness of shopping and feel the convenience that supermarkets bring to people's lives. When carrying out theme activities, we often hear children talk about how much they bought and how much they paid when shopping in the supermarket. However, the concept of RMB is still vague, so this mathematical activity, shopping in the supermarket, came into being. The purpose is to create a game situation of "supermarket shopping" and learn to use coins in the process of going to "supermarket shopping" many times. In the whole activity process, guide children to actively participate, explore and learn independently, be willing to share happiness with their peers, learn to deal with simple problems in life, and enhance their social communication ability. After shopping in person, children can tell their shopping experiences in complete language, which also improves their language expression ability.
moving target
1. Understand the coins of 1, 5, 1 yuan and their conversion relationship.
2. Master different payment methods when shopping and feel the close connection between mathematics and life.
3. Feel the pleasure of shopping and experience the joy of success.
4. Let children understand simple mathematics.
5. Stimulate children's interest in learning.
Activities to be prepared
1. knowledge preparation:
(1) Before the activity, children had a preliminary understanding of RMB and had the experience of "supermarket shopping".
(2) Children know Chinese characters "Jiao" and "Yi".
2. Material preparation:
(1) Set up a "supermarket" with all kinds of items on the shelves and marked with prices.
(2) A box contains 65,438+00 65,438+0 cents, two 50 cents, 65,438+0 65,438+0 yuan coins, one for each child.
(3) four payment modes display board.
(4) The courseware visually demonstrates the conversion relationship between 1, 5 and 1 yuan coins.
(5) The child has a savings card.
Activity process
1. Introduce activities and learn about coins.
(1) Let children perceive and discover the characteristics of coins.
Teacher: "Today, the teacher brought presents to the children. Please open the box gently and see what's inside. " (The child opens the box. )
Teacher: "Wow, many coins! Look, children, how many coins are there? " (1 angle, 5 angle, 1 yuan. )
"Ok, now please cover the box and the teacher will test you."
(2) Show 1 angle courseware.
Teacher: "Look, children, how much is this coin?" (1angle. )
"How do you know it's 1 minute?" Guide children to observe the signs on coins.
Activity reflection
The whole activity runs through the main line of "supermarket shopping" from beginning to end, guiding children to know the coins of 1, 5 1 yuan in the form of games. From understanding coins to exploring the conversion relationship between 1, 5 and 1 yuan coins, and then guiding children to discover various payment methods. In the process of activities, fully mobilize children's autonomy and enthusiasm to promote the development of children's thinking.