Teaching plan of "Small Animal Phone Book" for big class mathematics1;
1. Learn number-shape pairing, distinguish 6 from 9, and review the numbers within 9.
2, preliminary understanding of different numbers can form different phone numbers.
3. By coding the telephone number, feel the rich changes of numbers and experience the convenience and happiness that numbers bring to life.
Prepare:
1, geometric figure combination drawing 3.
2. A photo of a monkey, a photo of a bear and a photo of a rabbit.
3. Two operation charts for each child.
Everyone has a pencil.
5. Toy phone.
Process:
First, look at the picture to fill in the phone number Teacher: Tell everyone a good news. Next week, two children in our class will come to celebrate their birthdays. Shall we invite some small animals to share the birthday cake? Ask the child to help find a way and how to inform. Write letters, make phone calls, invite family members, surf the Internet, send emails, etc. ) teacher: you really use your head and think of many ways. What do you think is the best and fastest of these methods? Teacher: Then let's call them and invite them! We need to check the phone number of the small animal first. Let's check the phone number of the little monkey's house first. (showing pictures of little monkeys, geometric figure combination) Huh? How come there are only figures and no numbers? Don't worry, the numbers are hidden in these numbers! (Guide children to observe the figure and record the number 583469. Please let six children demonstrate together) This is the phone number of the little monkey's house: 583469 (read it to the teacher twice), (please ask a child to come up and call the little monkey: Hello! Is it a monkey? I am a child of Moon Class. Next week, we will have a child's birthday. May I treat you to a cake? Ok, bye! ) teacher: the phone of the little monkey's house is finally connected. We need to check the phone numbers of Bear and Rabbit. (Show pictures of bears and rabbits, combined geometric figures) Their phone numbers are also hidden in these figures, but I'm going to invite children to find them and write them on the note sent by the teacher to see who can find them quickly and correctly. (Two groups can also be considered to operate at the same time. After the operation, please write down the correct numbers on the blackboard: 583496, 582734. ) A representative of each group calls to invite the bear and the rabbit.
Second, the views on the division of digital changes: the phone finally got through, and our children are really capable. We applaud ourselves. (Children clap their hands) Did the children find a few numbers in the little monkey's house? What about the bear family? What about the rabbit's? These figures are all six figures. Why are the phone numbers different? Observation: What's the difference between these three numbers? (The numbers of the little monkey's house are 6 and 9, the number of the little bear's house is 9 and 6, and the rabbit's house doesn't have these two numbers, but some are 2 and 7) What is the same? (All three numbers are 6 digits, and the first two digits are 5 and 8) Teacher: Teachers often make mistakes between 6 and 9. Please help me remember 6 and 9. (Let the children say that the circle of 6 is at the bottom and the circle of 9 is at the top) Teacher: Baby, which one of these three numbers is used? (The child says one, and the teacher shows a digital card) Which digital baby hasn't come out yet?
(1) displays 0: Do you recognize this number? The teacher lined up the digital babies in the order of 0-9: these interesting digital babies also have a nice nursery rhyme! Let's read it together: 1 It's as thin and long as a pencil, 2 as a duckling floating on the water, 3 as an ear for listening to sounds, 4 as a flag swaying with the wind, 5 as a weighing hook, 6 as a grinning bean sprout, 7 as a sickle for mowing grass, 8 as a twist, 9 as a spoon for holding rice, and 0 as an egg for making cakes.
3. Division of telephone numbers collected by the Exchange: Our telephone numbers are compiled with these interesting numbers of 0-9. Children also have telephones at home, but they are all different. Let's ask each child to take the train and read aloud the numbers he brings you. You can call each other if you have anything in the future.
(1) Ask your child to read out the phone number he brought. Read and talk about how many numbers are imaginary.
(2) Summary: The telephone number and PHS number of our family in Shanguan area are all composed of 8 digits, and the mobile phone number is composed of 1 1 digit. The commonly used special telephones, such as 1 19, are only available.
Fourth, give the animal a phone number (which can be used as a promotion activity).
1, Teacher: These figures are really interesting. Many owners of small animals don't have telephones yet. Let's do a good deed. Let's use numbers to help them make up a phone number for everyone to contact. What did you say?/Sorry? Children make up their own numbers and consciously ask several children to read them.
2. Make the phone number made up by children into a phone book. Conclusion: A telephone book was compiled. Let's go out and tell other animals that they will be very happy.
The second teaching plan of "Small Animal Phone Book" in big class mathematics is to:
1. Learn number-shape pairing, distinguish 6 from 9, and review the numbers within 9.
2, a preliminary understanding of numbers. Different arrangements can form different telephone numbers.
3. By coding the telephone number, feel the rich changes of numbers and experience the convenience and happiness that numbers bring to life.
Prepare:
1, geometric figure combination drawing 3.
2. A photo of a monkey, a photo of a bear and a photo of a rabbit.
3. Two operation charts for each child.
Everyone has a pencil.
5. Toy phone.
Process:
First, look at the picture and make up the phone number.
Teacher: Tell everyone a good news. Next week, two children in our class will come to celebrate their birthdays. Shall we invite some small animals to share the birthday cake? Ask the child to help find a way and how to inform. (Write letters, make phone calls, invite at home, surf the Internet, send emails, etc.). )
Teacher: You're really smart. You've thought of many ways. What do you think is the best and fastest of these methods? (on the phone)
Teacher: Then let's call them and invite them! We need to check the phone number of the small animal first. Let's check the phone number of the little monkey's house first. (showing pictures of little monkeys, geometric figure combination) Huh? How come there are only figures and no numbers? Don't worry, the numbers are hidden in these numbers! (Guide children to observe the figure and record the number 583469. Please let six children demonstrate together) This is the phone number of the little monkey's house: 583469 (read it to the teacher twice), (please ask a child to come up and call the little monkey: Hello! Is it a monkey? I am a child of Moon Class. Next week, we will have a child's birthday. May I treat you to a cake? Ok, bye! ) teacher: the phone of the little monkey's house is finally connected. We need to check the phone numbers of Bear and Rabbit. (Show pictures of bears and rabbits, combined geometric figures) Their phone numbers are also hidden in these figures, but I'm going to invite children to find them and write them on the note sent by the teacher to see who can find them quickly and correctly. (Two groups can also be considered to operate at the same time. After the operation, please write down the correct numbers on the blackboard: 583496, 582734. ) A representative of each group calls to invite the bear and the rabbit.
Second, the change of perception number.
Teacher: The phone finally got through. Our children are really capable. We applaud ourselves. (Children clap their hands) Did the children find a few numbers in the little monkey's house? What about the bear family? What about the rabbit's? These figures are all six figures. Why are the phone numbers different? Observation: What's the difference between these three numbers? (The numbers of the little monkey's house are 6 and 9, the number of the little bear's house is 9 and 6, and the rabbit's house doesn't have these two numbers, but some are 2 and 7) What is the same? (All three numbers are 6 digits, and the first two digits are 5 and 8. )
Teacher: Teachers often make mistakes between 6 and 9. Ask children to help me. How can I remember 6 and 9? Let the children say that the circle of 6 is below and the circle of 9 is above.
Teacher: Which number baby is used in one of these three numbers? (The child says one, and the teacher shows a digital card) Which digital baby hasn't come out yet? (1) displays 0: Do you recognize this number? The teacher lined up the digital babies in the order of 0-9: these interesting digital babies also have a nice nursery rhyme! Let's read it together
Look: 1 It's as thin and long as a pencil, 2 like a duckling floating on the water, 3 like an ear for listening to sounds, 4 like a flag shaking with the wind, 5 like a scale hook to weigh, 6 like bean sprouts, 7 like a sickle to cut grass, 8 like a twist, 9 like a spoon for holding rice, and 0 like an egg for making a cake.
Third, exchange the collected phone numbers.
Teacher: Our telephone number is made up of interesting numbers from 0 to 9. Children also have telephones at home, but they are all different. Let's ask each child to take the train and read aloud the numbers they bring you. You can call each other if you have anything in the future.
(1) Ask your child to read out the phone number he brought. Read and talk about how many numbers are imaginary.
(2) Summary: The telephone number and PHS number of our family in Shanguan area are all composed of 8 digits, and the mobile phone number is composed of 1 1 digit. The commonly used special telephones, such as 1 19, are only available.
Fourth, give the animal a phone number (which can be used as a promotion activity).
1, Teacher: These figures are really interesting. Many owners of small animals don't have telephones yet. Let's do a good deed. Let's use numbers to help them make up a phone number for everyone to contact. What did you say?/Sorry? Children make up their own numbers and consciously ask several children to read them.
2. Make the phone number made up by children into a phone book. Conclusion: A telephone book was compiled. Let's go out and tell other animals that they will be very happy. Cai Yun small class picture book "Well, it smells" video+dynamic courseware PPT.