Mathematics teaching plan for large class: natural investigation 1 activity purpose: 1. I like to participate in investigation activities and solve problems with the knowledge of natural investigation.
2. Choose tools independently, measure the length of objects, get a preliminary understanding of the relationship between measuring tools and measurement results, and learn the correct measurement methods.
3. Stimulate children's spirit of inquiry, and develop children's abilities of observation, comparison and judgment in hands-on activities.
Activity preparation: 1, measuring tools of different lengths, chalk.
2. Story pictures
3. Recording paper and pen
Activity flow: (1) Create problem scenarios and introduce them in the form of stories. Question: When Blue Cat and Naughty Boy argue, how to measure the length of the roof of a car?
Children discussion
(b) Children try to measure objects with their own tools.
Guide children to compare and observe the measured results and compare them with their peers. What did you find?
(3) Discuss 1 and compare the measured results.
Guide children to find the relationship between measurement results and tools.
2. Discuss the measurement method.
Find the starting point; Measure along the edge line, and do not deviate from the edge line; end to end
3. Summary: Different lengths of measuring tools lead to different results.
(4) Children independently measure 1, and put forward measurement requirements: choose tools, find the starting point when measuring, mark with strokes, measure along the border, and connect the first place.
2, children's operation.
3. Discussion and summary:
(1) What tool did you use to measure it? What was the result?
(2) Who also uses this tool? Is the result the same?
(3) What else did you measure? What was the result? Does anyone measure like him? What about your results?
(v) Extended activities 1. Discussion: What else can be used as a measuring tool?
2. Which parts of our body can also be used as measuring tools?
3, children's games: long jump
Mathematics teaching plan for large class: natural investigation 2 activity goal;
1. Learn different tools to measure the length of the same object.
2. Continue to explore the relationship between measurement units and measurement results.
Focus of activities:
Learn to measure the length of an object with different tools.
Activity difficulty:
The relationship between measurement units and measurement results.
Activity preparation:
Pencils, building blocks, paper clips, erasers and other measuring tools are complete (2 copies for children).
Record form (see activity materials)
Activity flow:
First, create a problem scenario and introduce it in the form of a story.
1. Create a problem scenario and introduce the problem.
Teacher: Look, children, who is in the picture? What are they doing? Mickey Mouse and Donald Duck, they are skipping rope. ) Look at the picture below. Do you want to know what they are saying? Look at the third picture. What are they doing now? (Measuring the length of skipping rope) Do they use the same measuring tools? Look at the last picture. What happened? They are arguing about whose skipping rope is long. )
2. Guide children to discuss the tools and methods of measuring length.
Teacher: Please think about it. Is there any way to measure the length of skipping rope? Is there any other way?
Second, transfer the child's existing experience in measuring length.
Teacher: We learned the method of measuring length when we were in the middle class. Do you remember? Then I will ask a child to measure the length of the blackboard with an eraser. Take a closer look at his measurement method.
Teacher: His measurement method, right? Who wants to talk to you? And demonstrate the correct way to measure the length? Find the starting point, measure along the edge line, do not deviate from the edge line, connect end to end, measure and record. )
Third, children try to measure and explore the relationship between measurement units and measurement results.
1, the children choose two different tools to measure the length of the table.
Teacher: The children are really capable. They have mastered the correct method of measuring length. Now I'd like to ask each of you to choose two different measuring tools to measure the length of the desk respectively, and record the times and results measured with each tool on the form (the teacher can demonstrate the recording method).
Teacher: You just used two measuring tools. Is the result the same or different? Please tell me, which two tools did you measure just now? How long is this table? How many times have you measured with XX? How long is this table? How many times have you measured it with XX? (Please answer individual children)
Teacher: We measure the same object. Why does everyone get different results twice? Did we make a mistake? Now we all use this tool (building blocks and paper clips) to measure the length of our books and see what the result will be, OK?
2. Collectively choose two identical tools to measure the length of books.
Teacher: Now please measure the length of your child's book with paper clips and building blocks and record the results in the table just now. Is this measurement the same? How many paper clips are there in the children's book? How many times have you measured with a paper clip? How many pieces are there in the children's book? How many times have you measured with building blocks?
3. Guide children to discuss and summarize.
Teacher: We always use the same project. Why are the number of measurements different from the results? Take a closer look at your records. What will you find? (Guide children to discover that if the measuring tool is long, the number of measurements will be less, and if the measuring tool is short, the number of measurements will be more. )
Teacher: To sum up, the measuring tool is long, with fewer measuring times, and the measuring tool is short, but with more measuring times.
Mathematics teaching plan for large class: natural investigation 3 activity goal
1. Learn to measure tables and other objects with natural objects and know the correct measurement method.
2. Be able to express measurement results and perceive the relationship between measurement tools and measurement results.
3. Willing to solve simple problems in life through natural measurement.
Activities to be prepared
1. Measuring tools: paper strips, ropes, sticks, etc.
2. Related PPT courseware, record sheet, pencil for recording, etc.
Activity process
(A wonderful introduction, hands-on try
1, the phone rings, and the teacher leads in the form of "answering the phone" to stimulate children's interest in learning.
Teacher: Hello! You are pleasant goat. You want to buy the same table as our class. Oh, I'll tell you after I measure it!
Children discuss and choose their own methods.
Teacher: What amount should we use? How to measure? Teacher: Here are ropes, notes and sticks. Can we measure the length of the desktop with these tools? ) Let's try it together! Think about how you measured it while measuring it.
3. Try and communicate methods.
Teacher: How did you measure it just now? (Individual questions, oral statements)
4. Combined with the children's answers, the teacher demonstrates the long side of the desktop to be tested with PPT.
Teacher: OK, the children talked about many methods just now. Who wants to come and demonstrate? How did you measure just now? (Children's demonstration)
(2) Demonstration and explanation, cooperative measurement
1) The teacher demonstrates the correct measurement method.
Teacher: Find the starting point, mark it, move the tool, connect it end to end, leave no blank, no overlap, and measure it to the end. Count how many marks there are.
2) Ask the children to measure the long side of the desktop with a small wooden stick in pairs and record it on their own record sheet.
3) Individual children demonstrate measurement methods and express measurement results.
Teacher: Please report the measurement results to the representatives of Red, Yellow, Blue and Green Teams. What tool is used to measure the long side of the desktop, and what is the result?
4) Teacher-student summary: The results measured with the same tool are the same.
(3) Practice repeatedly and discover secrets.
1) Let the children choose two other measuring tools to measure the long side of the desktop and record the measurement results.
Teacher: What if we use different tools to measure the long side of the desktop? Let's try again!
2) Children operate and record the results.
Teacher: Just now, we have measured with one of the tools, and there are two tools left. Please use these two tools to measure the long side of the desktop, write down the results and think about what secrets you have found.
3) Share the communication and improve the summary.
According to the children's answers, the teacher records on the summary table to guide the children to observe and think about why the measurement results are different. Find out what secrets?
4) Summary of teachers and children: Different tools have different results. Long tools have less measurement times, while short tools have more measurement times.
Fourth, experience transfer and problem solving.
1. Call Pleasant Goat to reply.
Teacher: Hello, Pleasant Goat! Let's measure it for you. The results measured with three different tools are different. I will send you the results of these three different tools and quantities, and let you decide for yourself.
Teacher: Will the table made like this be the same as ours? Why?
Child: It will be the same, because our tools and measurement results have been told to Pleasant Goat.
2. Teacher: You are so clever. Now I will test you. In the absence of natural objects and tools, can you quickly measure the length of this classroom from the door to the opposite wall? (inspire children to use stride and hand connection, etc. )
3. Children's activities in the game naturally end.
Mathematics teaching plan for large classes: natural investigation 4 activity objectives;
1, teach children to learn natural measurement, master measurement methods initially, and stimulate children's interest in measurement.
2. Encourage children to choose their own measuring tools to measure the surrounding objects, and find the relationship between measuring tools and measurement results through exploration and comparison.
3. Willing to cooperate and communicate with peers to solve problems.
Activity preparation:
1, chopsticks, pencils, straws, etc. Different lengths.
2. Several recording forms.
3. Some chalk.
4, the magic box and the treasure map.
Activity flow:
1, introduce activities with the game "See who jumps far" to stimulate children's interest in learning.
2. Learn measurement methods.
Independent exploration of (1) measurement method.
Let all the children do it and measure the length of the table with a measuring tool (chopsticks).
After the measurement, encourage children to exchange their measurement methods and ideas with teachers and peers.
(2) Teachers demonstrate the correct measurement methods.
When measuring, one end of chopsticks should be aimed at the corner of the table, and a short line should be drawn with chalk at the other end of chopsticks. In the second measurement, you should start from the mark and calculate the number of sides. One chopstick, two chopsticks, ... Finally, you can remember how many chopsticks are the length of the table. At the same time, it is emphasized that measuring tools (chopsticks) must be measured along the edge.
(3) Children should be measured in groups and master the correct measurement methods.
(1) In pairs, measure the edges of the doors, windows and blackboards of the activity room with chopsticks of different lengths, and record the measurement results.
② Teachers patrol, observe, listen and understand the situation of children's measurement.
(3) Ask individual children's groups to communicate the difficulties encountered in the measurement and what methods to solve them, and then report the measurement results.
(4) Guide children to analyze and discuss: Why are the same doors, windows and blackboards measured with chopsticks, but the results are different?
The teacher demonstrated with the same measuring tool (chopsticks) as the children, and guided the children to observe the length of chopsticks, and came to the conclusion that chopsticks are long and the number of measurements is small; Chopsticks are very short and have been measured many times.
3. Game: Looking for treasure.
The child pulled out a map marked with the location of the hidden treasure from the magic box, and measured it with various measuring tools according to the map to find out the treasure.
4. Conclusion: Today, we learned to measure with various measuring tools, and we also know that the measurement results are related to the length of measuring tools. Besides the measuring tools used now, what else can be used for measurement? Will the children look for it and try it after the meeting?
Mathematics teaching plan for large classes: natural investigation 5 I. Activity objectives:
1. Be able to use measuring tools correctly and learn the correct measuring methods.
2. Try to solve simple problems in life through measurement.
3. Willing to cooperate with peers to solve problems and experience the fun of activities.
Second, the activity preparation:
Experience preparation: the child has preliminary measurement experience.
Material preparation: measuring tools, record cards, colored paper covers, etc.
Environmental preparation: erection of wooden bridge.
Third, the activity process:
(1) lead-in: create a game scene, and children explore the measurement method independently.
Guide: Let's take the wooden bridge together! This wooden bridge is a little broken. You should slow down! (See picture 1, 2) The math activity of the big class is "Learning Natural Investigation".
Teacher: The wooden bridge we just walked is a bit broken. Walking is really dangerous. Let's fix it together today! To know how long each wooden bridge is, how can we measure it? (See Figure 3)
The teacher brought some sticks. Please use these sticks to measure the length of each wooden bridge, and write down the tools you use and the measurement results in the table.
On the record card.
1. The child independently measured the length of the wooden bridge with a stick, and the teacher observed. (See Figures 4 and 5)
Mathematics activity "learning natural measurement" in large class
2. Individual children demonstrate and sort out the measurement experience.
(1) How many times? How did you measure it? (Ask individual children and demonstrate the measurement process. )
(2) Guide the children to find the problems in the measurement: Why do you use the same length of tools to measure the same length of wooden bridges, and the results will be different?
Teacher: Measurement needs methods. If the method is not correct, the measured results will be different and inaccurate. (See Figure 6)
Mathematics activity "learning natural measurement" in large class
(3) How should it be measured?
3, teachers and children * * * comb with the correct measurement method.
We must first find the starting point, and the tool should measure from the starting point. When measuring, make a mark with the help of a pen, and then start the second measurement from the back of the mark. Don't skew the measurement. When measuring, there should be no gaps or overlaps. At the end of the measurement, we should count how many marks there are and write down the results. (See Figure 7)
(2) Exploration: measurement and recording.
Lead: We have finished the first task, will you measure it? Now we use the measurement method we have learned to measure the length of the wooden bridge. After the measurement, record the results behind the second line of the record card.
(1) Children measure the length of the wooden bridge with a stick again and learn the correct measurement method. (See Figure 8)
2) Teachers observe, guide, listen and understand the situation of children's measurement.
(3) Teachers and students exchange measurement results.
Teacher: You just measured the wooden bridge with a small stick again. What is the result of your measurement this time?
Where did you start measuring just now? What have you ever done? How to answer repeatedly? After measuring, count how many points a * * * has.
(3) Secondary exploration and material procurement.
1, shopping guide: Now let's go to the material store to buy the same length of materials to repair the wooden bridge, shall we? Remember! The materials we buy can neither be wasted nor too short. We need to buy the same length as we just measured. Let's go! ! !
2, children buy materials to repair the wooden bridge. (See picture 9, 10)
Mathematics activity "learning natural measurement" in large class
(4) End:
Teacher: Our single-plank bridge has been repaired. We walked across the repaired wooden bridge, went outside to find other things and measured their length. The teacher has prepared some measuring tools for the children here. You can also find something you like as a measuring tool, measure it with the measuring skills we learned today, and write down the results. (See picture 1 1, 12)
Activity expansion:
The children choose to measure the surrounding objects independently, and the teacher focuses on observing the children's measurement methods and records.
What else did you measure? How to measure? How long is it?
Mathematics teaching plan for large classes: natural investigation 6 activities;
Learning natural measurement
Activity objectives:
1. Children learn natural measurement through their own trial activities, master correct measurement methods and learn recording methods.
2. Explore measuring tools with different lengths and know that the length of measuring tools is related to the measurement results.
3. Cultivate children's spirit of observation and exploration.
Active materials and environmental creation:
1, knowledge preparation: organize children to explore freely before class, guide children to measure desks and chairs in the classroom with pens instead of rulers, and try to measure and record freely.
2. Teachers use recording paper, pens, sticks and tapes. Children will get an animal pendant (rabbit, cat, chicken, dog, etc.). ) and measuring equipment.
Children's grouping materials: straw sticks, pens, sticks, threads, building blocks, iron wires, rags, recording paper, etc.
3. Decorate the classroom into a "bear paradise" environment. At the gate of the park, the train, the bear house, etc. )
Design intent:
Natural measurement is a mathematical activity that children are interested in, and it is also a highly operational activity. It is not easy for children to correctly master the method of natural measurement in an activity, and at the same time know the relationship between measuring tools and measuring results. Therefore, in view of the difficulties of this activity, the teachers designed the teaching process of the activity: free and decentralized inquiry-concentrated discussion and study-group homework inquiry-concentrated discussion and induction, in order to cultivate children's enthusiasm and initiative in learning, and cultivate their inquiry spirit and mathematical thinking ability.
Activity flow:
First of all, the teacher introduced the topic by visiting "Little Bear Paradise", combined with free exploration activities to summarize the results of children's attempts to measure and guide children to learn the correct measurement methods.
1, Teacher: Little Bear invited the little animals to visit and study in "Little Bear Paradise" to see how "Little Bear Paradise" was built. After learning, they went back to the forest to build their own paradise. Listen, the train from Bear Park is coming. Let's go by train!
(The rhythm of the child driving the train enters the room)
Let each child try to measure the gate with a stick.
The teacher summed up the children's activities. Demonstrate and explain the method of measuring gate with small wooden stick and the method of recording.
4. The teacher let the small animals learn to measure the building block chair they are sitting on with a pen, and the teacher guides individual children with poor ability.
5. Teacher's question: How many pens are there on the chair you measured? Why are the results measured by the same pen different?
Teachers record according to children's measurement results, and guide children to find that building blocks are measured with the same measuring tool. The longer the building block, the more times it is measured, and the shorter the building block, the less times it is measured.
Second, teachers guide children to continue learning measurement methods in free group activities, and guide children to discover the relationship between measuring instruments and measuring times in activities.
1. The teacher introduces the materials and requirements for group activities.
Group A: Let the small animals measure the length of the table, chair and bed in Little Bear's house with straw sticks. Then record the results on a recording paper. Group B: Let the small animals measure the length of a brick at the gate with sticks of different lengths, and then record the results on paper.
Group C: Small animals can freely choose what is on the plate as a measuring tool to measure the length of a carriage of the bear train. You can choose two or three tools to measure, which one you want to use as the measuring tool is more convenient.
2. The teacher explains the requirements of group activities.
3. Teachers organize children's group activities, focusing on helping children master measurement methods and guiding children in group B to think about the relationship between measurement tools and measurement times.
Third, teachers organize children to discuss and exchange, and guide children to discover the relationship between measuring tools and measuring times.
1, the teacher shows the measurement results of group A children.
2. According to the measurement results of children in Group B, the teacher guides the children to discover: Why is the measurement method of a brick different? What is the relationship between measuring tools and measuring times? Teachers guide children to find bricks, with long tools and few times of measurement, short tools and many times of measurement.
3. Teacher's question: What measuring tool did you choose to measure the carriage of the train? What kind of tools do you like to measure? What else can be used as a measuring tool?
Teacher: Small animals measured so many things in "Bear Paradise". Now they know how to build an animal paradise. Let's go back to the forest and work together to build our animal paradise.
The rhythm of the children leaving the room
Four. Promotional activities
1, guide children to use a variety of tools to measure activities in life.
2. Know which tools are easier to measure.
Mathematics teaching plan for large classes: natural investigation 7 activity objectives:
1, can choose natural objects to measure the length of articles, and initially master the basic measurement method of "end to end"
2. Know that the length of the measuring tool is related to the measurement results, and experience the fun and sense of accomplishment brought by the measurement activities.
Activity preparation:
Measuring tools: rope, long stick, paper tube, pen.
Recording paper sheet
Activity flow:
First, teachers know that measurement needs tools by organizing children to discuss their height and weight.
Second, the basic process:
1. Invite children to measure the length of the table and explore the basic methods of natural measurement.
(1) Let the children discuss what other measuring tools can be used besides rulers, and guide them to name all kinds of natural measuring tools (long sticks, ropes, pens, etc.). ).
(2) Let the children freely measure the length of the table in groups and make records.
(3) Ask several children to demonstrate different measurement methods and discuss which method is more accurate.
2. The teacher demonstrates the head-tail measurement method and guides the children to master the essentials.
(1) Discussion: Why do you need to hold this point by hand after measuring once, and then move the wooden stick to continue measuring from this point?
(2) Teachers explain and demonstrate the correct measurement methods, requiring children to operate.
3. Children can freely choose measuring tools to independently measure the length of the table and fill in the record form.
4. Compare the measurement results of different tools, and guide children to find that the length of the measuring tool is related to the measurement results: the longer the measuring tool, the less the number of measurements; The shorter (or smaller) the measuring tool, the more times it is measured (natural end).
Activity expansion:
Measure other things in the environment with natural measuring tools.
Mathematics Teaching Plan for Large Classes: Natural Investigation 8 Activity Objectives:
1. Encourage children to choose their own measuring tools to measure the surrounding objects, and find the relationship between measuring tools and measurement results through exploration and comparison.
2. Understand the application of measurement in life and stimulate children's interest in measurement.
3. Willing to cooperate and communicate with peers to solve problems.
4. Let the children judge the quantity correctly.
5. Experience the life of mathematics and the fun of mathematics games.
Activity preparation:
1, the child has preliminary measurement experience.
2. Rulers, ropes, soft rulers, straws, sticks, short building blocks, pencils, chopsticks, paper clips, boxes, books and other items.
3. Record sheet, watercolor pen and magnetic board.
Activity flow:
I. Introduction: Presentation of the mandate
Today, children come to be "little surveyors". They use three different tools to measure the same edge and record the measurement results.
Second, exploration: grouping measurement and recording.
1. Children can freely negotiate and choose the right measuring tool to measure the same edge of an object.
2. The teacher visits and observes, listens and understands the situation of children's measurement.
3. Encourage children to measure with different tools and record the measurement results.
Third, sharing: the process and results of dissemination measurement
1. Stick the measurement records of each group of children on the magnetic board, and the children will communicate while watching and discuss the measurement process and results.
2. Guide children to analyze and record the results and talk about why there are different results. And in the analysis and comparison, we get different experiences of measuring the same edge with different measuring tools.
Game: question and answer game to inspire children to measure again.
1. What tool is used to measure the long side of the blackboard at least (or at most)? Why? Have a try.
2. There are three tools with different lengths to measure the length of the activity room. Which tool measures the fastest? Why? Have a try.
Without these tools, how can we measure the length of the activity room? Have a try.
The expansion of verb (verb's abbreviation);
Encourage children to try again and explore the use of various tools to measure height and distance.
Activity reflection:
Because the selected teaching content-natural investigation is a mathematical activity that children are interested in, and it is also a highly operational activity; Moreover, I have prepared enough materials for young children, and I can make it available to everyone. Therefore, the children are very active and enthusiastic in the activities, and everyone is very involved in the exploration activities. Many children who usually don't like hands-on are also active in this activity. Children have been able to master more accurate measurement methods through many free exploration activities; In the measurement, children's ability has also been developed, especially their hands-on ability and exploration ability.
The first link
Appropriate behavior: In the first step, let children make exploratory measurement and discussion according to their own measurement experience, let children speak their own practices and ideas, and play a role in learning from each other. The demonstration of individual children and teachers gives children a preliminary understanding of the correct measurement methods.
Disadvantages:
1, there are many children, but the space is limited. Choosing the height of the chair to measure will block the children's sight and bring inconvenience to their activities.
2. When I demonstrated the correct measurement method, I chose the same measurement object as the children-the chair. Because the space is blocked, the children behind and next to me can't see clearly.
Question:
1, how to choose children's exploration objects and what guidance teachers should give are all very important, but I lack full consideration in this link.
2. Does the teacher have to choose the same measurement object as the child to demonstrate and explain? How to choose to better consider each child's vision?
Countermeasures:
1, children can choose the edge of the chair backrest as the measurement object, which will not only make the children's activity space not too narrow, but also facilitate their exploration.
2. It is worth thinking about: Can you draw a straight line on the blackboard and demonstrate it in a clear way?
The second link
Appropriate behavior: I fully consider the practical operation characteristics of the children in this class, and adopt the methods of "releasing and collecting" and "releasing and collecting again" to teach, so that the children can abide by the rules and study better; The organization of teachers is also relatively easy.
Disadvantages: many small links are designed, and a lot of materials are put in. Children want to try everything, and the operation time is not enough.
Question:
1. Each small link is designed for one goal-continue to learn a variety of natural measurement methods, and find that different measuring objects are suitable for different measuring instruments during the activity. So, can you combine the first small link with the second small link to give children more time to operate?
2. Will it be too difficult? Because it is not easy for children to master the correct measurement method, what's more, after they initially feel the measurement method, they will immediately step into the second goal-trying to let children find out for themselves that different measuring objects are suitable for different measuring instruments. The choice of measuring tools is related to the measuring object. Will the process be too fast?
Countermeasures:
1. Consider dividing this teaching content into three classes, focusing on "learning a variety of natural investigation methods". The second link is to let children learn and consolidate the correct measurement methods through free exploration and operation. Of course, we can consciously guide children to measure objects with round edges in activities and learn different measurement methods.
2. Put the goal of "trying to let children find different measuring objects suitable for different measuring instruments, and the choice of measuring tools is related to the measuring objects" in the second class. In this way, children will not study so hard, the operation time will be easier, and they can break through difficulties more effectively.
Overall feeling: When designing an activity link, we should not only design the link according to the characteristics of children's activities, but also fully consider the purpose and feasibility of each link and the handling of every small detail. Their professional level is also very important, and the setting of questions, random observation and the grasp of guiding words all need further training.
Encyclopedia: measurement is to describe the observed phenomena with data according to certain laws, that is, to describe things quantitatively. Measurement is the quantization process of non-quantized objects.