Small-class children's thinking is concrete thinking, which attracts children's attention with the introduction of stories, deepens children's understanding of triangles in the process of spelling, and enables children to gain the integrity of knowledge with the timely summary of teachers. The following is my carefully collected teaching plan of understanding triangle in small classes for your reference ~
Small Class Understanding Triangle Teaching Plan-Design Intention
Knowing triangle is one of the contents of children's geometry education, and children's geometry education is the key content of children's mathematics education. Learning some simple geometric knowledge can help them distinguish and distinguish various objects in the objective world. Develop their spatial perception and preliminary spatial imagination, and make some preparations for primary school to learn geometric shapes. According to the thinking characteristics and lively personality of small class children, I weave triangle graphic characteristics into short stories, and then combine graphic puzzles to let children learn while playing. Make children develop good habits of hands, mouth and brain, and cultivate their innovative consciousness.
moving target
1, know the main characteristics of a triangle, that is, a triangle consists of three sides and three angles.
2. You can find triangle-like objects in your life.
3, willing to operate, improve observation and spatial imagination.
Activities to be prepared
1, a white rabbit, radish and mushroom, 2, and four pictures of objects composed of graphics.
3. Children have three triangles.
Activity process
1. Story: Today is the birthday of the little white rabbit. In the morning, the little white rabbit came out of the house happily. It's going to pick mushrooms. Walking, it saw a big radish. The little white rabbit picked up the radish and walked on. He went to the mushroom field to pick a big mushroom and went home happily.
Second, observe the route of the rabbit. Let a child connect the routes with lines and observe what the graphics look like.
Third, guide children to observe and compare figures. Every child has a triangle.
1, count by yourself, try it, feel the graphic features, let the children fully express them and get the graphic features.
2. The teacher summed up the characteristics of the triangle to make the knowledge acquired by the children complete.
Fourth, review and consolidate the characteristics of triangle 1, find friends for graphic babies, and let children find triangles from many geometric graphics cards.
Show the triangles one by one and tell the reason.
2. Look at the puzzle, find out the triangles, and count how many triangles are used?
3. Let the children find something similar to a triangle in the surrounding environment. Teaching plan of small class mathematics activities in kindergarten
Extended activity
Activity reflection:
Small-class children's thinking is concrete thinking, which attracts children's attention with the introduction of stories, deepens children's understanding of triangles in the process of spelling, and enables children to gain the integrity of knowledge with the timely summary of teachers. Because there are few triangular objects in life, children are not rich.
Small class understands the background of activity design of triangle teaching plan II.
Different shapes of triangles interest children very much. Through hands-on practice, put three sticks with the same or different lengths together to form a triangle, so that children can further realize that there are three angles and all three sides are triangles.
moving target
Know the triangle, know that the triangle has three sides and three angles, review the consistent number of hands and mouths, and cultivate children's observation and comparison ability.
Teaching emphases and difficulties
1, know triangles, and know that triangles have many shapes.
2. Distinguish between triangles and squares.
Activities to be prepared
Teaching AIDS: triangular colored paper or blow-molded paper, equilateral triangle, isosceles triangle, right triangle, acute triangle and obtuse triangle, each 1 block. Enough for each child to make 1-2 triangular sticks (different lengths) and a square colored paper.
Activity process
1. What does a triangle look like? The teacher shows an isosceles triangle and tells the children that it is a triangle. How many sides does a triangle have? How many angles?
The teacher concluded: This is a triangle. A triangle has three sides and three angles. We call any figure with three sides and three angles a triangle.
2. Review the understanding of triangles. The teacher showed a right triangle. Let children think about what shape it is. Why?
Compare it with a square and see the difference. The teacher asked the students to name a text and find out the difference between a square and a triangle.
Teacher's summary:
A square has four sides, a triangle has three sides, the four sides of a square are equal in length, and the three sides of a triangle are unequal in length; A square has four corners and a triangle has three corners; The four corners of a square are the same, but the three corners of a triangle can be different. (The teacher demonstrates while talking)
4. Are they all triangles? The teacher showed all kinds of triangles. Ask the students to tell if they are triangles. Why? (Children only need to answer? Are triangles, because they all have three sides and three angles? Do it.
Teacher's summary:
A triangle has three sides and three angles.
A triangle has many brothers. Although they look different, they are all triangular.
③ The three sides of a triangle can be different in length and the three angles can be different in size.
As long as a figure has three sides and three angles, they are triangles.
5. Let children look for something similar to a triangle in common objects.
6, children's operation. Put many sticks of different lengths on the child, and count three sticks to make a triangle (you can find sticks of the same length or sticks of different lengths; If you do it quickly, you can do the second and third.
Teaching reflection
My math class is to let children know triangles, and the difficulty is how to distinguish triangles from squares. In this teaching process, I put many sticks with different lengths on the children's desks and asked the children to count three sticks to form a triangle (you can find sticks with the same length or sticks with different lengths). By letting them operate with their hands, the children further realized that 1, a triangle has three angles and three sides. 2. The lengths of the three sides of a triangle can be different, and the sizes of the three angles can also be different.