The design idea of teaching plan 1 for large class mathematics activity measurement;
Measurement is an important application of mathematics in the real world. "Outline" points out: "Let children feel the quantitative relationship of things from life and games, and experience the importance and fun of mathematics". This activity originated from children's real life and was triggered by the recent discussion on the length of sugarcane in our garden after it matured. The content captures children's interest and is close to the level of their recent development fields. In the activity, the problem situation of the "multi-nothing" measurement object is created, and the children are guided step by step to discover and construct the direct experience of measurement in the interaction with the familiar natural measurement objects: leaves, carrots and other environmental substances, accumulate learning feelings, construct mathematical knowledge, and accumulate various problem-solving experiences to inspire exploration.
Activity objectives:
1. Try to measure the length with different measuring objects and perceive various measuring methods.
2. Stimulate children's interest in measuring common natural objects in life.
Emphasis: Learn to feel various measurement methods in exploration.
Difficulties: How to learn the correct marking method to complete the measurement when there is only one measuring tool.
Activity preparation:
PPT courseware; Leaves and carrots; Blackboard and so on.
Activity flow:
First, tell a story and ask questions:
(Value analysis: using problems in daily life to arouse children's interest in inquiry)
The sugar cane baby on the plantation is eager to know how tall he is. Earthworm is his good friend, and everyone volunteered to help him and measure how high it has grown.
Earthworms began to look everywhere for materials to measure sugar cane babies. What material do you think we can find?
Second, according to the story, try to measure with different natural objects.
(Value analysis: A variety of measurement methods and questions allow children to meet new challenges in the joy of completing tasks again and again, and accumulate direct experience in measurement. )
(1) How to measure many identical leaves?
Children operate, communicate and share.
Key points of analysis and measurement:
From title page to postscript
Leaves should be close together like good friends.
arrange
(2) How to measure a carrot?
Children operate, communicate and share.
Key question: Where do carrots start? Why do you mark it?
Key points of analysis and measurement: from the beginning to the end
End-to-end (marked)
Count while measuring.
(3) How to measure without materials?
Children operate, communicate and share.
Analysis and measurement points: when there is no material, you can also use a certain part of the body to measure, which is the simplest and most convenient measurement tool.
Third, experience development.
(Value analysis: further arouse children's attention to life measurement and accumulate new experience)
What other simple and convenient measurement methods are there in life? Such as a ruler.
Activity evaluation:
This large class activity comes from the real life of children. The measuring tools and objects it chooses come from the objects that children come into daily contact with. Therefore, in the activity, I feel that the children are very skilled in the operation of the materials, avoiding the interference of irrelevant exploration caused by the strangeness of the materials themselves. The overall design of the event was promoted layer by layer. Starting with creating the problem situation of "more than nothing" measurement object, children are encouraged to explore new measurement methods step by step, in which children can actively use their brains, discuss with each other, make bold guesses, and apply their daily life experience to them. In fact, in the end, the children found all the appropriate measurement methods and were successfully satisfied in the activity. While constructing mathematical knowledge, it also accumulates various problem-solving experiences, stimulates its exploration spirit and desire, and promotes its social development.
The deficiency in the activity is that my question design can't guide children to speculate and think further. In the difficult part of this activity, how to learn the correct marking method to complete the measurement with only one measuring tool. I spent a long time in this link, which caused the whole activity time to be slightly exceeded.
Teaching plan 2 for measuring mathematics activities in large classes Design intention: When children observe autumn scenery outdoors, they are interested in the shape characteristics of big trees. Rong and Mao Jian are discussing how tall and thick the cedar in the small garden is. You Yang and Wang Hao are arguing about who is taller, cedar or valley tree. Who is thick? In order to satisfy children's curiosity and guide them to start from their interests and measure them in their own way, this activity was designed.
Activity objectives:
1, all kinds of materials, all kinds of methods to measure trees, know the trunk height, thickness, etc.
2. Learn the methods of measurement and recording.
Environmental creation:
1, outdoor.
2. Long and short ropes, various rulers, recording paper, pens, bamboo poles, etc. There are scale lines on the ground.
Activity flow:
First, guide children to observe trees by visual inspection and simply express the differences of trees in words.
There are so many trees in the small garden. Do you know their names?
2. Do these trees look the same? What is the difference?
Second, organize children to discuss and find a way to measure the thickness of the trunk.
1. Just now the children said the trunk was thick. Which tree is thicker? Which tree is thinner? how do you know
2. Is there any way to know how thick XX is? How fine is XXX?
Children's discussion: hold with your hand, measure with a ruler, and measure with a rope. ...
Third, children can freely choose various materials to communicate after measuring cedar:
1, thickness:
(1), what material is used for measurement? How thick is it? How did you measure it?
(2) How do you know what the measured number is?
(3) Why are the measured thicknesses different?
2. Height:
(1) Which tree is the tallest in the small garden?
How high is it? How do you know that?
How to record it?
(2) Has the boxwood grown taller? How to measure?
(3) Is the cypress tree tall? Is there any way to measure it?
Direct measurement with steel tape;
Measure with bamboo poles and other substitutes, then put the bamboo poles on the ground and measure with a ruler.
Fourth, Dr. Xiaoshu
1, the doctor should give the child a physical examination every year and measure his chest height. Now please be a tree doctor and check these trees. Each child chooses a tree to measure its height and thickness, and records the numbers on the record table.
2. Communicate with each other and record the results.
Teaching plan 3 of large class mathematics activity measurement activity goal:
1, can master the correct measurement method.
2. Know that the length of the measuring tool is related to the measurement result. The longer (or larger) the measuring tool, the less the number of measurements, and the shorter (or smaller) the measuring tool, the more the number of measurements.
3. Partners can cooperate with each other and communicate boldly.
4. Cultivate children's comparative judgment ability.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Activity preparation:
Measuring tools (all kinds of long sticks, rulers, ropes, cartons, etc. ), pen, recording paper, blackboard, box, mark.
Activity flow:
1, lead-in: divide the children into five groups for running competition.
Teacher: Do you know how far you just ran? Is there a way to know? (measurement)
2. Put forward measurement requirements: There are many materials here. Each group should discuss and choose a material to measure, and record the measuring tools and results and give them to the teacher.
3. When a child tries to measure for the first time, the teacher observes whether the child's measurement method is correct and guides the child to cooperate with his peers.
4. Ask two groups of children whose measurement methods are right or wrong to demonstrate and discuss which method is more accurate. The teacher explained the correct measurement method (the end of the first measurement is the beginning of the second measurement, followed by the measurement). If the children's measurements are correct, please ask a child to demonstrate and the teacher will explain.
5. Let children reflect on whether this set of measurement methods is correct, and make a second measurement to verify the results of the first measurement.
6. Please choose a child from each group to introduce the measurement results of this group.
7. Ask questions to make children think: Why are the measurement results different? (because the measuring tools used are different, some are long and some are short. The longer (or larger) the measuring tool, the less times it is measured, and the shorter (or smaller) the measuring tool, the more times it is measured.
8. Game: Looking for treasure. Try to measure it for the third time.
The child drew a map marked with the location of the treasure from the touch box, and measured it according to the map to find the treasure.
9. Conclusion: Today, we learned to measure with various tools, and we also know that the measurement results are related to the size and length of the measuring tools. Besides the measuring tools used now, what else can be used for measurement? Will the children try it back?
Activity reflection:
It is difficult for children to understand the concept of sum and the meaning of measurement. Only by using what they see in their daily life and letting them operate and do it themselves can they truly appreciate the fun of measurement. Children are more interested in participating in this activity, but the record of the measurement results is not good. Although children are happy and participate in activities, their hands-on ability is not strong enough. In the future mathematics teaching, we should exercise children's practical ability more.
Design intention of teaching plan 4 for measuring mathematics activities in large classes;
The new syllabus points out that the new goal of mathematics education is to "feel the quantitative relationship of things from life and games and realize the importance and interest of mathematics." Therefore, starting from children's life experience, taking common things of children as tools and objects around children as objects, I designed the activity of "Learning to Measure", so that children can learn to measure things around them with various measuring tools and guide them to realize that mathematics can be used to solve problems in daily life.
Activity objectives:
1, guide children to boldly try to learn measurement with various tools.
2. Understand the standard and non-standard measuring tools, and choose the right tool to measure different things.
Activity preparation:
Ruler, paper clip, toothpick, wool, etc. , measuring operation with one hand.
Key areas:
calculate
Assumptions and intentions
Activity flow:
First, lead to the topic through the story.
1. The teacher told the story again and asked: What can we think of to help these three brothers?
Second, understand the measuring tools and learn the methods of measuring and recording.
1, please tell your child what can be measured?
2. Teachers introduce standard and nonstandard measuring tools, and explain measuring methods and corresponding recording methods.
3. Teachers assign tasks and children can operate freely.
4. summary. Please tell the children what you measured. What tool was used to measure it?
Third, guide children to find problems and solve them.
1, please discuss with the children: when the measurement is over, it is impossible to measure accurately, some are a little more, and some are a little less. How to record it?
2. Go back to the point where the three brothers divided the land. Q: Their land is round. What tools should we use to measure it?
Fourth, activity extension.
Praise and encourage children's performance and let them experience the fun of success.
The first link is to stimulate children's interest and improve their enthusiasm through stories.
The second link is to let children know all kinds of measuring tools and measure them through things they are familiar with, so that every child can boldly use all kinds of measuring tools to measure.
The third link is mainly to guide children to find problems and find ways to solve them when they know there are problems. By measuring the land of the three brothers, let the children understand that it is more convenient and effective to choose the right tools in the measurement process.