Teaching Plan for Large Classes in High-rise Mathematics Buildings 1 Activity Objectives:
1, enjoy songs, master the rhythm of several tall buildings, and feel the lively and cheerful characteristics of songs.
2. Guide children to understand the lyrics and perceive various buildings through audio-visual combination.
Activity preparation: Song MTV.
Emphasis and difficulty: perception of rhythm and various tall buildings.
Activity flow:
First, talk about the introduction activities.
1, Teacher: Have you ever seen a tall building? Where did you see it? What is it like? How many floors are there?
2. Teacher: Now, more and more high-rise buildings are built in our city, which are taller and more beautiful. Today, a group of children are going to see and count tall buildings. Let's go and have a look!
Second, enjoy the song MTV.
1, first time to enjoy.
Ask questions after appreciation:
(1) What do you see? What did you hear?
(2) Do you like listening to this song? Why? (Guide children to feel the lively and cheerful characteristics of songs)
2. Enjoy it for the second time.
After appreciating it, I asked: How do children count tall buildings? (Guide children to master the rhythm of several tall buildings)
3. Enjoy for the third time.
Explain the task before enjoying it: look and listen to the tall buildings inside.
Ask questions after appreciation:
(1) What tall buildings do children see?
(2) Which tall building do you like? Why?
Third, sing along with the song.
Sing the song softly several times under the guidance of the teacher.
Fourth, the music game "hopscotch".
Children are required to sing and play in groups freely.
Teaching plan 2 of mathematics high-rise building in large class activities;
1, in the case of several tall buildings, learn the method of orderly observation and statistics.
2. According to the occlusion relation of geometric figures, the actual quantity can be inferred and verified, and the total number can be accurately stated.
3. Actively participate in drawing construction activities, like to challenge spatial logic games and improve logical thinking ability.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Develop children's logical thinking ability.
Activity preparation:
PPT, record sheet, homework materials (cube building blocks).
Activity flow:
1. How many houses are there in the community?
1, (showing a panoramic view of the community) Guess what this place is? What's the beauty of the buildings here? (there is a set.
Room, villa)
There are many beautiful houses in the community. How many? Let's count!
Teacher's tip: Keep it in mind after counting, and then introduce your good method of counting tall buildings to everyone.
Teacher: Please let the children introduce you. How many buildings did you count? How to count?
Teacher's summary: just now xxx used the method of counting the outer circles first and then the middle circles, which is neither lacking nor complicated. Xxx uses the method of counting a row of buildings first and then xx buildings x buildings, which is fast and accurate! There are a lot of things to count. It is necessary to find a way to figure things out.
2. Guess how many rooms there will be in each suite?
1, let's walk into the beautiful community and have a look!
What kind of building is this? What is it like? Different families live on each floor. This is a suite. Please count the floors. * * How many rooms are there? (1 Building) How is it calculated?
There are three buildings here. Can you count the number of rooms in each building?
Let's watch PPT together.
4. What do you find in common among these houses?
Summary: It turns out that the number of rooms in these houses is eight, but the shapes of the houses are different. It seems that the same number of building blocks can make houses with different shapes. (repeat)
3. How many rooms are there in each villa?
1, children, let's take a look at this house again. This is a villa. There is usually only one family in the villa, and the villa is very chic. Let's see how many rooms there are in this villa. In addition to the rooms you can see, there are also hidden rooms. Don't miss them! (Click on the graphic in Building 5 to appear)
Let's count how many rooms there are in Building 5. (Children visually check the independent points and tell the total)
(The teacher demonstrates multimedia courseware. When the total number of children's words is inconsistent, use courseware demonstration to detect it. If children can tell the total number more consistently, use courseware demonstration to verify it! )
3. Teacher's summary: Now we all know that when counting tall buildings, all rooms that can be seen and blocked should be counted.
Just try it. Can you count them all clearly?
1. Try it. Can you clearly count the number of rooms in each building in the table?
The child has a paper homework material (a record sheet printed with counting cubes of three buildings).
2. Description requirements: There are two rows of record cells in the table. The first line records the results of visual inspection, and the second line is the number of building block verification.
By comparison, is the result the same twice?
3. Children observe and record independently, and teachers tour to guide.
4, exchange summary: (children's operation table posted on the blackboard, the teacher combined with ppt for counting and verification)
Five, learn to be a small architect
1, teacher: (showing architectural drawings) You are all so good at building houses and counting building blocks. Then can you build a house exactly like the one on the drawing in the shortest time according to the architectural requirements on the drawing, with clear floors and how many pieces are there?
Requirements: Use building blocks in pairs to build a house like the one in the picture, and build it quickly and well!
Focus on observation: whether the houses built in each group are the same as those on the drawings, and the methods of building and counting in each group.
2. Verification: Are the houses they built the same as those on the drawings? Is the record correct?
Summary: Although the drawings obtained by each team look different, they are actually photos taken from different angles of the same house, so the houses built are the same.
Extension of intransitive verbs:
Teachers can show homework materials to be put in the corner of the area.
Teacher: "Little architects let us go back and build more unique houses to test whether your good friends are built with a few blocks!" " "
Teaching plan for large class activities in high-rise buildings in mathematics 3 objectives:
1, learn to sing and experience the cheerful mood of songs.
2. Be able to sing the rest and white parts of the song correctly.
3. Try to express tall buildings with the changes of body movements according to music.
Activity focus: learn to sing and experience the happy mood in the song.
Activity difficulty: I can try to realize the tall building with the change of body movements according to the melody of music.
Activity preparation: big background picture, little brother; Miss Sister Card, Rhythm Table, Music Tape.
Activity flow:
First, talk stimulates interest.
Teachers' language guidance; "Kid, the teacher has built many tall buildings in Zhu De community. Shall we count together?
Second, show children pictures of tall buildings and listen to music.
Teacher: "Do you see anything in the picture? (Tall buildings, white clouds, children) The teacher summarizes the lyrics in the song according to the children's observation.
"Shall we, er, count the tall buildings together?" (The teacher takes the children to count the tall buildings rhythmically)
"Teacher, each of these tall buildings is good, right? Listen carefully. What do you hear? " (Playing music)
Third, understand and memorize the lyrics.
1, teacher: "What did you hear?" (The child answers)
Teacher: "Come on, let's read the lyrics with rhythm" (the teacher takes the children to read the lyrics while playing rhythm)
2. Learn the chanting part of the song (show the rhythm chart of chanting). The teacher asked the children to practice again and again.
Step 3 learn to sing
(1) The teacher demonstrated singing songs with melody.
(2) The teacher said the lyrics according to the melody.
(3) Teachers teach children to sing lyrics.
(4) Teachers should take their children to sing, and focus on the rest part of singing accurately in the process of singing (if children are found to sing inaccurately, they should be corrected and practiced in time).
Teachers and children sing together.
Fourth, inspire children to express tall buildings and create them with their bodies.
1, the teacher demonstrates movements with his body (with one foot, knees bent, standing, etc. )
2. The teacher created the first floor and demonstrated it with actions. Guide children to create the second, third and fourth floors (children create and edit, teachers guide)
3. A single child creates and leads the performance.
Verb (short for verb) contest
Some children stood in a circle, facing the center of the circle, and invited two other friends, one as a younger brother and the other as a younger sister, to stand outside the circle.
1-4 paragraph, children hold hands, turn clockwise while singing, and take four steps in turn.
From the age of 5 to 8, the children stood up in turn, reached out and made tall buildings.
Repeatedly 1-8 bars, the child stands still and sings, and the little brother and sister go in and out of the circle, so be careful not to collide.
From 9: 00 to 10, little brothers and sisters stood still, singing and kneeling.
In section11-18, children sing rhythmically and do the actions of tall buildings. Two children hand collision substitution, game.
Teaching plan 4 large class mathematics high-rise activity goal
1. Master the ordinal number and reciprocal order from 1 to 10. When you know the ordinal number, it will increase one by one, and it will decrease one by one when you count down.
2. It can be quickly arranged in the order of positive and negative numbers.
3. I like math activities and am willing to participate in various arithmetic games.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
5. Cultivate children's good habits of cooperative and orderly operation.
Activity suggestion
1. Play games and drive the train. Review the serial number and countdown in five minutes.
2. Create a scene where the dog crosses the bridge and let the children perceive the law of ordinal number and reciprocal in the game: it is dozens of numbers, one is bigger than the other, and the reciprocal is smaller than the other.
Observe the characteristics of the bridge. What are the characteristics of this bridge?
How many steps did you take when you got on and off the bridge? What's the change in the figures?
When the dog got on the bridge, he counted from one to five, and the numbers were bigger and bigger. This is called ordinal number. When you get off the bridge, count from five to one, one is smaller than the other. It's called countdown.
3. Play games and practice, and then calculate.
The dog got the balloon, but her balloon floated into the castle. He came to the castle.
How many steps do you see in front of the castle? In what order did he get there?
The door of the castle is open, and there are many doors inside. The owner of the castle told him that his balloon was hidden in one of the doors and asked him to look for it in order.
Then the game, through practice to consolidate the ordinal number and reciprocal within 10.
The puppy got the balloon and was about to go home. On the way, he met many obstacles. Let us help him to see how to overcome these obstacles.
(Guide the children to count in order)
Activity reflection
Counting Tall Buildings is a narrative song with situational lyrics, which describes an interesting scene in which I taught my little brother to count tall buildings. The song itself has distinct characteristics, simple lyrics, repeated words and actions. There are two parts in the song: singing and chanting. The onomatopoeic word "Li Lili, QIA QIA QIA QIA" contained in the song has distinct rhythm, strong jumping and rich changes, which adds humor and interest to singing. (The first floor, the second floor ... are tall buildings), the rhythm of chanting is catchy and full of rhythm, and the combination of the whole song and rap is very infectious, which stimulates children's interest in singing and provides space for children to create appropriate movements to express "Li Lili, QIA QIA QIA". Two people cooperate with each other to express "building a tall building" and play a quick response game. It is also a positive factor to attract children to learn actively. There are some phrases and sentences in the lyrics that are not easy for children to understand, such as "White clouds go back and forth", "All in the clouds" and "I can't find the answer". So when learning to sing, I adopted the picture method to make it easy for children to remember the lyrics. Use rhythm cards to make it easier for children to master the rhythm; Let the children sing "yo" alone with gestures. Because the word "yo" is added at the end of several sentences, when children can sing for a long time, the word "yo" is added at the end of each sentence. I reminded the child several times through language, but it was useless. At that time, I thought, if this continues, it will be more difficult to correct, and it must be corrected immediately. If you don't want to use words, just use gestures to remind you. I made an agreement with my child that when I sang the past sentence with the word "yo" behind it, I would cross my arms on my chest in advance. If not, I won't do anything. I tried it and the effect was really good. In this way, under the reminder of many gestures, the child finally sang correctly. Help children understand with what they can understand. Although the baby mastered the content and melody of the song in just 20 minutes, people's memory has a certain forgetting rule, and children's learning needs to be repeated. Therefore, it needs constant consolidation and review to achieve better results.
In the whole activity, I emphasized that children should learn actively in a rich musical atmosphere and stimulate their desire to express themselves through emotional interaction in the group.
Encyclopedia: A tall building is a tall building. Traditionally, a building with elevators can be called a high-rise building with more than 9 floors.