Teaching plan is the basis of teaching activities and has an important position. As a dedicated educator, it is necessary to make detailed preparations for teaching plans. The following is the teaching plan for the open class of large class mathematics that I have compiled for you. I hope you like it!

Teaching plan of large class mathematics open class 1 activity goal:

1, learn the decomposition composition of 2, 3 and 4.

2. Through observation, find out the synthesis law of discovery number.

3. Continue to experience the relationship between the total and the two-part number.

4. Let children experience the fun of math activities.

5. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.

Activity preparation:

There are several pumpkin pictures, each with a blue-green basket picture, and several digital cards with switch symbols within 4.

Activity flow:

First, the game: touch the ball-the teacher explains the rules and requirements of the game-collective, group and individual practice.

Second, the decomposition of learning 4

1. Know pumpkins and show pictures of pumpkins-what is this? How many?

2. Show pictures of blue-green baskets by pumpkin-please divide pumpkins into blue-green baskets. How to divide it? (Single sub-operation)-Who is different?

3. Write it down-who has a good way to record pumpkin sharing?

Please record the children on the blackboard with numbers and symbols.

4, read a thought-children recognize the combination type, say the combination first.

Third, show me the operation paper, so that teachers and students can understand the operation requirements-distribute dishes to brothers and sisters, and be careful not to miss points or repeat them.

Fourth, according to the child's completion.

Teaching reflection:

Through this teaching activity, I learned that children's mathematics is very weak. In order to make them interested in math, I'm going to add more games in future math activities, so that children can have fun and learn from each other while playing. Really let children become the masters of learning and constantly improve their independent inquiry ability.

Teaching plan of large class mathematics open class Part II Activity objective:

1. Small animals can allocate suitable houses according to their needs.

2, a preliminary understanding of ordinal numbers, and can be applied to life.

3. Develop children's logical thinking ability.

4. Let children understand simple mathematical principles.

Activity preparation:

PPT courseware, some pictures of small animals, a blank sheet of paper.

Activity flow:

First, introduce the story to show PPT-2, and get to know small animals.

Teacher: Two beautiful three-story buildings have been built in the forest, and the small animals really want to live in them. However, they quarreled. Why? It turned out that none of them wanted to live in a house they didn't like, so they had to redistribute the house. Can you help them?

Second, divide the house.

1, show PPT-3, know the requirements of the mouse and help the mouse find his own house.

2. Show PPT-4 to understand the requirements of elephants and help them find their own houses.

3. Show PPT-5, know the rooster's requirements and help the rooster find his own house.

4. Show PPT-6, understand the requirements of kittens and help kittens find their own houses.

5. Show PPT-7, know the requirements of the little turtle and help the little turtle find his own house.

6. Show PPT-8, know the requirements of Fox, and help Fox find his own house.

Third, let small animals line up.

1. The children have a blank piece of paper and line up the small animals according to the teacher's requirements.

From left, the wolf sits in the fifth seat, the rabbit sits in the third seat, the lamb can't sit next to the wolf, the dog can't sit next to the mouse, and the mouse is the youngest and sits in the first seat. How should these small animals sit?

2. Teachers can appropriately increase the difficulty according to the child's completion.

Teaching reflection:

"Dividing the house" is to let children know the existence of different animals in nature and stimulate their interest in exploration. The love of nature contains profound philosophy and the simple relationship between various animals. The story takes the animals in the forest as a clue to live in new houses and puts forward various requirements, but King Tiger can't meet their needs well and hopes to get help from children. Guided by the syllabus, the activities allow children to learn independently, actively and creatively in interactive, open and intuitive educational activities. Let the children imagine on the basis of their experience and talk about which different animals need to be divided into houses. The story leads to the theme of the activity, which house animals should live in and what kind of requirements they have, thus stimulating their interest in helping animals divide houses. The development of the story is a good support for children to think actively, find problems and find answers. As an extension of activities, animals of different animals need to be separated from each other. What should I do? Let children rethink according to the characteristics of animals, and hope that children will pay more attention to animals, let children continue to have opportunities to explore, and let this activity be reflected in regional activities.

This activity combines the knowledge of language and common sense, and gives full play to children's autonomy. Let children communicate boldly, encourage children to actively participate in activities, and let children become active and successful learners.

The third part of the teaching plan of large class mathematics open class activity goal:

1. Explore and discover the method of counting by candy groups.

2. Try to solve the problems in life with different counting methods.

3. Be willing to participate in counting activities and experience the fun of counting in different ways.

4. Cultivate children's comparative judgment ability.

5. Develop children's logical thinking ability.

Activity preparation:

Knowledge and experience preparation: I have had the experience of taking things by number.

Material preparation: candy pictures, candy, plates; Record form, a pen.

Activity flow:

(1) Introduce dialogue to stimulate interest.

Teacher: Have children ever eaten candy? The owner of the candy factory can't find workers to help pack candy. He was in a hurry, and wanted to ask the children to do menial work and put the candy in a box.

(2) Make a request and make a preliminary exploration.

1, the teacher shows the candy map (10) to guide the children to observe the point.

Teacher: Now, please look. How many sweets are there in the picture? How do you calculate it?

2. Guide children to guess which of the two different counting methods is faster.

Teacher: Little friend, do you think one counts faster or two counts faster? Why? Let's give it a try.

3. Put forward the operation requirements Teacher: The boss of the candy factory prepared some sweets and a small plate for the children. Please put the candy on the plate with the counting method you want to try.

(1) When counting sweets, pay attention to control your own volume and don't disturb the children nearby.

(2) We should actively use our brains to package candy in various ways.

4, children's collective operation verification, teachers observe and guide respectively.

(1) For children's operation, the teacher focuses on observing children's counting methods and gives individual guidance.

Teacher: How do you count it? Is this fast? Is there any other way?

(2) Concentrate on sharing counting methods, and the teacher records and summarizes them.

Teacher: Mr. Wang has prepared a record sheet to record how you divide the candy. Now, please let the children share their counting methods with you.

Summary: Because one number needs to count 10 times and two numbers only need to count 5 times, it is faster to use two numbers than one number.

(3) Re-explore and improve the experience. Teacher: The boss saw that the children had behaved well just now and gave us a new task. You see, this time the boss gave us a candy card order, let's count it quickly.

1, lead the children to discuss what counting method is faster to pack candy.

Teacher: How can you pack candy faster than one by one and two by two?

2. Introduction to the recording method Teacher: The teacher drew all the sweets on the paper. Please circle your counting method with a pen. For example, circle two sweets with a pen by two numbers. Then, write the total circle several times in the back to see which counting method is the fastest.

3, children try to record, teachers comprehensive observation and guidance.

Teacher: You see, every child's position has a record sheet and a pen. Please control your voice and record as many ways as possible on the recording paper when loading candy in the future.

4. Methods and results of collective sharing of records.

Teacher: Please take your record sheet back to your place and tell your partner how you count it.

(4) Activity Extension, Migration and Application Division: Today we learned how to count with two numbers and five numbers. In our later life, children can choose one of the methods to continue counting more according to their needs. For example, is there any way to make 100 and 200 count faster? Children can take this problem home and think with their parents!

Teaching plan for the open class of mathematics in large class 4:

1. Let children understand the meaning of addition and subtraction.

2. Let the children master the addition and subtraction of 5.

3. Make children learn to answer simple addition and subtraction oral calculation questions, and initially cultivate their ability to analyze problems.

4. Guide children to actively interact with materials and experience the fun of mathematics activities.

5. Develop children's logical thinking ability.

Teaching emphases and difficulties:

Make children learn to answer simple addition and subtraction oral calculation questions and cultivate the ability of preliminary analysis.

Activity flow:

1, talk about it and arouse children's interest.

2. Review the composition of 5.

3. Show visual teaching AIDS.

4. Guide children to dictate the addition and subtraction application problems of 5.

5. Play the game "Who runs fastest".

6. Write the formula.

7. The teacher makes a summary.

Teaching plan 5 large class mathematics open class activity goal:

1. By exploring various operation methods freely, compare the size of the area, preliminarily experience the conservation of the area, and develop observation, creativity and problem-solving ability.

2. Experience the fun of creation and stimulate curiosity and thirst for knowledge.

3. Develop the agility and logic of children's thinking.

4. Stimulate children's interest in learning graphics.

5. Interested in participating in math activities.

Activity preparation:

A hole board, learning tools, graphics package and two blank sheets of paper.

Activity flow:

Show squares and rectangles first, and guide children to explore the size of the two figures, and initially perceive the conservation of area.

1. The teacher shows the squares and rectangles and asks: What are the teachers' hands, children? Are these two figures the same size? Why?

2. Discussion: What methods can be used to compare their sizes?

3. The child operates for the first time and explores ways to compare sizes.

Method 1: You can use the spelling method to compare the sizes of two graphs by overlapping them.

Method 2: You can count squares.

Method 3: Use the hole board to learn how to set chess pieces.

4. Teachers and children verify the methods they are looking for and try to learn to compare sizes by placing chess pieces.

1) The child tells the various methods he found, and the teacher and the child verify them.

2) Learn how to move chess pieces and compare the sizes of two figures.

Put the chess pieces on the map and draw a conclusion according to the number of squares occupied by the chess pieces. Move the position of the chess pieces, change the two figures into different figures, and compare the number of chess pieces occupied by the other figure.

3) Summary: Graphics with the same area can have different shapes.

2. Design a "lawn" for the kindergarten, and the children will do it for the second time to further save the area.

1. The teacher put forward the task: the kindergarten should repair the lawn and ask the children to design the shape of the lawn!

2. The teacher shows his lawn and asks the children to observe it.

3. Children's second operation, requirements: as big as the lawn designed by the teacher and different in shape.

4. The teacher shows the designed lawn, and the teacher and the children verify whether the area is the same.

3. Children's Grouping Operation Sheet

1. Teacher: There are some numbers on the children's homework. Please have a look, which graphics are the same size. Please mark it with a mark.

2. Children's grouping operation sheet.

4. Teachers and children comment on homework sheets, and children sort out homework materials.