Mathematics teaching plan for large classes: interest measurement 1 activity goal;
1. Learn to perceive the length of an object through natural measurement and record it.
2, preliminary perception of the same distance, using different measuring tools, the measured data are also different, training the relativity of thinking.
3. You can say your own measurement in more accurate language.
Activity preparation:
(1) Experience preparation: Basic measurement methods are available.
(2) Material preparation:
1. Location: Four people sit at a long square table.
2. Various natural measuring tools (pencils, building blocks, ribbons, watercolor pens, popsicles, straws, etc.). ), each set.
3, recording paper (a quarter of A4 paper), marker, draw a big record on the blackboard.
4, ruler, tape measure, tape measure, etc.
Activity focus: Understand the measurement method (end-to-end)
Activity difficulty: mastering different measuring tools has different measuring results.
Activity flow:
Beginning part
First, situational games, import activities.
1, the teacher created a scene: "The kindergarten sports meeting will have a long jump competition. Who jumps farthest in our class? "
2. Ask individual children to do a standing long jump from the starting line, which leads to the comparative method-measurement.
3. Discussion: What method do you want to measure? How to measure?
4. Summary: When measuring, one end of the tool used should be aimed at the starting point, and then when measuring the next paragraph, one end of the tool should be grasped with the last tail, that is, end to end, so that the measurement is more accurate.
base component
First, children operate and learn the method of measurement.
Teacher: "Would you please measure the length of the table? What kind of tools do you want to choose? Why? "
2. Children choose measuring tools and operate them: measure the long and short sides of the table. (You can choose the tools provided by the teacher or measure them yourself. )
3. Children exchange measurement results, and teachers comment on the correct methods to consolidate the measurement.
Second, change the measuring tools and record the measurement results.
1. Introduce the filing form: "Let's take a look at this filing form first? What does the front grid tell us and what does the back grid record? (Children's narrator: one is the tool of drawing choice, and the other is to record data)
2. Children carry out measurement activities. Teacher's instruction: "Choose a piece of furniture you like and measure an edge with different tools."
3. Discuss the communication measurement results.
Teacher: Who will share your measurement results?
Teacher: We use two different measuring tools to measure the same table. Is the result the same? What secrets can you find?
Summary: When measuring the same object, the longer the measuring tool, the less the measuring times, and the shorter the measuring tool, the more the measuring times.
Third, communicate collectively to understand the measurement in life.
1, quote: "Where have you seen measurement in your life? What tools will people use to measure? "
2. Watch the video and learn about the measuring tool-ruler.
At the end:
Summary: In our life, we often know the length, height and distance of an object through measurement. No matter what measuring tools we use, we must use the right method to obtain accurate energy.
Extension activities: put all kinds of tools (wool, sticks, pencils, paper clips, etc. ) in the puzzle area, and record the length of the items in the classroom again.
Mathematics Teaching Plan for Large Classes: Interest Measurement Chapter II Design Intention;
Yao Gang pointed out: "Guide children to understand the close relationship between mathematics and people's lives, and try to solve practical problems in life. Cultivate children's interest in participating in mathematical activities and stimulate their desire to explore mathematical laws. Let children experience the importance and fun of mathematics in life and game activities. " The earliest measurement of children is "visual observation", that is, observing the difference of perception and comparison through eyes. The observation and thinking ability of large class children is gradually enhanced. They are willing to think, explore and solve problems. For the length, height, distance and other problems of objects encountered in life, they will judge by visual inspection, and will also compare them with hands, feet and AIDS, and have preliminary measurement experience and desire. The measurement of large class children is natural measurement, that is, using natural objects as measuring tools for direct measurement. Learning to measure can deepen children's understanding of the number of objects; It is helpful for children to have a preliminary understanding of different measurement tools; Deepen children's understanding of logarithm; Cultivate children's practical ability and interest in measurement activities. The activities in this section meet the needs of children's mathematics development.
Activity objectives:
1. Learn to perceive the length of an object by natural measurement, and try to measure it by connecting two ends (scribing, tiling and alternating).
2. Initially perceive the same distance, and the results measured by different measuring tools are different.
3. You can say your own measurement in more accurate language.
Focus of activities:
Learn to measure the length of an object by connecting two ends (marking, tiling and alternating).
Activity difficulty:
When measuring the same object, different measuring tools will have different results.
Activity preparation:
1, eight line segments with different lengths on the ground.
2, all kinds of natural measuring tools straws and popsicles.
3. Record forms and pens.
Activity flow:
First, measure the road section on the ground by visual inspection.
Second, explore the use of popsicles and straws for measurement.
1. Children are free to choose road sections and measure, and the teacher reminds them of the first measurement.
2. Children demonstrate and summarize the measurement methods (tiling, alternating or marking).
Third, children choose measuring tools and measure in pairs.
1. Introduce the record form: What do the numbers and patterns on the record form mean?
2, children are free to combine, and two people use popsicles and straws respectively.
3. Exchange measurement results.
Summary: When measuring the same object, the longer the measuring tool, the smaller the measuring result, and the shorter the measuring tool, the greater the measuring result.
Four. Promotional activities
1, measure the side length of the schedule.
2. Put relevant materials into regional activities for measurement.
Mathematics Teaching Plan for Large Classes: Interest Measurement Chapter III Activity Objectives:
1. Learn to perceive the length or distance of an object with natural measurement methods connected end to end.
2. You should know that when measuring the same object, different tools are used and the measurement results are different.
3. Understand that measurement can help people solve problems in life.
Activity preparation:
1, children have experience in comparing distances or the length of objects in their lives.
2, school tools: watercolor pens, markers, straws, ribbons, building blocks, sticks, etc. ; Record sheet.
Teaching AIDS: large record sheet; All kinds of rulers.
3. Environment creation: The starting line is arranged in the open space of the standing long jump.
Activity flow:
First of all, the game "long jump competition" is introduced into the activity.
1. Let some children do the standing long jump and ask, "Who jumps farthest? How do you know? "
2. Guide children to discuss: What tools can be used for measurement?
Second, children's first operation: measure the side length of the table.
1, children are free to choose tools to measure the edge of the table, and teachers observe and guide children to explore measurement methods.
2. Ask children to introduce their own measurement methods and discuss them collectively.
Summary: when measuring, you should measure beside it.
Third, the child operates for the second time and records the results.
1, the children measure the edge of the table again with the end-to-end method, and record the results.
2. The children tell their own record results, and the teacher makes statistics in the big record list.
3. Discussion and analysis: Why are the measurement results of the same object different?
Summary: When measuring the same object by natural measurement, different tools are used and different results are obtained.
Fourth, collective discussion: Besides measuring with sticks, ribbons, our hands and feet, what other tools can help us get the most accurate measurement results?
1, let the children say the names of various measuring tools they know. (such as ruler, triangle ruler, tape measure, tape measure, etc.). )
Summary: When measuring different objects in life, people will use different measuring tools.
Try to measure the edge of the table again with measuring tools.
Mathematics teaching plan for large classes: the fourth chapter of interest measurement;
Textbook P54-55: "Interesting Measurement"
Teaching objectives:
1. Combined with the specific activity situation, experience the experimental process of measuring stone volume and explore the measurement method of irregular objects.
2. Try various methods to solve problems in the process of practice and inquiry.
Teaching emphases and difficulties:
1. Go through the measurement process and explore the measurement method of irregular object volume.
2. Explore ways to solve problems.
Teaching process:
First, create situations, stimulate interest and expose topics.
1. How do you know the volume when cuboids and cubes are displayed?
2. Show, stone, potato in kind, lead out: measure irregular objects, write on the blackboard.
Second, the combination of support and release to explore new knowledge
1. Show plasticine and potatoes for students to observe and set questions at the same time.
2. Show the stones and tiles to the students for observation, and ask a question at the same time: How to calculate their volumes?
Thirdly, feedback correction and implementation of double bases.
1. Fun game, champion for hegemony, prompt the rules of the game.
2. Show P55 "Try it" question 2.
Fourth, summarize and evaluate the layout preview
1. Guide students to summarize in class.
2. Arrangement of extracurricular preparation: textbook P56-57: Fractional Mixed Operation (-).
Mathematics Teaching Plan for Large Classes: Interest Measurement Chapter 5 Activity Objectives:
1, try to use the "one-inch worm" in the story to measure and understand the end-to-end measurement method.
2. Learn the measurement method of straight line through observation and operation.
3. Experience the fun of measurement activities.
Activity focus: Understand the end-to-end measurement method.
Activity difficulty: On the basis of learning the linear measurement method, measure a certain part of the animal body.
Activity preparation: one-inch bug picture, measurement materials for children's two operations.
Activity flow:
1. Talk about lead-in to stimulate children's interest.
(1) Teacher: Children, today the teacher brought you a mysterious friend. He hid on me. Can you guess where it is?
(2) Teacher: Do you know what kind of bug this is? Young man: caterpillar
(3) Teacher: But it says it's not called caterpillar, it's called inchworm. What is an inch worm? Let's make a gesture with our hands. How big is it?
(4) Teacher: Oh, it turns out that an inch worm is so big. For humans, this length is one inch, so we call it an inch worm.
2. Use stories to guide measurement
(1) The teacher shows pictures and tells stories: In a big forest, there are many big animals. Like what? But there are still small one-inch worms, but there are also robins who love to eat one-inch worms. One day, the robin wanted to eat an inch worm, and the inch worm quickly said, "Don't eat me, don't eat me, I'll measure it."
(2) Teacher: Little friend, do you know what measurement is? Yang: Measurement means measuring how long it is.
(3) Teacher: Can you measure? There is also an inch worm on the children's chair. Every child can take it down and have a look. What do you want to measure with it? Test yourself first and give it a try. (Children measure themselves with a ruler)
(4) Teacher: OK, now we stick an inch-long bug on ourselves. The teacher thinks that our children are not good at measuring, so let's first take a look at how the one-inch worm is measured.
3. The child tries to measure for the first time and learns the measurement method of straight line.
(1) Teacher: Let's have a look. An inch bug has climbed onto the robin's tail. It is going to measure the robin's tail. Then who can tell us how an inch of worms are detected? Yang: One by one.
(2) Teacher: How are they connected one by one?
The teacher concluded: shoot one after another, with no gap or overlap in the middle.
(3) Teacher: How many did that * * * climb? (3),
Teacher: An inch of worm is an inch long. It takes three one-inch worms to measure. How long was that?
Young: 3 inches long
(4) teacher: an inch of worms are really amazing. It is measured that the robin's tail is 3 inches long in a short time. Would you like to have a try and learn how to measure an inch of worms? (thinking)
Teacher: (shows a piece of paper) On this piece of paper, there is a line. See what's on it. (A red dot) This red dot is the starting point, and the one-inch worm begins to be placed here. Please measure the length of this line and record the measurement results in this small box.
Teacher: Before measuring, how do you think about how an inch worm is measured? (Let the child think about it) Have you thought about it? Now start measuring!
(5) Children's operation and teachers' itinerant guidance.
(6) comment on the child's operation, point out and correct the problem.
The teacher concluded: Our children are great. We all learned how to measure an inch of worms. One-inch worms follow one another, and they can only measure without gaps or overlaps.
4. Children re-measure, use the linear measurement method, learn to measure a certain part of the animal, and simply record it.
(1) Teacher: An inch of worms help robins measure the length of their tails. Robin said, "Well, if you measure me, I won't eat you, but I still have many friends." You have to help them measure, or I will eat you. "
Teacher: Who is robin's friend? (Teacher shows pictures: elephants, giraffes, rabbits)
Teacher: Think about it, children. What will they let the one-inch worm test?
Young: elephant's nose, giraffe's neck, rabbit's ears.
Teacher: This time the one-inch bug wants to invite our children to test it. Would you like to? (willing)
(3) Teacher: Before measuring, please let the children know these operation materials, including a record sheet, pictures of animals and an inch-long worm. Ask the children to measure robin's good friend. Pay attention, find the red dot on these pictures, which is where the one-inch worm began to be placed.
(4) Children's operation and teacher's guidance
(5) Please share the comment record with several children.
Teacher: Who did you measure it for? How did you measure it? (The child's operation is displayed on the projector)
5. Feel the wit of the one-inch ant and the pleasure of measurement.
(1) Teacher: I bid farewell to the little robin and its friends, climbed forward slowly, and met the nightingale on the road. The nightingale wanted to eat Tiny, and Tiny said, "Don't eat me, don't eat me, I'll measure it."
(2) Teacher: What do you think the nightingale wants to invite an inch of worms for?
(3) Teacher: It turns out that the nightingale lets an inch bug measure songs. How to measure songs with an inch bug? Tell me, children, can you measure the singing?
Yang: Yes (no)
Teacher: Actually, in our life, some things can be measured and some things can't be measured.
Teacher: The one-inch bug took advantage of the fact that the nightingale didn't know that singing was unmeasurable and ran away.
Teacher: Let's see how an inch of worms are made. It said to the nightingale, "well, then you start singing and I'll measure it." So the nightingale began to sing together. The bug crawled and crawled, then crawled into the grass, then hid in the flowers, and then disappeared.
Teacher: Tiny bugs are really smart, but the nightingale doesn't know how to measure them. What about our children? Have we learned to measure? (understood)
Teacher: There are many things that can be measured in our life, such as the length of the table in our classroom, the length of the building blocks ... We can measure how long it is with a one-inch bug with our good friends in the future!