Small class math fun cookie teaching plan 1 activity design background
In life, children in small classes are particularly interested in eating and playing. To this end, we take interest as the starting point and skillfully include educational goals, so that children can get beneficial development in their daily activities.
moving target
1. Perceive the shape of biscuits through various organs.
2. It can be classified by shape.
3. Preliminary perception of the quantitative relationship within 3.
4. Cultivate children's practical ability.
5. Cultivate children's comparative judgment ability.
Teaching emphases and difficulties
Key points: perceive the shape of biscuits and classify them according to their characteristics.
Difficulties: Learn to feel and experience everything with your senses. Develop the habit of being fond of hands-on operation and good at thinking.
Activities to be prepared
Some biscuits, hand washing, plasticine, a round, triangular and square box as a group.
Activity process
1. "cookie song" music, showing mysterious bags and guessing gifts to stimulate children's interest.
Teacher: Today, the teacher brought a mysterious bag with delicious food in it. Ask a child to touch it and guess what it is. (Give everyone cookies according to the ingredients)
2. Let children observe cookies freely.
Teacher: Please look at the biscuits on your plate.
Young: round, triangular and square.
Teacher: I have three different boxes here. They are the home of cookie babies. Please help cookie baby find his home. Remember that the cookie baby is the same shape as his home.
The children are divided into groups, under the guidance of teachers.
3. Let the children choose a biscuit from the plate and experience it with their senses.
Teacher: The cookie babies have all gone home. They are very happy ... (knocking at the door) Who is it? Let's look for it. (Find the plates and cookies hidden in the table in advance)
Teacher: Cookie Baby has come to play with us again. Let's see how many cookie babies come out.
Young: 3 yuan.
Teacher: How many children are there in each group?
Young: 3 people.
Teacher: How would it feel if each of you touched a biscuit?
Young: …
Teacher: It feels rough. What is that smell?
Teenager: Xiang.
Teacher: So what's the taste of a bite?
Young: … ..
Teacher: Where are the cookies? It's gone. Are you eating cookies that look like you?
4. Activity expansion
Put the eraser in the activity area and guide the children to make cookies with their favorite shapes.
Small class mathematics fun cookie teaching plan 2 goal: to perceive the relationship between the size and quantity of objects. Learn to record results with numbers and graphics. Preparation: Process: 1. Cookies for rabbits-Show rabbit toys and cookies. Rabbit bought a box of delicious biscuits from the snack bar. What are they like? (large and small)-The rabbit still wants to eat after eating, and wants to ask us to help make some more cookies. -Guide children to imprint cookies on the mud with a mold to see how many cookies can be made from each piece of mud, and record them by writing numbers or drawing figures (dots, short lines, etc.). ).-In operation, the teacher pays attention to the way children make cookies and guides them to explore how to make more cookies by stamping. -From the difference in the number of cookies made by children, guide children to find the relationship between the size and quantity of cookies printed on the same size "dough": cookies are large and the number is small; Cookies are small and plentiful. Second, who makes more cookies-children exchange the number of cookies they make and compare who makes more cookies and why. -Find the kid who makes the most cookies, and let him tell me what mold he uses and how to make it. Why you can do so much. -children try to make cookies again, compare the results of the two operations before and after, find the relationship between the size and quantity of cookies imprinted on the same size area, and initially gain experience and methods on how to print cookies effectively and reasonably on limited dough.
Understanding thickness (mathematics)
Activity requirements: Know and compare the thickness of objects, and know that the comparison of "thickness" is relative.
Activity preparation: Four kinds of objects with different thicknesses (sticks, toothpicks, crayons, watercolor pens) are for the teacher to demonstrate.
Children's scribing materials should be given by hand (seven objects with different thicknesses are strong, five objects with moderate abilities are not thick, and three objects with different thicknesses are poor) (toothpicks, sticks, crayons, markers, watercolors).
Activity flow:
First, know the thickness.
1. Please let the children wear wooden beads with the things in their boxes.
Question: What did you find while playing with wooden beads? Toothpicks and sticks can go in, but crayons can't.
2. Why are you looking for the original? (Because sticks and toothpicks are thin and crayons are thick)
3. Summary: It turns out that things are rough and fine.
Second, compare the thickness.
1, show me the stick
Teacher: Just now, we played the game of Dai Muzhu. Some things went in, some things didn't. So the stick just went in. Is it thick or thin?
(1) If the answer is thin, take out a toothpick and compare it with your child.
(2) If the answer is rough, take out the crayons and compare them with your children.
So is this pen thick or thin?
2. Draw a conclusion that one thing cannot be compared in thickness, but it needs two things to compare in rent and fineness.
Third, sort by objects with different thicknesses.
Teacher: There are coarse and fine things in your boxes. Let's help them arrange them.
1. Children operate on any line.
ask questions
(1) How to arrange it? (From coarse to fine, from fine to coarse)
(2) How did you arrange it?
3, teachers and students * * * with summary
(1) Find the thinnest one first, then find the thickest one, and compare the remaining two and line up in turn.
(2) First find the thinnest one from the box and put it in the first place, then find the thinnest one from the box and put it in the second place, and queue up in turn by this method repeatedly.
4. Let the children compare a method arrangement by exchanging methods.
High-quality classroom promotes growth —— Reflections on the language "pie" in Middle Class
The world of insects is full of vitality and interest. Whether it is colorful spring or hot summer, insects can be seen everywhere in nature. In the face of all this, adults may be dismissive, while children will cheer, watch with curious eyes and listen with spiritual ears. The story of pie takes place in an interesting ant family. Through this story, children can learn more about the living habits of ants. The activity design comes from children's lives, so that children can understand the handling process and interesting division of labor of the ant family and experience the happiness of unity and cooperation! In the process of activities, it is carried out in the form of games, so that the whole process can be combined with motion and static, so that children can study in a relaxed and pleasant environment, lead children to use newspapers as cakes, learn to shout forcefully, and experience the happiness of unity and cooperation.
After the whole teaching activity, I think the content of the story is very unique. The dialogue inside is neat and orderly, and the truth is obvious and easy to understand. The whole process is reasonable, but it also brings me some enlightenment.
1, the first link shows pictures to stimulate children's interest. I didn't guide them well. The children answered that the ants were moving stones, but I didn't guide them properly, which led the children to think that they were really big stones. In fact, I can guide them, "Is this really a big stone?" This is sausage, not stone.
When I talk about the third picture, I want to focus on it. I'm a little in a hurry in class. "Why are the ants shouting to transport the big pie back to the hole?" I didn't throw this question out, which led to the incomplete explanation of the picture. It also helps children learn "hey, hey, hey" from the ants' cries.
3. When telling stories, I let them out one by one, let the children read them one by one and tell them one by one, and let them guess the next picture. It's a little difficult for children to guess correctly. In fact, the pictures can be displayed together, so that children can have a complete concept of the story.
4. The last game, sending pies, let children experience the process of small ants carrying food, which reflects the division of labor and cooperation in the game. Games can combine the whole process with movement. But I didn't explain the rules of the game clearly before the game, which led the children to hold knives and didn't know how to play. If we can talk about a group of six people, two are soldiers and four are workers, it will be clear. Perhaps because of the use of toy knives, children are interested in knives and look a little dangerous. Knives can be used. The nursery rhyme of "carrying a big cake" can't be learned for a while, so I thought: It doesn't matter if it won't, just let them carry a big cake and shout "hey, hey, hey, hey …".