Teaching plan of mathematical natural measurement 1

Activity content:

Learning natural measurement

Activity objectives:

1. Children learn natural measurement through their own trial activities, master correct measurement methods and learn recording methods.

2. Explore measuring tools with different lengths and know that the length of measuring tools is related to the measurement results.

3. Cultivate children's spirit of observation and exploration.

Active materials and environmental creation:

1, knowledge preparation: organize children to explore freely before class, guide children to measure desks and chairs in the classroom with pens instead of rulers, and try to measure and record freely.

2. Teachers use recording paper, pens, sticks and tapes. Children will get an animal pendant (rabbit, cat, chicken, dog, etc.). ) and measuring equipment.

Children's grouping materials: straw sticks, pens, sticks, threads, building blocks, iron wires, rags, recording paper, etc.

3. Decorate the classroom into a "bear paradise" environment. At the gate of the park, the train, the bear house, etc. )

Design intent:

Natural measurement is a mathematical activity that children are interested in, and it is also a highly operational activity. It is not easy for children to correctly master the method of natural measurement in an activity, and at the same time know the relationship between measuring tools and measuring results. Therefore, in view of the difficulties of this activity, the teachers designed the teaching process of the activity: free and decentralized inquiry-concentrated discussion and study-group homework inquiry-concentrated discussion and induction, in order to cultivate children's enthusiasm and initiative in learning, and cultivate their inquiry spirit and mathematical thinking ability.

Activity flow:

First of all, the teacher introduced the topic by visiting "Little Bear Paradise", combined with free exploration activities to summarize the results of children's attempts to measure and guide children to learn the correct measurement methods.

1, Teacher: Little Bear invited the little animals to visit and study in "Little Bear Paradise" to see how "Little Bear Paradise" was built. After learning, they went back to the forest to build their own paradise. Listen, the train from Bear Park is coming. Let's go by train!

(The rhythm of the child driving the train enters the room)

Let each child try to measure the gate with a stick.

The teacher summed up the children's activities. Demonstrate and explain the method of measuring gate with small wooden stick and the method of recording.

4. The teacher let the small animals learn to measure the building block chair they are sitting on with a pen, and the teacher guides individual children with poor ability.

5. Teacher's question: How many pens are there on the chair you measured? Why are the results measured by the same pen different?

Teachers record according to children's measurement results, and guide children to find that building blocks are measured with the same measuring tool. The longer the building block, the more times it is measured, and the shorter the building block, the less times it is measured.

Second, teachers guide children to continue learning measurement methods in free group activities, and guide children to discover the relationship between measuring instruments and measuring times in activities.

1. The teacher introduces the materials and requirements for group activities.

Group A: Let the small animals measure the length of the table, chair and bed in Little Bear's house with straw sticks. Then record the results on a recording paper. Group B: Let the small animals measure the length of a brick at the gate with sticks of different lengths, and then record the results on paper.

Group C: Small animals can freely choose what is on the plate as a measuring tool to measure the length of a carriage of the bear train. You can choose two or three tools to measure, which one you want to use as the measuring tool is more convenient.

2. The teacher explains the requirements of group activities.

3. Teachers organize children's group activities, focusing on helping children master measurement methods and guiding children in group B to think about the relationship between measurement tools and measurement times.

Third, teachers organize children to discuss and exchange, and guide children to discover the relationship between measuring tools and measuring times.

1, the teacher shows the measurement results of group A children.

2. According to the measurement results of children in Group B, the teacher guides the children to discover: Why is the measurement method of a brick different? What is the relationship between measuring tools and measuring times? Teachers guide children to find bricks, with long tools and few times of measurement, short tools and many times of measurement.

3. Teacher's question: What measuring tool did you choose to measure the carriage of the train? What kind of tools do you like to measure? What else can be used as a measuring tool?

Teacher: Small animals measured so many things in "Bear Paradise". Now they know how to build an animal paradise. Let's go back to the forest and work together to build our animal paradise.

The rhythm of the children leaving the room

Four. Promotional activities

1, guide children to use a variety of tools to measure activities in life.

2. Know which tools are easier to measure.

Teaching plan of mathematical natural measurement II

Activity objectives:

1. Learn different tools to measure the length of the same object.

2. Continue to explore the relationship between measurement units and measurement results.

Focus of activities:

Learn to measure the length of an object with different tools.

Activity difficulty:

The relationship between measurement units and measurement results.

Activity preparation:

Pencils, building blocks, paper clips, erasers and other measuring tools are complete (2 copies for children).

Record form (see activity materials)

Activity flow:

First, create a problem scenario and introduce it in the form of a story.

1. Create a problem scenario and introduce the problem.

Teacher: Look, children, who is in the picture? What are they doing? Mickey Mouse and Donald Duck, they are skipping rope. ) Look at the picture below. Do you want to know what they are saying? Look at the third picture. What are they doing now? (Measuring the length of skipping rope) Do they use the same measuring tools? Look at the last picture. What happened? They are arguing about whose skipping rope is long. )

2. Guide children to discuss the tools and methods of measuring length.

Teacher: Please think about it. Is there any way to measure the length of skipping rope? Is there any other way?

Second, transfer the child's existing experience in measuring length.

Teacher: We learned the method of measuring length when we were in the middle class. Do you remember? Then I will ask a child to measure the length of the blackboard with an eraser. Take a closer look at his measurement method.

Teacher: His measurement method, right? Who wants to talk to you? And demonstrate the correct way to measure the length? Find the starting point, measure along the edge line, do not deviate from the edge line, connect end to end, measure and record. )

Third, children try to measure and explore the relationship between measurement units and measurement results.

1, the children choose two different tools to measure the length of the table.

Teacher: The children are really capable. They have mastered the correct method of measuring length. Now I'd like to ask each of you to choose two different measuring tools to measure the length of the desk respectively, and record the times and results measured with each tool on the form (the teacher can demonstrate the recording method).

Teacher: You just used two measuring tools. Is the result the same or different? Please tell me, which two tools did you measure just now? How long is this table? How many times have you measured with xx? How long is this table? How many times have you measured it with xx? (Please answer individual children)

Teacher: We measure the same object. Why does everyone get different results twice? Did we make a mistake? Now we all use this tool (building blocks and paper clips) to measure the length of our books and see what the result will be, OK?

2. Collectively choose two identical tools to measure the length of books.

Teacher: Now please measure the length of your child's book with paper clips and building blocks and record the results in the table just now. Is this measurement the same? How many paper clips are there in the children's book? How many times have you measured with a paper clip? How many pieces are there in the children's book? How many times have you measured with building blocks?

3. Guide children to discuss and summarize.

Teacher: We always use the same project. Why are the number of measurements different from the results? Take a closer look at your records. What will you find? (Guide children to discover that if the measuring tool is long, the number of measurements will be less, and if the measuring tool is short, the number of measurements will be more. )

Teacher: To sum up, the measuring tool is long, with fewer measuring times, and the measuring tool is short, but with more measuring times.

Teaching plan of mathematical natural measurement 3

I. Activity objectives:

1, can correctly choose and use measuring tools, and actively think in exploration, so as to master the correct measuring methods.

2, a preliminary understanding of measurement methods, understand the application of measurement in life.

3. Willing to cooperate with peers to solve problems and experience the fun of activities.

Second, the activity preparation:

1, the child has preliminary measurement experience.

2. Choose a suitable outdoor activity venue layout scene.

3, children's own measuring tools and chopsticks, record cards, paper covers, etc.

Third, the activity process:

(1) Import: Create game scenes for children to explore independently.

Guide: What game were we playing just now? Do you know how long each wooden bridge is? How do we know?

Please measure the length of each wooden bridge with your own measuring tool, and write your own measuring tool and results on the record card.

1, children measure the length of the wooden bridge.

2. Communication:

(1) What tool did you use to measure it? How many times have you measured it?

(2) Teachers also use your tools to measure. Why do we use the same tool and get different results?

(3) How should it be measured?

Guide children to find problems in measurement.

Summary: First of all, find the starting point, measure along the boundary, do not deviate, do not overlap, connect end to end, and make a good mark.

(2) Exploration: measurement and recording.

Lead: The children all speak very well. Did you find that the wooden bridge was almost trampled to pieces? Let's use the correct measurement method to measure the standard length of the wooden bridge? We will buy some materials to repair it later. The teacher has prepared the same measuring tool for you. Can you measure the length of this wooden bridge?

(1) Provide children with the same measuring tools to measure the length of the single-plank bridge.

(2) Teachers patrol to observe, listen and understand the situation of children's measurement.

(3) Show the children's measurement results on the exhibition board, so that children can communicate while watching.

(4) Guide children to compare the measured results with their peers. What do you find? Summary: first find the starting point, one by one, to the end, count how many times you have measured it, and finally make records. (3) Secondary exploration and material procurement.

Lead: Next, we use the measurement method we have learned and buy the same length of materials to repair the wooden bridge.

(4) Extension of activities:

Introduction: There are many things in our life that can be used as measuring tools. There are many in the classroom. When we go back to the classroom, the children can find a tool you like to measure our desks, chairs, beds and windows. Can you compare the height of children?

The children choose to measure the surrounding objects independently, and the teacher focuses on observing the children's measurement methods and records.

What else did you measure? How to measure? How long is it?

▲ Comments of the research group:

1, the children's own measuring tools are too varied, which interferes with the children. At the same time, it is difficult to comb in the subsequent combing process, and it is impossible to grasp the key points for combing. In the organization of language, we should spend more time to make the language clear and concise, so that children will not have too many opinions and summarize badly.

2. In the activity, the teacher can add some body movements, which can help children understand the operation requirements more clearly and better perceive the measurement methods.

3. In the measurement activities, it is necessary for us to explain the measurement methods to children correctly and arrange them in an easy-to-understand way.

4. Teachers must accurately understand and master the core concepts contained in mathematics education activities, and on this basis, they can better transfer knowledge.

Mathematical natural measurement teaching plan 4

moving target

1, knowledge and ability goal: let children try to use the same thing repeatedly for natural length measurement.

2. Process and method Objective: To learn the method of using records and master the method of measuring the length of articles.

3. Emotional goal: to stimulate the enthusiasm of children to participate in mathematics activities through operational activities; Willing to share their experiences with their peers.

Important and difficult

Important: Reuse the unit quantity of natural length measurement.

Difficulties: Learn to record the measurement results in the form of a record sheet.

Activities to be prepared

Pencil, record sheet, golden hoop (one for each person), the Monkey King's puppet, story book, building blocks (rectangle and square) and a chopstick.

Activity process

1, dialogue import. (Pay attention to children's sensitivity)

Hello, children! I'm the Monkey King, brother of Journey to the West (show me your puppet). I recently encountered a problem. Many friends want to know how long my golden hoop is (show me the golden hoop). I want my child to help me today, but my measuring tool only has one chopstick (show me the chopsticks).

2.( 1) Let individual children try to measure the golden hoop with chopsticks. (Focus on children's experience)

Results: When using chopsticks to measure the length of the golden hoop, the chopsticks were not long enough.

Please think about it. What if a chopstick is not long enough?

(3) Chopsticks can be used repeatedly to measure the length of the golden hoop.

(4) Ask individual children to try how to use chopsticks repeatedly to measure the length of the golden hoop.

Summary: Considering the length of a chopstick as a part of the measured object, this chopstick can be repeatedly placed along the length of the gold hoop, covering the whole length without any blank or overlap, and these repetitions are counted.

The Monkey King has only one chopstick, but there are many things that can be used as measuring tools in our daily life. There are pencils, story books and building blocks (rectangles and squares) in our classroom.

4. Group operation activities. (Pay attention to the operability of children)

(1) Measure again with a pencil and make records.

(2) Reuse a story book for measurement and make records.

(3) Reuse a building block (rectangular or square, children can choose freely) and make records.

Summary: The measurement itself needs specific items to measure its results. There are various methods and results in the measurement.

Record sheet: master the measurement method through learning records.

Seven, the end of the activity:

1. Ask children to share their measurement tools and results, which is beneficial to peer learning.

The children packed the school tools in an orderly way, and the activity was over.

Eight. Promotion activities:

In life, there are many things that can be measured repeatedly. Please try to find it at home according to the learning method mastered in the activity, and naturally measure and record the length of an item.

Activity summary

According to Piaget's theory, quantity and number are isomorphic, but children's understanding of quantity is obviously later than number; Compared with 5-year-old children, they have mastered counting skills very well.

Children in large classes have begun to understand that the length can be divided into several units, and one unit can be reused to measure the length naturally. At this time, children have been able to construct the equivalent substitution relationship between unit quantity and length in their minds, which is manifested by using a small stick repeatedly to measure the length naturally.

Mathematical natural measurement teaching plan 5

Teaching objectives:

The lengths of line segments and graphic edges can be measured and compared correctly with natural objects.

Understand the application of numbers in daily life and the relationship between numbers and people's lives.

Actively participate in mathematics activities and experience the fun in mathematics activities.

Teaching preparation:

1, a picture of two athletes competing in the long jump (the length of the line segment jumped by the athletes is a multiple of 2), and several short sticks with a length of 2 cm.

2, children's books, a number of needles, a number of sticks.

3. Physical projector.

Teaching process:

1, learn the method of measurement.

Question: What are the athletes doing in the picture? Let's be a little referee and judge which one of them jumps far. (Inspire children to compare through measurement) Teachers demonstrate the measurement method on the physical projector: arrange the small sticks one by one in a straight line, so that the sticks are connected end to end without leaving gaps. Write down the number of sticks used under the line segment.

Ask a child to come up and try to measure the length of the line jumped by another athlete. The teacher helped the children write down the number of sticks used.

Compare who jumps farther and say why.

2. Discuss and try to measure another picture. (The method is the same as that in Figure 1)

3. The children use a stick or a paper clip to measure the line lengths of the athletes' high jump, long jump and throwing in children's books, and stick a small red flower on the athletes who jump far, throw far and run high.

Teaching reflection:

The creation of one situation after another captures children's interest in learning, so that children can learn to order from big to small or from small to big in their interest, and truly entertain and educate.

This course has a lot of materials for children to operate, but some children with poor ability have not finished their operations, which requires teachers to help children complete after class and let them experience the happiness of success.

Mathematical natural measurement teaching plan 6

moving target

1. Measure the length and height of objects by placing natural objects continuously.

2. Explore the relationship between measuring tools and measuring time.

3. Willing to put items in a row, leaving no gaps.

Activities to be prepared

1, the teacher operates the map card;

2. Teaching wall chart;

3. Insert plastic building blocks, ancient building blocks and paper strips.

Activity process

First, the story appreciation.

Second, the problem is solved.

1, ask questions around the story to stimulate children's interest in measurement.

(1) What does her measure for Mrs. Zhou? How tall is Mrs. Zhou? Chopsticks?

(2) How long did the rain fall to the cloth store? Did he do it right? Why?

(3) The numbers measured by five chopsticks and five hairpins are all 5, but the cloth bought is short. Why?

2. Operate the chart card to guide children to understand the length comparison of different measured objects with the same number.

Measure the length of chopsticks and hairpins.

3. Guide children to operate Gucci building blocks and plastic-inserted building blocks, try to measure and compare, and understand that the measurement results are related to the size and length of the measuring tool.

Guide children to operate Gucci building blocks and insert plastic building blocks, and measure the length of paper strips. Compare, what do you find?

Third, consolidate and expand.

1, please operate the homework sheet.

2. Check the operation results centrally.

Today, we learned to measure with different tools, and we also know that the measurement results are related to the size and length of the measuring tool. Besides the measuring tools used now, what else can be used for measurement? Will the children try it back?

Mathematical natural measurement teaching plan 7

moving target

1. You can measure the length of small fish with paper clips, straws and snowflakes, and try to record the measurement results.

2. Understand that the length of an object is relative.

Activities to be prepared

Courseware, paper clips, straws, snowflakes, stuck fish, record sheets.

Activity process

1. Create a situation diagram to stimulate children's interest in measurement.

(1) Show the courseware.

Teacher: The pond in summer is really lively. Tell me what you see.

Today, there is a sports meeting in the pond. Frogs, big white geese and little turtles are all here. Let's be fish babies and join in! Everyone wants to ask our fish to be the referee, will you?

2. Explore measuring tools and methods.

(1) Before the game starts, measure the length of the giant salamander!

(2) What do you want to measure? Where do I start measuring?

(Activity record: Child 1: I want to use a pencil.

Child 2: I want to use a paper clip.

Child 3: I want to use a toothpick.

Child 4: Use a straw. Start with the fish head ...)

(Comments: Children can think of measuring with natural objects, and they may think of saying it after seeing the operating materials prepared by the teacher, but this does not affect the effect of the activity. Children are particularly eager to express themselves. )

3, children's operation

(Activity record: Children 1: Take paper clips one by one and measure them together.

Child 2: Measure the circumference of the fish.

Child 3: Although the paper clips are put one by one, they are not measured in a straight line.

Other children's methods are basically correct. )

(Comment: I didn't throw the measurement method to the children in this session, but let them explore the measurement method freely and then correct their mistakes. It is understandable that some children's methods are incorrect. )

4. Ask individual children to demonstrate and measure small fish. Who wants to have a try? Let's see if his measurement is correct. Did you measure it from the beginning? Is the paper clip connected?

5. The teacher demonstrates.

6. Continue the operation

Teacher: Look, frogs and lobsters compete in long jump, and big white geese and turtles compete in swimming. The results of the competition have come out, so who is the champion of long jump and swimming? Please judge, measure with straws and snowflakes. Record the results.

7. Display the measurement results

(1) Who is the champion of long jump and swimming?

(2) Why are the same length measured with different tools and the results are different?

The same object is measured by different tools, because the tool length is different, so the result is different.

Activity expansion

1. Encourage children to use their hands, feet or natural objects around them as measuring tools to measure the area of the activity room and the height of desks and chairs.

2. play the game of "measuring height". Let the children work in pairs, draw the outline of each other's bodies, and then measure their height and the length of each paper clip with paper clips.