Large class mathematics interest 1 teaching plan goal;
1. Consolidate the understanding of common plane graphics and preliminarily experience the relationship between plane graphics.
2. Develop children's creativity and thinking flexibility.
3. Cultivate children's comparative judgment.
4. Develop children's logical thinking ability.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Highlights and difficulties of the activity:
The key point: to feel the connection between plane graphics.
Difficulty: The key point of children's experience is their perception and understanding of the edges used in different graphics.
Activity preparation:
Some matchsticks, markers, paper.
Activity flow:
(A) magic, leading to the topic.
1. Today, the teacher is going to do magic for the children. Do you want to learn?
2. Show two triangles and ask: How many match sticks are it made of?
3. Teacher's Magic: I want to take a matchstick. How many are left? I can make two triangles with five matchsticks. Can you believe it?
4. Who saw the secret? Why can five matchsticks make two triangles? (Because they have common edges, they are called "common edges")
(2) Teachers inspire children to assemble graphics with matchsticks, and perceive the * * * characteristics of the edges of the graphics.
1. Please make two triangles with five matches. (single child demonstration)
Please make a square and a triangle with 6 matches. (single child demonstration)
Please make a rectangle and two squares with seven matches. (single child demonstration)
(C) children's operational activities to develop children's creativity and thinking flexibility.
1. Show the record form and ask for splicing.
(1) Make five squares with the least number of matchsticks.
(2) Draw the figure you drew.
(3) Record the number of matchsticks you use.
2. The teacher observes the child's operation and gives guidance.
3. Activity evaluation.
(4) Activity extension:
Please go back to the classroom and enter the area, continue to do magic with our wooden sticks, and build five triangles with the least matchsticks.
Teaching plan for interesting spelling activities in large classes 2:
1. Consolidate the understanding of common plane graphics and preliminarily experience the relationship between plane graphics.
2. Develop children's creativity and thinking flexibility.
3. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
4. Experience the fun of math group games.
Activity analysis:
The key point: to feel the connection between plane graphics.
Difficulty: The key point of children's experience is their perception and understanding of the edges used in different graphics.
Activity preparation:
Some matchsticks, markers, paper.
Activity flow:
(A) magic, leading to the topic.
1. Today, the teacher is going to do magic for the children. Do you want to learn?
2. Show two triangles and ask: How many match sticks are it made of?
3. The teacher can do magic
(2) Teachers inspire children to assemble graphics with matchsticks, and perceive the * * * characteristics of the edges of the graphics.
1. Please make two triangles with five matches.
Please make a square and a triangle with 6 matches.
Please make a rectangle and two squares with seven matches.
(C) children's operational activities to develop children's creativity and thinking flexibility.
1. Show the record form and ask for splicing.
2. The teacher observes the child's operation and gives guidance.
3. Activity evaluation.
(1) Children's evaluation: What is the spelling? Who spells well? Why?
(2) Teacher's evaluation: Praise children who can apply the principle of sharing edges and pay attention to assembling more graphics with fewer matchsticks.
Activity expansion:
Please go back to the classroom and enter the area, and continue to do magic with our sticks, ok?
Activity reflection:
1. Make math fun.
Why do students like this kind of activity class? Because this class is intuitive and vivid, rolling, piling, touching, riding and counting, just like playing games, is interesting and fun. Therefore, the combination of numbers and shapes often used in mathematics teaching, the creation of situations of characters in cartoons, and the connection with mathematics in life are all aimed at making mathematics more interesting and students more motivated. Mathematics teaching should learn Chinese lessons, let students feel the agility of numbers and make mathematics teaching colorful.
2. Let students operate mathematics more.
In mathematics teaching, try to let students operate and do more. Students will feel more deeply in the operation. Go away, it's hard to tell junior students clearly, but it goes without saying that students go away. Including cutting, folding and drawing commonly used in mathematics teaching, is to let students operate more.
3. Mobilize students' various sensory organs.
Some people say that the more sensory organs are used, the stronger the memory will be. This lesson allows students to operate, touch, pile and observe with their eyes, which mobilizes students' various organs.
4. Understand the students and let them learn to express mathematics in their own language.
When junior students express mathematical problems in language, they are sometimes inaccurate. At this time, don't force students to remember some incomprehensible words. You can wait. At this stage, just let the students feel it. Such as plane, curved surface, etc.
5. Let the students discuss.
Don't underestimate these children. They have active thinking and diverse ideas. As long as you give them a stage, they will perform brilliantly. In this activity, I asked students to discuss in groups what objects can be built. The students built many novel shapes, and I gave them affirmation and praise.
Encyclopedia: fun, Chinese vocabulary. It means the quality that makes people feel happy and can arouse interest; Hobbies.
Big class math fun spelling teaching plan 3 activity goal:
1, like to participate in math activities and experience the fun of exploration in operation.
2. Consolidate the understanding of common plane graphics and preliminarily perceive the relationship between plane graphics.
3. Learn to find and discover different methods of graphics stitching, and perceive and understand the common edges in graphics.
4. Let children experience the fun of math activities.
5. Develop children's logical thinking ability.
Activity preparation:
Some matches (cotton swabs), recording paper and markers.
Activity flow:
1, introduce "magic" games to stimulate children's interest in participating.
(1) Teacher: The teacher is going to do magic today. Do you want to learn?
(2) Show two triangles.
Teacher: How many triangles are there in the teacher's slide? How many matchsticks make up two triangles?
(3) Teacher's summary: Two triangles are composed of six matchsticks, and a triangle has six sides.
(4) Teacher: Next, the teacher will do magic. Take off one matchstick, how many are left? Can you make two triangles with five matchsticks?
The teacher "conjured" and demonstrated how to make two triangles with five matchsticks.
2. The teacher explained "Common Edge".
(1) Teacher: We made two triangles with five matchsticks. That's weird. It is also two triangles. We used to use six matchsticks, but now we only need five. Why?
(2) Ask individual children to find a "common edge".
Teacher: It turns out that this side is not only an edge of the upper triangle, but also an edge of the lower triangle. The upper triangle uses this side, and the lower triangle also uses this side. This side has a nice name, which is called "Gongmian".
3, children's operation.
(1) Teacher: Now the teacher lets the children use the magic of "Gong Yuan" to do magic!
(2) First operation: Make a triangle and a square with six cotton swab sticks.
Teacher: The teacher has prepared a cotton swab stick for you. Please take out six cotton swabs and draw a triangle and a square on the table. Teacher: Six matchsticks can make patterns in four different directions. All four edges are common edges of two graphs. Do you still want to play magic games?
(3) The second operation: make a rectangle and two squares with seven cotton swabs.
Teacher: Tell me where the common edge of two squares is. Find out where the common edge of a rectangle and a square is. The teacher also found someone standing up straight. Then let's find out where the vertical side is. Whose public edges are these? Do you want to continue to break through?
(4) The third operation: spell, draw a picture and write it down.
Teacher: Next, please try again and spell five squares with your brain. See how many cotton swabs you use and how to spell them. Make five squares with the least number of matches, draw your numbers on the record sheet, and record how many cotton swab sticks you used.
The teacher summed up the operation.
4. End the activity.
Teacher: The children are amazing. They all succeeded. The teacher assigned a task today. Please build five triangles with the least number of matchsticks. We will discuss how you did it next class.
Activity reflection:
1, making mathematics fun.
Why do students like this kind of activity class? Because this class is intuitive and vivid, rolling, piling, touching, riding and counting, just like playing games, is interesting and fun. Therefore, the combination of numbers and shapes often used in mathematics teaching, the creation of situations of characters in cartoons, and the connection with mathematics in life are all aimed at making mathematics more interesting and students more motivated. Mathematics teaching should learn Chinese lessons, let students feel the agility of numbers and make mathematics teaching colorful.
2. Let students operate mathematics more.
In mathematics teaching, try to let students operate and do more. Students will feel more deeply in the operation. Go away, it's hard to tell junior students clearly, but it goes without saying that students go away. Including cutting, folding and drawing commonly used in mathematics teaching, is to let students operate more.
3. Mobilize students' various sensory organs.
Some people say that the more sensory organs are used, the stronger the memory will be. This lesson allows students to operate, touch, pile and observe with their eyes, which mobilizes students' various organs.
4. Understand the students and let them learn to express mathematics in their own language.
When junior students express mathematical problems in language, they are sometimes inaccurate. At this time, don't force students to remember some incomprehensible words. You can wait. At this stage, just let the students feel it. Such as plane, curved surface, etc.
5. Let the students discuss.
Don't underestimate these children. They have active thinking and diverse ideas. As long as you give them a stage, they will perform brilliantly. In this activity, I asked students to discuss in groups what objects can be built. The students built many novel shapes, and I gave them affirmation and praise.