Middle school mathematics 5 teaching plan 1 the formation of activity goal;
1, let the children know that 4 plus 1 is 5, and 5 can represent all objects with a quantity of 5.
2. Cultivate the habit of children talking while operating.
3. Cultivate children's comparative judgment ability.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Develop children's logical thinking ability.
Activity preparation:
Teaching aid: some pictures of fruits and leaves.
Learning tools: leaves
Activity flow:
First, the beginning part
1. Clap game: Now, please let the children clap their hands with Mr. Xiao.
2. Teacher: Little friend, Teacher Xiao asks you, what is 1 plus 1?
Teenager: Miss Xiao, I tell you, 1 plus 1 is 2.
Teacher: Little friend, Teacher Xiao asks you, what is 1?
3. Look at the numbers and act: the teacher shows the number 1-4, and the children act accordingly.)
4, and then say numbers: the teacher says numbers at will, and the children say, for example, the teacher says 1, and the children say 2, 3, 4.
Second, the formation of learning 5
1, children, it's autumn. Let's see what happened.
The fruit on the apple tree is ripe. Today, the puppy is going to pick apples to eat. Let's have a look.
How do you pick apples?
The teacher plays the little yellow dog and picks apples. First, pick four apples.
Little yellow dog picked apples. Let's count how many apples he picked.
The puppy just wanted to leave, but when he remembered to send an apple to the puppy, he went back and picked 1 apple. Now let's see how many apples the little yellow dog picked!
The teacher led the children to say that four apples plus 1 apple make five apples.
Little yellow dog picked five apples.
When autumn comes, the leaves on the tree turn yellow slowly, and the yellow leaves will fall to the ground.
Become a fallen leaf.
The teacher demonstrated that four leaves had fallen from a tree.
Then another piece fell.
Guide the children to say that there are 4 fallen leaves. If you add 1 fallen leaf, there will be 5 fallen leaves.
4. Guide children to learn the formation of 5 in a similar way.
5, children, add 1 leaf to 4 leaves. There are five leaves, so we know that four leaves have been added.
1 is 5.
Third, pick up leaves.
1, children, it's autumn, do you want to pick leaves, too?
The teacher distributed a certain amount of fallen leaves to each table.
Please follow the teacher to pick up the fallen leaves, but the teacher has one requirement, that is, to have friends.
Friends listen to the teacher's instructions. The teacher asked you to pick up a few pieces first, and then you picked up a few pieces and returned them.
Tell me how you did it while operating.
Fourth, the conclusion part.
summary
Today we learned 4, plus 1 is 5.
Let the children find out what's in the classroom and at home after class. The number is five.
Form the activity goal of middle school mathematics 5 teaching plan 2;
1, through operation, guide children to master the formation of 7 and the relationship between 1 and 1.
2. Experience the fun of mathematical operation and exploration.
3. Guide children to actively interact with materials and experience the fun of mathematics activities.
4. Develop children's logical thinking ability.
5. Develop visual perception and judgment.
Activity preparation:
Disposable plate, fork, 7 cake pictures, large demonstration board and smart box.
Highlights and difficulties of the activity:
Key points: Let children know that 6 plus 1 is 7 through arithmetic activities, and it can be described in words.
Difficulties: Know the relationship between numbers greater than 1 less than 1, and understand that there are 71in 7; Seven 1 adds up to seven.
Activity flow:
(A) Enter the game: "Mouse and Cat"
The mouse is going to buy a cake and meets a cat on the way. There was a cat among the six mice in the past. Let's see how many cats appear.
Let the children join hands in a big circle, and the teacher pointed at them one by one while saying nursery rhymes.
Children's Song: A little mouse went shopping for a cake and met a cat. Say "mouse" if you point to it. When it refers to six people, children will learn to meow. )
Example: mouse, mouse, mouse, mouse, mouse, mouse, cat. See which child counts clearly and responds fastest.
(2) Explain the operation:
1. Learn the formation of 7 through the story of cat and mouse eating cake.
The teacher said: Who did we invite just now? What do I mean by mouse? (pointing one by one) Now let's invite the mice out one by one!
Ask the child: How many mice are there? Let's count together.
The teacher summed up: 6 The mouse has come to a cat again. How many animals are there now?
Six mice and a cat are seven kinds of animals, and six plus 1 is seven.
2. The teacher took out six empty disposable plates as cake boxes, arranged them in order, and the children counted them.
Ask children:
(1) has several plates.
(2) Are there as many animals as plates? Who is more and who is less? How much more? How much is missing?
The teacher said: we gave the mouse a plate, and the cat was not happy. How can I make six plates into seven plates?
Teacher's summary: Yes! 6 disks plus 1 disk (color) is 7 disks, and 6 disks plus 1 is 7.
3. Send cakes.
The teacher said, children, let's give each mouse a piece of cake! Please put the cakes on the plate one by one.
Ask the child: How did the cake get on the plate? 6 How many 1? Please count the number of children and tell the total.
The teacher said: the cat said I want to eat cake, too. Let's give it a cake, too! How many cakes are there? How many copies is 6 1?
Quantitative objects, perceive the quantitative relationship between numbers and things, and use the learned knowledge to further understand the relationship between numbers and quantities. Through games, children can further consolidate the number 6 and try to arrange the number 1 ~ 6.
Teacher's summary: 6 1 cakes are 7 cakes, and 6 1 cakes are 7 cakes.
4. send a fork.
Ask the children to hand out 7 forks and ask them: How many forks are there in 7 1? (7 1) Please count the children and tell the total.
(3) The children themselves operate the forming process of the smart box insertion 7.
The teacher said: mice and cats are not full after eating cakes. Let's prepare some food for them! What do you want to prepare for them?
1. Let the children insert six green apples in the first row. What would you do if you gave the cat 1 green apple?
Teacher's summary: six green apples plus 1 is seven green apples, and six plus 1 is seven.
2. Ask the child to insert 6 pieces of cheese in the second line, and then ask how many pieces are added if 1 piece of cheese is added.
Teacher's summary: 6 pieces of cheese plus 1 piece of cheese is 7 pieces of cheese, 6 pieces of cheese plus 1 is 7.
Children insert 6 pieces of red candy in the third row. Compared with cheese, how many pieces are there? Q: If you add 1 candy, how many pieces are there?
Teacher's summary: 6 sugars plus 1 is 7 sugars, and 6 sugars plus 1 is 7.
4. Let the children insert six blueberries in the fourth row. If you add 1 blueberry, how many are there?
Teacher's summary: six blueberries plus 1 is seven blueberries, and six blueberries plus 1 is seven blueberries.
The children put the pieces in place one by one, and then counted them and said, "Seven out of seven 1." Put the chess pieces in the specified position of the smart box.
(D) Relaxing games: (Enriching children's common sense of life)
Let each of our children become a cake pastry chef, and everyone will make different cakes! Say cake
Name and use the body. "What's the taste of what you do? What about yours? " Examples: fruit cake, strawberry cake, yolk cake, seaweed cake, chocolate cake, ice cream cake, fluffy cake, brown cake, raisin cake, banana cake!
Activity reflection:
From life and games, feel the quantitative relationship of things and realize the importance and interest of mathematics. This is what we learned from the outline. In order to achieve this goal better, I take games and situational stories as dual factors, so that children can initially perceive the formation and practical significance of 7 in the process of story situation and problem solving, and consolidate their learning in practical operation. According to the big goal of this theme and the content of this activity, I set three goals for educational activities:
First of all, introduce the game of mouse and cat to understand the practical significance of 7.
Second, introduce the scene of eating cake, so that children can initially grasp the formation of 7.
Third, cultivate children's practical ability. I took two steps in the operation:
(1) Through the operation of story pictures, children can initially perceive the formation and counting of "7" in imagery cognition, and initially make an arithmetic judgment.
(2) By operating the wisdom box, let children operate by themselves, understand the formation and counting of 7 in physical cognition, and know the relationship between 6 and 7. I think games, stories and operations will help children understand the number concept of 7 in the cognition of abstract symbols, and children will learn it easily.
Through this activity, I feel that my three educational goals have basically been achieved and the children are very emotional. I can feel that children like this form because they like stories. I think children's math education will be taught in the form of stories and games, which will be easier for children to understand and accept. However, there are many shortcomings in my activities. In the process of operation, whether to operate more and explore more materials outside the smart box, so that every child can have a hand, the interaction effect will be better, and some mathematical concepts will be infiltrated. Let mathematics come from life, and it would be better if some situational games were infiltrated into the activities.
The above is my personal self-evaluation of this activity. Due to my limited personal level, I urge directors, directors and teachers to give me more guidance. I will accept it with an open mind and answer the puzzles and difficulties in the activities. thank you