Montessori Mathematics Class I Teaching Plan 1 Activity Target
1. Discover the numbers in life and know that numbers are everywhere.
2. Play games with numbers and experience the fun of activities.
3. Stimulate children's interest in numbers and cultivate children's emotional attitude of actively paying attention to things around them.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Stimulate children's interest in learning.
Teaching emphases and difficulties
Activity focus: initially perceive the relationship between numbers and things, and help children accumulate perceptual experience about numbers.
Activity difficulty: Learn to use numbers to solve some practical problems in life.
Activities to be prepared
1. There are all kinds of digital items in the activity room.
Stick a set of numbers from 0 to 9 on the teacher's clothes.
3. Draw pictures of small animals with numbers.
4. There are no digital clock faces, digital scales, telephones and other pictures.
5. Pictures with special numbers (1 10, 120, 1 19)
6. Pictures of articles with numbers.
7. A doll.
Activity process
First, teachers guide in children's songs.
1 thin and long like a pencil 2 floating on the water like a duckling 3 listening to the sound like an ear 4 floating like a flag in the wind 5 buying food like a scale hook 6 whistling like a sickle 7 mowing grass like a twist 9 holding rice like a spoon 0 making cakes like eggs.
Second, show the baby the number 0-9 to arouse the child's interest.
1. Today, the teacher wore a strange dress. Have you seen what's on my skirt? (0-9 years old digital baby)
2. What digital treasures are there? Children say the numbers 0-9, and the teacher sticks them on the blackboard. )
Third, enjoy the "digital world". (Find and talk about the numbers in life)
1, Teacher: Kid, today the teacher took you to the digital kingdom. Are you happy? Get in my car and set off. (Playing the music "Cars")
2. Teacher: The digital kingdom has arrived. Look at so many things here. What are they? (Children watch and say: calendar, clock, spring scale, ruler, book, telephone, remote control ...)
3. The teacher asked:
(1) If you find something with numbers on it, please tell your good friends nearby.
Who wants to tell you what you found?
Fourth, guess the numbers. (Guess the use of numbers on objects)
1, Teacher: After visiting the digital kingdom, we learned a lot of things with numbers here. Now we're going to drive back to our seats. Get in the car quickly. (Playing the music "Cars")
2. Teacher: Just now, we visited the digital kingdom and found that everything here has numbers on it. Please think about it. What are their uses? Teachers take out clocks, calendars, telephones, cars and other items one by one, and ask children to talk about their uses respectively.
The numbers on the clock tell us what time it is and do our own thing according to the time.
Numbers on the calendar: It tells us the month and date.
Number on mobile phone: used to dial telephone number.
3. Teacher's summary: Numbers are everywhere in our life. Besides quantity, they can also represent numbers, orders, dates, times, prices and so on. With numbers, many things in life will be orderly, convenient and accurate.
4. Some special numbers that are often used in life: 1 10 (alarm telephone) 19 (fire telephone) 120 (emergency telephone) Children must remember. (Show special number card)
5. Find the numbers. (recalling more numbers in life)
The teacher said, "The original numbers are so useful! Then, in our lives, in addition to the numbers on these items we collected today, what other items also have numbers on them? " Let the children speak freely and talk about the usage of the numbers they see there. (Look at the courseware: serial number, clothes, refrigerator, microwave oven, electric fan, car gear ...)
Sixth, visit the kingdom of carelessness.
The teacher said, "Today, the teacher will take the children to the unintentional kingdom. Please have a look and think about it. What are the items missing in the kingdom of carelessness? "
"Their life is convenient? Why? "
"Children, please help them and add numbers to these items to make their lives more convenient, ok?" (Paste the missing numbers)
7. Appreciate pictures spelled with numbers.
Teacher: The careless king regretted it, because his carelessness brought constant life. I want to get rid of the bad habit of carelessness. Children, thank you for your help and the gift I gave you. (Show pictures spelled with numbers)
Eight, the end. (As the music leaves the classroom)
Teacher: Please put the children in my car and go outside to find the numbers.
Montessori Mathematics Lesson One Teaching Plan 21. Design Intention
In the past, when designing activities related to geometric shapes, we used to present a complete geometric shape for children to observe and identify. In the expected participation of various senses (seeing, speaking, touching, etc.). ) and various forms of operational activities (finding, spelling, cutting, etc.). ), children are allowed to gain our full understanding of a certain geometry. However, teachers rarely think about where these geometric shapes come from, what kind of graphics are open, plastic, inspiring and challenging, and rarely let children get corresponding thinking guidance from the platform of mathematical activities.
In fact, in the plane graphics that children know, from the simplest triangle to all kinds of irregular polygons, they are all closed graphics surrounded by several "lines", and the different number of "lines" brings convenience to the naming of these different graphics: there are several sides (lines), that is, polygons. And "line" is an extension from "point" to a certain direction. When we try to sort out these knowledge chains about plane graphics from the source, we can easily find a mathematical activity platform to guide children to explore the kingdom of graphics spontaneously and sustainably: connecting points into lines and changing graphics.
Second, the activity objectives
1. In the contact activities, improve the understanding of the graphic characteristics of triangle "Trilateral Triangle".
2. Try to name the figure surrounded by connected points and lines and understand the naming method of polygons.
3. Explore the transformation between polygons and triangles through "connecting lines", and initially perceive the inherent law of mutual transformation between graphics.
4. Be able to cooperate with peers and try to record the results.
5. Improve the ability of logical reasoning and form a good habit of doing things in an orderly way.
Third, activity preparation
1. background music edelweiss and disco, camera.
2. Scenario creation: a blue massive starry sky map (with a blue display board at the bottom and a proper amount of yellow dots stuck on it as "stars") is surrounded by a "starry sky" scenario; Then prepare a 1 "star map" and put it on the blackboard to demonstrate the operation, or make the corresponding ppt courseware for operation.
3. There are 1 oil pastels.
Fourth, the activity process
(A) the "three-step dance" of the stars-re-exploring the characteristics of the triangle
1. Listen to the music "Edelweiss" and feel the rhythm characteristics of music triple time.
Q: How does this piece sound? How many beats does this song have? What do you want to do when you hear music?
2. Demonstration operation: connecting points and changing triangles.
Lead: The little star also likes this song. Look, they are dancing!
Demonstration: Under the music background of edelweiss, teachers connect points and lines on the starry sky map according to the music rhythm to create triangles.
Question: What dance does the little star dance? How did they jump out? Three stars are connected into three lines to form a triangle. Question: The teacher heard that a triangle has three sides and three angles. Who can show us from the triangle on the picture?
Summary: Three sides are three lines connected by three points (stars); Three corners are actually the places where three stars and two nearby lines are sandwiched.
3. "Angle" and "triangle" on the body.
For example, guide children to open and close their fingers and feel the size of the "angle"; Then guide children to construct a triangle with their hands and fingers, and identify three angles and three sides from the constructed triangle in pairs to strengthen the closed modeling characteristics of the triangle.
The appearance of triangle is a process from scratch: under the background of suggestive three-beat music, children naturally experience the shape characteristics of triangle, such as "three sides", "triangle" and "enclosure", which provides direct experience for children's possible graphic creation and painting in the future. In addition, in the search and expression of "angle" and "triangle" in the body, it helps children to correct the original understanding that "angle" is only "the most pointed point", which provides experience for subsequent exploration and study.
(b) star "disco"-exploring the connecting lines of polygons.
1. Listen to music, feel the rhythm characteristics of disco music, and guess the "new dance" of the stars.
Question: What kind of dances did the stars dance after listening to such a concert?
Try to operate: let the children operate on the "star map" with oil pastels.
Evaluation and discussion: discuss whether it is a new figure or not and whether there is an extra line in the middle of the figure. Try again according to the children's discussion.
2. Children's operation, connect points into lines to change the graphics and create new graphics.
Requirements: Let's use the method of "point connection" to change the shape, help the little stars listen to music, enclose a new shape and see who has the most special shape, and there are no messy lines in the middle of this shape.
Operation: Children hold oil pastels, look for a "sky" in the starry sky, and listen to disco music to operate.
Teachers observe and guide children's connection operation, and shoot various polygons surrounded by connections purposefully.
3. Thinking and discussion: What figure is this?
Lead: Let's take a look. What kind of figure did the star disco jump out of? The teacher uploaded the photos to the computer and showed them to the children.
Guided observation: How many sides are there in this picture? How many angles? What polygon should we call it?
Ask a question in time: Where is the Pentagon? Let's look for other figures besides pentagons. What kind of number is this?
Summary: There are several sides (corners), that is, polygons.
4. game: find graphics.
Rules of the game: The teacher gives instructions (such as looking for a five-pointed star), and the children look for the corresponding figure in the star map according to the instructions to see who can find it correctly and quickly.
Teaching reflection
In this class, the teacher fully mobilized the children's enthusiasm and participation, guided the children to give full play to their imagination and practical ability in class, and used various senses to carry out activities, so that the children could experience success and happiness while playing middle school.
In the activities, teachers also have many shortcomings, such as: in the operation of children, teachers did not put forward correct requirements for children in time, which led to the phenomenon of classroom confusion in the operation of children. The content of children's pictures is not rich enough, and the teacher has not continued to enrich the content of pictures for children. This link is missing. When children experience the joy of success, the teacher's mood is not high enough to share happiness with children.
Montessori Mathematics Middle Class Volume 1 Teaching Plan 3 Activity Objectives:
1, learn to judge the same number of objects within 7 without the influence of physical size and color characteristics and the interference of different arrangements.
2. You can view the operation results.
3. Willing to take an active part in activities and interested in mathematics.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5, like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.
Highlights and difficulties of the activity:
The same number of objects within 7 can be judged without the influence of physical size and color characteristics and the interference of different arrangement forms.
Teaching methods and means:
Multimedia teaching method, observation method, operation method, etc.
Activity process
(1) scene import.
Today, the teacher invited many small animals to play games with us. Who will be the first animal to appear? Let's take a look. -PPT shows two rows of chickens corresponding to the discharge.
Question: Chicken. Then tell the teacher whether the number of chickens in these two rows is similar or not.
2. How many people are there? (all 6)
3. Really? Then I'll ask the children to come up and count. (The children will show the corresponding numbers at the back after clicking each group. )
Now, the chicks must change to a new formation. The chickens in the first row stay where they are, and the chickens in the second row spread out into a long queue. ) Question: Are we here to see if the two rows of chickens are the same? (same or different)
5. Really? The lines in the second row are longer than those in the first row.
6. Yes, the second row of chickens is long, but is it the same or different from the first row of chickens? I asked the children to come up and count. (After counting each group, the corresponding number 6 will be displayed)
Summary: It turns out that the number of chickens in these two rows is the same. Although the formation has been changed, the number is still the same, all six.
(2) The butterfly has finished playing games with us. We asked the butterfly to have a rest. What will happen next? -PPT presentation (5 butterflies in the top row and 5 butterflies in the bottom row).
Question: Butterflies are arranged in two rows. Let's look at the difference between these two rows of butterflies. Then tell me whether there are as many blue butterflies as there are yellow butterflies. (As much) Why? (All five) I asked the children to come up and count. (The corresponding number 5 is displayed after each row is counted) Summary: Although the colors of these two rows of butterflies are different, their numbers are the same, and they are all five.
(3) After playing counting games with us, there are other small animals who want to play. -Show me two rows of monkeys (seven little monkeys in the top row and seven big monkeys in the bottom row).
Question: Monkeys, they are also in two rows. Let's see the difference between these two rows of monkeys. Then tell me whether there are as many little red monkeys as there are big green monkeys. (As much) Why? (All seven) I asked the children to come up and count. (The corresponding number 7 is displayed after each row is counted) Summary: Although the colors and sizes of these two rows of monkeys are different, their number is the same, with seven monkeys.
The little monkeys were tired of playing games with us, so we asked them to go down and have a rest. Who's coming out next? They can't wait. Now the teacher invited them all out. Show three different rows of small animals in turn.
Question: Are the three rows of small animals going to play a game of "finding the same number" with us? Let me see who our little friend found first.
Did he find the right one? We asked him to count. (Children will display the corresponding numbers 3, 2, 3 after counting each line. Do you think he has found the right one? I found the right one. That's great.
(5) Children's grouping operation.
Teacher: In the following time, the teacher invited all the children to play a game. How to play? The teacher will show you first. Looking at the screen with small eyes, this picture in PPT has three rows of fruits. There are five bananas in the first row, five apples in the second row and four oranges in the third row. By counting, we know that there are as many bananas as apples, with five. Then the teacher will color the circle behind the same number of bananas and apples.
Next, look at the operating materials prepared by the teacher for the children. There are four groups of items on our material paper, and each group has three different lines of items. Let's first find out who has the same number as who in each group, and then paint the circle behind each group with the same number of items with a pen. You got it? All right, now the children go to the table. There are prepared materials, paper and markers on the table. Let's get started. The teacher reminds the children to check the results themselves every time they operate. )
Montessori Mathematics Middle School Class I Teaching Plan 4 Activity Objectives:
1, review and consolidate the characteristics of various graphics.
2. Develop children's spatial imagination and creativity through hands-on operation.
3. Cultivate children's interest in math activities.
Teaching emphases and difficulties:
Activity focus: Know five kinds of figures (triangle, square, rectangle, trapezoid and circle) and understand their characteristics.
Activity difficulty: being able to correctly distinguish various graphs and know the relationship between graphs.
Activity preparation:
1, knowledge preparation: geometry that children already know.
2, material preparation: wonderful box, multimedia courseware, five kinds of graphics to operate.
3, a variety of graphics cards.
Activity flow:
1, children play finger games: change and stabilize emotions.
2. Game: Looking for a graphic doll in a wonderful box Today, the teacher brought a wonderful little box (display box). Do you want to know what is in the box?
(1) Now let's have a look. Children's Song: There are many things in the wonderful box. Let me feel what's in it first. ) What's this? How did you know it was a rectangular doll? What color is it? What are the rectangular things we usually see?
(2) There are many things in the wonderful box. I asked a child to touch it and see what it was.
What kind of number is this? What color is that? Can you say the characteristics of the square with children's songs? Think about the square objects we have seen.
(3) There are many things in the wonderful box. I asked the second child to touch it and see what it was.
What kind of number is this? Why the triangle doll? What color is it? So which items have we seen are triangles?
There are many things in the wonderful box. I'll let the third child touch it and see what it is.
What number is it? How do you know it's trapezoidal? What color is it? Think about it, which things are trapezoidal?
There are so many things in the wonderful box. Do you want to know what else is in the box? Let's have a look. Look! What kind of number is this? How do you know it's round? Now the teacher invites some children to perform. Can you say common round objects with children's songs?
Summary: There are rectangles, squares, triangles, trapezoids and circles in the wonderful box. We have learned so many figures that it is not enough to know their names and distinguish them correctly. We also need to know their relationship. )
3. Teachers demonstrate the changes of graphics through puzzles and folding.
(1) What pictures did the teacher take? (Square) What shape do I put them together? (Rectangular)
(2) a square, the teacher can also fold it into other kinds of graphics. See what shape it has become? Rectangular, square, triangle and trapezoid. This shows that graphics can be changed.
4. Play multimedia, enjoy animated puzzles, teachers ask questions, and children perceive the transformation relationship between graphics.
(1) Now, let's enjoy the wonderful performance of the graphic dolls and see what graphics they have become together.
(2) Do children say that rectangles and circles can be changed back into cars after being disassembled? Let's go on to see if the graphic doll has changed back into a car.
Listen, after they split up, they became cars again. Graphic dolls are really amazing!
5. Inventory and classification activities:
Today, the teacher also prepared a gift for the children. Look what this is. (Robot) Do you like it?
(1) Let's see what kinds of graphics robots are made of. (The child said that the teacher posted the corresponding graphics one by one. )
(2) How many kinds of graphics does a * * * have? Then we need to find its digital friend 6 and post it at the bottom of the picture.
(3) How many are there in each figure? Ask the children to find the corresponding numbers and post them on the map.
(Summary: The children did a great job today! When dolls play together, they can be combined into many different shapes. )
6, children's operation, free puzzles.
Now, do you want to play games with the graphic dolls and spell out your favorite graphics? The little chair turned gently to the table. Let's see whose hands are the most dexterous and whose figure is the most beautiful!
Montessori Mathematics Middle School Class I Teaching Plan 5 Activity Objectives:
1. Review and consolidate the understanding of triangles, squares and rectangles to help children further master the characteristics of ellipses and trapezoid.
2. Guide children to boldly try to record the number of graphics with their own numbers.
3. Improve the sensitivity of spatial perception.
4. Cultivate children's habit of speaking while operating.
5. Experience the life of mathematics and the fun of mathematics games.
Activity preparation:
1. Self-made courseware: graphics, graphics collage chicken, pig, small goldfish, house, turtle, puppy, etc.
Children have homework paper and pens.
Activity flow:
First play the graphic PPT.
1. "Children, there are several graphic babies in our class today. See who they are? " Show a triangle (with three sides and three corners), a square (with four corners as big and four sides as long) and a rectangle (with two opposite sides as long and four corners as big).
Show ellipse
"Is it round?" (No) "Where do you see that it is not round?" "Let's compare." (Compare the first two pictures and confirm that the ellipse is longer than the circle. "So what is the name of this figure?" (oval)
3. Show me the trapezoid.
"How many faces does this figure have? How many angles? You see, the top is short, the bottom is long, the top and bottom are flat, and the other two sides are inclined. What does this figure look like? (Summary: This slide-like figure is called a trapezoid. )
"However, this trapezoidal baby may be naughty. It tumbled for a while and lay down to sleep for a while. Do you think this is still a trapezoid? " (Summary: It turns out that the trapezoid can be put upside down and put in sleep. They are all trapezoidal. )
Second, play the graphic collage PPT.
Teacher: The graphic baby can do magic. Look, what have they become? (chicken)
What patterns did the baby change on the chicken, and how many were there? Come and count, but don't count.
Piglets, goldfish, houses, turtles, puppies, etc. What figure has the baby become? How to record them? (You can use numbers, lines and ideas to guide children)
Third, children's operation
Interesting graphic collage, and make records.
Fourth, evaluation, the end of the activity
Ask children to tell their parents or peers about the collage patterns and records.