Mathematics is an abstract logic subject with its own characteristics and laws. It is closely related to children's life, and mathematics activities should be designed in combination with children's life reality and knowledge and experience. In the math activity of "I can divide", I hope to provide children with enough operation materials, and then guide them step by step, so that children can really find and summarize the method of "dividing equally" in the operation process. Because the formation of children's mathematical concepts can not be solved by listening to the teacher and watching the teacher demonstrate, it must be through the process of children's own active activities.

Second, the analysis of children's situation

The cognitive, operational and logical thinking abilities of children in large classes have been continuously improved; At the same time, they are not only satisfied with what the teacher said, but also often ask questions such as "what is this", "why" and "how to do it". They are more willing to prove it through their own abilities, so they are more interested in operation. Moreover, because children are not mature in all aspects of development, they may understand something, but they can't transform it from concrete to their own internal abstract concepts. Therefore, through activities, I hope they can turn their understanding of the external characteristics of things into internal and regular thinking.

Third, say the goal.

The new syllabus points out that the value orientation of science education is no longer concerned with the transmission of static knowledge, but with children's emotional attitude and children's ability to explore and solve problems. Children are active participants rather than passive recipients of educational activities, and the content of activities must meet children's interests, needs and acceptance, so as to guide children to develop to the nearest target development area. The children in the big class like to explore, like to try, and are very interested in moving and doing, so I inspired them to exchange discussions, accumulate experience and guide them to find an equal method after the operation. I set the following goals for this activity:

1. Learn to divide an object into two equal parts and four equal parts, and understand the relationship between the whole and the parts.

2. Explore different ways to divide an object equally, develop observation and creativity, and improve the ability to solve practical problems.

Activity preparation:

1. A string, a rectangle and a square piece of paper.

2. Every child should have a homework material, including: string (or wool), scissors, and some round, rectangular and square pieces of paper.

3. Square slices of bread, round cakes, plasticine, oranges, cucumber slices, tomatoes and plastic knives.

4. Children's books.

Activity flow:

1. Show the objects and guide the children to learn how to score.

(1) Show a rope and let the children think. This rope should be divided into two sections of equal length. How to divide it? Let the children divide it.

(1) Children's operation, teachers' patrol, encouraging children to actively start work, and emphasizing equal length, so that children can explore and find that cutting from the crease is the correct method.

The teacher concluded: dividing the rope into two equal parts like this is called bisection, and each part is half of the original.

(2) Show square, round and rectangular pieces of paper and guide children to try to divide them into two parts.

Children's operation, teacher guidance, found that there are differences should be actively encouraged.

(3) Discussion: How many different ways are there to divide square, round and rectangular paper into two halves? (3 kinds of squares, 1 circle, 3 kinds of rectangles)

(4) Inspire children to find ways to verify that two separate copies are the same size and understand that each separate copy is half of the original.

Teacher: How to divide it? Are these two parts the same size? How much is the original share? What happens when the two parts are combined?

Teacher's summary: Each copy is half of the original. To divide an object equally is to divide it into two equal parts. Combining these two independent parts, it becomes the original graph.

2. Show physical objects and guide children to learn quartering.

(1) Show the square and let the children think. How should this square be divided into four equal parts? Let the children divide it.

The teacher summed up: the quartering method is to divide an object into four equal parts. (Teacher's demonstration)

(2) Show round and rectangular pieces of paper and rope, and guide children to try to divide them into four parts.

(3) Discussion: How many different ways are there to divide round and rectangular paper ropes into four parts?

Summary: There are 1 species in circles, 3 species in rectangles and 1 species in ropes.

(4) Inspire children to find ways to verify that the four separated copies are the same size, and understand that each separated copy is one of the original four copies.

3. Children's grouping operation: "two good friends", "dividing pictures", various food learning tools, and individual guidance from teachers.

4. Activity evaluation.

Consolidate the concepts of dichotomy and quartering.

Editor in charge: hcl?

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