As a selfless people's teacher, it is necessary to carefully prepare teaching plans, which will help us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. Let's refer to how the lesson plan is written! The following is my carefully arranged math lesson plan for the middle class: it is relatively thick, I hope it will help you.

Mathematics teaching plan for middle class: relatively thick 1 goal:

1, through different methods, distinguish the thickness of 2-5 objects and sort them.

2. Cultivate children's ability to observe and compare.

3. Experience happiness through classification, cooperation and comparison.

Preparation: boards, books, scarves, paper, socks, towels, biscuits, shoe boxes, drinks, building blocks and baskets.

Process:

(1) Visual inspection

1, Teacher: What kind of coats do the children wear in winter (thicker than what you are wearing now)? What about what you are wearing now (thinner)?

Show me a board: I have a board here. Do you think it is thick or thin?

Teacher: Then I'll take out a piece now. Is this board thick or thin now?

Summary: It turns out that one thing can't be compared. More thickness requires more than two things. Teacher: How do you know the thickness of this board (with your eyes)? Teacher: Your little eyes are really bright. The thickness can be seen at a glance.

Show it to the bookseller: Then please tell me who is thicker and who is thinner in these two books: please point them out. How did you know?

4. Show me the shoe box. Teacher: Hey, how about these two boxes? Please come up and point them out. How can you use this method?

Conclusion: We can compare the thickness of things through our own eyes.

2. Touch

1, the teacher shows the scarf Teacher: It's cold. What kind of scarf should I wear? Please think about it. Which one should I wear?

Teacher: Do you all think it is thick? Teacher: Then how do you know?

Teacher: By the way, you can also compare them by touching them.

2. The teacher asked the children to touch and distinguish.

Teacher: Teacher Jin asked the children to touch it to see which is thicker and which is thinner.

Conclusion: We can directly touch it with our own hands to compare the thickness of objects.

3. Put two things with different thickness under each chair.

Teacher: The teacher put a basket under each of your children's chairs. Please compare the things in the basket. Put a purple time sticker on the thickest place. The pasted child will send the basket here, remember where to put it. The teacher will check 2-3 items.

Summary: Our children are great. They can compare the thickness of objects by touching them.

(2), the investment ratio

1, the teacher showed two pieces of soap with inconspicuous thickness (on the table and on the floor). Teacher: Then please have a look. Who is thicker than these two bars of soap? Teacher: Wow, some people think it's so fast, others think it's so fast, whose ass is thicker? Please try to compare.

Teacher: Well, that's great. Your method is really good. You compare two pieces of soap together.

Teacher: Hey, there's a bar of soap. Is it thicker or thinner than the soap here? Teacher: What method do you compare? Talk about thick and thin.

2. Show me the biscuit box Teacher: Who is the thickest and thinnest of these three boxes of biscuits now? Please compare.

Teacher: How do you compare?

Conclusion: For some objects with insignificant thickness, we can compare them side by side.

Third, supermarkets.

1, showing things with different thicknesses Teacher: Did all our children learn how to put the thickness just now? There is a clerk in the supermarket who wants to ask you for help. Would you like to? It turns out that the supermarket has a lot of things of different thicknesses to sort out and find their own home. Look at the supplies section, the beverage section, the food section and the toy section. Teacher: Please take one product for each child later and find them first.

Check: Teacher: Let's see if they are arranged correctly. This group, this is the thinnest and this is the thickest.

Teachers test and summarize in turn: Today, we have learned many methods of thickness, which can be seen with eyes, touched by hands, or compared together.

Fourth, search, operator: there are many things in our home and classroom that can be used to compare the thickness. Now let's go to the classroom and compare.

Activity reflection:

After the activity started, in order to increase the interest of the activity, I adopted the method of scene introduction; The rabbit went to buy clothes and asked the children to help the rabbit choose a suitable dress. Sure enough, the performance firmly attracted the children's attention from the beginning. The children began to actively help rabbits. Even after the activity, a child said to me, "Teacher, I think your performance today is very interesting."

But there are also some fly in the ointment. I compared the thickness of three clothes, lacking rigorous mathematical language to summarize, such as which is the thinnest, which is the thickest and which is in between. At the same time, because the three clothes have been arranged in order after comparison, it is meaningless for children to sort, so they are not allowed to sort in reverse. Here, goal 2 is ignored. In fact, you can ask your child, "In what order and how are the clothes arranged?" This will lead to positive and negative ranking. It seems that when we design activities, we haven't considered them thoroughly enough, and we need to strengthen our exercise in dealing with improvisation in class.

Next, I asked the children to find out what else in life can be thinner. Because of the lack of life experience and the lack of examples of great demand, the children were tested at once. It seems that we should pay more attention to the education in daily life, and teachers should be a conscientious person to expand children's knowledge.

Finally, in the comparison of grouping operation, I divided the children into four groups. The first group compares the thickness of books, the second group compares the thickness of clothes, the third group compares the thickness of wooden boards and the fourth group compares the thickness of paper. Because I ignored the positive and negative sorting in front of me, I asked my children to arrange the objects directly according to the thickness here, but I didn't let them compare the thickness first. Too fast and too fast directly leads to the monopoly of the children with strong ability, while the children with weak ability or introversion do nothing. In fact, if children are allowed to choose an item freely, then compare it with their peers, and then queue up, they will be moved, and then let the children exchange ideas and try in groups. Activities will be more interesting.

Middle School Classroom Mathematics Teaching Plan: Thickness Contrast 2 Objectives:

1, through different methods, distinguish the thickness of 2-5 objects and sort them.

2. Cultivate children's ability to observe and compare.

3. Experience happiness through classification, cooperation and comparison.

4. Let children learn simple math problems.

5, like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.

Prepare:

Wooden boards, books, scarves, paper, socks, towels, biscuits, shoe boxes, drinks, building blocks and baskets.

Process:

First, visual inspection.

1, Teacher: What kind of coats do the children wear in winter (thicker than what you are wearing now)? What about what you are wearing now (thinner)?

Show me a board: I have a board here. Do you think it is thick or thin?

Teacher: Then I'll take out a piece now. Is this board thick or thin now?

Summary: It turns out that one thing can't be compared. More thickness requires more than two things. Teacher: How do you know the thickness of this board (with your eyes)? Teacher: Your little eyes are really bright. The thickness can be seen at a glance.

Show it to the bookseller: Then please tell me who is thicker and who is thinner in these two books: please point them out. How did you know?

4. Show the shoe boxes Teacher: Hey, what about these two boxes? Please lift them up. You can sum it up in this way: we can compare the thickness of things through our own eyes.

Second, touch

1, the teacher shows the scarf Teacher: It's cold. What kind of scarf should I wear? Please think about which one I should wear. Teacher: Do you all think it is this thick? Teacher: How do you know? Teacher: By the way, you can touch it and compare it.

2, the teacher let the children touch, come up to distinguish the teacher: Mr. Jin let the children touch, see which one is thick and which one is thin: just now we can touch it with our own hands and compare the thickness of the object.

3. Put two things with different thicknesses under each chair Teacher: Teacher puts a basket under each chair of your children. Please compare the things in the basket, put a purple time stamp on the thickest thing, and then paste it. The children send the basket here and remember where they put it. The teacher examines 2-3 things. Summary: Our children are great. They can compare the thickness of objects by touching them.

Third, parallel proportion.

1, the teacher showed two pieces of soap with inconspicuous thickness (on the table and on the floor). Teacher: Then please have a look. Who is thicker than these two bars of soap? Teacher: Wow, some people think it's so fast, others think it's so fast, whose ass is thicker? Please try to compare.

Teacher: Well, that's great. Your method is really good. You compare two pieces of soap together.

Teacher: Hey, there's a bar of soap. Is it thicker or thinner than the soap here? Teacher: What method do you compare? Talk about thick and thin.

2. Show me the cookie box Teacher: Who is the thickest and thinnest of these three boxes of cookies now? Please compare with the teacher: What method do you use to compare and summarize: For some objects whose thickness is not obvious, we can use the method of side-by-side comparison.

Fourth, supermarkets.

1, showing things with different thicknesses Teacher: Did all our children learn how to put the thickness just now? There is a clerk in the supermarket who wants to ask you for help. Would you like to? It turns out that the supermarket has a lot of things of different thicknesses to sort out and find their own home. Look at the supplies section, the beverage section, the food section and the toy section. Teacher: Please take one product for each child later and find them first.

Check: Teacher: Let's see if they are arranged correctly. This group, this is the thinnest and this is the thickest.

Teachers test and summarize in turn: Today, we have learned many methods of thickness, which can be seen with eyes, touched by hands, or compared together.

5. search, operator: there are many things in our home and classroom that can be used to compare the thickness. Now let's go to the classroom and compare.

Reflection:

Next, I asked the children to find out what else in life can be thinner. Because of the lack of life experience and the lack of examples of great demand, the children were tested at once. It seems that more attention should be paid to education in daily life. A teacher should be a responsible person and expand children's knowledge. The activity was very successful.

Mathematics teaching plan for middle class: thickness comparison 3 Activity purpose:

1, which can distinguish the thickness of objects and correctly use "thickness" to represent the comparison results.

2. We can find the same number of objects from 3-5 objects with different thicknesses.

3. It can sort 3-5 objects forward and backward.

Activity preparation:

Material preparation: cucumbers, carrots, radishes, books, building blocks, etc.

Activity flow:

1, citing the topic. The teacher showed two books with different thicknesses. Let the children compare and say which is thicker? Which book is thin?

2. Perceive the thickness of the object through the game of "Compare with One".

(1) Guide the child to take out the book from under the seat and compare it with the child next to him, and use "thickness" to indicate the comparison result.

(2) Find: Let children find 3-5 books with the same thickness or thin.

2. Group operation activities.

(1) Row by row: provide cucumber slices, carrot slices, books, building blocks, etc. Different thicknesses, and guide children to classify each item from thick to thin or from thin to thick.

(2) Coloring: Paint the objects in the picture with different colors according to the thickness.

3. Use multimedia to show children's operation works.

Activity expansion:

Regional activities: provide objects with different thicknesses in the puzzle area and ask children to classify them; And can be drawn according to the diagram.

Life activities: in daily life, continue to guide children to find objects with different thicknesses in kindergartens, homes and surrounding environments.

Middle School Classroom Mathematics Teaching Plan: Thickness Contrast 4 Objectives:

1, through different methods, distinguish the thickness of 2-5 objects and sort them.

2. Cultivate children's ability to observe and compare.

3. Experience happiness through classification, cooperation and comparison.

Preparation: boards, books, scarves, paper, socks, towels, biscuits, shoe boxes, drinks, building blocks and baskets.

Process:

(1) Visual inspection

1, Teacher: What kind of coats do the children wear in winter (thicker than what you are wearing now)? What about what you are wearing now (thinner)?

2. Show me the blackboard

Teacher: I have a board here. Do you think it is thick or thin?

Teacher: Then I'll take out a piece now. Is this board thick or thin now?

Summary: It turns out that one thing can't be compared. More thickness requires more than two things.

Teacher: How do you know this board is thick (with your eyes)?

Teacher: Your little eyes are really bright. The thickness can be seen at a glance.

Show me this book.

Teacher: Then please tell me who is thicker or thinner in these two books.

Teacher: Please point it out. How did you know?

4. Show me the shoe box

Teacher: Hey, how about these two boxes? Please come up and show them. How could you do that?

Conclusion: We can compare the thickness of things through our own eyes.

2. Touch

1, the teacher shows the scarf.

Teacher: It's getting cold. What kind of scarf should I wear? Please think about it. Which one should I wear?

Teacher: Do you all think this is thick?

Teacher: Then how do you know?

Teacher: By the way, you can also compare them by touching them.

2. The teacher asked the children to touch and distinguish.

Teacher: Teacher Jin asked the children to touch it to see which is thicker and which is thinner.

Conclusion: We can directly touch it with our own hands to compare the thickness of objects.

3. Put two things with different thickness under each chair.

Teacher: The teacher put a basket under each of your children's chairs. Please compare the things in the basket. Put a purple time sticker on the thickest place. The pasted child will send the basket here, remember where to put it.

Teachers check 2-3 items.

Summary: Our children are great. They can compare the thickness of objects by touching them.

(2), the investment ratio

1, the teacher showed two pieces of soap with inconspicuous thickness (on the table and on the floor).

Teacher: Please look at these two soaps, which is thicker and which is thinner.

Teacher: Wow, some people think it's so fast and so thick, others think it's so fast and so thick. Who is Houdi? Please try to compare.

Teacher: Well, that's great. Your method is really good. You compare two pieces of soap together.

Teacher: Hey, there's a bar of soap. Is it thicker or thinner than the soap here?

Teacher: How do you compare them?

Stories are thick and thin.

2. Show me the cookie box.

Teacher: Who is the thickest and the thinnest of these three boxes of biscuits? Please compare.

Teacher: How do you compare?

Conclusion: For some objects with insignificant thickness, we can compare them side by side.

Third, supermarkets.

1, showing things with different thicknesses.

Teacher: Just now, our children have learned how to be generous, right? There is a clerk in the supermarket who wants to ask you for help. Would you like to? It turns out that the supermarket has a lot of things of different thicknesses to sort out and find their own home. You see, there are supplies area, beverage area, food area and toy area.

Teacher: Please ask each child to take a product later, find their home first, and then compare. You can queue them from coarse to fine or from fine to coarse.

Check: Teacher: Let's see if they are arranged correctly. This group, this is the thinnest and this is the thickest.

The teacher took turns to test.

Summary: Today, we have learned a lot of thick and thin methods. We can see with our eyes, touch with our hands, or compare together.

Fourth, discover and operate.

Teacher: There are many things in our home and classroom that can be used to compare the thickness. Now let's make a comparison in the classroom.