Middle school mathematics teaching plan: double-decker bus 1 activity target
1, willing to use up and down, front and back, middle and other directional words to describe the position.
2. Further accumulate experience in identifying spatial orientation.
Prepare a double-decker bus for the event.
Activity process
First, the double-decker bus is coming.
What's the difference between a double-decker bus and an ordinary bus?
How many windows are there on the upper and lower floors of a double-decker bus?
-Tell me about the experience of riding a double-decker bus.
Second, everybody get in the car.
Please put five children on the bus. Describe your best friend's position with your experience, but you can't name it.
Key questions:
-Where is your good friend sitting?
Who is his good friend? greet sb.
Is there any other introduction method besides the first floor introduction method?
● Five children get off the bus, close the curtains and invite four children to get on the bus.
The game "Guess who I am" stipulates:
-The child on the bus tells his position. Let his partner guess who he is.
-the companion says the name first, and then pulls the curtain according to the position.
-If you're right, you can get on the bus, but you can't open the curtains.
● The game "Find a vacancy", rules:
-Tell me where the empty seats are. If no one is sitting, you can get on. You can't get on the bus if someone is sitting.
-Every child in the car.
Summary: The same position can be introduced with different locative words, such as up, down, front and back, or between whom.
● The double-decker bus is leaving.
The activity of "double-decker bus" mainly uses the game situation of "taking the bus" to express certain directional language such as up, down, front and back. It is no problem for middle-class children to distinguish "up, down, front and back", but how to describe "up, down, front and back" with certain directional words is the key and difficult point for middle-class children to learn. What have you gained from this activity? Please discuss the following questions together! Look forward to the active participation of teachers!
Q:
1. In spatial orientation cognition, what is the significance of inspiring children to express different orientations with orientation words?
2. In the game situation, how can teachers adjust the relationship between children's interest in activities and the achievement of mathematical goals and tasks?
Math teaching plan for middle class: double-decker bus 2 activity goal:
1, learn to use up and down, front and back, middle and other orientation words to describe the position, and further accumulate experience in identifying spatial orientation.
2. Try to use different locative words to describe the same location.
3. Feel the happiness of peers participating in the game.
Activity preparation:
A double-decker bus, pictures of children.
Activity flow:
First, show the double-decker bus and guide the children to find out that it is different from the ordinary bus.
1, please tell me the difference between it and ordinary buses.
2. Tell me about your experience of taking a double-decker bus.
Summary: The first floor below is called the lower floor, and the second floor above is called the upper floor.
Second, let the children get on the bus and guide them to try to describe the position with locative words.
1. How many windows are there on each floor of a double-decker bus? There are some windows and some seats.
2. Please invite 1 1 children to get on the bus and guide the following children to describe the position of their good friends with their existing experience.
Question: Where is your good friend?
In addition to the introduction on the first floor, what other methods can be used? Guide children to try to introduce good friends with locative words. (The teacher can demonstrate first)
Third, the game "Guess who I am" consolidates the practice of describing the position with position words.
Please get the child on the bus after closing the curtains. Tell me where you are on the bus. Please guess who he is. The right child inserts his photo into the empty position of the bus, but can't open the curtain.
Let the children talk about their position, and the teacher will give guidance in due course.
Fourthly, the game of "finding a vacancy" guides children to describe the same position with different locative words.
Rule: Tell the location of the empty seat. If no one can get on the bus, someone can't. Fill a vacant seat.
Teacher: Let's see who is behind XX. Who is under XX? It can also be said that it is in front of XX.
Teacher: Look at those good friends you have made next to you. Let me introduce you.
For example, XX is in front of you, XX is behind you, XX is above you, and so on.
Summary:
It turns out that the same position can be guided by different locative words, which can be used above, below, in front and behind, and it can also be said that it is between who and who.