Junior high school mathematics teaching plan "digital marking" 1 activity target;
1. Learn to record two features (size, shape or color) of a graph with a marker.
2. Observe and compare the different features between graphs, and express them in language.
3. Cultivate children's ability to observe, judge and operate.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Stimulate children's interest in learning.
Activity preparation:
Teaching aid: a card with the number 1-9; Pictures of houses with roofs of different colors, shapes and sizes; Several school tools (size, shape and color) for marking cards: 1-2 children's operation data; Several color, size and shape marks; Glue; The child has a paper key marked with color and shape; Draw some shapes and colors on the website.
Activity flow:
I. Group activities
1. Play the game "Driving the Train" Foreword: Today, Tutu will invite the children of Class (2) to visit her new home. Are we going to drive the train? Get ready, the train is about to leave. Teacher: Hey, hey, my train is leaving. When does the teacher leave? (Show the number plate) Look after the children. (Look at the numbers) At X, the teacher leads the children to play games in groups first, then in groups, and finally invites individual children to play games.
2. Look at these figures and mark them
(1) Teacher shows different shapes of roofs Photographer: Our train finally arrived at the gate of the community where Little Rabbit lives. But with so many houses, how do you know which one is Tutu's new house? Don't worry, Bonnie wrote a letter to our child. Let's have a look. (Showing the marker) The rabbit is really clever. He used a marker to record the roof of his house, and let us children look at the marker to find his home. Inspire children to find the corresponding figure according to the mark, and pay attention to guide children to find the figure under the condition of taking into account multiple marks. Let individual children talk about how you found the rabbit's home. And get to know each other collectively. Both teachers and students have the same verification results.
(2) The deer saw it and wanted us to write a letter to it and send it to other small animals. So what is the roof of the deer house like? (Show the picture of the deer and stick it on the door of a family) The deer is waiting for us at its door. Let's help it write this letter together. Inspire children to try to record the characteristics of graphics with markers. First find out the three characteristics of the figure, and then guide the children to choose two of them and record them at will. Individual children can be invited to choose markers freely to record the operation results of teachers and students. Let's see if our children helped the deer write this letter correctly.
Second, children's operational activities
Look at the characteristics of graphic records
All the other animals in the community know that our children are smart, so they all want us to write to them. Children take out homework materials, observe the small animals on the roof, tell who told you to write letters, and tell the name and characteristics of the roof, and then record their two characteristics in the blank. Children's operation, teachers' tour guidance.
Third, the activity evaluation shows the results of individual children's operations and requires children to boldly say how they completed the operation results. Teachers and students are inspected and evaluated.
Four. Extension of activities:
Game "Looking for a House" Small animals have their own houses. Let's go and see our own house. First, please look at the key on your chest. We should look for our new house outside according to the mark on the key. When you find them, count how many children live in your family. The teacher demonstrated and explained. Children's activities, teachers' evaluation.
The goal of "digital marking" 2 in junior middle school mathematics teaching plan;
1. Learn to record two features (size, shape or color) of a graph with a marker.
2. Observe and compare the different features between graphs, and express them in language.
3. Guide children to be interested in numbers.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
Activity preparation:
Teaching aid: a card with the number 1-9; Pictures of houses with roofs of different colors, shapes and sizes; Mark several cards (size, shape, color)
Learning tools: 1-2 children's operation materials; Several color, size and shape marks; Glue; The child has a paper key marked with color and shape; Draw some shapes and colors on the website.
Activity flow:
I. Group activities
1. Play the game "Driving the Train" Foreword: Today, Tutu will invite the children from Class (2) to visit her. How is her new home? Are we going to drive the train? Get ready, the train is about to leave. Teacher: Hey, hey, my train is leaving. When does the teacher leave? (Show the number plate) Look after the children. (Look at the numbers) At X, the teacher leads the children to play games in groups first, then in groups, and finally invites individual children to play games.
2. Look at these figures and mark them
(1) Teacher shows different shapes of roofs Photographer: Our train finally arrived at the gate of the community where Little Rabbit lives. But with so many houses, how do you know which one is Tutu's new house? Don't worry, Bonnie wrote a letter to our child. Let's have a look. (Showing the marker) The rabbit is really clever. He used a marker to record the roof of his house, and let us children look at the marker to find his home. Inspire children to find the corresponding figure according to the mark, and pay attention to guide children to find the figure under the condition of taking into account multiple marks. Let individual children talk about how you found the rabbit's home. And get to know each other collectively. Teachers and students * * * and verification results.
(2) The deer saw it and wanted us to write a letter to it and send it to other small animals. So what is the roof of the deer house like? (Show the picture of the deer and stick it on the door of a family) The deer is waiting for us at its door. Let's help it write this letter together. Inspire children to try to record the characteristics of graphics with markers. First find out the three characteristics of the figure, and then guide the children to choose two of them and record them at will. Individual children can be invited to choose markers freely to record the operation results of teachers and students. Let's see if our children helped the deer write this letter correctly.
Second, children's operational activities
1, see the characteristics of graphic records. All the other animals in the community know that our children are smart, so they all want us to write to them. Children take out homework materials, observe the small animals on the roof, tell who told you to write letters, and tell the name and characteristics of the roof, and then record their two characteristics in the blank. Children's operation, teachers' tour guidance.
Third, the activity evaluation display
Show individual children's operation results and ask them to boldly say how they completed the operation results. Teachers and students are inspected and evaluated.
Four. Extension of activities:
Game "Looking for a House"
Small animals have their own houses. Let's go and see our own house. First, please show the children the keys on their chests. We should go out and look for our new house according to the mark on the key. When you find them, count how many children live in your family. The teacher demonstrated and explained. Children's activities, teachers' evaluation.
Encyclopedia: There are several kinds of numbers, and Arabic numerals are the most common one. Arabic numerals were not invented by Arabs, but by Indians. In fact, it should be listed as Hindi, but it spread to Arabia first and then to the world, so it is called "Arabic numerals".