Large class math teaching plan connection 1 activity goal:
1, compare the weights of 2-3 kinds of objects in operation.
2. Learn to perceive and understand the weight relationship between objects by equivalent replacement.
3. Learn to use reasoning to solve problems in activities.
4. Develop children's logical thinking ability.
5. Interested in participating in math activities.
Activity preparation:
1, balance 1, toy fruit, teaching wall chart 2.
2, a number of different shapes of building blocks, operating materials see children's books on page 39.
3. Children have experience in using scales.
Activity flow:
First of all, the teacher weighed with a balance and felt the relationship between the weights of different objects.
1, the teacher showed the balance to inspire children to talk about the function of the balance and its use.
2. Teachers instruct children to observe and weigh fruits with scales, and actually feel the weight relationship between fruits.
3. Teachers show toy fruits and weigh them with scales to guide children to find the weight relationship between them.
4. Guide children to observe and understand the weight relationship between three objects, and infer and understand the weight relationship between watermelon and apple.
Second, guide children to further feel the relationship between the weight of objects in operation.
The game "Those people found it right and fast".
Third, guide children to complete the practice of "hooking the same weight" and "seesaw" in the judgment and reasoning on page 39 of children's books.
Large class mathematics teaching plan contact 2 activity goal
1, through the operation to understand the various connection methods between objects, germination and exploration interest.
2. Use your imagination and creativity to express it completely.
Activities to be prepared
1, paper ring, rope, clip, button, stapler, paper, glue stick, wooden stick, etc.
Activity process
First, feel the connection
1. Teacher: Children, let's play the game of finding friends! When the music starts, you go to your friends,
When the music stops, you stop, and the teacher will see who can find good friends, okay?
2. Game: Find friends
Teacher: Well, the teacher can see that XXX and XXX are good friends. Is the teacher right?
Do you know how the teacher knows that you two are good friends?
Because you two are holding hands and soul mates.
Second, try to connect.
(1) shows two paper rings.
Teacher: Who can find a way to connect these two paper rings together?
(inspire children to use their brains actively and come up with various ways to contact. )
(2) Show things that are often used in life.
Teacher: Do you know these things? What are their names?
They also want to find good friends. Can you help them get in touch?
(3) Children try to connect the given materials in various ways, and teachers tour to observe and guide.
Three. exchange experience
(1) Which two did you choose? How did you connect them?
(Let the children talk about their connection methods. )
(2) There are many connection methods, such as pasting, stringing, nailing, sleeve, card and hanging.
Encourage children to come up with more connection methods.
Fourth, explore the operation.
1. Let children use their imagination to reconnect things.
2. The teacher observes and guides, giving tips and help.
Verb (abbreviation of verb) works exhibition
Children introduce their own connecting works and share the happiness of success.
The teaching plan of mathematics in large class connects with three activity goals.
1, actively participate in activities and feel the fun of audio-visual education activities.
2. Operate the courseware and learn to use ">" < to express the relationship between two quantities.
3. Understand ">" < Understand the meaning of symbols through courseware.
4. Cultivate children's comparative judgment ability.
5. Develop children's logical thinking ability.
Activities to be prepared
Courseware and pictures
Activity process
First, enter the dialogue and perceive the image of hippo's mouth.
Children, have you ever seen a hippo? What is it like?
Teacher: Look, there is a little hippo with a big mouth. It is also a greedy little hippo. When eating, its mouth always opens in many directions.
Secondly, combined with the courseware, I know that hippo's big mouth always opens in a lot of directions.
1. Hippo's parents send food, and the little hippo's mouth always opens in a lot of directions. Teacher: The little hippo has a big appetite, and its mother will feed it. Here comes the food. Look what this is. (Show the courseware) How many are there in a plate? Is there a * on the plate? The little hippo said, which do I want to eat more?
Teacher: The little hippo has a big appetite. Hippo's father will feed it. Here comes the food. What is this? (Show courseware) ... Summary: (The little hippo's mouth always opens in a big direction) Teacher: The little hippo has a big appetite, and his grandparents come to feed it. There are as many bananas as food. Now the little hippo doesn't know where to open his mouth. The little hippo shut his mouth. (Show the numbers you have learned)
2. Small animals give fruit, and children practice mastering the direction of hippo's mouth opening.
Teacher: Knock, knock, knock. Who is here? (Pony) Did the pony bring food to the little hippo? Guess which direction the hippo's mouth will open? (Children operate computers) The same method leads to kittens and chickens.
Teacher: The greedy little hippo's big mouth always opens in many directions. Actually, there are some interesting symbols hidden in this big mouth. Let's take a look.
Third, according to the hippo's mouth, know and understand the ">"< symbol.
1. Observe the direction of hippopotamus's different mouths to understand ">" "< symbol.
Teacher: In which direction does the little hippo's big mouth open?
(The big mouth is larger than the forward number, and the sharp mouth is smaller than the forward number. A flat mouth equals a sign. ) Teacher: Let's read it again.
2. Children use body movements to express symbols and understand the correct usage of symbols.
Teacher: There is so much food in the little hippo's house. Let's have a look and compare which symbol should be used. (Show the courseware and choose the correct symbol)
Fourth, farm fruit picking competition, collective practice of the use of symbols.
1. The children were divided into groups to have a fruit picking competition.
Teacher: The fruit on the farm is ripe. Would you like to help small animals pick fruits? Let's have a game. Let's see which team chooses more in a piece of music. (children's operation)
2. Collect the results of the competition, practice recording with numbers, and use ">"< symbol.
Teacher: It's really convenient to record reading with numbers. The operation card you just made can also be digitally recorded when you go back to the classroom. You can watch it again, ok?
Activity expansion
Continue to practice ">" in the corner activity. The operation of "<" symbol.
Large class mathematics teaching plan contact 4 activity goal:
1. Preliminary perception and understanding of the main features of the sphere.
2. Compare and find out the difference between a sphere and a circle, and be willing to express your findings.
3. Stimulate children's interest in learning.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Develop visual perception and judgment.
Activity preparation:
1. Material preparation: glass balls, frisbees, table tennis balls, small balls, wooden beads, compact discs, rings, coins, bottle caps, etc. And their photos, pens and record sheets.
2. Environmental layout: circular world-spherical objects such as glass balls, small balls, wooden beads and table tennis, as well as rings, disks, frisbees, coins and bottle caps.
Activity flow:
(A) combined with the "round world" import activities, teachers show ppt pictures to stimulate interest in inquiry.
Teacher: Today, the teacher will take the children into a "round world" to see what is in this world. Where are they the same?
(2) Guide children to explore while playing in the "circular world" and initially perceive the characteristics of the sphere.
1. Introduce the gameplay and recording requirements; The teacher invited them to the classroom. Later, the children rolled one and played one to see if they could all roll. If you can roll, you will put "√" under this icon, and if you can't roll, you will put "×".
2. Children choose things in the "round world" to play, and teachers observe and guide them; Write down the result of the game.
3. Combine the record and exchange the playing results: What can be rolled? What can't be rolled
4. Summary: Everything in the original "round world" can be scrolled.
(3) Explore again to further perceive the characteristics of the sphere.
1. Division; Everything in the "round world" can be rolled, but can it be rolled at will? Ask the children to roll again and play with these things. When operating, please follow the instructions of the pictures on the recording table and record the playback results.
2. The child explores again, and the teacher observes and guides the child; Record the results of the game.
3. Merge records and exchange results.
4. Summary: These things that roll from all directions and can't fall down have a nice name called "sphere".
(4) Guide children to find spherical objects in life.
1. Teacher-child communication: Find out what things around us are spheres (such as the globe on the cupboard).
2. Show ppt and introduce the sphere and its function in life.
Teacher: The teacher also found some spheres. Let's see what they have. Why do you want to make it spherical? .
3. Guide children to find spherical objects in their lives.
Teacher: When we get home, we should look for spherical things to see what they do and what problems they will help us solve in life.