Small class mathematics teaching plan: a design idea of 1;
According to Piaget's theory of intellectual stage development, small class children belong to the pre-concept or symbolic thinking stage, and the thinking development in this stage is from intuition to representation, so it should be based on operational activities. At the same time, integrating mathematics knowledge into the game, so that children can play middle school and move middle school, can not only meet the needs of children's games, but also achieve the goal of mathematics teaching well, so that boring mathematics knowledge becomes interesting, and simple and repeated exercises become vivid because of the game. In this activity, children learn to use simple mathematical methods to solve problems in life and games while operating familiar living materials.
Activity objectives:
1. Try to add and subtract to make two groups of objects within 5 equal.
2. Further understand the relationship between the two groups of operations.
3. Encourage children to be willing to explore and find solutions to problems.
Activity preparation:
1, figure: elephant, wood, banana, wantong board.
2. Learning tools: Jack beading, comparison cards, foam board flower arrangement, pictures of elephants carrying wood, 8 plastic baskets (filled with plastic threading animals) and flower pieces.
Activity flow:
First, create a situation to stimulate interest.
1. Elephants carry wood (perceive the quantitative relationship between 3 and 4).
I am the captain of the elephant transport team. The elephants in our team are very strong and may do it! We were informed today that we should bring wood.
(1) Show the wooden pictures (pasted) and ask the children to count and say the total. (Three piles of wood)
(2) How many elephants are there in our team? The teacher showed the elephants one by one, and the children counted and said the total. (4 elephants)
(3) Compare the quantity between the two groups. Guide children to talk less about wood, more about elephants and less about piles.
(4) There is an elephant without wood. How can we make the number of elephants as much as wood? Let the children feel the quantitative relationship between 3 and 4, and guide them to say that there are as many elephants as wood through addition. )
(5) the teacher's summary.
2. Elephants transport bananas (perceive the quantitative relationship between 4 and 5).
The elephant transport team was informed again that they would go to the banana garden to transport bananas.
(1) Show pictures of five baskets of bananas (pasted) and ask children to count and say the total.
(2) How many elephants came this time? The teacher showed four elephants one by one, and the children counted them and said the total.
(3) Compare the quantity between the two groups. Guide the children to say: more bananas, less elephants and less brains?
(4) There is a basket of bananas left. How can we make the number of bananas as much as that of elephants? Let children perceive the quantitative relationship between 3 and 4, and guide them to reduce or increase bananas as much as elephants. )
(5) summary.
Second, in the form of "giving gifts", guide children to compare the number of gifts between the two groups, and make the number of gifts between the two groups the same by reducing or increasing.
1, guide the children to compare the numbers between the two groups.
(1) Elephants love their work and are very capable. The children made many gifts for the elephant. Elephants can't count. They want to know which group has more gifts and which group has fewer. Would you like to help them count?
(2) Teachers provide materials and put forward operation requirements: when operating, materials should be compared in two groups, which group is more and which group is less. Children's group operation exercises (group 1: comparison card; The second group: pictures; The third group: beading; The fourth group: flower arrangement; The fifth group: threading animals), the teacher tour guidance.
(3) Share operating results. Ask the children to exchange and compare the results of two groups of gifts, which group is more and which group is less.
(4) summary.
2. By reducing or increasing, guide the children to say that the number of gifts in the two groups is the same.
(1) The elephant wants the two sets of gifts to be the same. Do you know that?/You know what?
(2) Children's operation, trying to reduce or increase the number of gifts in the two groups.
(3) Share operating results. Children communicate, how do they make the two groups of items the same?
(4) summary.
Activity expansion:
Play the game of "how much to catch"
The teacher provides flowers to introduce the game; Children in pairs, one person grabs a handful, puts it on the table and counts it; Grab another one, shake it and count it; Who is more and who is less? Try to make the number of flowers in the two groups the same.
Small class math teaching plan: turn it into as many as two activity goals:
1. Let children experience as many concrete meanings as possible in the operation.
2. Learn to change different things into the same thing by adding or subtracting.
3. Experience math activities in the game.
Activity preparation:
1. The Little Bear Family
2. Four bears, clothes, pants, chairs, toys, etc.
3. Activity courseware: Become the same.
Activity flow:
1. Warm-up activities: playing online games: finding friends.
2. Group activities:
1). Become the same.
Create a situation: Today, the teacher takes children to bear's house to play. Do you want to go? The teacher also prepared gifts for them. Please see: the teacher shows four bears in a row on the work blanket. There are three clothes under the bears.
Ask the children to observe. Listen, a bear is crying. Why is it crying? (He has no gift) Let the children count how many bears there are and how many clothes there are. Which is more and which is less? What about the discussion? Let children use the method of addition to make them the same.
2) Look, the teacher brought other gifts. What are they?
The teacher showed me: three bears are in a row, and there are four pairs of pants below. Let children observe and discuss, and try to make them the same by removing them.
3) Game: The teacher sitting on the bench will divide the children into several groups and give each group 1-2 more chairs or 1-2 more chairs than the children. Play music. When the music stops, let the children sit in the chairs and compare whether there are more children or more chairs in each group. How can we become the same?