Math teaching plan for middle class of graphic doll 1 activity goal:
1, children learn to mark and record the size, shape, color and other characteristics of graphics.
2. Guide children to observe, compare and judge the similarities and differences between graphics.
3. Cultivate children's discriminating intelligence, analytical intelligence, inductive intelligence and application intelligence.
Activity preparation:
Teaching aid: several graphic cards, indicating the size, shape and color, to find music friends.
Learning tools: everyone was given homework cards, graphics and marked badges.
Activity flow:
First, group activities.
1, teacher: (showing all kinds of pictures) Today, the teacher invited many graphic dolls to play games with children to see what graphics they have. (Triangle, circle, trapezoid, rectangle, etc. )
Let's take a closer look at the differences between these figures. (color, shape, size)
(Comments: These graphics are often contacted by children, and children are familiar with them. Children are required to distinguish the differences of each group of figures by comparison, which is the process of cultivating children's discriminating intelligence. )
3. Where they are different, can we record them in any way? (Show some marks) Let's see what these marks are.
We will use these marks to record the differences between these graphic dolls. (Showing the figures one by one) What figure is this? What color is the triangle? (Red) Red triangle. What score should we give it? (Red label, triangle label) Send a nice sentence. (Red triangle. I'll give you a red mark and a triangle mark. )
(Comment: Grading graphics is to let children use the existing knowledge and experience to promote the further development of children's analytical intelligence and inductive intelligence. )
Second, individual children's activities.
1. Teacher, there are still some graphic dolls that haven't found their marked friends yet. Who will help them? (Ask individual children to come up and demonstrate)
2. The teacher comments and encourages the children who have done the right thing.
Third, group activities.
1, kid, do you want to find a tag friend for the graphic doll?
2. The teacher asked for homework. The teacher has prepared a graphic doll and a label card for you. Please look at the pictures carefully and choose the appropriate labels for them, and then stick them with glue. Please walk quietly to the table. Use your little brain when you do your homework. Think it over before you do it.
3, children's operation activities, teachers tour guidance, individual guidance for children with poor ability.
4. Teacher's comments to further explain some problems.
Fourth, the game "find friends".
1, you found a marked friend for Tuwa. They say our children are smart and want to play games with us!
The teacher has prepared some graphic dolls and markers for you. Please look under the small chair and see if yours is a graphic doll or a marker, and discuss it with your good friends next to you. Who should you make friends with?
3. The teacher demonstrates. Teacher: "The teacher is holding a big circle. Who should I make friends with? " (big label and round label) "Then I have a yellow label and a rectangular label. Who should I make friends with? " (The yellow rectangle is a friend)
(Comment: By playing the game of "finding friends", it puts forward higher requirements for children, not only to distinguish the use of intelligence. Before finding friends, children should first look at what they have, and then analyze and summarize who they should find as friends. This process is to let children use all the above intelligence to further consolidate and develop their intelligence of discrimination, analysis and induction.
Let's go to find friends together! (Playing music to find friends)
Let's play games with our good friends!
Activity expansion:
1, prepare some operation cards for children to look at the graphics and mark them to consolidate what they have learned.
2. Put the figures and markers in the math area, and continue to develop children's analysis, induction and application intelligence in the usual regional activities.
Middle School Mathematics: Grandma's Clothing Store
1. Activity objective: 1. In the situation of helping grandma find a button, recognize the figure according to two characteristics, try to look at the buttons marked with thumbtacks and feel the order of the numbers.
3. Abide by the operating rules, use the operating data correctly, and clearly describe the operating process and results.
Second, the activity preparation:
Teaching materials: grandma's photo, a brand, etc.
Children's operation materials: one hand without buttons, several square buttons (rectangle, triangle, circle) with red, yellow, blue and green color characteristics, with 4 to 8 buttonholes on them, one hand in a marked small basket and the other hand in a glue stick.
Third, the activity process:
An interesting picture import activity
Grandma made a lot of clothes and wanted to open a clothing store, but she couldn't finish it by herself. She wants to cooperate with you to finish it, will you?
Two groups of grandmothers look for buttons (classified by two characteristic signs)
1. Consolidate and distinguish graphics according to two characteristics.
-Let's look for it first. What is missing in grandma's clothes? (button)
Really, there are no buttons on the clothes yet! All kinds of buttons are mixed together, and grandma can't tell the difference when she is old. Are you willing to help her?
(showing the red circle sign): However, grandma has different requirements for everyone. Who can understand what kind of buttons Grandma Xiong wants Mr. Xiong to find? What shape is the red button? Is this ok? Why?
-Summary: Yes! Seeing these two signs means looking for a red round button, and both features must be found correctly before they can be put in.
The first operation: find the button according to two characteristics.
Wait a minute, please pick up your little basket, take a closer look and say softly, "What kind of buttons does Grandma want you to help me find?" Then he looked for it gently and said, "What color and shape button did I find?" How many buttons did you find at the last count? Grandma is old. She can't stand such a loud noise. Let's not disturb her! )
-The teacher gives a tour guide to remind the children to talk while operating.
-the children put the small basin under the chair and began to concentrate on communication: what kind of buttons did you find? How to find it without mistakes and leaks? (Look carefully ...)
Personal note: ×× Are you looking for the red triangle button? Look at the colors and shapes clearly, and you can put them in your own box. Don't take other people's buttons away! Is this the button you are looking for? )
Third, the second operation: sort by quantity.
1. Hands and mouth are in the same position.
-Hey! What's on your button? (dot)
Oh! Xx really look carefully, this dot is the hole where the button is threaded. Take out one and count how many holes there are.
Are they all x's? Count the other buttons!
Find the button with the most holes! Show me the least?
Help grandma sew on the buttons (in reverse order).
-You helped grandma find the button. She is so happy! Would you like to help her sew the buttons on her clothes? Where to start nailing? How to order buttons? Grandma said that this question is a bit difficult, and only the baby who listens clearly and wants to understand will know.
-(Exhibits 4 to 8): Grandma told us here. Who knows? X x looked so carefully that she must have understood! (Children express themselves freely)
The teacher summed up: the top is 4, representing four buttonholes, and the bottom is 8, representing eight buttonholes. This arrow means slowly, slowly changing, more or less? Yes, more and more. ...
-Take a basket and find a dress of your own. Look at the old lady's request for buttons first, and then pour the buttons out and put them on the table. If you think it over, you can click the button!
The teacher pays attention to the tour: can children click the buttons according to the icons and the order?
-Show individuals and pay attention to evaluation;
Who ordered the buttons of this dress? Here, grandma's request is: Are there more and more holes in the buttons ...? More and more. You are so clever. Thank you!
Who is this murderer? Grandma's demands are increasing ...? The original button queue is wrong, so change it!
four
You are really capable, not only helping grandma find buttons, but also making new clothes. Grandma is so happy! She said, "Thank you for these smart and polite babies. Next time, you are welcome to sell clothes in his clothing store! " What should you say? Teacher: well, we are also happy to help grandma! ) After finishing the work, shall we go out and relax? What should I say to grandma and the teacher?
Graphic doll middle class math teaching plan 2 preparation materials:
1, some shelled peanuts, candies and red dates (placed on three plates respectively).
2. The three cards are arranged according to the form: paper cards of peanuts, sweets and red dates arranged according to certain rules and arrows indicating the arrangement direction.
3. Several toothpicks
Direct purpose: try to arrange three different foods regularly according to a certain amount.
Indirect purpose:
1, the cultivation of observation ability
2, the cultivation of logical thinking ability
3, the cultivation of migration ability
Activity tip:
1. Put the teaching aid on the carpet and let the children name the food.
2. Show the first form card and let the children answer: "What does the arrow mean?" (From the end of the arrow to the arrow indicates a direction. )
3. On the form card, arrange three groups in the order of "sugar, peanut and jujube" repeatedly. The teacher divides the form diagram into three sections with a toothpick (the toothpick is placed between jujube and sugar).
4. Please observe and guide children to discuss:
How many groups are they divided into?
What are the three foods in each group?
Who are the top players in each group? Who's in the back? Who is in the middle?
Are the three groups arranged exactly the same?
5. Ask the children and the teacher to read the contents of the table arrangement card twice, and pay attention to pause after reading for a short time. Encourage children to remember the pattern arrangement.
6. Let the children correspond the objects and figures from left to right and continue to arrange them according to the original rules.
7. After finishing, the teacher and the children read and confirm the finishing results together, and adjust them in time when mistakes are found.
8. Show the second and third form arrangement cards respectively to guide children to complete the operation independently.
9. When returning teaching AIDS, we should pay attention to the orderly sorting from left to right, and we can collect them in groups.
Error correction:
1, forming an arrangement card and an arrow indicating the arrangement direction.
2. Teachers' guidance and help.
Extended change:
1, learn to arrange objects repeatedly according to the law of increasing number in the group.
2. Learn to arrange objects repeatedly according to the law of decreasing number of people in the group.
3. Learn to arrange one object at the same time according to the law that the number of one object is increasing and the number of another object is decreasing.
Mathematical activities of the middle class: hidden petals (looking for rules
Activity objectives:
1. Experience the law of discovery and happiness in mathematical activities.
2, can carefully observe the color arrangement of objects, and arrange them according to the law.
3. Learn to explore and find the arrangement rules of objects by various methods.
Activity preparation:
1. Petal necklaces, boxes, recording paper and watercolor pens worn according to the red, yellow and yellow rules.
Activity flow:
1, show ABAB linear petal necklace and guide children to observe the color arrangement of the necklace.
(1) Let the children discuss the arrangement order of petal colors.
(2) Teachers use color marks to record children's stories.
2. Show ABB ring petal necklace and perceive the color arrangement of ring necklace.
(1) Show ABB ring petal necklace and guide children to observe its color arrangement.
(2) Teachers use color markers to make records according to what children tell.
(3) Teachers guide children to observe the color arrangement order of necklaces in the opposite direction, and record the arrangement rules.
(4) Let children observe and compare the order of petal arrangement in different directions.
3. Game: "Guess".
(1) Hide part of the necklace in the box. Let the children guess what color petals are hidden in the box.
(2) The teacher records the child's guess, and then opens the box for verification.
(3) according to the child's mastery, hide different numbers of petals and play the game again.
4, children's group operation, teacher tour guidance.
(1) The teacher briefly introduces the contents and methods of operation.
(2) children's operation.
Group 1 and Group 2: Draw a picture.
Methods: Let the children draw one from the beaded card and draw a necklace on the white paper according to the tips on the card.
Group 3 and Group 4: Guess.
Please guess what animals and dolls are hiding behind caves and trees.
5. Activity evaluation.
Activity expansion:
Guide children to observe and perceive the patterns on some objects in life, such as floor mats, tablecloths, sheets, clothes, etc. , enrich the experience of children's finishing.
Graphic doll junior high school mathematics teaching plan 3 activity goal
1. Feel the rich changes of numbers and stimulate children's interest in numbers.
2. Experience the convenience and fun that numbers bring to life.
Activities to be prepared
1. Cartoon: Interesting numbers
2. Picture: Look for numbers in the picture.
3. Teaching aid: telephone
cartoon; comic
Interesting practice
Activity process
Look at the picture and find the numbers.
1. Children, this is a very interesting painting. Look carefully. What can you find in this painting?
2. After the children observe, find out the numbers in the picture.
Second, perceive the rich changes of numbers.
1. Live performance
The teacher answered the phone: hello, you are looking for Dongdong. Dongdong didn't come to kindergarten Please call Dongdong.
2. Teacher: How can I contact Dongdong? What do I need to know when I call Dongdong?
(Telephone number)
What is a telephone number made of? (number)
Say the phone number.
(1) Teacher: Who knows his home phone number? What's the phone number of mom and dad?
(2) Thinking: Why are the phone numbers different?
After discussion, the conclusion is that the order of numbers is different.
Third, exchange knowledge about telephone.
1. Ask the children their own phone numbers.
Understand that the phone number is multi-digit.
2. Do you know how many digits there are in the telephone?
(Please tell your child according to your own life experience)
Summary: The fixed telephone is 8 digits, the mobile telephone is 1 1 digits, and the commonly used private telephone is 3 digits.
Fourth, use cartoons to stimulate children's interest in numbers.
1. Teacher: Please look at a cartoon: What's your favorite number?
2. Let the children say their favorite numbers.
Give the small animal a phone number.
1. Many small animals don't have telephones yet. Please fill in their phone numbers with the numbers you like.
Tip: You can paste numbers or write with a pen.
2. Ask the child whether he has used every number and count it.
How many digits does the telephone consist of?
Activity design of middle class computing "small garden"
Activity design of "small garden"
Cao Lijuan experimental kindergarten
Activity objectives:
1. Observe the characteristics of the article and make statistics.
2. Learn to match the shape, color and quantity of items twice.
Focus of activities:
The shape, color and quantity of the goods correspond twice.
Activity preparation:
1, one rabbit, one bear and one goat.
2. A picture of a red, blue and yellow garden.
3. 12 sheets of homework paper, map card and digital card.
Activity flow:
1. Create a scenario and introduce an activity theme:
(1) Today, the teacher invited three small guests to the children. Let's see who they will be. (Multimedia shows rabbits, bears and goats) The child greets three small guests.
(2) These three little guests like planting flowers very much. They planted many beautiful flowers in their garden. They want to invite children to play in their garden. Do you want to go? Let's go and have a look.
Appreciate this small garden, know its shape and color, and count it:
(1) Show a picture of a small garden. Do children think their garden is beautiful?
(2) Create a scene to show pictures of three small gardens:
① Scene 1: Showing Rabbit Garden
(Multimedia broadcast) Little Nutbrown hare said, "My garden is the most beautiful! Come to my garden and I will test you. "
Little Nutbrown hare's question: What are my flowers like? What color are my flowers? How many flowers are there in my garden?
Children are free to answer, and teachers guide them appropriately. For example, when children talk about the shape of flowers, the teacher tells them that this flower has a nice name called tulip. When talking about colors and counting, let the children find the corresponding cards and paste them into the corresponding tables. Finally, the teacher emphasized that children should look at the table and describe the rabbit's garden with complete words. There are six red tulips in rabbit's garden.
② Scene 2: Show the bear's garden.
Children, who are you listening to? (Multimedia playback) Little goat: "No, no, I want to test you!" " "Let's listen to bear's question!
Bear: "Who knows what my flowers look like? What color are my flowers? How many flowers do I have? "
The method is as above.
Scene 3: Show the garden of the little goat.
(Multimedia playback) The crying of the little goat, please listen to the child carefully and listen to who it is. What happened to it? Why is this happening? Guide the children to see the kid's garden. (The method is the same as above)
Step 4 do exercises:
The teacher gives each child a form and a card. The teacher asked for it and the children began to post it.
5. Summary:
The three young guests saw that the children were really capable and wanted to invite us to play games on campus. Are you happy? Let's get on the small train and start.
Graphic doll junior high school mathematics teaching plan 4 activity goal:
1. Learn to spell out dolls with various geometric figures, and can classify and count them according to their graphic characteristics.
2. Try to change the position of the graphic block to show various postures of the graphic doll.
3. Like math activities, willing to participate in all kinds of arithmetic games, and cultivate rebellious thinking.
4. Guide children to actively interact with materials and experience the happiness of mathematics activities.
Activity flow:
1. Learn about print movies.
Show geometric pictures and guide children to observe.
Teacher: There are many figures here. Can you name them?
Guide children to read the graphic names one by one.
2. Spell a graphic doll.
(1) Teacher: Graphic films want children to use them to spell out various dolls.
Think about it: what graphics can be used to spell doll head? What figures can spell out the doll's body, arms and legs?
Children act in groups.
(2) Show children's works and guide children to compare.
Teacher: Are these two dolls the same? Can you see what they are doing? Where did you see it?
Teacher: Please tell the children next to you what doll you are spelling.
3. Spell the doll again, and use numbers to indicate the number of all kinds of characters used.
Put forward operational requirements: ask children to spell another graphic doll. After spelling, look at what dolls you spelled this time, what figures you used, count how many each figure has, and then record them in the table in your own way.
4. Collective evaluation.
Show children's records with large graphic films. What is this doll doing? What graphics are used to spell it out? How many are there in each pattern?
Guide children to observe whether the figures on the record sheet are consistent with those actually used.
Activity reflection
Numbers are everywhere, and their existence also brings a lot of convenience to our lives.
Math teaching plan 5 activity goal of middle class of graphic doll:
1. Learn to spell out dolls with various geometric figures, and can classify and count them according to their graphic characteristics.
2. Try to change the position of the graphic block to show various postures of the graphic doll.
3. Observe and learn how the partners put the graphic dolls together.
Activity preparation:
1. Teaching wall chart (semicircle, circle, square, rectangle, triangle, trapezoid, etc. )
Children should have a graphic card, a record sheet and a pen.
Activity flow:
1. Learn about print movies.
The teacher shows the teaching wall chart to guide the children to observe.
Teacher: There are many graphic movies here. Can you name them?
The teacher guides the children to read the graphic names one by one.
2. Spell a graphic doll.
Teacher: Graphic films hope children can spell out all kinds of dolls with them. Think about it, what figure can spell the doll's head? What figures can spell out the doll's body, arms and legs?
After the children communicate, they operate separately.
The teacher showed the works of a single child and guided them to compare.
Teacher: Are these two dolls the same? Can you see what they are doing? Where did you see it?
The teacher instructed the children to exchange their own graphic dolls.
Teacher: You all spelled a lovely doll. Please tell the children next to you what kind of doll you are spelling.
3. Spell the doll again, and use numbers to indicate the number of all kinds of characters used.
The teacher put forward the operation requirements: this time we will spell another doll, which is different from last time. After spelling, look at what doll you spelled this time and what figures you used to spell it out, then count the number of each figure and record it on the record sheet with paper.
4. Collective evaluation.
The teacher recorded the children's graphic dolls with large graphic films, and showed the children's records at the same time.
Teacher: What is this doll doing? What figure did you use to spell it out? How many are there in each pattern?
The teacher guides the children to observe whether the numbers on the record sheet are consistent with the actual number of graphics used.