Reflections on the teaching plan of large class 3 1 addition; Mathematics activities in large class: learning the addition of 7.
Activity objectives:
1, according to different pictures, list the corresponding formulas, so as to perceive the quantitative relationship expressed by the addition formula.
2, understand the exchange law, know how to use the exchange law to list another formula.
3. Actively explore mathematical activities and be willing to tell the results of exploration.
4. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
5. Understand the relativity of more and less.
Activity preparation:
1, teaching aid: a picture of the castle (divided into three layers, each layer has three pictures representing plus 7, covered with paper) and a piece of fruit.
2. Learning tools: one for castle map and one for fruit.
Activity focus: Look at the picture and learn the addition of 7.
Activity difficulty: Can tell according to different pictures, and list the corresponding formulas.
Activity flow:
First, driving a train: review the composition of 7
Teacher: The king of Castle Kingdom invited us to visit his country. Would you like to? Then let's get on the No.7 bus (show the number 7) and start.
Teacher: Hey, my train leaves at X (1), and yours at X?
Yang: Hey, my train X( 1) leaves and your train X(6) leaves.
Second, situational awareness to climb the castle: see the addition of picture learning 7
1, Teacher: Look, the castle kingdom has arrived. The king said that he had hidden many problems in the castle.
If you want to test our children, let's go to the biggest castle first, shall we?
Teacher: Let's go to the first floor of the castle. There are three paintings on this floor. Who wants to talk?
The king wants to test us. Who can list a formula after reading these three pictures? You can go to the second and third floors after answering.
3, children's operation
Teacher: Then let's all go to a castle to answer questions. Slow can only be answered on the first floor, and fast can go to the second floor and the third floor. Don't forget to write your answer clearly.
4. Summary:
Teacher: What problem did you encounter just now? (Express three pictures in three sentences) What is your answer? (children's column formula) teacher record
Ask the children to observe these formulas. They have a little secret. Who can find out first?
Teacher's summary: The numbers of these formulas are all 7 and they are all addition, so these six formulas are all addition formulas of 7.
Teacher: Just like 1 6=7 and 6 1=7, the numbers of these two formulas are the same, but the numbers are the same, so when we see 1 6=7, we will immediately think of 6 1=7. We call it the friend problem. Similarly, what do we think when we see 2 5 = 7? see
Third, the internalization migration game: buy fruit
1, Teacher: The King of Castle State praised our cleverness and gave each of us a fruit coupon (show us a fruit coupon). Let's look at the price of fruit first.
The king wants to test us again. He said, 7 yuan only buys two kinds of fruits. What do you want to buy? Why? What else can I buy?
3, children's operation
4. Comment: How many methods do you have? What did you buy?
5. Teacher: What if seven dollars buy three kinds of fruits?
Fourth, the end:
Ok, let's go to the fruit shop to buy it. (End)
Activity reflection:
This activity is another learning activity of addition and subtraction. Through previous systematic study, children have learned how to write application problems orally, how to calculate formulas and how to make simple calculations. In this activity, we focus on letting children know that the exchange of two addends does not affect the number of words, and another focus is to let them learn to listen to the number of words added up according to their learning situation. After hearing the teacher's two knocks, the children added up the two knocks and got a total. This activity is very interesting and the children like it very much. They listened carefully and calculated carefully. Except for numbers within 7, they can basically do it skillfully. Especially for those children who usually have the habit of not paying attention to lectures, such activities can exercise their concentration and the habit of paying attention to lectures.
These two key points have been well completed in this activity.
Therefore, after completing the regular learning tasks, we need to explore some new contents and some extended activities, so that children can learn new ideas in ordinary learning. Let thinking get a good exercise and learn more learning methods, which is also the significance that mathematics activities bring them to learn.
And this kind of learning needs us to learn and think, so that every learning activity is full of new ideas and feels like the first time. This is also very difficult and of course necessary.
The idea of organizing teaching in this activity is also different from that in peacetime. Instead, after the teacher demonstrates a formula, let the children think for themselves, think about which two numbers add up to 7, and then how to list the formula. It can be said that this is a backward way of thinking, and it also gives children an opportunity to broaden their horizons.
Reflections on adding teaching plans to the teaching objectives in the second part of Class Three;
1, children's games and hands-on operations, let children learn to calculate the addition of 5.
2. Further understand+,=
3, understand the exchange in the game+the number of both sides remains the same:
4. Actively explore mathematical activities, let children learn to solve simple oral arithmetic and addition application problems, and cultivate their ability to analyze problems initially.
5. Know that sorting according to different characteristics of things will have different results, and initially understand the reversibility of sorting.
6. Understand the application of numbers in daily life, and initially understand the relationship between numbers and people's lives.
Activity preparation: headdress, cards
Activity focus: the difficulty of obtaining numbers in addition activity 5. Solve the simple application problem of oral calculation and addition
Activity flow:
Introduction: (Review the composition of 5)
Teacher: The king of the animal kingdom invited us to visit his country. Would you like to? But we can't go until the code is unlocked. How does five break down into two and several? Health: The password is correct. Please come in.
Second, situational awareness-guest: look at the addition of picture learning 5.
Teacher: Children, the animal kingdom has arrived. Let's go to the small animal museum. Be careful not to be bitten by animals. Look at the picture, it adds up to less than 5, which means giving gifts to children. If the animals are wrong, the children will be detained. If you are quick, you can go to the homes of some small animals. Write your answer clearly.
Summary:
Teacher: What problem did you encounter just now? (Express four pictures in four sentences) How did you answer? (children's column formula) teacher record
Teacher: Let the children observe these formulas. "They have a little secret. Who can find it first? " "
Teacher: Summary: The numbers of these formulas are all 5 and they are all addition, so these four formulas are the addition formulas of 5.
Teacher: Like 1+4=5, 4+ 1=5, the numbers are the same, but the numbers are the same, so when we see 1+4=5, we immediately think of 4+ 1=5. We call it the question of friends, and we also see 2+3 =. see ...
Third, consolidate and deepen:
Well, small animals all praise us for being smart. We all have toy tickets given to us by animals. Show us the price. You have 5 yuan money. You can buy those two toys. What will you buy and why? Can I still buy those two?
Infant operation
Summary:
Teacher: There are several ways. What do you buy?
Teacher: What if I buy three kinds for five dollars?
Summary: Are you happy in this class? We learn the formula on the blackboard:1+4 = 5,4+1= 5,2+3 = 5,3+2 = 5.
Teaching reflection
According to the age characteristics of young children, it is their nature to be active. At the beginning, their attention is very concentrated, their classroom discipline is very good, and their cooperation with teachers is very tacit. But after a long time, some children's attention may be distracted, and some children may be too excited because of the stimulation of games, so that the classroom order is a bit chaotic. At this time, teachers should give timely guidance, attract children with appropriate language, and adjust bilateral activities with children as the mainstay and teachers as the supplement, so as to make the classroom atmosphere active, orderly and lively, so that children can be in class.
Reflection on Additional Teaching Plans under the Background of Activity Design in the Third Part of Class Three.
In order to stimulate and develop children's interest and hobby in mathematics; Improve children's imagination and observation.
moving target
1. According to the different characteristics of the same thing, decompose the picture, perceive the quantitative relationship expressed by the combination formula, and learn the addition of 6.
2. Guide children to learn to say what arithmetic means in language.
3. Cultivate children's comparative judgment ability.
4. Develop children's logical thinking ability.
5. Develop children's logical thinking ability.
Teaching emphases and difficulties
The key points are: learning five additions of 6;
The difficulties are: learn to perceive the combination;
Activities to be prepared
Teaching aid: physical picture (a big tree, 6 apples, 1 big, 5 small; 2 red, 4 yellow; Three with leaves and three without leaves).
A gift box contains five groups of addition formulas, a total of six.
Activity process
First, review the composition of 6.
Teacher: "Let's touch the ball. Your ball and mine add up to 6 ". Use clapping and touching games. Write down the formula of 6 to 6 on one side of the blackboard.
Second, learn the addition of 6.
1. Guide the children to look at the pictures carefully and break them down.
2. concentrate on communication.
3. Lead children to read the five addition formulas of 6.
Teacher: "Let's read the five addition formulas of 6 in a nice voice."
Third, the game of "small animals give gifts".
1. Teacher: "I have a gift box here. There are many beautiful gifts in this gift box, but you have to look at the formula presented by the teacher and answer the questions to get beautiful gifts. (explain the requirements of the game).
2. The teacher orally reported the application questions and the children's formula.
3. Evaluate children's game performance.
Pack up your school tools and end this activity.
Teaching reflection
I think this activity has made the children learn a lot, and I am happy to tell them that the children are also very happy and have learned the addition formula of 6. The most important thing is happiness, children are happy, and I am happy as a teacher.
Reflections on adding teaching plans to the activities in the fourth part of Class Three.
1. Through this activity, guide children to experience the process of abstracting an object into numbers, penetrate the idea of set and perceive the meaning of addition.
2. Learn to add by counting, initially learn to observe the meaning of pictures, and cultivate children's views and thinking ability.
3. Cultivate children's ability to recognize numbers.
4. Let children understand simple mathematics.
5. Stimulate children's interest in learning.
Activities to be prepared
Children's books, harvest pictures, magnetic teaching AIDS; Corn and tomatoes have 10 cards, 1-5 has two sets of counting cards, and 1- 10 has digital cards and counting cards.
Activity process
I. Preparatory activities
Teachers and children greet each other.
The children's song "Autumn is here" is introduced in the form of a story and told to children. Autumn is the harvest season. Farmers' uncles are busy harvesting crops from the fields, and several lovely white rabbits are not idle. Look, they are busy, too. The teacher showed the pictures to guide the children to watch. The children look at the pictures to see what they are doing.
Children speak freely (originally picking apples in the yard), count the number of apples in the hands of two rabbits respectively, and use numbers to guide children to add by counting.
Second, the activity process
The teacher showed a long box, a corn card.
1. Let the two children put the corn into the rectangular card according to their own wishes and say how much they put. Find the corresponding number and put it under the rectangular card. How many other children are there? And find out the total number of digital cards
2. According to the method, change the object into tomatoes and continue to practice.
3. Replace the physical card with the counting card and continue to practice.
Third, children explore the operation
1. Let the children look at the pictures, talk about the pictures and guess what the children are doing.
2. Let the children count how many strawberries are in the boxes on the left and right, and write down the numbers in the boxes corresponding to the next disguise. After counting, count how many strawberries there are and write the answer in the bottom box.
The following teachers tour to guide one by one.
Fourth, end the activity.
Collection and arrangement of teachers' books
Activity reflection
The origin and reality of mathematics exist in reality and are applied to reality. Mathematical process should be a process to help children turn practical problems into mathematical problems. The content selection of educational activities should be close to children's life, and choosing things and problems that children are interested in will help expand children's experience and vision.
Reflections on the additional teaching plan for the design background of the fifth part of the third class of senior class
moving target
1, learn to further understand the meaning of plus sign and equal sign according to the formula of item calculation.
2, use the game to experience the pleasure of * * *.
3. Develop the agility and logic of children's thinking.
4. Stimulate children's interest in learning and experience the happiness of mathematics activities.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Important and difficult
Difficulties in the addition formula of 6: Can you give one or two simple application problems of 6?
Activities to be prepared
Physical card, drawing and calculation card. Look at picture calculation cards, digital cards, physical cards, record cards, picture classification and counting, etc.
Activity process
1, touch the ball game.
Teacher: Let's play a game of bumper ball. You and I add up to five. Hey, hey, how many balls did my two balls touch?
Yang: Hey, I hit three balls with two balls.
Teacher: You and I add up to 6. Hey, hey, how many balls did my four balls touch?
Yang: Hey, I hit two of my four balls.
2. Show the physical card, review the composition of 6 and introduce the addition of 6.
Teacher: Look, how many kittens are there in this picture?
Young: 6 years old
Teacher: Last time, we classified these kittens. Now, let's use our brains. How to express them with an expression?
First, introduce new games.
Show me the chart calculation card and let the children operate it.
Second, the grouping operation
(1) Look at the formula (physical card, digital card)
(2)6 Zhang Hecheng card
(3) Look at the picture, make classified statistics or record the formula.
(4) See the physical objects recorded by the formula.
(5) Arithmetic solitaire
Third, summarize and evaluate.
Collective verification of some children's operation cards.
Praise the careful children and encourage other children.
Teaching reflection
This class starts with games to arouse children's enthusiasm. The activity atmosphere of this class is also very good, which has achieved the purpose of this class. Reflection: I didn't pay enough attention to each child's operation when the children in this class were grouped. I will pay more attention to those who are slow to respond and give them guidance in time in the next teaching.
Reflections on the supplementary teaching plan for the activity goal of the sixth part of Class Three:
1, guide children to learn 9 addition application problems and cultivate their careful observation ability.
2. Help children consolidate 9 addition application problems through games.
Activity preparation:
Each person has a set of courseware and cards (animals and formulas).
Activity flow:
First, ask questions before class.
1, review the addition questions within 8.
Teacher: Little friend, can I ask you something? 5+3=?
Yang: Teacher X, I tell you, 5+3=8!
Teacher: Little friend, can I ask you something? 4+4=?
Yang: Teacher X, I tell you, 4+4=8!
Teacher: Little friend, can I ask you something? 6+2=?
Yang: Teacher X, I tell you, 6+2=8!
2, the way of the game (you can ask individual children after the overall answer)
Second, learn the addition application problem of 9 (show courseware)
1. There are 8 ducks in the pond. Here we go again 1 duck. How many ducks are there in the pond? (8+ 1=9)
Teacher: Children, please listen to the music! From: Qu; Teacher, our partner is here.
Play the duckling music and play the courseware at the same time.
Introduction to the story. There used to be 8 ducklings, but now there are/kloc-0 ducklings. How many ducklings are there in the pond?
Young: 9.
Teacher: How did you work it out?
Yang: 8+ 1=9
2. The butterfly flies into the flowers. First, five butterflies fly, and then four butterflies fly. How many butterflies are flying? (5+4=9)
Teacher: Little friend, spring is coming. Sister butterfly also flew into the flowers. From: Qu; Look, teacher, how many butterflies are there?
Young: 5 butterflies.
Teacher: Yes, there are five butterflies. Children, look at butterflies flying in the distance.
Young: 4 butterflies.
Teacher: Let's think, children. First, five butterflies flew in, and then four butterflies flew in. How many butterflies flew in?
Young: 9.
Teacher: How did you work it out?
Yang: 5+4=9.
3. The little monkey is exercising. The first time there were seven little monkeys, and the second time there were two little monkeys. How many little monkeys are there?
Same as above (teacher inspires children to make application problems) 7+2=9.
A banana tree bears many bananas. First, six bananas grow, then three bananas grow. How many bananas grow in a box?
Same as above (teacher asked, children answered) 6+3=9.
Third, the operation practice
Give each child a gift (take out a big gift box and let the children take out their own gifts), provided that the children must answer the questions on the gift (the problem is to create application questions with formulas)
Fourth, the conclusion part.
Let the children bring their own gifts to their parents to make up for the application problems (accompanied by music).
Reflection:
Knowing the number is the premise of calculation, which in turn can deepen the understanding and understanding of the concept of logarithm. The two are closely related. This activity organically links the identification and calculation of numbers within 10 through the composition of numbers. For every number within 10, let children gradually form the concept of number, master the composition and decomposition of number, and then achieve correct calculation. The child has learned the addition and subtraction of numbers within 10, but he doesn't quite understand the meaning of each number. How much is 1 plus 8 in this activity? Make them understand how each natural number is formed and its relationship with the previous numbers, and finally consolidate their application of the formula through pendulum. It not only deepens the composition, decomposition and operation of children in 10.
The design idea of reflective addition teaching plan in the third lecture of big class (7);
According to the characteristics of children's active and fond of operation, I provide children with activity materials, so that children can try their own addition formula with the number of 4 in operation and cultivate their innovative consciousness.
Activity objectives:
1, the number of comments is the addition within 3 and the synthesis of numbers within 4.
2. By creating a scenario, let the children try their own addition formula with a number of 4 and try their own addition application problem with a number of 4.
Activity preparation:
Within 3 days, add formula cards and digital cards, 4 pictures of apples and pears, 4 radishes, 4 flowers, 4 pictures of mushrooms, mother rabbit and rabbit headdress for each child, and arrange the activity scene.
Activity flow:
Play finger games with music that dances with ten numbers.
First, review the number of additions within 3 and the composition of 4.
1. The number of games reviewed by the train is the addition within 3.
The children in our class like watching cartoons very much. Have you seen the program Animation City? . Teacher qu. Teaching plan. Net source. There is a scarab sister in the cartoon city smart house. She invited us to visit the smart house today. She wants to see who is the cleverest child. Now let's go to the smart house! How to get there? Let's go by train! What time does our train leave? (showing the addition card) Hey, hey! What time does our train leave? Our train leaves at two o'clock.
This game consists of apples and pears.
Well, the train has arrived at the smart house. Look, what are the scarab sisters going to entertain us? Export the game with apples and pears. How many pears are there in an apple? (3)
3. Game logarithm
The child was right just now, and the teacher came to test you. Let's count, raise your little hand and I'll give you 1. How much will you give? (3) 1 and 3 add up to 4.
Second, create a scenario and try to write an addition formula with the number 4 in the operation.
Sister scarab said, you are all very smart. Now I'd like to invite you to play in the puzzle. Before going into the maze of intelligence, we must learn a new skill before we can walk. What skills should we learn?
Rabbit, I'm mother rabbit. Let me tell you a happy thing. The radish we planted has been harvested. Please ask the little rabbit to follow her mother to pull radish in the field. Each baby will take out four radishes and divide them among them. How many ways can we divide them? (Answer individually, the teacher demonstrates) So many radishes have been pulled out, it's time to take them home. When you move, listen to your mother's instructions and see how many radishes you have. (4) How did you work it out? (Addition), how to list this addition formula, please write it on the answer sheet. When writing, the words should be bigger, or the mother rabbit can't see clearly.
We have a bumper harvest of radishes, be happy! Let's celebrate! Let's pick flowers for decoration. Each of our babies picked flowers. We picked several flowers at a time. Let's hold up the flowers in our hands and see if they are exchanged or if several flowers are together. (4 flowers), although the flowers in both hands have switched places, their sum has not changed. Please write the addition formula on the answer sheet, and then lift the answer sheet after writing. Bunnies can check each other to see if you have written correctly.
Today, we have learned new skills and can go to the maze of intelligence. Come on, let's clap our hands. Hey, hey, I'm fine!
Third, the extension of activities.
Sister scarab also wants to see which children like brains best. Try to fill in the addition problem by yourself with the mushroom picture provided by the teacher. Pay attention to the supplementary addition problem. When there are two numbers, ask a question and ask how many * * *? How much is it altogether?
Writing application questions is also a new skill. Children who can make up are very capable, so they won't and don't have to worry. Next time, the teacher will teach you new skills of compiling addition application problems.
Activity reflection:
From the activities, we found that children are very interested in the operation, they are very innovative, but there are still a few children who can't write formulas. I think for these children, teachers should give them more individual guidance in their daily activities, and they will certainly succeed.
Reflections on the additional teaching plan of the activity design background of the eighth part of Class Three
Preschool children have begun to know numbers and have a certain understanding of them. But when calculating how much two things add up, most children will use numbers. In order to let children use their brains and find the simplest method, I designed the teaching activity of "Addition Basis".
moving target
1, understand the meaning of the addition formula, and know the symbols+,=.
2, can calculate the answer to the formula and read the formula correctly.
3. Cultivate children's comparative judgment.
4. Develop children's logical thinking ability.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Teaching emphases and difficulties
1, let students understand the true meaning of the addition formula.
2. Develop a good habit of thinking with your brain.
Activity preparation:
Material preparation: animal cards, courseware, watercolor pens, recording paper, and children's operation materials.
Activity flow:
First, riddles are introduced to create situations.
Teacher: Do children like small animals? The teacher will tell a riddle. Can you guess what kind of small animal it is? Red eyes, three mouths, love to eat carrots and vegetables. Jumping is so cute.
Second, introduce the story situation and show the courseware.
1, Question: How many rabbits are the mother rabbit and the baby rabbit? How did you know?
2. Know+and =.
3. Children and teachers do+,= actions with their hands.
4. Find out the calculation formula, read the calculation formula, and the teacher comments.
5. Show the courseware: How many other small animals have been to the rabbit house in the forest? Students make a formula and calculate the result. (.This article Source: Qu Lao. Teacher education plan network)
6. Rest: Rabbit Dance
7, the game listens to the pen. The teacher tells the rules of the game, and the students cooperate to play the game and record the results of the game. Let several children paste the recorded formulas on the blackboard and read their own formulas in turn.
8. Students fill in the exercises on the homework materials, and the teachers patrol for guidance.
Third, consolidate practice, expand and improve.
Ask students to use classroom resources to ask a mathematical question about addition and list the addition formula.
Fourth, talk about harvest.
Talk to your classmates about your gains in this class, praise your classmates and teachers who have performed well in this class, and encourage your classmates with applause. Assign homework.
Teaching reflection
This class is a preschool class. All the children I teach are 6 or 7 years old. According to their age characteristics, they prefer cartoon fairy tales and small animals. So I spent the whole class teaching the story of going to the rabbit house, which aroused the children's strong interest in learning.
Games are children's favorite. I designed games related to this lesson, so that children can fully feel that learning knowledge is a very happy thing when they play in middle school and school.
But I ignored the individual differences of children themselves and failed to observe the listening situation of each child. Good children have learned all the knowledge, but some children are not in good condition in class and have not devoted themselves to the classroom atmosphere, and I have not been able to remind and guide them in time. I must observe each of my students more carefully in future classes, so that they can listen and study better. When there are games, it is impossible for every child to come to the front to play games, but I can clearly see the expressions of disappointment of some children because they can't come to the front to play games. I must design more games in the future class, so that every child has the opportunity to participate.