The teaching goal of 1 "average distribution" in large class mathematics teaching plan
1, experience the activity process of distributing some objects evenly, and understand the meaning of average distribution.
2. In teaching activities, learn to share toys or things equally with others, and cultivate sharing consciousness and happiness.
3. Cultivate children's comparative judgment.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Stimulate children's interest in learning.
Teaching preparation
Teaching AIDS: 6 apples and 0 pears 10.
Learning tools: operational problems (several)
teaching process
(1) Understand the meaning of distribution.
1, show 6 apples, and let the children score one point at will.
-Look what the teacher brought you.
Then let's count how many apples there are
Please tell the children how to divide it.
Ok, now I invite a child to share the apple, and you can share it as you like. Who wants to go?
-How do you divide it? (Guide children to say their scores)
-Let's like this little friend!
3. Teachers lead children to observe different methods and guide them to find that both methods are the same. Then how to divide it?
4. Summary: Divide the object into two or more parts. The number of each share is the same. We call this method of putting each share together "equal distribution".
5. The teacher talks about the concept of average distribution, so that children can learn to say concepts.
(2) Further understand the meaning of average distribution.
1, the teacher shows 10 pears, demonstrates several division methods, and lets the children talk about whether they are evenly distributed.
2. If it is evenly distributed, how many copies are divided and how many copies are there in each copy?
3. Let children learn the concept of average distribution.
(3) children's operation.
The teacher takes 8 cards and distributes them equally, so that the children and the teacher can distribute them together as required.
1, 8 wafers are divided into two parts, how much is each part?
2. Eight wafers are divided into four parts. How many are there in each part?
Each of the 8 wafers is 1. How many shares can it be divided into?
(4) Let parents and children complete the operation questions on the homework list together.
"Now let the children take out the operation questions and pencils in the basket. Each child only takes one operation problem, and then asks the parents to help the children complete the operation problem. "
Teaching reflection:
In this activity, children also realized the significance of equal distribution in learning, and they can also distribute people and things equally. First of all, I'm not giving lectures out of thin air to make it harder for children to understand. Instead, teaching is conducted in the form of physical operation, so that children can learn knowledge more clearly and understand the average distribution. Finally, in the way of operating the questions, let the children consolidate and practice the average distribution.
In this activity, I also found many shortcomings. Because parents are around children, children will be distracted, which will lead to children's inattention in class and directly affect teaching. In teaching activities, children's understanding of concepts is not very good, and the average distribution is not enough. I will go further in my future teaching activities and strive to do a better job in teaching.
Large class teaching plan "average distribution" 2 educational objectives:
1, through the process of dividing objects equally, understand the meaning of average distribution.
2. In the activity, the quantity can be allocated as needed.
3. Be able to cooperate with peers and try to record the results.
4. Be able to express your views boldly and clearly and experience the happiness of success.
Prepare:
Teaching AIDS: some pictures of monkeys, some pictures of peaches and some recording papers.
Learning tools: one operation material for each child.
Key points and difficulties:
Understand the meaning of average distribution.
Teaching process:
Firstly, dialogue is introduced, and the initial perception is evenly distributed.
Teacher: How many children are here today? How many groups are you divided into? How many children are there in each group? Children observe and answer.
Conclusion: We divided 32(28) children into 3 or 4 groups, each group had the same number of children, and they all had 8 children.
Second, in the game of "dividing peaches", we can further perceive the average distribution.
1, Teacher: Today is the birthday of the baby monkey. The mother monkey bought some peaches for the baby monkey. Please help the children divide the peaches. Will the children help? Children must share peaches fairly, and so should every baby monkey. Otherwise, the rabbit will be unhappy.
2. Children try to "share peaches"
(1) Teacher: How do two little monkeys divide four peaches? Children's scores and teachers' questioning records emphasize that each little monkey gets as many peaches. How about eight peaches? 12 Where are the peaches?
(2) Observing the recording paper, what did you find? Tip: What has changed? What hasn't changed? Summary: We give more and more peaches to two little monkeys, and each little monkey gets the same number of peaches.
(3) Teacher: We just give three little monkeys 12 peaches. How many peaches will each little monkey get? How about four little monkeys? The child was recorded by the teacher.
What did the children find by observing and recording the situation?
Summary: Give peaches to many little monkeys, and every little monkey gets the same peach.
3. summary; The method of dividing many items into several parts like this is called equal distribution.
Third, in the game of "sharing food", practice average distribution.
Teacher: Just now, many animals know that children help monkeys divide peaches and want children's help. Are the children happy?
The first group: "Help the rabbit divide the food"
Group 2: "Help the kitten divide the fish"
Group 3: "Help dogs and monkeys share food"
Group 4: "Help many animals divide food"
Four. Promotional activities
The teacher found that children especially love to help others, and after returning home (with their own encouragement), she helped her mother share something with the method we learned, okay?
Activity reflection:
Children's understanding and application of the concept of average distribution is based on concrete operational experience. Through a series of situational experiences, the children are in high spirits, and they can easily achieve their goals in the happy food sharing game, realizing the learning concept of learning while playing and seeking happiness while learning. 4, 5 children's attention is easy to shift. Teachers need to pay more attention to stimulating children's interest in activities in time.
The design concept of "average distribution" 3. Mathematics teaching plans for large classes;
The phenomenon of average distribution often appears in children's life and study. In order to let children better understand the phenomenon of average distribution, it is to divide the same item into several parts. I designed this activity. I hope that through this activity, children can truly grasp and understand the meaning of average distribution, and then they can apply what they have learned to our daily lives. During the activity, I followed the spirit of the "New Outline" and was able to bring mathematics education into life, and created a game situation to visit Xiong's home, so that children could easily learn mathematics while playing, thinking, dividing and eating. During the activity, I provided many opportunities for children to explore and practice independently, so that children could explore in operation, discover in exploration and understand in discovery.
Activity objectives:
1. Perceive the phenomenon of average distribution in the game and preliminarily understand the meaning of average distribution.
2. Be able to allocate quantity according to needs and try different average allocation methods.
3. Be able to actively participate in computing activities and use mathematical knowledge to solve practical problems.
Activity preparation:
Knowledge and experience preparation: children have a certain understanding of quantity.
Material preparation: (1) A number of sweets and snacks of various colors. (2) ppt activity flow:
First introduce the scene, the first contact is general.
1. Today, I visited my new home. Bear moved to a new home and invited us to visit. Want to go?
2. Perceive the number of bear houses. Please find a small chair for each child to sit on and divide into 6 groups, each group requires the same number of people.
Second, the initial operation, learning the average distribution.
1. Collective operation, average perceptual distribution (1) Little Bear prepared a snack for our children. Let's see what it is. How many?
(2) Let the children share these snacks, and everyone should share the same amount?
(3) children tell.
2. Add them one by one and experience the average distribution (1). Bear found that so many snacks are too few. I'll add some to make you eat more! (Teacher adds snacks) (2) Is there any other way besides this one?
(3) I'll give you some snacks. Please share a point in different ways and ask each child to share the same amount.
The teacher concluded that the phenomenon of dividing the same article into several parts was called average distribution.
Third, share candy and consolidate the average distribution.
1. Show Candy (1) Little Bear invited us as guests, and also invited several small animals as guests, but they were in trouble. I want to ask you to do me a favor. Please give them these delicious sweets so that they can eat as many sweets as possible in different ways!
(2) Collective communication. Share Candy Now let's share delicious candy with guests and teachers!