Double triangle teaching plan 1

Activity objectives:

1, so that students can find out the degree of the third angle when they know the degrees of the two angles of the triangle.

2. Through the exploration of tearing, folding and measuring, it is found that the degree of the sum of the three internal angles of a triangle is equal to 180 degrees.

Activity preparation:

Protractor, scissors, group activity records (15 copies), various triangles (3 points, 2 blunt, 2 straight, 15 copies), 3 riddles, and large envelopes (with 2 points, 1 straight, 1 blunt, with double-sided tape on the back).

Activity flow:

(Activity goal: 1, defining what is the interior angle of a triangle; 2. Take a group of four people as a unit, and by measuring, tearing, folding and other methods, find out that the degree of the sum of the three internal angles of the triangle is equal to 180 degrees. )

Activity 1: exploration and discovery

What are the three angles of a triangle? Who can point to the stage? We call these three angles the interior angles of a triangle. The sum of three internal angles is called the sum of internal angles. How do you know that the sum of the internal angles of the three angles of a triangle is 180 degrees? Do you have any way to prove it? Can the sum of its internal angles be 180 degrees? (Student: Measurement, etc. )

Ok, we will work in groups of four. Each student chooses several different types of triangles on the desktop, measures, folds and draws pictures to verify your ideas. And measured knots.

Fill in the group activity record.

Four-person group activity: division patrol.

Besides measurement, do you have any good methods?

Student communication and feedback: What method do you use? What did you find? (Pay attention to students' evaluation, operation+expression, project student activity record)

Health 1: I used the method of measurement.

The teacher writes on the blackboard at the right time and tries to choose different types of triangles. )

Who will report your measurement results? How nice!

Who else uses metrics? What triangle to measure? Anything else?

Wow! We measured the degrees of three angles of various triangles. Why does this happen when people use measurement? (Degree and difference)

Student feedback: Because there are mistakes.

Conclusion: Students will use experiments to verify whether their guesses are correct, which is a good method and a common method in scientific research. The teacher also collected many triangles of different sizes with the geometric drawing board in the computer. You carefully observed the degree of each inner angle of a triangle and the degree of the sum of the inner angles. What conclusion have you reached?

Computer demonstration. (Explain the problem of angle)

Summary: The sum of the internal angles of the three angles of a triangle is 180 degrees.

Who else can verify it in different ways?

Health 2: I used the method of tearing. (Hint: You can tear off the three corners and spell them. ) How did you do it? Go on stage and show you. Is this method ok? You also try to do it.

Health 3: I used the method of folding in half.

Please come and tell us about it. (Symbol for drawing corners after folding)

Is this method ok? You also try to do it.

What do you think of the tearing method?

Evaluation of students' speeches: Students verified the conjecture that the sum of the internal angles of the triangle is equal to 180 degrees through group cooperation, dosage, folding in half and spelling. (blackboard writing: the sum of the three internal angles of a triangle is equal to 180 degrees) This is really an amazing discovery! The teacher really admires your courage to question boldly and your rigorous scientific spirit.

Activity goal: Through various exercises, students can further master the law of the sum of the angles in the triangle and calculate the degree of the third angle according to the known degrees of the two angles. )

Activity 2: Give it a try.

1, basic training.

(1) Teacher, here is a triangle. Can you work out the degree of one of the angles? This is "Try it" on page 28 of this book. Please open your books and do it by yourself.

Student feedback: What is Angle A? what do you think? Is there any other way? What did you find?

Summary: Knowing the degrees of two angles of a triangle, we can find out the degrees of the other angle.

If it is a right triangle, the sum of the degrees of the two acute angles is equal to 90 degrees.

(2) The degree of right triangle, the students are right. Teacher, here are three triangles. See who can calculate the degree of angle first and write it directly in the book. Please open page 29 and complete the exercise 1. what do you think? (closes the book)

2. Cut the triangle.

Look, the teacher has a big triangle in his hand. What is the sum of its internal angles? Looking closely, I cut a knife into two triangles with scissors. What is the sum of the internal angles of this triangle? What is the sum of the internal angles of the other triangle? What is the sum of the internal angles of this triangle? Do you all think it's 180 degrees? (If in doubt,

Tip: Do you want to try it yourself? Please note that the teacher cut another triangle. What is the sum of the internal angles of this small triangle? Can you keep cutting? What did you find?

3. Student feedback.

Summary: As long as it is a triangle, the sum of the internal angles of all triangles is 180 degrees regardless of the shape.

4. Knowledge expansion.

Just now, the students knew what the sum of the internal angles of a triangle (that is, a triangle) and a quadrilateral (that is, a long square) is. In the same way, will you find the sum of the internal angles of pentagons and hexagons? Interested students can teach themselves after class. Write your important findings into math papers and send them to your uncles and aunts in newspapers and magazines. I believe they will also admire our classmates' discovery.

Double triangle teaching plan 2

Teaching objectives:

1. Let students experience the process of understanding triangles in activities such as observation, operation and communication.

2. Know the names of each part of the triangle, draw the height of the triangle, and understand that the triangle has stability characteristics.

3. Experience the wide application of triangle stability in life, and feel the close connection between geometry and real life.

Teaching focus:

Understand the characteristics of triangles; Draw the height in a triangle.

Teaching difficulties:

Understand the meaning of the height and bottom of the triangle, and you draw the height in the triangle.

Teaching preparation:

Multimedia courseware, rectangle, square and triangle learning tools, sticks, nail boards, rulers, triangles.

Teaching process:

First, connecting with reality leads to the subject's perception of triangle.

1, dialogue import.

2. Students report and exchange the information they have collected about triangles.

3. The teacher shows pictures of triangles in life.

The conversation led to the topic: "What do you want to know about triangles? (blackboard title: understanding of triangles. )

Second, hands-on operation, exploring new knowledge.

1. Make triangles by hand and summarize the definition of triangles.

(1) Students use the materials provided by the teacher to operate and choose their favorite way to make a triangle. (Material: wooden stick, nail board, ruler, triangle board. )

(2) Students show the triangle made by communication and talk about how they do it.

(3) Observation and thinking: What do these triangles have in common?

(4) Understand the composition of triangle and preliminarily summarize the definition of triangle.

(5) Teachers show relevant figures to arouse students' doubts, and correctly summarize the definition of triangle through students' thinking and discussion.

(6) Judgment exercises.

2. Understand the base and height of a triangle.

(1) Situation creation.

"There is a Baisha Bridge on the beautiful Yongjiang River in Nanning. Seen from the side, the frame of the bridge is a triangle. Engineers want to measure the distance from the top of the bridge to the deck. What do you think? "

(2) The courseware shows the physical map and plan of Baisha Bridge.

(3) Students try to draw the measurement method on the plan.

(4) Students show and report their own measurement methods.

(5) Students read textbooks and teach themselves the base and height of triangles.

(6) Teachers and students learn the drawing method of triangle height together.

(7) Students practice drawing height.

3. Understand the stability of triangles.

(1) Be prepared to let students feel the stability of triangles in real life.

(2) Hands-on learning tools to experience the stability of the triangle.

(3) Using the stability of triangle to solve real life problems.

(4) Students should understand the application of triangle stability in daily life.

(5) Appreciate the application of triangles in life.

Third, summarize the content of this lesson.

1, students talk about the gains of this class.

2. Teacher's summary.

Double triangle teaching plan 3

[Teaching content]

The relationship between the three sides of the triangle in the fourth grade of primary school mathematics published by Beijing Normal University.

[Teaching objectives]

1. Through measurement, swing, calculation and other experimental activities, it is found that the sum of any two sides of a triangle is greater than the third side, and this relationship is used to explain some life phenomena and solve some simple life problems.

2. Cultivate students' guessing consciousness, independent exploration and cooperative communication ability during the experiment.

[Teaching Emphasis and Difficulties]

It is found that the sum of any two sides of a triangle is greater than the third side.

[Teaching preparation]

Students and teachers prepare several sticks, rulers and inquiry reports of different lengths.

[Teaching process]

First of all, put a pendulum to stimulate the desire to explore.

Teacher: Last class, we learned about triangles. We gave you three sticks. Who can form a triangle on the blackboard?

(refers to two students coming to the blackboard. One set of sticks provided can be placed in a triangle, and the other set cannot be placed in a triangle. )

When students can't let it out, guide them to find that not all three sticks can make a triangle.

Teacher: If you want to put another triangle, is there a solution?

If you want to put it into a triangle, the lengths of all three sides are required. In this lesson, we will learn the relationship between the sides of a triangle. (blackboard writing topic)

Teacher: Who can guess the relationship between these three sides?

Teacher: Did you guess right? Let's verify it with experiments.

[Reflection] In this session, I will ask the students to enclose the triangle first. The first student successfully encircled the triangle without blowing off dust, but the second student couldn't. In this way, students have thinking conflicts in the specific operation process, thus putting forward "mathematical problems" and effectively stimulating students' desire to explore. Grasp the students' hearts at the beginning of class and let them devote themselves to the next round of study with great interest.

Second, the operational verification reveals the tripartite relationship.

(1) study in groups, and the group leader of four people takes out four groups of prepared sticks.

Requirements for demonstration experiment:

1, measure the length of each group of sticks.

Connect these three sticks end to end and see if they can form a triangle.

3. Add the lengths of any two sides and compare them with the third side. (expressed by formula)

4. Group discussion. What did you find? Fill in the experimental results on the inquiry report.

(2) The group reports and communicates the experimental results.

Conclusion: The sum of any two sides of a triangle is greater than the third side. (Guide students to understand the meaning of "arbitrary")

Then use this conclusion to explain why the triangle is not surrounded in the experiment.

[Reflection]: Suhomlinski once said: "People's psychology has a deep-rooted need to be a pioneer, researcher and explorer. In the spiritual world of children, this demand is particularly strong. " In teaching, I intentionally set up these hands-on activities, which not only meet the needs of students, but also enable students to learn knowledge and experience success in their high interest in learning.

Third, application and expansion.

1, judge whether the following groups of line segments can form a triangle, and why?

(Guide students to understand the method of quick judgment)

( 1) 1cm，3cm，5cm

(2)3 cm, 5 cm, 2 cm

(3) 1 1 cm, 6 cm and 7 cm

[Reflection]: The purpose of classroom exercises is to enable students to master knowledge in time and form their abilities. I pay full attention to this point in teaching, that is, let students use what they have learned to explain why this link. At the same time, students are guided to find and judge quickly, so that students can develop their original knowledge on the basis of what they have learned and find the best judgment method.

2. What is the shortest way for Xiaohua to go to school? Why? (Guide students to explain from different angles)

bookshop

school

Jia Xiaohua

[Reflection]: Textbooks are the carrier of learning, and I fully explore the connection between textbook knowledge. This situation map can be judged intuitively, explained by the relationship between three sides of a triangle, and explained by "the shortest line segment in a straight line connecting two points". This not only expands students' thinking space, feels the diversity of problem-solving methods, but also realizes the integration of knowledge and practice, thus making students realize that there is mathematics everywhere in their lives.

3. A triangle, in which two sides are 4 cm and 6 cm respectively, how long is the third side?

(Guide students to explore the range of third-party values)

[Reflection]: The design purpose of this question is to guide students to find that the value range of the third side of the triangle is greater than the difference between the other two sides and less than the sum of the other two sides. At the beginning of teaching, the students gradually answered 3 cm, 4 cm, 5 cm, 6 cm, 7 cm, 8 cm and 9 cm, and then they were silent, so I proposed 9.2 cm, okay? The students thought for a while and came to the conclusion: OK. So their thinking became active again, 9.6 cm, 9.9 cm ... When the students found that the decimal part was infinite, they came to the conclusion that the third side was less than 10 cm and greater than 3 cm, so I raised this question again: Now the smallest answer that the students found is 3 cm, is 2.5 cm ok? After thinking, the students got the answer: the third side should be less than 10 and greater than 2. Because of time, I was a little anxious at that time, and directly said that I wanted students to understand that the range of the third side was greater than the difference between the other two sides and less than the sum of the other two sides. The result was not very good. Students had better explore the relationship between the difference between two sides of a triangle and the third side after class. Although it is not appropriate to deal with it here, the thinking collision between teachers and students and between students on this issue has stimulated students' awareness of inquiry and cultivated students' ability of questioning and inquiry.

A pavilion will be built in the children's playground with a triangular wooden frame at the top. Now, two 3-meter-long pieces of wood are prepared. If you are a designer, how long does it take to prepare the third piece of wood? And explain why.

(Guide students to be beautiful and practical in real life)

[Reflection] This question is an extension of the previous question, and it is to cultivate students' ability to apply mathematical knowledge to solve life problems reasonably.

5. In a triangle composed of 15 matchsticks with the same length, how many matchsticks can the longest side consist of at most?

[Reflection] This is a question for students to explore. Students as homework are more willing to do such problems.

Summary of this lesson: The students' performance is excellent. They can not only guess, but also verify through experiments and solve practical problems with what they have learned.

The fourth chapter of the double triangle lesson plan

Analysis of teaching materials and learning situation:

? Decimal addition and subtraction is the content of Unit 6, Book 2, Grade 4 Mathematics, the experimental textbook of compulsory education standard. Students have just finished learning decimals in Unit 4 of this textbook, mastered the meaning and basic properties of decimals, and learned the calculation rules of decimal addition and subtraction on the basis of perceptual knowledge. Understanding and mastering the arithmetic of decimal addition and subtraction (that is, only numbers with the same counting unit can be added and subtracted) and the algorithm (that is, the alignment of the same digits, that is, the alignment of decimal points) are the key to learning decimal addition and subtraction with different decimal places, the basic and necessary mathematical knowledge, skills and methods, and an important part of forming good computing ability. The teaching material presents the learning content in the form of tables and pictures, and integrates lively sports activities with decimal operations that seem to be mechanical drills, so that students are willing to accept and explore these abstract mathematical activities. This part of knowledge will be widely used in future study and life, so mastering this part of knowledge is of great significance for students to study and solve simple problems in life in the future.

Teaching objectives:

Knowledge and skills: Combining with the specific environment, let students explore the calculation method of decimal addition and subtraction independently, and calculate the decimal addition and subtraction correctly.

Process and Method: Combining calculation teaching with problem solving, and exploring new knowledge through analogy transfer.

Emotion, attitude and values: By applying the knowledge of decimal addition and subtraction to solve simple practical problems, students can feel the close relationship between decimal and real life, and cultivate the habit of independent inquiry, cooperation and communication.

Teaching focus:

Explore and master the calculation method of decimal addition and subtraction to improve students' decimal addition and subtraction ability.

Breakthrough method:

By guiding students to communicate the relationship between integers and decimals, understand the calculation rules of decimal addition and subtraction.

Teaching difficulties:

Understand the principle of "decimal point alignment"

Breakthrough method:

By understanding the meaning of decimals, only numbers with the same number of digits can be added and subtracted, that is, the decimal points should be aligned when calculating.

Teaching methods and learning methods:

"Learner-centered? Participatory teaching method.

Teaching aid preparation:

Multimedia courseware.

Teaching process:

First, create situations and introduce topics.

1, Dialogue: Classmate, have you ever watched the diving competition? Diving has always been the strong point of sports in China. Please look at the big screen. The courseware shows the video of China divers Lao Lishi and Li Ting diving. The China team won again. At this proud moment, I propose: Let's celebrate the victory of our motherland with warm applause.

In the sports arena, there are not only fierce and beautiful games, but also a lot of mathematical knowledge. Students, do you want to learn these math knowledge?

2. (Courseware shows statistics of diving finals) Show the results of the first round and the second round of China team in turn, and guide students to find and ask mathematical questions.

3. Lead the topic: Students, let's take a look. The formulas listed in the process of solving the problem just now are decimal addition and subtraction. How to calculate the formula of decimal addition and subtraction? This is the content of this lesson: decimal addition and subtraction (blackboard writing topic)

Two, show the self-study outline, clear self-study tasks.

1, (courseware shows self-study outline) The teacher makes clear the task of self-study: Now enter the first link: self-study is the best. Carefully study page 96 of the textbook, example 1, example 97, and then complete the questions on the self-study outline. In the process of self-study, find the calculation method of decimal addition and subtraction and start self-study.

2, teachers patrol guidance, students self-study, timely reminder: students who have completed self-study content can communicate in groups of two.

Third, discuss in groups and answer questions.

1, Teacher: Students just study themselves seriously. Next, we enter the group discussion session with the results of self-study and the problems encountered in the process of self-study. Ask the team leader to come up quickly and get the discussion outline of your group. Let's compare which group has the most active and serious discussion. Let's start the group discussion.

2. Patrol: the place to remind each group to pay attention.

Fourth, exchange and display, teacher guidance.

Teacher: Just now, the teacher saw that the discussion was very lively and all the groups were very active. Next, let each group share your discussion results with our class. Let's move on to the next link: a big presentation of the discussion results. (Courseware demonstration: wonderful display of discussion results)

2. Ask the first group to make an exchange demonstration. (Courseware shows communication content)

3. Ask the second group to make an exchange demonstration. (Courseware shows communication content)

4. Teacher's guidance: In the calculation process just now, we found that the calculation process of decimal addition and subtraction is the same as the calculation process of integer addition and subtraction that we have already learned, and both need to align the same number of digits from the low order. When the columns are vertical, what are the characteristics of decimal points when the same number of digits are aligned? (decimal point alignment) So when calculating decimal addition and subtraction vertically, we only need to align the decimal point, and then the same numbers will be aligned. (blackboard writing: decimal point alignment)

5. Teacher: What about the addition and subtraction of decimals? Ask the next group of students to give us a summary.

6. Ask the third group to make an exchange demonstration. (Show the calculation method of decimal addition and subtraction with courseware when communicating with the teacher)

7. Read together. Show the courseware one by one and let the students read aloud. )

Five, consolidate the use, expand and extend.

1, Teacher: Students, have you learned to add and subtract decimals vertically? Dare to accept the challenge? Athletes compete for the championship on the field. Who can be the champion of our class today? Let's enter today's "academic performance competition" to compete. (Courseware presentation: Learning Achievement Competition)

Please come up with skills training questions to prepare for the competition.

3, the first level: smart little judge. After the students finish their work independently, the teacher will call the roll to answer, and the deskmate will communicate and correct them. (The first level of courseware display: smart little judge)

4. Level 2: Calculate carefully that I am the best. (The second level of courseware display) Students finish independently, and the teacher corrects the fastest little player in each group, and then makes him a little teacher to help correct the homework of other students in this group.

5, the third level: I am good at rewriting decimals. (The third level of courseware display) After the students finish independently, the teacher corrects the students while talking.

6. Level 4: Apply what you have learned. After the group cooperation is completed, please send a representative from one group to exchange the discussion results. After that, the teacher shows the answers to the revised courseware.

7. Teacher's summary: In the process of solving this problem just now, students will find that our mathematics knowledge comes from life and is applied to life. Now, please count your scores quickly. Students who have won all the stars in this competition please stand up. The standing student is the champion of our class today. Ask the teacher to present them with trophies. Congratulations! Let's give a big hand to the champion. Don't be discouraged by other students who didn't win the championship. You did a good job today, too. Keep trying. I believe that more and more champions will emerge in our class.

Sixth, class summary.

Teacher: The students in this class study hard. Who can tell me what you have gained?

Blackboard design:

Double triangle lesson plan Chapter 5

First, the teaching objectives:

1. Make students master the concept of triangle midline, understand the midline theorem, and use it to demonstrate and calculate.

2. Master the skills of adding auxiliary lines to solve problems.

3. Improve students' ability to analyze and solve problems and enhance their interest in learning.

Second, the teaching method of inquiry-based autonomous learning: students explore independently and teachers guide and inspire. In the * * * exploration activities of teachers and students, the teaching objectives of this course are completed, the students' ability is improved, and the students can better adapt to the new curriculum standards.

3. Analysis of teaching contents, key points and difficulties of teaching materials: The study of triangle median theorem is a new content after the study of parallelogram and parallel line bisection theorem. The textbook first gives the definition of the triangle midline and distinguishes it from the triangle midline, and then explores the triangle midline theorem with the same idea. Finally, the problem given by example 1 is solved by the midline theorem. In the future research, this theorem should often be used to solve the problems of line parallelism and line segment doubling. The focus of this lesson is the triangle median theorem, the difficulty is the proof of the theorem, and the key is how to add auxiliary lines. In the future research, this theorem should often be used to solve the problems of line parallelism and line segment doubling.

Fourthly, the selection and design of teaching media can open students' minds, increase classroom capacity and improve classroom efficiency through multimedia courseware. Starting from real life, stimulate students' thinking and lead out the content of this lesson. Inspire students' thinking through the dynamic effect of the media, guess conclusions, think from the perspective of adding auxiliary lines, analyze conditions, and get proven methods to help students solve problems in many ways. Then help students analyze the meaning of the question with the help of multimedia. Students themselves try to solve practical problems with the triangle midline. The characteristics are: breaking the phenomenon that the teacher has been talking in the previous math class, students can actively participate in learning, and their thinking is fully displayed under the role of the media. The dynamic demonstration of media teaches students how to explore knowledge: guess-induction-research-conclusion. At the same time, the use of multimedia greatly enhances the classroom capacity, which is difficult to achieve in general teaching.

Verb (abbreviation of verb) Teaching steps (1) Introducing new lessons: Students, we learned the bisection theorem of parallel lines and two inferences. Now, please ask some students to tell the title and conclusion of the theorem according to the pictures on the big screen. Please pay attention to the topic and conclusion of inference (2) and review these knowledge. We will exchange the conclusion for the parallel condition of inference (2). Can the following be true? This is a problem that we need to study together in this class.

(2) learn a new lesson 1. What is the difference between the concepts of triangle midline and triangle midline? 2. The nature of the triangle midline 3. Proof of the property of triangle midline 4. Triangle midline theorem 5. Problem solving: ① I want to measure the width of a lake. Can I design a scheme with the knowledge of the triangle midline and explain the reasons for doing so? ② Is the method of cutting cakes reasonable and why? 6. Practice by yourself to deepen your understanding

(3) Class summary: The conclusion of the triangle median theorem has two aspects: ① proving parallelism; (2) prove the repetitive relationship.

(4) Transfer

Reflections on the teaching of intransitive verbs 1. Starting with the knowledge that students have learned, it lays a foundation for further study, and at the same time, it simply sorts out the knowledge system of students. 2. Arouse students' thinking through the problems brought by pictures, increase students' participation, and further reflect that mathematics comes from life, and life is full of mathematical knowledge. 3. Teachers are the organizers and participants of students' learning. In this lesson, the demonstration of animation mobilizes students' thinking and provides a key to solving problems, rather than imparting knowledge stiffly. 5. Computer-aided teaching has expanded the amount of information and classroom capacity. It can effectively improve the teaching effect and students' comprehensive ability.

Double triangle lesson plan Chapter 6

Curriculum analysis:

Graphics can be seen everywhere in children's lives. Children in large classes can creatively assemble and draw the shapes of objects with common geometric shapes. The triangle of greed is a picture book story told to children by chance. I found that children were very interested in these graphics, so I seized their interest and designed this activity. With the help of the story of "a triangle increases its edges and angles", the teaching goal of this lesson is realized by taking this as a clue and interlocking.

Course objectives:

In order to satisfy children's strong curiosity and thirst for knowledge, through listening, watching, guessing, playing and other different ways, help children further perceive and master the basic characteristics of plane graphics, fully mobilize children's various senses, and satisfy children's desire to explore, discover and try to create. Therefore, the objectives of this teaching activity are as follows:

1. Contact your own life experience to feel the characteristics of the triangle.

2. On the basis of triangle, add sides and angles to form quadrilateral and pentagon.

3. Feel the fun of knowing graphics, think positively and be willing to participate.

Course preparation:

Material preparation: ppt, colored bars, magic wand, graphic statistics and marker.

Experience preparation: children know what edge is and what angle is in advance.

Course flow:

First, game import; Cognitive triangle

1, Teacher: Did the teacher bring a wonderful box today? (Showing the wonderful box) Do you know what secrets are hidden in it?

2. The teacher reads children's songs: There are many things in the wonderful pocket. Let me touch it first and see what it is.

3. Introduce triangles.

Second, the game integration:

1. Game: Find it.

The teacher shows the background picture, and asks the children to contact their own life experiences, discuss and name the triangular objects.

2. Interactive game: The teacher talked about finding the triangle where the human body can appear.

Teacher: Then let's play a game with triangles! How can I make a triangle with my body?

Second, tell the story "the triangle of greed"

On the basis of understanding the triangle, add sides and angles to become quadrangles and pentagons.

1. Understanding quadrilateral

(1) The triangle becomes a quadrilateral.

(2) Show all kinds of quadrangles, and ask children to say their names collectively.

Teacher: Aunt Whiteboard brought us many quadrangles. Do you know them?

(3) find a quadrangle.

Know the Pentagon

(1) quadrilateral becomes pentagon.

(2) Looking for the Pentagon in life.

Teacher: The new life is wonderful. Where does the Pentagon appear in our life?

Three. Operation and recording (providing graphic statistics)

1. Let the children play the role of a small graphics conversion officer, stick the patched graphics on the cardboard with colored strips, and record the edges and corners of the patched graphics on the statistical table.

2. Teachers communicate and evaluate works with children.

Fourth, the game ends with a train.

Curriculum reflection:

In view of this activity, I think it is worth reflecting that there is not enough guidance for children who are not enthusiastic about individual activities in the activity, and they have not been able to boldly contact and integrate into games and teaching activities. We should pay more attention to children with individual differences. Secondly, in the middle of mathematical operation, teachers and children exchange and evaluate the works, and children do not participate in the evaluation well, but affirm the children who perform well, and there are no outstanding phenomena, such as: individual children operate incorrectly, and the reasons behind them are not further discussed to discuss solutions.