Activity objectives:
1. Learn how to count from the direction of the arrow, find different objects and circle them.
2. Learn to determine the arrangement order of objects and understand the meaning of ordinal numbers.
3. Cultivate children's observation ability.
Activity preparation:
Teaching AIDS:
1, arrow direction card
2. There are 4 yellow balls and 4 red balls 1 piece.
3. One digital card 1-5.
4. There are four triangles, four round apples (1), four green apples (1), six pictures of scene animals and five school tools:
1, (4 triangular pictures and 1 circular picture) one set for each child. 2. Each child has a watercolor pen. 3. One book for each child. Activity flow:
Show off the ball first and learn to find different objects.
1, Teacher: Little friend, today the teacher brought your favorite ball. Look, do you like it? Find some children to play with rackets and put them away. )
2. Let the children observe the color of the ball.
Second, show pictures of apples and learn how to count from the direction of the arrow to find different objects.
1, Teacher: The child is great. I want to test the child. Look, what is this? What color do you have? Are they all the same?
2. Who knows where the apples of different colors are arranged? (children's discussion)
3. Teacher: I just found that some children count from the left and some from the right, which is not standardized. The teacher thought of a good method (showing the arrow direction card and telling the children to count from the direction indicated by the arrow), which is both convenient and correct.
4. The teacher gives the children digital cards according to the number sequence said by the children and counts them in the direction of the arrow, and asks the children to circle the numbers of different apples.
5. praise the child for being smart.
Third, show the triangle picture, learn the method of counting from the arrow direction, and confirm the number order of objects.
1. What are the numbers on the map? Are they all the same?
2. What's the difference? Where is the row from the direction of the arrow?
3. Let the children discuss and answer.
4. Let the children take out the operation card and try to practice as required.
5. Check the evaluation and praise the children.
Fourth, the game: queuing
1, the teacher called five children out, one of whom was a boy or a girl.
2. Please observe the children. How many children are there (according to the direction of the arrow).
3. Ask the children to send digital cards to the children who line up in the direction of the arrow.
Let the children observe and tell where different children (boys or girls) line up.
Please read the summary of who ranks first (read in the direction of the arrow) and praise the children.
Verb (abbreviation of verb) Finally 1 Show pictures of animals in the scene to guide children to observe, and count them from the direction of the arrow to see where they are ranked. (Children's Discussion) 2 Guide children to complete book exercise P28 VI. By extending the learning tools to this area, children will continue to learn operation ordinal numbers in their daily lives.
Middle-class Mathematics Teaching Plan: Giving Gifts to Numbers
Activity objectives:
1. Let children array intuitively, and can correctly perceive the numbers within 7, regardless of the arrangement of objects.
2. Let children learn to match objects with numbers.
3. Inspire children to tell the operation process in language.
Focus of activities:
Let children learn to be unaffected by the arrangement of objects and correctly perceive numbers within 7.
Activity difficulty:
Guide children to discuss whether different numbers of objects can be put together.
Activity preparation:
Teaching AIDS: 6 physical cards (including animal cards and plant cards), red and green velvet baskets each 1 piece, 6 and 7 velvet counts, 4, 5, 6 and 7 digital cards, and 6 blank cards.
Learning tools: 4, 5, 6, 7 digital cups and several physical cards. 5, 6 and 7 are physical cards, round cards, short-line cards and digital cards. There are several physical cards and digital cards in 5, 6 and 7. Everyone has a digital card and a physical card. Magnetic tape.
Activity flow:
I. Group activities
1. Review the numbers 3, 4, 5, 6, 7: Play the number game.
2. Visually check several groups to show the physical cards. Question: What's on the blackboard? How many people are there? We will send digital friends to these physical cards.
3. Put the cards according to the numbers and show the red and green baskets. Please put the same number of cards in the same basket. (talking while operating) Question: Right? Why? Can different objects with the same number be put together? Why? Who will send them digital friends?
4. Group game: Find a friend (with music) For the first time, the child takes a physical card to find a digital friend; The second time, the children looked for the real thing with digital cards.
Second, the first group activities, send short cards, round cards and digital cards to physical cards.
The second group, give gifts to digital cups.
The third group, send digital cards to physical cards.
Three. Activity evaluation
1. Please come out and talk about your own operation process.
2. Teacher's summary 3. Review the game: find the airport (consolidate the understanding of the numbers 4, 5, 6 and 7)
Middle school mathematics teaching plan: the price around us
Design intent
Children in metropolises are familiar with and curious about the shopping, trading process and commodity prices in supermarkets. At the same time, children's concept of price is very vague, because most parents only let their children participate in the shopping process, but not in the buying and selling process, so children can't correctly understand the relationship between price and coins. This activity attempts to start from the actual life experience, take the kindergarten as the activity center, and connect the society, family and kindergarten together, so that children can learn and use mathematics knowledge to solve problems around them in life and experience the true meaning of mathematics.
moving target
1. The children observed the price during the visit and began to learn to read the price.
2. Children understand the relationship between coins and shopping in the process of buying and selling.
3. Children try to make a price list to further understand the price structure.
Activities to be prepared
1. The child has experience: he has a basic understanding of the denomination of coins; Can read tens and hundredths.
2. Contact information about shopping in the supermarket.
3. Some price cards, small cards, pens, etc. It's already done.
4. Mobilize parents to give children five yuan each, so that children can shop freely in the supermarket.
Activity 1: supermarket shopping experience
Activity process
First, find and understand the price.
1. The children are looking for prices in the supermarket. The teacher guides the children to observe the writing characteristics of the price, and understands that the price is usually expressed by numbers, and there will be unit yuan, so that the children can know the decimal point when understanding the price.
2. The teacher shows various price cards, and the children learn to read the prices of hundreds, tens and decimal points from shallow to deep.
Children practice reading prices before going to various commodities.
Second, experience the buying and selling process.
1. Each child brought five dollars. The teacher knows what the child wants to buy and discusses whether five yuan can buy this product.
2. Under the guidance of the teacher, children are free to buy goods and pay, and the teacher gives guidance.
Children communicate with each other and share the goods they buy.
Activity 2: Make a price card.
Activity process
Summarize the shopping situation first, exchange and discuss the purchased goods, and consolidate the understanding of the price.
Second, make price cards in groups.
1. Children draw the goods they buy and like and mark their prices.
2. Children make price cards for class supplies.
3. Put the made price cards on the corresponding items to play the buying and selling game.
Activity expansion
1. Give each child a few small cards, and let them make price cards for large items with their parents at home, such as electrical appliances.
2. Bring the price card back to the park to tell stories and consolidate the understanding of the price.
3. The teacher concluded, help children understand the relationship between money and labor, let children understand the hardships of their parents, and develop a correct concept of consumption.
Design evaluation
Modern children can know coins with denominations of one yuan, five yuan and ten yuan very early, but the relationship between coins and prices is still very vague. This activity helps children acquire this knowledge and let them experience the application of mathematics in life in a realistic and relaxed situation.
Middle school mathematics teaching plan: digital marking
Goal:
1. Learn to record two features (size, shape or color) of a graph with a marker.
2. Observe and compare the different features between graphs, and express them in language.
Preparation: teaching aid: a card with the number 1-9; Pictures of houses with roofs of different colors, shapes and sizes; Several school tools (size, shape and color) for marking cards: 1-2 children's operation data; Several color, size and shape marks; Glue; The child has a paper key marked with color and shape; Draw some shapes and colors on the website.
Process:
I. Group activities
1. Play the game "Driving the Train" Foreword: Today, Tutu will invite the children of Class (2) to visit her new home. Are we going to drive the train? Get ready, the train is about to leave. Teacher: Hey, hey, my train is leaving. When does the teacher leave? (Show the number plate) Look after the children. (Look at the numbers) At X, the teacher leads the children to play games in groups first, then in groups, and finally invites individual children to play games.
2. Look at these figures and mark them
(1) Teacher shows different shapes of roofs Photographer: Our train finally arrived at the gate of the community where Little Rabbit lives. But with so many houses, how do you know which one is Tutu's new house? Don't worry, Bonnie wrote a letter to our child. Let's have a look. (Showing the marker) The rabbit is really clever. He used a marker to record the roof of his house, and let us children look at the marker to find his home. Inspire children to find the corresponding figure according to the mark, and pay attention to guide children to find the figure under the condition of taking into account multiple marks. Let individual children talk about how you found the rabbit's home. And get to know each other collectively. Both teachers and students have the same verification results.
(2) The deer saw it and wanted us to write a letter to it and send it to other small animals. So what is the roof of the deer house like? (Show the picture of the deer and stick it on the door of a family) The deer is waiting for us at its door. Let's help it write this letter together. Inspire children to try to record the characteristics of graphics with markers. First find out the three characteristics of the figure, and then guide the children to choose two of them and record them at will. Individual children can be invited to choose markers freely to record the operation results of teachers and students. Let's see if our children helped the deer write this letter correctly.
Second, children's operational activities
Look at the characteristics of graphic records
All the other animals in the community know that our children are smart, so they all want us to write to them. Children take out homework materials, observe the small animals on the roof, tell who told you to write letters, and tell the name and characteristics of the roof, and then record their two characteristics in the blank. Children's operation, teachers' tour guidance.
Third, the activity evaluation shows the results of individual children's operations and requires children to boldly say how they completed the operation results. Teachers and students are inspected and evaluated.
Four. Extension of activities:
Game "Looking for a House" Small animals have their own houses. Let's go and see our own house. First, please look at the key on your chest. We should look for our new house outside according to the mark on the key. When you find them, count how many children live in your family. The teacher demonstrated and explained. Children's activities, teachers' evaluation.
Middle school mathematics classroom teaching plan: interesting straw
Design intent:
"Number sorting" has been well known to middle school students, and it is time for them to learn and understand the concept of sorting. They like to explore problems and express and communicate the process and results of exploration in an appropriate way. . It is pointed out in the outline that the choice of educational activities "is close to children's life, and choosing things and problems that children are interested in is also helpful to expand children's experience." The "fun pipe" activity is carried out through straws in children's daily life. Children can not only further master the sorting of numbers, but also learn another way to play with straws through activities.
Activity objectives:
1. Try to read the drawings regularly and sort out the data.
I like taking part in math activities.
Activity preparation:
Colored straws (2cm), colored rubber threads, pictures, music.
Activity flow:
1. Create a situation to arouse children's interest (1) Little Bear recently opened a store specializing in selling necklaces, and the business is very good. The necklace inside is very popular. Little bear made a funny and beautiful necklace by himself these days. do you want to see it ?
(2) Show necklaces to guide children to observe and explore the law.
Teacher: What is the necklace made of? Is it fun?
Teacher: Can you do that?
Teacher: You can all do it. Let's observe how this necklace is put on.
(3) Guide the children to say the arrangement rules, and the teacher will draw them into regular figures.
Teacher: Oh, they are ordinary.
The teacher drew it into a regular chart. Children speak the law.
2. Draw drawings.
(1) There are many drawings of the blank necklace. Please come and design a necklace for yourself first.
(2) Children introduce design drawings and talk about rules.
3. Introduce the information and operate it for children.
(1) Please follow your own design drawings, then go to the basket to find the straw you need and thread it with rubber thread.
(2) Children's operation and teacher's guidance.
4. Game: Send Necklace Master: The children are so capable that they all made necklaces. Shall we give this old necklace to your good friend?