What is the math proportion of the middle class? Lesson plan 1 activity goal:
1, learn to correctly judge numbers within 7.
2. Learn to sort by quantity in the game.
Activity focus: learn to correctly judge the number within 7.
Activity difficulty: Learn to sort by quantity in the game.
Activity preparation:
A ladybug map card.
A surgical paper with the outline of a ladybug.
Activity flow:
First, fewer than seven pictures of ladybugs were made.
(showing pictures of ladybugs)
Teacher: Hello, children. This class teacher brought you a lovely animal. Do you want to know?
(The child answers)
Teacher: Look, what's this? Do you know what kind of insect this is? Why is it called ladybug?
Let's count how many stars it has. It turns out that it has seven stars, so it is called ladybug.
Teacher: Don't underestimate the ladybug, it is the king of the ladybug kingdom! There are many ladybugs in the ladybug kingdom, including six-star ladybugs and three-star ladybugs.
Now the teacher is the ladybug, the king of the ladybug kingdom. Please draw any number of stars less than 7 on your little ladybug.
(Distribute operation data, children operate. )
Second, learn to correctly judge the numbers within 7 and sort them.
Teacher: King Ladybug wants to choose some little ladybugs to travel with him. (The teacher chooses a 1 star, two-star and six-star ladybug from the children's works. )
Teacher: Let's take a look at these ladybugs selected by the seven-star ladybug king. How many stars each one has?
(Teachers and children count together)
Teacher: The king is very strict. Ladybugs should line up according to the number of their bodies. The king is at the front. Who should follow up after that?
(Let the children operate, and the teacher will take the children to check collectively. )
Third, look for items with a quantity of 7 and less.
Teacher: The number of all items of Ladybug King is 7, 7 sweaters and 7 pairs of glasses. Please find out which items in our life are exactly 7, which Ladybug King can use. The number of ladybug items cannot exceed 7. Find something smaller than 7 in our activity room. What are their numbers?
What is the math proportion of the middle class? Teaching plan 2 activity goal
The corresponding methods will be used to compare more, fewer and the same number of objects within 5.
Interested in taking part in math activities.
Develop visual perception and judgment.
Important and difficult
Let the children find the quantitative relationship between two groups of objects through one-to-one correspondence.
Description:
One-to-one correspondence is the simplest and most direct way to compare the equality of sets of things. Through one-to-one correspondence, we can not only compare the number between the two groups, but also find the equation relationship, which is a key step in the emergence of the concept of children's number. Therefore, it is very important for children to "invent" the one-to-one correspondence method in the manipulation of materials, and discover the relationship of more, less and equal amount between two groups of objects through the one-to-one correspondence method.
Material and environmental creation
1. materials: materials that trigger corresponding-bowls and spoons, cups and lids, dolls and hats, rabbits and vegetables, … materials that spontaneously correspond-snowflakes and wooden beads, red building blocks and green building blocks, apples and bananas, cars and airplanes, etc. The above materials can be physical objects or pictures.
2. Creation of environment: number the above materials according to the degree of difficulty and put them in the math activity area for children to operate and play.
Design concept
There are two methods of one-to-one correspondence, one is overlapping and the other is juxtaposition. For children, it is easier to find the corresponding relationship between the two groups by overlapping method, so we should first put the materials for children to overlap and compare in the activity area, and then provide the corresponding materials and put them together. This is convenient for children to "invent" a one-to-one correspondence method and discover the quantitative relationship between objects through this method.
There are two kinds of materials that allow children to do one-on-one operation activities. One is to induce corresponding materials, that is, there is an internal connection between the two materials. The other is the spontaneous corresponding material, and there is no internal connection between the two materials. Obviously, the former material is easy to trigger the corresponding behavior of children. So children should be allowed to operate the corresponding materials first. When children form a sense of one-to-one correspondence, they should provide more spontaneous corresponding materials, so that children can consciously use the one-to-one correspondence method to compare the number of two groups of objects, thus truly forming the concept of determining the same amount through one-to-one correspondence.
Comparing the quantitative relationship between two sets one by one is a antecedent concept without counting comparison, because it does not rely on logarithmic understanding, on the contrary, it is a basis for this understanding. Therefore, in the activity, the teacher should not teach the children a temporary method, but let the children discover it by themselves, which is conducive to the development of the children's cognitive structure and the understanding of the logarithm concept in the future.
Activity flow
Operational exploration activities->; Discussion and induction activities-> Integrate business activities
1. Let children "invent" one-on-one methods by operating exploration activities. And find out the relationship between the two groups of objects.
explain
All kinds of homework materials should be numbered according to the difficulty and placed in the math activity area. Teachers guide children to operate in sequence.
2. Determine the concept of equivalence by discussing inductive activities and establishing one-to-one correspondence for children.
(l) Show inductive corresponding materials that can be overlapped and compared, such as children, chairs, etc., so that children can compare the number of two groups of objects.
explain
When the teacher shows the teaching AIDS, one group of objects can be arranged neatly, and the other group of objects should be piled up. Then ask questions, such as, "How do I know if there are more children or more chairs? Inspire children to put forward corresponding methods and ask them to operate and verify.
(2) Show the spontaneous corresponding materials that can be compared side by side, and compare the number of two groups of objects.
(3) Show a row of spaced building blocks, let children make an equal set with building blocks of another color, and discuss why the two groups of building blocks are equal.
(4) Show two groups of pictures of objects with aligned ends and different distances, so that children can distinguish whether they are equal.
3. Improve children's corresponding skills by consolidating operational activities.
Description:
Teachers can provide more than 5 materials in the math activity area, or arrange them in various forms to increase the correspondence.
Reflection:
In this activity, I adopted the method of teaching in groups, which made me pay attention to every child in the teaching process, and the actual situation is indeed the case. Fewer children can improve children's concentration in learning. Detailed requirements are put forward for children in the operating rules, and most children can basically operate according to the rules. However, due to time and children still can't understand how to change groups, today's activities are only "how much". Recent activities may be more suitable for the same game, providing different types of operating materials.
What is the math proportion of the middle class? Lesson Plan 3 Activity Objectives
1, compare the numbers within 10.
2. Be able to conduct simple' quantitative reasoning' and develop the ability of mathematical logic.
3. Feel the joy of cooperative games.
Activities to be prepared
1, "I can tell stories" children's book page 18- 19.
2. Each child has 10 piglet paper dolls.
Activity process
1. Show the e-book page 18- 19 and ask the children to count the number of chairs in the picture. Please guess how many pigs can sit in the chair in the picture.
2. Let the children put the 10 piglet paper doll on the chair in their book to see how many piglets they can sit down and eat.
3. The teacher randomly tells the number of chairs (1- 10). Let the children guess and answer that they can invite several piglets to dinner.
4. The teacher tells the number of chairs at will, but doesn't give the numbers directly. Let the children guess and answer that you can invite some piglets to eat. For example, if 1 has more than 6 chairs or 1 has less than 8 chairs, you can invite some piglets to eat. After the answer, please verify all the little finger children.
5. Game: Sit in a row
Two children share a book (18- 19 pages), and each child has 10 piglet paper dolls.
Take turns guessing. The winner can put 1 piglet paper dolls on the chairs in the book.
When the chairs in the book are full of five little pig paper dolls, please ask the two children to count the number of paper dolls left in their hands, and then compare the number of paper dolls between them, which is still the same.
When the chairs in the book are full of 10 piglet paper dolls, please ask two children to count the number of paper dolls left in their hands, and then compare the number of paper dolls between them, which is more, which is less, or the same.
6. After the homework is finished, the teacher can immediately create a short story as a summary.
evaluate
You can compare the quantity in 10 with more, less and more.
Willing to cooperate in the game.
The number of people who can sit down can be calculated from the number of chairs.
Activity suggestion:
Teachers can make corresponding game toys according to the children's book "Sitting in Row" and put them in the activity area, so that children can play freely and feel the quantitative relationship of items in repeated operation experiences.
After the activity, the teacher put this game toy in the puzzle area, so that children can develop a one-to-one relationship between quantity and items in repeated operation experiences, and feel the fun of cooperative games during the activity.
What is the math proportion of the middle class? 4 teaching material analysis:
The development of children's mathematical ability has different characteristics at different stages of development, but it is also a continuous development process. The realization of educational goals in each stage prepares for the follow-up research. Therefore, in order to better develop the math ability of our class in the future, I designed this activity of "Compare How Much" to let children cultivate the flexibility and accuracy of thinking through arithmetic learning.
Activity objectives:
1. Compare the number of elements between two sets with less than four in one-to-one correspondence.
2. Be able to perceive the elements in the collection one by one.
3. Develop visual perception and judgment.
4. Stimulate children's interest in learning and experience the happiness of mathematics activities.
5. Develop children's logical thinking ability.
Key points and difficulties:
You can use corresponding methods to compare the number of objects.
Activity preparation:
A number of corresponding pictures, "how much" operation data, one for each person; "Equal amount judgment" operation card, etc.
Activity flow:
First, experience preparation.
Game: Take a chair.
Let the children play the game of grabbing chairs in groups. There is a difference between the number of children and the number of chairs within 4. Question: How many chairs did a child sit in when playing the game of grabbing chairs just now? Are there any more chairs or children? Why? Is there any way to make you the same?
Second, collective exploration.
1. Show me the teaching aid: Count, how many flowers are there in the garden? (4 flowers), here comes the butterfly. Ask the children to help the butterfly find a friend. A butterfly can find a flower as a friend. (Children operate alone) Are there more butterflies or flowers? how do you know Let's put a flower to mark the excess. Is there any way to make butterflies as many as flowers?
There are ducklings and small fish here. Who will feed the ducklings in eat small fish? (Children's personal operation)
By comparison, are there more ducklings or more small fish? Where did you put the floret?
Third, grouping operations.
1. Introduce the operating materials and methods.
Let's play the game "how much" first. The children align the two cards in the small basket, compare which one is more, and mark it with small flowers.
After playing, raise your hand for the teacher to check, put the cards back in the basket, and then play the game "which two rows are as many" on the back table.
2, children's group operation, teacher tour guidance.
Activity reflection:
The first trial teaching of this activity failed to achieve the expected results due to the hasty preparation of materials. In order to ensure children's benefit and higher interest in learning mathematics, I revised the whole activity, including the preparation of materials and the design of activity links. I adopted the method of group teaching in this activity, so as to pay attention to every child in the teaching process. The actual situation is indeed the case, and fewer children can improve children's concentration in learning. Detailed requirements are put forward for children in the operating rules, and most children can basically operate according to the rules. However, due to time and children still can't understand how to change groups, today's activities are only "how much". Recent activities may be more suitable for the same game, providing different types of operating materials.
What is the math proportion of the middle class? Teaching Plan 5 Activity Objectives:
1. Let children perceive and compare the number of things through interesting game activities.
2. Learn the methods of friendly communication and cooperative games with peers.
3. Cultivate children's interest in math activities.
4. Experience the fun of math group games.
5. Stimulate children's interest in learning.
Activity preparation:
Insert a card board; Six red and six blue flowers made of cardboard; A set of numbers 1-8; A big dice; Site layout: red and green circles; Audio tapes and recorders; Children's school tools: six red and blue glue flowers and five sets of small dice; Five decks of 1-8.
Activity flow:
1, counting game: 1-30.
2, the game: roll the dice
Two children are a group, and each child has six glue flowers. At the beginning of the game, two children guessed "scissors, stone and cloth". The children rolled the dice according to the winning or losing, and took out the corresponding number of glue flowers according to the points on the dice. Who is more than one? Who is less?
3, the game: flop
Two children are a group. At the beginning of the game, the card of 1-8 was put upside down on the table. Two children guess "scissors, stone and cloth", and the children turn over one card after another by winning or losing. Who is less?
4, the game: occupy the circle
8- 10 Invite children to play every time. At the beginning of the game, the children listened to the music and walked around the ground twice. As soon as the music stopped, they stood in circles (guiding the children to stand in two circles respectively). Which circle do you compare with? Which circle has fewer children?
Activity reflection:
Every link allows children to learn mathematics in operation and experience the fun of mathematics activities. In a playful tone, let the whole class step by step, repeat the key points and difficulties, and let the children deepen their understanding of the relationship between logarithm and quantity. Especially in operation exploration and games, we can all see that children are eager to learn and willing to learn. For me, I am very happy to see the children's performance and reach this level. Give affirmation to their performance, and children will smile more brightly.