1 objectives of large class mathematics teaching plan activities:
1. Small animals can allocate suitable houses according to their needs.
2, a preliminary understanding of ordinal numbers, and can be applied to life.
3. Develop children's logical thinking ability.
4. Let children understand simple mathematical principles.
Activity preparation:
PPT courseware, some pictures of small animals, a blank sheet of paper.
Activity flow:
First, introduce the story to show PPT-2, and get to know small animals.
Teacher: Two beautiful three-story buildings have been built in the forest, and the small animals really want to live in them. However, they quarreled. Why? It turned out that none of them wanted to live in a house they didn't like, so they had to redistribute the house. Can you help them?
Second, divide the house.
1, show PPT-3, know the requirements of the mouse and help the mouse find his own house.
2. Show PPT-4 to understand the requirements of elephants and help them find their own houses.
3. Show PPT-5, know the rooster's requirements and help the rooster find his own house.
4. Show PPT-6, understand the requirements of kittens and help kittens find their own houses.
5. Show PPT-7, know the requirements of the little turtle and help the little turtle find his own house.
6. Show PPT-8, know the requirements of Fox, and help Fox find his own house.
Third, let small animals line up.
1. The children have a blank piece of paper and line up the small animals according to the teacher's requirements.
From left, the wolf sits in the fifth seat, the rabbit sits in the third seat, the lamb can't sit next to the wolf, the dog can't sit next to the mouse, and the mouse is the youngest and sits in the first seat. How should these small animals sit?
2. The teacher can increase the difficulty appropriately according to the child's completion.
Teaching reflection:
"Dividing the house" is to let children know the existence of different animals in nature and stimulate their interest in exploration. The love of nature contains profound philosophy and the simple relationship between various animals. The story takes the animals in the forest as a clue to live in new houses and puts forward various requirements, but King Tiger can't meet their needs well and hopes to get help from children. Guided by the syllabus, the activities allow children to learn independently, actively and creatively in interactive, open and intuitive educational activities. Let the children imagine on the basis of their experience and talk about which different animals need to be divided into houses. The story leads to the theme of the activity, which house animals should live in and what kind of requirements they have, thus stimulating their interest in helping animals divide houses. The development of the story is a good support for children to think actively, find problems and find answers. As an extension of activities, animals of different animals need to be separated from each other. What should I do? Let children rethink according to the characteristics of animals, and hope that children will pay more attention to animals, let children continue to have opportunities to explore, and let this activity be reflected in regional activities.
This activity combines the knowledge of language and common sense, and gives full play to children's autonomy. Let children communicate boldly, encourage children to actively participate in activities, and let children become active and successful learners.
The second part of the large class mathematics teaching plan activity goal:
1, to further understand the significance of subtraction.
2. Learn to look at pictures and make up application questions orally to promote the improvement of analytical ability.
Activity preparation:
1, a treasure chest.
2. Each person has a set of 1~5 digital cards and-,= symbols, pencils, erasers and exercise books.
3. Picture: 1 farmer's uncle, 2 persimmons, 3 pears, 4 apples and 5 peaches. Draw a topic and a picture in the exercise book.
Draw four pictures (cat, monkey, bear, rabbit) on page 28 of children's book.
5. Practice driving the train before class (click, click, click, whoop, click, shh).
Activity flow:
First, use games to guide the topic.
1, Teacher: Welcome to the digital train story, children. I'm the conductor.-little guy. My slogan is: as long as you work hard, you can pass the customs! Today, we will take this train to find treasure (show the treasure box). However, before finding the treasure, we must go through three difficult levels. Only when the children pass the customs can they find the treasure and know what it is. Do you have confidence? Then let's drive the train to the orchard at the first stop.
Second, the digital train arrives at the first stop: the fruit garden (show the teaching AIDS one by one, explain the oral calculation problems, and the children use the digital card to work out the formula).
1. The fruit garden is here. Look who this is. The farmer's uncle said that if you want to find the treasure, you must pass my four difficult problems! Hey, look what problem he gave us.
Please listen to question one:
Teacher: A, there used to be two persimmons in the orchard, 1 for grandma. How many persimmons are there in the orchard? Let the children do the math? How to calculate it? What is the formula?
B, show the number Baby 2, 1, and list the formula: 2- 1 = 1. Please tell the children what the numbers Baby 2 and 1 mean.
2. Teacher: Next, I want the children to pose and talk by themselves. Hey! Let's see if there are digital babies on your desk, too. The farmer's uncle is going to have a problem. Let's see which child found the digital baby first and then took out the formula.
Listen to question 2: One day, the farmer's uncle picked five peaches and sold two. How many peaches does he have left? Teacher's guide, after finishing, please tell individual children what each number in the formula means.
Please tidy up the digital baby quickly, and let's look at the third question!
Listen to question 3: There are three pears in the orchard, and two pears are broken. How many pears are left? (Guide the child to say the formula)
4. There is one last question. After this level, you can enter the second level.
Please listen to question 4: There are 4 apples in the orchard, and 3 apples are given to Xiao Pang. How many apples are left in the orchard? (explained as above)
Summary: The farmer's uncle said that the children were really capable and broke my barrier. Now, please put the digital baby into the small basket quickly. Our train is about to leave. Please get on the bus quickly and pay attention to safety. Click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click.
Third, the digital train arrives at the second level: the zoo (show pictures one by one and guide children to fill in the application questions orally, row by row).
1. Let's see what small animals are in the zoo to test us. Hey, meow, meow, meow, who's meow?
Show me the picture kitten: the kitten said that if you want to find the treasure, you must go through me!
Q: Kitten, how many fish did I eat? How much did you eat? How much is left? (Who knows how to list the formula? )
Summary: kitten, I used to have three fish. I ate two and left 1. 3 — 2= 1
2. Who is the second player?
Show the picture monkey, ask the children to fill in the application questions orally, and list the formulas.
The little monkey had four oranges, ate two, how many are left? 4 — 2=2
3. See who else?
Show pictures of bears and rabbits: As above, ask children to fill in the application questions orally and list the formulas.
Summary: Little Bear used to have 5 bottles of soda, but he drank 2 bottles. How many bottles are left? 5 — 2=3
The rabbit used to have five bananas, but after eating three, how many are left? 5 — 3=2
Summary: The children are great. They crossed our barrier again. Please quickly enter the third stop of the digital train: the operation park. Start the small train, too.
Welcome to the third stop: Homework Park. (The teacher explains the first question in the demonstration, and the children finish the following questions independently according to the meaning of the question. Teachers and children comment and analyze together. )
1. What will be in the homework park? Show the questions in the homework book drawn in advance and let the children talk about what is on the picture. -small trees, candles, books, mice, arrows and so on. The teacher explained that the dotted circle, the candle went out and the fork all meant to be removed or subtracted, paving the way for the following questions. )
Now let the children do the first question with the teacher. (Say the application questions orally in groups, and look at the pictures and list the formulas. ) The topic is: There are 5 small trees in total, and 2 trees have been removed. How many trees are left?
Please turn to page 37 of your exercise book to see if what is in your book is the same as what is on the teacher's blackboard. Now, please finish the other questions quickly. I want to see which child runs fastest.
3, teachers and children together to verify whether it is done correctly, please explain the meaning of children individually, and list the formula.
Fifth, find the treasure to end the activity and play a role.
The children are really great. You have passed three customs and the train has arrived at its destination. Now, the treasure will be found soon. Are you happy? Let's guess what's in this box. Reveal the answer: the teacher took out the smiling face doll sticker in the box.
Teacher: The teacher hopes that every child can face difficulties bravely with a smile like a smiling doll when encountering difficulties. I believe it will succeed! ! Now, I give the smiling face doll award to every child.
Big class math teaching plan 3 activity intention:
Computing ability is the basic ability and foundation of learning mathematics, and the accuracy of calculation directly affects the quality of learning. In the actual teaching, according to the characteristics of children, arrange activities to guide children to actively participate. In various forms of teaching activities, deepen the understanding and composition of the number meaning of 1 to 10, cultivate students' sense of number, integrate knowledge, interest and activity, give full play to children's subjectivity, and make the activities full of pleasant learning atmosphere.
Activity objectives:
1. 10.
2. Improve children's computing ability.
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.
Activity preparation:
Digital cards, animal pictures, children's activity handbook III, page 38.
Activity flow:
First, composition training
The composition of each number from 2 to 10.
①7 What groups are there?
28 What groups are there? The composition of 9? 10 composition?
The teacher listed them one by one. And verify right and wrong.
Second, change gifts.
1, Mavericks here is a 7-point card. Would you please choose a gift for the calf?
□□□□□□□ =□ Find out: 3+4=72+5=7 1+6=7.
Choose any gift to connect with the small animal, and calculate it in parallel to see if the scores of the two gifts are equal to those on the lottery.
2. In the same way, find out the corresponding numbers in turn.
□○□=□
Third, children's operation
Look at the problem and calculate the logarithm.
The fourth activity goal of the large class mathematics teaching plan:
1. Try to count items in different ways to improve the counting ability.
2. Feel the help that statistics bring to life.
3. Experience the fun of peer cooperation to complete the task.
Activity preparation:
PPT, a statistical table, watercolor pens, blackboards, white paper, and various supermarket supplies.
Activity flow:
First, take the children to the supermarket and explore statistical methods.
1. What's on the shelf? How much is each item?
2. Children can freely choose the shelf for group recording, and the recording method is freely decided by the children.
3. The teacher commented on the children's statistical results.
Second, learn statistics through observation and reasoning.
1, my friend also has a store, which is a candy store. An interesting thing happened to the aunt in the candy store and the spider. Let's have a look!
(1) Dongdong comes to buy sugar, and the spider displays Dongdong's sugar purchase record.
Question: How many times has Dongdong been to the candy store? What candy did you buy? What kind of sugar is he likely to buy this time?
(2) Yang Yang came to buy sugar, and Spider showed Yang Yang's record of buying sugar.
Q: How many kinds of sugar did Yang Yang buy? Why did she come here five times and only bought four kinds of sugar? What kind of sugar are you likely to buy this time?
Summary: I often buy delicious food.
(3) Feifei came to buy sugar, and the spider showed Feifei's record of buying sugar.
Question: How many times has Feifei been here? How many kinds of sugar did you buy? Will he choose cotton candy or jelly this time? What kind of sugar will you buy next time?
Summary: Two favorite foods are purchased in turn.
Third, try to solve the problem by statistical methods.
1. Auntie is ready to purchase again. How do I know which candy is the most popular?
2. Show "Weekly Candy Sales Record" and "Statistical Table" to guide children to observe and understand.
3. Children should have a statistical table to find out the most popular candy.
4, the teacher explained: the maximum number is the maximum number of sales, you can buy more, the minimum number is the minimum number of sales, you must buy less.
End of activity:
The children are great! You not only helped Mr. Pang with statistical methods, but also helped my friends in the candy store. Thank you! There are still many things in our daily life that need our statistics. Let's take a look again!
The fifth goal of the large class mathematics teaching plan:
1, get to know a week, know the order of a week, and know how many days there are in a month.
2. Learn to read the calendar through exploration and comparison, and correctly say the date and week on the calendar.
3. Interested in reading calendars.
Prepare:
Children have desk calendars, monthly calendars and Zhou Ka.
Process:
First, import and export desk calendars.
1, Question: Do you know what year this year is, little friend? What day is it today? how do you know
There is a calendar in our classroom, from which children can know the date.
How do you read the date and week from the calendar?
Second, through observation and comparison, understand the difference between desk calendar and wall calendar, so as to understand the desk calendar.
1, show your desk calendar.
Is the desk calendar the same as the calendar? What is the difference?
2. Children observe the desk calendar on the desk.
3. Calendar and desk calendar have different dates.
(1) A calendar is a day and a desk calendar is a month.
(2) Display the enlarged 10 monthly calendar.
What month is this? Where can I tell? 10 How many days are there in June? how do you know
Third, know the day and date from the desk calendar.
1. Where is the week on the desk calendar? How many days are there in a week? How are they arranged?
(1) Ask a child to arrange the week cards.
Teacher: Sunday is the beginning of a week, first Sunday, then Monday ... and finally Saturday, which is the weekend.
(3) The teacher leads the children to read it again.
Can you find today's date on the desk calendar? Please circle and say what day it is today.
(1) Children operate by themselves.
(2) Let a child find the date in front of the group. How did you find it? (Key Tip: Find the date and find it)
(3) Please find the number 10+07. (The method is the same as above)
3. How is the date arranged?
(1) Teacher: Dates are arranged one by one, and one has seven days, which means a week.
(2) Counting children: the first week of June 10, and the second week of June 10. ...
(3) Let the children find the third week on the desk calendar. Children operate, and then ask a child to come up and find it.
4. Let the children find out what day it is on Tuesday of the third week. Circle it.
(1) children's search
(2) Call a child to look for it.
(3) Teacher's guidance: first find the third week, then find the Tuesday above, and look down.
(4) Is there any other way?
(5) Let the children find out the Saturday of the second week and the Thursday of the fourth week ... (The method is the same as above)
Fourth, summary.
Today, we met the desk calendar. When we get home, we can find our parents, grandparents and our own birthdays from the desk calendar or wall calendar at home and circle them with pens. On that day, we can give them a small gift. They must be very happy.
The sixth activity goal of large class mathematics teaching plan
1. Skillfully use the addition and subtraction within 10, and understand that the same answer can correspond to multiple formulas.
2. Be familiar with some important telephone numbers in life and be willing to know the contact information with your companions.
3. Understand the skills of addition and subtraction.
4. Cultivate children's innovative thinking and the spirit of bold attempts.
Important and difficult
Familiar with addition and subtraction within 10. Familiar with some important telephone numbers in life.
Activities to be prepared
1. 10+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0+0.
2. Carry out the theme activity of "I want to go to primary school". Children have a desire to know the contact information of their peers.
Activity process
First, the guiding part: review the addition and subtraction within 10.
Teacher: Our children will graduate soon. A few days ago, everyone was talking about the contact information after breaking up, including writing letters, sending greeting cards, dropping in and making phone calls ... Today, we are going to play a game of deciphering phone numbers.
(1) Decipher the phone number by reading the questions.
The teacher shows a digital card consisting of eight addition and subtraction problems, such as 3+3, 7-4, 8+ 1 ...
This link is to help children review the addition and subtraction within 10.
During the activity:
The teacher asked questions from many angles, such as what is the first number of this mobile phone? What number is "6"? What is the last one?
Teacher: You are great! I deciphered the phone number at once. How did you decipher it?
Yang: It was decoded by addition and subtraction.
Teacher: Do you know whose mobile phone this is?
Young: kindergarten.
Teacher: You can call this number in the future if you have something to do or want to. Tell me together. What's the phone number of the kindergarten?
(2) Psychologically deciphering telephone numbers.
1. The teacher showed the second telephone password and asked: Calculate in your mind and keep the answer in your heart. We'll talk about it later.
2. The teacher showed the third telephone password, demanding that it be deciphered accurately and quickly, and deciphered the telephone password at once.
Second, the learning part: set the password for the phone number and decode it.
(1) Calculate the answer according to the formula.
1. Divide the children into four teams: red, green, yellow and blue. Each team has 10 phone numbers. In the form of group competition, compare which team has the greatest ability to decipher the phone number quickly and accurately.
2. Exchange inspection for each group.
Please send a representative from each team to report the score of the other team.
(2) Try to compile the questions according to the answers.
Division; Here are three very special phone numbers. In the future, you should set passwords for these phone numbers within 10. Every number in the phone number is an answer. The password you made will be deciphered by other groups, so the harder it is, the better.
-At the beginning, when the children are asked to compile questions, the numbers provided by the teacher can be small but special (for example,11 19, 120)o to guide the children to understand that one answer can correspond to multiple questions-for example, "/kloc-0" can be used.
1. The children try to ask questions in groups.
These groups exchange questions with each other and decode them.
Please post the decoded phone number on the blackboard.
Teaching reflection
After learning the addition and subtraction within 10, children have become more and more familiar with the colorful knowledge presentation of the textbook and like it more and more. I deeply understand that bringing life into the classroom and letting children learn mathematics in life can stimulate their interest in learning and expand their thinking space, mainly in the following three aspects:
First, pay attention to the diversity of problems and stimulate the desire to challenge.
Solving problems is an important learning goal put forward by curriculum standards. How to better implement the teaching objectives is also a problem that is deeply considered in teaching. Heartfelt thanks to the editorial board of experimental teaching materials. The textbook itself and arrangement pay attention to creating problem situations by layers, closely combining with real life to guide students to ask questions, and relying on the textbook. In normal teaching, we should pay attention to the age characteristics of junior students and the diversity of problems. In the teaching of this case, students can ask questions independently after creating the situation, and creating a playful and challenging problem situation can stimulate students' desire to solve problems. Usually, "you can't beat me" and "I test you" are all manifestations of students' active participation in solving problems. After solving the problems raised by students, we also pay attention to interpersonal emotional education. "Are you satisfied with your classmates' answers?" "Thank you all" all reveal deep feelings. Usually combined with the actual situation of textbooks, children are often asked to help answer in the third person.
Encyclopedia: Addition is one of the four basic operations, which refers to the operation of combining two or more numbers and quantities into one number and quantity. The symbol of addition is the plus sign "+". Connect items with a plus sign when adding.
Large class math teaching plan 7 goal:
Cultivate children's feelings of loving their mothers and elders in the activities of bisection.
A preliminary attempt is made to divide a figure or object into two parts. The known part is smaller than the original part, and the original part is larger than the original part.
Prepare:
Each child has one homework material, 4 background pictures, geometric paper, scissors paste, chocolate cake, sugar, chocolate, pen and rag.
Process:
Children like their mothers very much, and mothers have their own mothers. What's mother's name? Dad also has his own mother. What's his mother's name? Mom and dad love their children and work hard to raise them.
Mother bear has two pieces of round paper, the same size. She gave two little bears a piece, and asked them to divide the round paper into two parts of the same size, one for grandma and the other for grandma.
Guess, children. How do two bears divide this paper? Children telling
Explanation:
Bell folded the paper in half and opened it. There is a broken line in the middle. Cut it into two parts along the broken line, and then put it together for comparison. Are these two copies the same size? Compare one of them with the original one, and the separated one is smaller than the original one.
Mother bear also has four beautiful pieces of paper. Mother Bear asked Little Bear to divide each piece of paper into two parts of the same size, one for Grandma and the other for Grandma. Let the children demonstrate and cut and paste on the background picture. Do you want to help Bell?
Children operate, teachers guide, fast-moving children add a line to the shape and then divide it equally.
Mother bear took out the picture of the little crab again. What shape did the little crab draw? The child said it. Mother bear asked the bear to look at the figure and add a line to divide the figure into two parts with the same size.
Mother bear has four sweets. How to divide four pieces of sugar into two parts of the same size?
Mother bear has eight chocolates. How to divide eight pieces of chocolate into two parts of the same size?
Mother bear has a piece of chocolate. How to divide a piece of chocolate into two parts with the same size?
The child told the teacher to cut the cake in one of the ways.
Mother Bear gave two chocolate cakes to Little Bear. The two little bears said together, What did Little Bear say? For grandma.