Mathematics teaching activities in middle class 1
I. Activity objectives:
1, review and consolidate the cardinal number and ordinal number within 5.
2. The difference between cardinal number and ordinal number is preliminarily perceived.
3. Develop children's thinking ability and promote the development of the concept of children's number through various forms of game exploration activities, thus stimulating children's interest in learning mathematics.
Second, the activity preparation:
1, animal puppet pig, music CD
2, the picture story "Little Pig's Hotel" (building), rabbits, chickens, kittens, mushrooms and other pictures.
3. Two groups of 1-5 digital cards with different sizes.
4. Each child has a self-made book (the book has 6 pages, the cover is 1 page, and the number of apples per page is different, with large numbers indicating the number of fruits and small numbers indicating the page number).
5. Children are familiar with the cardinal number and ordinal number within 5 [the first four items are the preparation of activity materials, and the latter one is the preparation of children's experience] III. Activity flow:
(1) Presenter: Good morning, children!
Yang: Good morning, teacher!
Teacher: Do the children know what season it is? Where did you know that?
Young: in spring, the flowers are blooming, the grass is green, the trees are sprouting, and the river is rushing ... Teacher: Great. Today, the teacher took the children to the big forest to find spring. Please close your eyes and listen to the music quietly while listening to the teacher. (Playing the music CD "Morning in the Forest") In the early morning, the teacher took the children to the beautiful forest, and the birds were chirping in the branches, as if to say, "The morning in spring is so beautiful!" The wind gently caressed the tender grass on the ground and the tender buds on the branches. We walked and walked and heard the sound of running water. Wow! It turns out that there is a small river flowing through here, frogs are singing happily by the river, fish are humming and spitting bubbles in the water, and then we see the fierce lion and tiger stretching. Wow! What is that? Oh, it turned out to be a building with a red roof. Please open your eyes and look at this beautiful building! (Show the building map card) [Listening to music to create scenes is a preparatory activity before the start of teaching activities. It is to let the children slowly enter the scene with soothing music, in order to let the children calm down, concentrate, improve their concentration and prepare for the next study. (2) Review the ordinal numbers within 5+0, and let the children understand the role of ordinal numbers in life through stories.
A, the teacher went on to tell the story: "Whose building is this? So tall and so beautiful! I'll knock "(the teacher knocks mysteriously)," Who is it! " (Show hand puppet, acoustic pig), wow! It turned out to be a hotel run by a pig. "The hotel is open. Welcome to stay! " "Piggy said kindly that all the small animals in the forest came to stay in the store after hearing this, and the rabbit also came to stay in the store. Piggy says you can live in any room you like. The kitten has also come to stay in the hotel. Piggy said he could live in any room he liked. Rabbits and kittens both like round rooms, and they quarreled. ...
B.question: Why do rabbits and kittens quarrel?
C. discussion: how to help pigs arrange rooms for animals reasonably?
2. Review the ordinal instruction in 5: "The first small animal lives in a circular room on the 1 floor". (and stick a small digital card in turn? ) conclusion: the room has been rearranged and the animals are very satisfied. Piggy sums up experience, and hotel rooms must be numbered in sequence.
Review the cardinal number instruction within 3.5: It's time for breakfast. The pig prepared a mushroom meal for the small animals. Please help pigs bring breakfast to small animals. Note: What floor do small animals live on? Just send some mushroom rice.
The rabbit lived on the first floor and gave him a mushroom meal. (and paste the corresponding large digital cards in turn)
(3) The difference between perceptual cardinal number and ordinal number 1. [Let the children understand the difference between cardinal number and ordinal number by observing a series of pictures just shown on the blackboard] Question: Please carefully observe how many groups of numbers appear on the blackboard?
What do big numbers stand for? What do small numbers stand for? What floor do you live on? How many mushroom meals does this big number refer to? ) summary: according to the floor number, I sent the corresponding breakfast to the small animals. The small animals are very satisfied, and the pig is also very happy to take everyone to ride the roller coaster.
2. Consolidate the exercises.
A, the teacher shows pictures of roller coasters in turn, and pastes them from left to right in turn to guide the children to observe the small animal family, which carriage they are sitting in and how many people are there in the family? For example, the rabbit family is sitting in the third carriage, there are four people, and each group is talking to each other. Individual children are required to mark the number of car festivals on the blackboard with small digital cards, and how many people are marked with large digital cards.
B. Question: What do small numbers stand for? What do big numbers stand for? (Which car does the small number represent?) How many people are there in the small animal family? )
3. Distribute self-made books and continue to consolidate exercises [Let children understand the difference between cardinal number and ordinal number through the process of turning over books]. Guide the children to say the meaning of numbers.
Q: What do you see? Each page has a different number, with the big number representing how many apples there are and the small number representing which page.
(4) Extended activities:
Make books to further understand the difference between cardinal number and ordinal number.
Let children try to make a book by themselves after regional activities or after returning home, and let them draw different numbers of pears on each page, and write down the page number, perception base and ordinal number.
Middle school mathematics teaching activities II
moving target
1. Discover the numbers in life and get a preliminary understanding of their different uses.
2. Learn to use numbers to solve some practical problems in life and experience the fun of activities.
3. Stimulate interest in numbers and cultivate children's emotional attitude of actively paying attention to things around them.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
5. Stimulate children's interest in learning.
Activities to be prepared
1. Collect common digital objects in life for exhibition.
2. Teaching AIDS: several sets of 0~9 digital cards, My Business Card, cars, packaging bags, watercolor pens, etc. Equal to the number of children.
3. Shooting video materials of digital scenes in life: such as car license plates, bus stop signs, residential buildings, bell towers, traffic lights and zip codes. ...
Activity process
First of all, review and read the numbers, show the numbers and say, "Digital baby comes to our class, look who's here."
Second, find: find the number on the item.
1. Digital Baby come and play hide-and-seek with us. Ask the children to find out where they hide on the items in the back cabinet. Let the children find the numbers on the objects by visiting the exhibition.
Step 2 communicate with each other:
Where did you find these figures? What figures did you find? (Display 0-9 numbers)
(2) What are the numbers on these items for? Children communicate with each other and guess the use of numbers on specific items by their own life experience.
The teacher concluded: The original number is around us, and there are numbers everywhere around us. Where else has the child seen numbers?
Children recall and say the numbers they saw in their lives.
3. Watch the video to learn more about the numbers in life.
Teacher: Do you see the figures in these places? What do these numbers mean?
① Children's rediscovery, discovery and thinking: the use of numbers.
② Communication: Encourage children to ask questions actively. Teachers and children will answer questions together and show relevant pictures.
4. Summary: The original figures are really useful! Some are used for numbering, some are used to indicate time and address, some are used to indicate the price of goods, and some are used to indicate the production date, shelf life and weight of goods, which brings a lot of convenience to our lives. Numbers have many uses. We'll find them later, okay?
Third, play: number combination game, experience the relationship between numbers and themselves.
1, digital combination method: digital baby wants to play games with us. See if they can change "1, 1, 0" into "1 10" to represent a special telephone number. "0, 1, 2, 5, 8 ..." can be combined into a phone number. "1, 4, 6, 8" can be combined into the number 1468, indicating the number, home phone number and your birthday! Such as June 1, 20__
2. Children are grouped into digital combination games to experience the relationship between numbers and themselves.
(1) combination car license plate number
(2) Number the house
(3) Make a business card (fill in the telephone number)
(4) Fill in the packaging bag (weight, production date, etc.)
3. Communicate and summarize what the combination you made means.
Middle school mathematics teaching activities 3
Activity objectives:
1, I feel that there is mathematics everywhere in my life, learn to solve practical problems with what I have learned, and initially form the habit of sorting things out in an orderly way.
2. Initially perceive the meaning of classification, and learn to classify by quantity through operation.
3. Cultivate children's spirit of active exploration and their ability of observation, analysis and comparison.
4. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
5. Stimulate children's interest in learning and experience the happiness of mathematics activities.
Activity preparation:
Courseware, video, operation diagram, small animal picture, small house, several objects, toy cabinet, digital card.
Activity flow:
First, the game "family" review to consolidate the figures
Teacher: You have a home, I have a home, and we all have a home. Children, shall we play a family game? The teacher said the rules of the game first.
Game: "You have a home, I have a home, and we all have a home;" Count lesbians, we are a family. "After reading the children's songs, the children quickly found a corresponding number of children standing hand in hand in the circle. (The teacher said the amount within 10)
Teacher: Children's families can play games together. Do you want to know what the bear family is doing?
Second, by watching the courseware, children initially perceive the significance of classification by quantity.
1, Teacher: Little Bear's parents are going out. They told the bear that they would tidy up the toys in the room at home. Let's help bear. How should he arrange his toys?
2, the child began to operate various points, reporting how to divide.
3. Teachers and children watch the division of bears in the courseware and talk about how bears are divided.
4. Teacher's summary: Cubs are classified by quantity, which means putting the same number of objects together.
Third, consolidate the classification by quantity by operating games.
1, Game: Send Small Animals Home
(1) Teacher: Little Bear packed his toys and went to play with his friends happily. It's dark, and the little animals can't find their home. Children, are you willing to help them?
(2) The teacher said the rules of the game: Please count the small animals and send several small animals to several houses. Each child can only choose one small animal. The teacher reminded the children to count the small animals before sending them home. )
(3) Children's group games
(4) Teacher: Where did you send the animals? Why?
2. Game: Dollhouse Supermarket
(1) Teacher: Are you happy that the children have helped the animals? I don't know which naughty bag messed up the things in the doll supermarket today. Would the children like to help the teacher number them?
(2) children's group operation, teacher patrol guidance.
(3) Teachers and children summarize and classify together.
3. Expansion: Classification by other standards
(1) Teacher: Have you been to the supermarket, little friend? How are the items in the supermarket placed?
(2) Young: Classify food and games. ...
(3) Teacher: Let's watch a video of a supermarket and see how the items in the video are placed.
4. Teacher's summary: Things in the supermarket can be classified according to types, uses, colors and other standards, which is convenient for customers to buy things and looks neat.
5. Children reclassify items according to their own standards.
6. After the division, the children finished the doll's supermarket game in groups.
Fourth, it ends naturally.
Middle school mathematics teaching activities 4
Teaching objectives:
1, cultivate children's good operating habits of cooperative and orderly operation.
2. Cultivate children's observation and comparative judgment.
3. Guide children to learn to compare heights, know that heights come from comparison, learn to compare heights on the same height plane, and sort objects according to heights.
Teaching preparation:
1, one set of operation information for each person (big mineral water bottle, small mineral water bottle, coconut milk bottle and Wangzi bottle).
2. Set the performance situation in advance.
Teaching process:
1, guide children to learn to compare the heights of two objects on the same plane.
Set the performance situation. Please compare the height of two children. A is standing on the floor, and bilibili is in the chair. Question: Who is tall and who is short? Can this compare with height? Why? Encourage children to fully discuss.
The teacher concluded: when comparing heights, two people must stand on the same plane and at the same height, so as to compare who is tall and who is short.
Children demonstrate the correct height comparison method.
2. Guide children to find that height comes from comparison.
Ask a child who is shorter than the first two children to come up and compare with them. Q: Why do you say the child is short and tall? Is he short or tall?
Guide children to observe and think and draw the conclusion that whether a person is tall or short depends on who he is compared with.
3. Guide children not to be affected by the size and shape of objects, and classify them according to the height of objects.
Explanation: One day, several bottles quarreled together. They want to go out for a walk, but they don't know how to line up. Now, please ask all the children to help them line up. When they line up, tell us how you lined up for them.
4. Children can further experience the height at which objects are compared through their own participation.
Play the game of "height is higher than height": divide the children into several groups, select the children in each group, and then send them out to compete, select the children in the whole class, award medals, and encourage the children to eat more food and exercise more, so as to grow taller.
Teaching expansion:
Guide children to observe kindergartens' houses, trees and sports equipment, and compare their heights.
Middle school mathematics teaching activities 5
Activity objectives:
1, let children correctly perceive numbers less than 6 and understand the meaning of numbers.
2. Guide children to actively interact with materials and cultivate good operating habits.
3. Let children experience the fun of math activities.
4. Cultivate children's ability to recognize numbers.
5. Stimulate children's interest in learning.
Activity preparation:
Learning tools: one point card for 1-8, one digital card for 1-6, one exercise book, one pencil and one digital adhesive tape for 1-8.
Teaching AIDS: digital card and dot card of 1-8, animal card of 1-8, and a background map of digital park.
Activity flow:
First, stimulate children's interest in activities by driving train games.
The teacher plays a question-and-answer game with the children with ideas, numbers and animal cards.
Teacher: Hey, hey, when does my train leave? (Show random cards and counting cards within 6).
Yang: Hey, my train leaves at 8 o'clock.
Teacher: Hey, hey, how many small guests are there? (Show animal cards)
Yang: Hey, here comes a little guest. (Repeat several times)
Second, understand the meaning of the number "6" by looking at it.
Teacher: Oh, the train has arrived at the Digital Park. (Showing the background picture) What do you see?
Teacher: (showing the number 6) Look, who is coming to meet us? (Number 6) What does 6 mean? (6 flowers, 6 children ...)
Teacher: 6 can also represent 6 points. (The teacher put six dot cards next to the number 6.)
Third, personally practice, the perceived number is less than 6.
1, free exploration
(1) Communication: How many points are there less than six points?
(2) Communicate after finding less than 6 points: How many points are there on the card with less than 6 points you are looking for? (The teacher shows the corresponding card on the blackboard)
(3) Teacher-student summary: There are 5 points, 4 points, 3 points and 2 points, and 1 point is less than 6 points.
2. Correspondence between ideas and numbers.
(1) Teacher: Six points can be represented by the number 6, so what numbers can be used to represent the number of ideas less than six points? (Ask the children to talk) The teacher asked five children to look for it in the digital park and put it on the left side of the card that can indicate their number.
(2) Summary: 5,4,3,2, 1 are all less than 6.
3, the game-find friends: consolidate the corresponding relationship between quantity and number.
The teacher shows animal cards to find digital friends. Every time they show an animal, a corresponding number of children will stand up.
Teacher: "Hello, friend, what is it?"
Child: "Hey, your friend, that's it!" " "
Fourth, homework-find friends.
Show your homework. What do you see? Help small animals find digital friends, stick them next to animals, then find out the species less than 6 and circle them with a pencil. Ask the teacher to check.
Middle school mathematics teaching activities 6
Activity content:
Looking for trapezoid
Activity objectives:
1. Preliminary understanding of trapezoidal shape characteristics
2. Trapezoids can be distinguished from various figures.
3. Stimulate children's interest in math activities.
Focus of activities:
Understand the shape characteristics of trapezoid
Activity difficulty:
Trapezoids can be distinguished from various figures.
Activity preparation:
A background picture, some graphic cards, and the layout of the classroom.
Activity flow:
1. Create a situation and lead to a trapezoid.
(1). Show background pictures to stimulate children's interest in learning.
Story: Spring after rain is really beautiful. The rabbit came out to play, but it was afraid and ran home. There are many mud pits on the grass that have rained before. Let the children see what shapes of mud pits there are.
(2) Guide children to observe and understand the trapezoid.
(3) Definition of trapezoid: A trapezoid has two parallel sides and two non-parallel sides.
2. Understand the shape characteristics of trapezoid through operation.
There are so many mud pits on the grass that the rabbit is afraid to come out to play. Let's cover them for him.
(1) Please come up and operate with the graphics card.
(2). Please think about it. What is a trapezoid in life?
3. Play games to consolidate the understanding of trapezoid.
The rabbit, who has just covered the lid, is afraid to step on it, so please ask the children in Class One to help him step on it!
Music game: jump, all the children stand up and dance with the teacher, and jump into the corresponding graphics according to the teacher's password.
[reflection]
Now that children have known the circle, triangle, square and rectangle, it is a learning process and an improvement process to let children understand the trapezoid on the basis of the principle of step by step. The concept of trapezoid is abstract. To understand its characteristics, children should use the methods of operation, comparison and observation to understand. If the teaching method is improper, children will be bored with learning mathematics. Therefore, I asked the children to find the trapezoid through comparison and play. At the beginning of the activity, let the children have a look, look for it, talk about it through the tone of the story, and find out the trapezoid in various figures. On this basis, develop children's thinking, let them tell what they have played and seen in their lives through operations, and deepen their understanding of trapezoid in activities. Through children's practical operation, let children further master the concept of trapezoid and feel that there is mathematics everywhere in life. Through the relaxed and interesting learning process, children's enthusiasm for learning mathematics can be improved, and the best learning effect can be achieved, so that children can better understand the concept of trapezoid.
Of course, in the design of this course, I also have some shortcomings, such as unreasonable course arrangement and short time, especially not making full use of the process of playing games, so that children can learn in the atmosphere of games, deepen their understanding and understanding of trapezoid, and further stimulate their interest in learning. In the future teaching, I will carefully study the teaching materials, design entertaining, cultivate children's good qualities of diligence and love of exploration in games, and let children learn more knowledge.
Section 7 Middle School Mathematics Teaching Activities
Activity objectives:
1. By measuring and comparing operation activities, the volume of the object is initially perceived.
2. Cultivate children's estimation ability and spatial perception reasoning ability.
3. Cultivate children's comparative judgment.
4. Develop children's logical thinking ability.
5. Cultivate the ability to observe, identify and bring to justice.
Activity preparation:
1, transparent small measuring cup (jelly shell), watercolor pen, recording paper. Everyone has it.
2. Operating materials:
① Black dates, broad beans, peanuts, cherry tomatoes and longan.
② Three physical drawings.
3. A bottle of green tea, two glasses of orange juice and green tea, a crow and two numbers flop.
Activity flow:
First, measure it.
(1) Introduction.
1, winter is coming. Crows have prepared a lot of food for winter. Let's have a look!
2. Let the children say their names and show the corresponding cards on the blackboard.
3. (Showing the measuring cup) Look, what is this? (Small measuring cup) Guess how many black dates do you need to fill this small measuring cup? (Children estimate, guess) How many beans do you need to put if necessary? Will it be as much?
Please measure your hands to see which food contains more and which food contains less. Think about why and record the results.
(2) Young children can freely choose two materials to measure and learn to record.
Teacher guidance:
1, count the same kind of grain and put it into a measuring cup.
2. Record in your own way.
3. boldly introduce your measurement results to your good friends.
(3) Summary:
Children show records and comment on measurement results.
Ask questions:
1. What grain did you put in the measuring cup? How much can you hold? The teacher recorded the results on the picture of the grain.
2. Who measured the peanuts? How did you measure it?
Conclusion: When measuring, the lines should be pressed tightly, and the results will be accurate.
Why can only one or two black dates and a dozen peanuts be put in the same large cup? (Guide children to infer the inverse relationship between food quantity and food size)
Summary: In the same measuring cup, the bigger the particles, the less the smaller the particles.
4. Let the children arrange the food pictures from big to small according to the results of reasoning.
Black dates, broad beans and peanuts
Second, the competition game: crows drink water
(1) How can crows drink water?
1, show the crow: Now, the crow is thirsty and wants to find water to drink. Wow, here is a bottle of green tea. The crow is so happy! (Showing a bottle of green tea) But the bottle is too high and there are too few drinks for crows. Children, help the crow! Guide children to find ways to throw food into the water to make the water surface rise.
2. Think about it. What food can make crows drink green tea the fastest? Why black dates? Yes, just a few grains can make the water level rise fastest. (Demonstration: Putting Jujube in a Bottle)
(2) Compare the size of cherry tomatoes and longan.
1, the little crow drank green tea and felt a little hungry. It found two kinds of snacks, one is cherry tomato and the other is longan, but it can't tell who is older and who is younger. Who knows?
2. "Who will help crows distinguish the size of cherry tomatoes from longan?" Let the children find a way to provide two large cups of the same size.
We can't measure their size by cups, so can we compare cherry tomatoes and longan by drinking crow's water? We are divided into two pairs in the relay race, one is the cherry blossom team and the other is the longan team. You think the cherry tomatoes are big enough for crows to drink first, so you move the chair to the cherry tomatoes team. If you think longan is big, join the longan team.
4. Children's competition.
The teacher explained the rules: put one fruit in the bottle at a time, and then turn over a digital card of your team. The next child must clap his hands before he can start. Let's see which team has the least bottles of fruit.
5. Announce the comparison results of cherry tomatoes and longan and the winning group.
Who can say which group of children guessed right, and what is the bigger one? How do you know that?
Summary: It turns out that some things look big, but they are not necessarily big. This requires us to think more and compare in a smart way.
Middle school mathematics teaching activities 8
Activity objectives:
1. By observing the pictures, we can realize various regular arrangements.
2. Graphics can be arranged regularly according to rules.
3. Feel the fun of mathematics activities and experience the happy emotion of helping others solve difficulties through mathematics.
4. Guide children to be interested in numbers.
5. Develop children's logical thinking ability.
Activity preparation:
One PPT courseware and one operation material with different difficulty.
Activity flow:
Play PPT picture import first (see the picture to understand the regular arrangement)
1, Teacher: It's a beautiful day today. The rabbit is going to explore the forest. Look! The rabbit came to a strange forest. What is so special about this forest?
2. Teacher: Who can tell us what rules these trees are arranged in? Children are free to tell the rules they see.
3. The teacher guides the children to know these regular arrangements together.
Second, play PPT to guide children to arrange them simply according to the law.
1, Teacher: After entering the formal forest, Little Rabbit saw an orchard in the distance. He wanted to go to the orchard to pick fruit to eat, but the bridge into the orchard was broken. Who will help him fix it?
2. Teacher: What rules are used to arrange the small bridges?
Let the children repair the bridge according to the rules.
Third, continue to play PPT to guide children to find the law.
1, Teacher: The rabbit came to the orchard and found it was very big, just like a maze. In fact, there are two kinds of trees arranged regularly in this orchard. Can you find them?
Please observe the orchard carefully and find out the arrangement rules of two kinds of fruit trees.
Let the children arrange the numbers according to the rules.
1, the rabbit walked out of the orchard maze and came to the little wizard's house. The wizard said, "If you help me decorate my house according to the rules, I will give you a mysterious gift."
Let's help the rabbit together.
Let the children help the rabbit decorate the house.
Five, children's operation
1. The small animals in the forest heard that the little rabbit got a mysterious gift when he went to the regular forest to explore. They also came to the regular forest and found the home of the little wizard. The little wizard also let them decorate the house. Are you willing to help small animals?
2. Look! This is the house that the little monkey is going to help the wizard decorate. Who wants to help him? I asked the children in the first and second groups to help him.
This is the house that the puppy will decorate. I asked the children in the third and fourth groups to help him.
This is the house that the kitten will decorate. I asked the children in the fifth, sixth and seventh groups to help him.
5, children's operation, teacher tour guidance.
Six, children's display operation
1, the teacher asked individual children to tell their own operations and asked other children to check whether they were correct.
2. Teacher: Is yours the same as his?
Activity reflection:
With the story set off, the whole mathematics teaching process is more vivid and interesting, and it can stimulate children's interest in learning. In the whole activity, children can actively participate in math activities, actively use their brains, raise their hands to speak, and use their brains to solve the difficulties encountered by small animals. While solving difficulties for small animals, children have consolidated their own mathematical knowledge and experienced the happiness of helping others with mathematical knowledge, which is conducive to cultivating children's interest in learning mathematics.
Eight articles related to the design scheme of middle school mathematics teaching activities;
★ Design the math activity plan of kindergarten middle class.
★ Five design schemes for middle class mathematics teaching scheme.
★ Five copies of the organization plan for the middle class mathematics teaching in kindergarten.
★ Practical Collection of Selected Mathematics Teaching Schemes for Kindergarten Middle Class
★ Design scheme set of mathematics teaching scheme for middle class in kindergarten
★ Five selected teaching plans for children's mathematics
★ Design scheme of teaching plan for kindergarten mathematics education activities
★ Highlights of kindergarten teaching plan for children's mathematics enlightenment activities
★ How to teach children middle school math?
★ 8 Kindergarten middle class teaching work plan.
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