"How many are there in the circle" math teaching plan for large class

As an excellent teacher, you may need to compile teaching plans, which can make teaching more scientific. Then the question is coming, how to write the lesson plan? The following is the math teaching plan of How Many Rounds I have compiled. I hope it will help you.

Design intention of "How many are there in the circle" large class mathematics teaching plan 1

In regional games, when children play hoop games, a toy is trapped at the same time. When calculating how many toys each of them has, children will argue about who should own the toys that are trapped at the same time. The outline points out: "You can feel the quantitative relationship of things from life and games and appreciate the importance and interest of mathematics." The guide also points out: "We can find that many problems in life can be solved by mathematical methods and experience the fun of solving problems." I think since children encounter such problems in life and games, we should not avoid them. We should solve children's problems through teaching activities, and then let children apply the effective experience gained to real life to realize the real concept of "life mathematics". So I designed this activity.

Activity objectives:

1. When two circles intersect, learn to calculate the number of objects in the circle.

2. According to the requirements of the marking diagram, explore to place a corresponding number of objects in the circle.

3. Experience the success of solving problems and the fun of cooperative games.

Focus of activities:

When two circles intersect, learn to count the number of objects in the circle.

Activity difficulty:

Explore the corresponding number of objects placed in the circle according to the requirements of the marker map.

Activity preparation:

Whiteboard courseware, many hula hoops, 10 baby bottles, rabbits and hoops for children to operate.

Activity flow:

Play with the hoop first and read the marking record.

1. Show baby bottles, guide children to count the number of baby bottles, and let children play with hoop.

2. Show the marker, let the children talk about the meaning of the marker, and record the number of baby bottles in the circle.

3. Let several children and teachers ring the bell at the same time, and set two rings to trap a bottle at the same time, which will lead the children to discuss: The green ring and the red ring trap the same bottle, who should this bottle trap?

Second, learn to count the number of baby bottles in the circle when the two circles cross.

1. Show the process of the same baby bottle in two traps on the whiteboard, and lead the children to analyze the characteristics of the baby bottle in the cross part: there are red circles and green circles, and make statistics when counting the number of baby bottles in the two circles.

2. Show Figure 2, Figure 3, Figure 4, and Figure 5 respectively, and change the number of milk bottles in the cross part to guide children to correctly count the number of milk bottles in the red and blue circles.

Third, operational activities: rabbit station circle

1. Show the marker map 1: 2 red circles and 2 blue circles. Analysis of marking graphic requirements: how to circle 3 rabbits.

2. Show the marks in Figure 2: 3 red circles and 2 blue circles. Children watch the marking operation, focusing on guiding children to think about how many rabbits are standing at the intersection of two circles.

3. Show the logo Figure 3: red circle 1, blue circle 3, how to stand in the circle?

Fourth, cooperative games: standing circle music

1. The children stood in groups and talked about how their own groups stood. (Whiteboard demonstrates different results)

Summary: It turns out that there are many different ways for four children to stand in two circles.

2. Show Figure 1 (2 people in red circle and 3 people in blue circle), Figure 2 (2 people in red circle and 4 people in blue circle) and Figure 3 (4 people in red circle and 4 people in blue circle) respectively. Look at the signs and play the game of standing circle to experience the fun of success and cooperation.

The expansion of verb (verb's abbreviation) activity

How do five people stand three times? Go back to the classroom with this question and continue to play this game with your good friends, ok?

"How many are there in the circle?" Activity goal of large class math teaching plan 2

1, learn to calculate the number of objects in the circle when two circles intersect.

2. According to the requirements of the marking diagram, explore to place a corresponding number of objects in the circle.

3. Experience the success of solving problems and the fun of cooperative games.

4. Cultivate the ability to observe, identify and bring to justice.

5. Know that sorting according to different characteristics of things will have different results, and initially understand the reversibility of sorting.

Activities to be prepared

Whiteboard courseware, many hula hoops, 10 baby bottles, rabbits and hoops for children to operate.

Activity process

(1) Playing the "mouse cage" game, several little mice gathered around.

(2) Play with the ferrule and see the marking record.

1, show bottles, instruct children to count the number of bottles, and let children play with hoop.

2. Show the marker, let the children talk about the meaning of the marker, and record the number of baby bottles in the circle.

3. Please ask several children and teachers to ring the bell at the same time, set two rings and set a bottle baby at the same time, and lead the children to discuss: the blue circle and the red trap have the same bottle baby, who should be the bottle baby?

(3) Learn to count the number of milk bottles in two circles when they intersect.

1, demonstrate the process of the same baby bottle in two traps on the whiteboard, and lead children to analyze the characteristics of the baby bottle in the cross part: there are red circles and blue circles, and make statistics when counting the number of baby bottles in the two circles.

Display chart 1 (see CD-ROM video, the same below), the teacher will demonstrate on the whiteboard while explaining: a milk bottle in a red trap, blue circle is coming, where is the red circle? (Cross) Where is the baby bottle now? (Middle) Do you mean this place by "middle"? (Draw a place with children by hand) This is where the red circle and the blue circle meet. Take a closer look, children. Is the baby bottle in the red circle? (Fade blue) Is it in the blue circle? (Lighten the red color) This bottle has both red and blue rings. When we count the babies in the red trap, we should count the babies in public places, and when we count the babies in the blue trap, we should also count the babies in public places, remember?

2. Show Figure 2, Figure 3, Figure 4, and Figure 5 respectively, and change the number of milk bottles in the cross part to guide children to correctly count the number of milk bottles in the red and blue circles.

(With the help of the functions of dragging, changing color and moving the whiteboard, let the children intuitively see how two circles intersect to form a public office, make clear the range of objects to be counted, and let the children really understand the characteristics of the public office. This is the focus and difficulty of this activity. )

(4) Operation activities: Rabbit station circle

1. Display the marker map 1: 2 red circles and 2 blue circles. Analysis of marking graphic requirements: how to mark three rabbits.

The teacher is suspicious: how can you stand in two red circles and two blue circles? Think about it. Demonstrate the correct answers on the whiteboard and organize children to praise themselves.

2. Showing signs Figure 2: There are 3 red circles and 2 blue circles. Children watch the marking operation, focusing on guiding children to think about how many rabbits are standing at the intersection of two circles.

3. Show the mark Figure 3: Red circle 1 blue circle 3. How to stand in the circle?

(5) Cooperative game: standing in a circle.

1. The children stood in groups and talked about how their own groups stood. (Whiteboard demonstrates different results)

Summary: It turns out that there are many different ways for four children to stand in two circles.

2. Show Figure 1 (2 people in red circle and 3 people in blue circle), Figure 2 (2 people in red circle and 4 people in blue circle) and Figure 3 (4 people in red circle and 4 people in blue circle) respectively. Look at the signs and play the game of standing circle to experience the fun of success and cooperation.

(Three different standing circle tasks have higher and higher requirements for children, so teachers should pay attention to the changes of language prompts. )

Teacher: You are really something. How do you feel when you can accomplish such a difficult task? Then let's celebrate together!

End of activity

1, evaluation

2. Summary

Activity expansion

1, provide each group of children with a tag card that can be flipped and combined at will, and let the children flip the card and play the game of standing circle by themselves.

2. Encourage children to try to play standing circle games in groups of five.

Encyclopedia: the pronunciation of circle is juàn, quān, juān, also called "ring", an ancient weapon. A ring made of metal.

"How many are there in the circle?" Math Teaching Plan 3 Activity Objective:

1, learn to calculate the number of objects in the circle when two circles intersect.

2. According to the requirements of the marking diagram, explore to place a corresponding number of objects in the circle.

3. Experience the success of solving problems and the fun of cooperative games.

4. Cultivate children's ability to observe, judge and operate.

5. Cultivate children's spirit of trying and develop children's agility and logic of thinking.

Activity preparation:

Electronic whiteboard courseware; There are several large and small hula hoops, 10 baby bottles, rabbits and hoops for children to operate.

Activity flow:

Play with the hoop first and read the marking record.

1, show the baby bottles, count the number of baby bottles, and let the two children play hoop games.

2. Show the marker (red circle and yellow circle) and let the children explain the meaning of the marker. (www, dakao8, com) Record the number of babies trapped in regular games behind the marker map.

3. Let several children and the teacher ring the bell at the same time, set two rings and set a bottle at the same time, and lead the children to discuss that the blue circle and the red trap caught the same bottle. Whose baby bottle should it be?

Second, learn to count the number of baby bottles in the circle when the two circles cross.

1, demonstrate the process of the same baby bottle in two traps on PPT, lead children to analyze the characteristics of the baby bottle in the cross part: there are red circles and yellow circles, and make statistics when counting the number of baby bottles in the two circles.

2. Show Figure 2, change the number of baby bottles in the cross, and guide the children to correctly count how many babies are in the red and yellow circles.

Third, operational activities: rabbit station circle.

Two rabbits stand in a circle. How can they stand it? It's time to look at the marker map again.

1. Display the marker map 1: 2 red circles and 2 blue circles. Analysis of marking graphic requirements: how to mark two rabbits.

Children's first operation. The teacher demonstrates the children's operation, please check and verify.

2. Show the mark Figure 2: Three rabbits come and stand in the circle and look at the mark. What are the requirements? Two red circles and two blue circles, how to stand?

The child looked at the signs and prepared for the second operation. Ask a child to come up and show it.

3. Show the sign Figure 3: 2 red circles, 3 blue circles, 3 rabbits to stand in the circle, how to stand?

The child looked at the mark and prepared for the third operation. Comment on children's operation.

Fourth, cooperative games: standing circle music

Do you want to play standing circle game, too? Look at the marked map 1, how many people are in a group? Yes, four children will stand in a circle. How to stand? What requirements? (3 people in the red circle and 2 people in the blue circle). The rule is that all four children must take part in the standing circle game, and none of them can be less.

1. After the children stand in groups of four, the teacher gives the children red and blue circles, and the children can stand in circles freely.

2. Show Figure 2 (2 people in red circle and 4 people in blue circle) respectively. Children read signs, play standing circle games and experience the fun of success and cooperation.

Activity expansion:

Show Figure 4 (4 people in red circle and 4 people in blue circle)

Activity reflection:

Before preparing lessons, I have been thinking about how to arrange this course. My class size is too large (77 children, and 70 children who often go to the park recently), and I have seriously thought about the children's collective activities. There are too many groups to manage (one teacher and two nurses), and finally I divided each game activity into three groups to complete.

In the "Free Play Circle" activity, when the teacher asked the children to find their own way to play the circle, the children's enthusiasm was very high, and every child could play the circle. There are several children who are particularly prominent, who can walk into a trap, flip their hands and roll on the ground. When the teacher invited children with good play skills to show them to everyone, other children also actively followed suit. The teacher didn't say much during the activity, and each child could practice and play independently.

In the activity of "small ball drilling circle", the teacher demonstrated the action in groups and let the children try it themselves. The children are eager to try. When rolling the ball for the first time, there are always children who can't get into the circle. The teacher told them to watch more (watch other children roll) and practice more. After hard work, they can finally roll the ball into the circle on the ground. At first, the distance should be a little farther, and the effect will be much better after seeing that the child can roll in. In this activity, the children have a strong sense of participation, and they are very excited to see that they can roll the ball into the circle. They are all looking forward to rolling it again.

When crossing the river, the teacher talked about the essentials of jumping with two feet, and the children followed suit, all jumping with their feet for the last lap. Only a few children can keep jumping. Several small and short children failed to keep their balance when jumping and fell to the ground. After the teacher reminded them again and the encouragement of their peers, they were able to keep jumping. Some children are too timid to jump with their feet. They dare to jump with the encouragement and help of their teachers.

When "driving the train", the children did well one after another and walked smoothly on tiptoe. When walking in high heels, many children can't keep their balance without taking a few steps. At this time, I shortened the time of walking with high heels, and the child walked well.

The number of children was not considered when designing this activity. I divided them into three groups. Children's waiting time is very long, and the interest of children who don't play behind is affected to some extent. Some children can't control themselves at first, but they can control themselves after being reminded by the teacher. The ability of small class children was not considered before the activity. When rolling the ball for the first time, the distance is far away and the accuracy of the ball is poor. The children hardly rolled the ball into the circle in the first round.

If I do it again now, I will first consider the number of people, keep the number of people in each activity as small as possible, and divide the children into two parts. Some of them will be arranged by nurses to do other activities in the classroom, and the rules of the game will be clearly explained before each game activity, so that children can be guaranteed in terms of safety during the activity. Carefully review the feasibility of the activity plan before the activity, and explain the lesson plan, and modify it in time when problems are found.