Middle School Mathematics "Number 5" Teaching Plan

As an excellent educator, it is very necessary to carefully design teaching plans, which is conducive to our scientific and reasonable control of classroom time. How to write a good lesson plan? The following is the teaching plan of "Counting 5" in middle class mathematics that I helped you to sort out, for reference only, and you are welcome to read it.

Item 65438 +0 Activity Goal of "Number 5" Teaching Plan in Junior Middle School Mathematics;

1, review the number 1-5.

2, can learn to sort within 5 according to the size tag.

3. Cultivate children's ability to recognize numbers.

4. Cultivate children's comparative judgment ability.

5. Stimulate children's interest in learning.

Activity preparation:

Experience preparation: I have recognized the number 1-5.

Material preparation: teaching aid:No. 1-5.

Learning tools: a set of digital cards for each person; Wooden beads;

Activity flow:

Today, Digital Baby will play games with us. Let's see what happened to the digital baby.

First, review the numbers within 5.

1, review the number 1-5.

The digital doll fell and fell. Please help the doll stand at attention. When you help, say: digital doll, I will help you stand. Collective verification, reading numbers.

2. Numbers correspond to games according to various senses-wearing sugar-coated haws. (Everyone has a box of wooden beads)

Naughty digital babies will jump out and play the game of wearing sugar-coated haws with us. When the numbers jump out, children will wear some candied haws.

3. Find the size of the number.

1) displays the dimension mark.

2) Tell me who is the biggest and who is the smallest among these figures. Ask a child to send the tag to this number.

3) Distribute digital cards according to the teacher's instructions. (Each person has a set of digital cards) For example, find numbers less than 3, numbers greater than 4, and numbers greater than 3.

Second, the number sorting

1, whistle, alas, the digital baby is ready to line up, look! Arrow friends come out and let the digital babies line up horizontally. The little mark runway is in front, and the big mark runway is in front and behind. What does this mean? Please line up the children in the order from small to large. Read it.

2. Card counting game: Take out a few cards and let the children guess who is hiding.

3. Try to arrange them in order from big to small.

4, the number of cards is going to rest. Guess how many numbers have arrived in our hands. For example, clap your hands five times, the number less than 2 is 1, the number like ears is 1, and the number like ducks is greater than 3.

Activity reflection:

Make full use of the resources in children's real life, and have a substantial impact on children through the activities acting on them, so that children can feel the quantitative relationship of things in life and games, and experience the importance and interest of mathematics.

The design intention of the second lesson of the fifth volume of middle school mathematics;

Children mainly play games, but every time I have math teaching activities, I always imagine: how to design a lively and interesting math activity to attract children? How to let children learn independently in a relaxed and happy environment? Integrating knowledge into activities-entertaining. Really enjoy learning while playing.

According to the design concept and goal of mathematics in "Kindergarten Education Guidance Outline (Trial)", I designed this mathematical activity with magical fairy tale color "Decryption of Number 5". The whole activity is based on the secret safe brought by the cartoon character Smurfs that children like. Through vivid, vivid and changeable multimedia courseware display and game situations, children can know the number 5 and understand its meaning. And experience counting in different ways and arranging the numbers in a certain order.

Activity objectives:

1, through the game activity of "looking for the password" in the situation, understand the meaning of 5 and know the number 5.

2. Try to count in different ways and arrange the numbers in a certain order (from small to large, from large to small).

3. Be interested in math activities and experience the joy of success.

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

5. Actively participate in mathematics activities and experience the fun in mathematics activities.

Activity preparation:

1, multimedia courseware "Smurfs Safety"

Courseware 1: Smurfs and magic safes; Courseware 2: Three mysterious tips (the tips can be opened one by one, and the contents in the tips are reflected in the activity process); Courseware 3: numbers in irregular order and numbers in regular order; Courseware 4: A digital password ordered regularly, which can open the safe and give away "candy".

2. Each person has a cloth bag kit with cards with patterns and dots on both sides, several cards with the same number of patterns and dots, several cards with different numbers of patterns and dots, and several cards with only dots or patterns.

3. Each group has a small plate and a gift box, which contains some sweets.

Activity flow:

First, create situations and introduce activities.

Teacher: Show the courseware 1: "Children, who is this?" (Boy: Smurfs) "Today, Smurfs brought a beautiful safe for children, which contained many mysterious things. The Smurfs also said that if you want these mysterious things, you must find a way to open this safe. Do you know a good way to open this safe? " Yang: Press keys, tap ... passwords, etc. There are so many ways for children, but this safe can't be opened with keys, tools, prying and smashing. Let's hear what the Smurfs say. " (Operation courseware, Smurfs talk: This safe can only be opened with a password, which consists of five numbers. What's the password? The password is hidden in these three magic bags. Let's go and find it together. "

(Mobilize children's emotions: Can these three tips be passwords? Will there be some problems that want to test us? Are children afraid of exams? Yang: No. Do you have the confidence to accept this test and challenge, overcome this difficulty and solve this problem? Yang: Yes. )

Second, show courseware two: review and consolidate the numbers 1, 2, 3, 4.

1, operation courseware: open the first toolkit (Smurfs say: the password1* * consists of five numbers, hidden on a card in the toolkit with the same number of patterns and dots on it).

(It's a sentence! There is no password in this toolkit. We have to use our brains to find it.

Let's listen to what the Smurfs say) Teacher: "Look, children, the teacher has a toolkit here, too. There is a card in it. What's on the card? " (There are patterns and dots on the front and back) Let's count how many patterns there are on the card. Or how many dots are there on the back of this card? (children count collectively)

2. Ask all the children to take out the tips, observe the corresponding relationship between the physical map and the bitmap on the card, and find the card with the same pattern and bitmap.

"Please ask the children to take their tips out from under your little chair. There are many patterns and dots on the card. Please stand next to the teacher with the card. If there are not so many, please put them back and sit down. "

"How do you count? There are as many children as there are, such as four dots and four patterns. How many numbers can this card represent? Young: 4) The teacher suggested that children can look for numbers by visual counting from left to right and from top to bottom:

1、2、3、4。

Teaching reflection:

The teaching effect of this course has achieved the teaching purpose through the teacher's evaluation. The advantage of this class is that most children can participate in activities, but the disadvantage is that a few children have not been mobilized. Through the comments of the teachers, if I am allowed to take this class again, I will explore cooperative learning according to the age characteristics of my children. The ability of re-innovation needs to be further cultivated and improved, and the protection ability is weak to self-esteem and enthusiasm, so that all children can exercise and develop.

The design intention of the third lesson of the fifth volume of middle school mathematics;

Numbers are an abstract concept. Although children can say the numbers 1, 2, 3, 4, 5 ... they are vague about the meaning of numbers. In order to let children understand the relationship between numbers and the number of objects, and really understand the meaning of numbers, I designed this activity: knowing numbers 4 and 5.

Activity objectives:

1, know the numbers 4 and 5, and understand the quantitative relationship between numbers and objects.

2. Be able to actively and happily participate in operational activities.

Activity preparation:

1, a polka-dot clothing card with numbers 2, 3, 4 and 5. A digital card with 4 and 5.

2. Children operate materials. Everyone has several snowflakes, not less than five.

Activity flow:

Show the number cards first and guide the children to talk about the numbers on the cards. (Because the children in this class have a certain understanding of the glyphs of numbers 4 and 5, the design of this link is helpful for children to review numbers 4 and 5.

Second, learn to match objects with numbers.

(1), review the digital baby 1, 2,3.

(2) Guide children to observe the pictures on ppt and tell them that the number of objects is 4 and the number of numbers is 5.

(3) Show the number plates of 4 and 5 to guide the children to pair according to the numbers and take out the snowflake pieces.

(4) Teacher's summary: There are several kinds of objects that can be represented by numbers, and the number of objects (pictures) (this link allows children to perceive numbers through observation and operation, so as to truly understand the relationship between numbers and the number of objects).

Game: Find a friend Teacher: Now please help two children put on colorful clothes according to their own operating materials to make them more beautiful. (This link stimulates children's interest through their own hands-on operation, and provides a relaxed and independent learning atmosphere for children to play with learning knowledge while learning. )

Fourth, the evaluation activities guide children to become good friends with each other and whether they put on clothes correctly.

Expand learning in the activity area (1), kitten fishing (2), and dragon hunting.

The activity design background of "Number 5" teaching plan 4 in junior middle school mathematics

The children in the middle class have just come from the small class and have no idea about numbers. They can only simply sing numbers. In order to let children know and understand numbers better, I designed this number lesson, so that children can correspond numbers with images one by one, so as to have a preliminary understanding of numbers.

moving target

1. Let children know the number 1-5, and recognize that the number corresponds to the card one by one.

2. Cultivate children's observation, judgment and practical ability.

3. Develop the agility and logic of children's thinking.

4. Cultivate children's comparative judgment ability.

5. Develop children's logical thinking ability.

Teaching emphases and difficulties

1. The digital baby corresponds to the map card one by one.

2. Initial understanding of numbers, children are easily confused, and children's songs are used to deepen their understanding of numbers.

Activities to be prepared

1-5 digital card and 1-5 digital headdress.

Activity process

First, the finger game:

"Five monkeys on a swing" gives children the impression of 1-5.

Second, 1. Teacher:

"Hello, children! Some children are coming to visit our class today. Do you want to know them? Before I know them, I have a small request. You must remember their names, otherwise they will be angry and won't be good friends with us! "

2. The teacher put on the headdress with the number 1 and introduced herself in an attractive voice: "Hello everyone! My name is 1. Nice to meet you. I want to be good friends with you, ok? " Teacher: What's the name of this good friend, little friend? (1) Show the picture card 1 for children to remember. Then introduce the numbers 2, 3, 4 and 5 in the same way. (When introducing, you can disturb the order of numbers, so as to prevent children from only counting and not knowing the numbers. )

3. Take out the picture card with the number 1-5 for the children to review and understand. Take out the picture card "1" and ask the children what "1" looks like. Let the children answer freely. The teacher concluded: "1" can write like a pencil. The same way of asking questions can be summarized as follows: 2. Swim in the water like a duckling; 3. Listen to sounds like ears; 4. Float in the wind like a red flag; 5. Buy food like a scale hook.

Third, the game:

Please take the digital card of 1-5 and read the numbers on the card. Then invite several children to get the digital map cards of 1-5 respectively. Other children sang the song "Finding Friends", and the children with map cards found the corresponding numbers in the song and became good friends. {You can invite several groups of children to play this game. }

Fourth, the end:

Send the digital baby home. Teacher: I am very happy today, and so are the digital babies. They are tired of playing and want to go home. Let's say goodbye to them! Children: "1" Goodbye, "2" Goodbye, "3" Goodbye, "4" Goodbye, "5" Goodbye.

Teaching reflection

Through this lesson, the children know the number 1-5. Most children can match numbers with cards. But the game part is not very exciting, and the enthusiasm of children who have never played games is not high.

The fifth activity goal of junior high school mathematics "number 5" teaching plan

1, correctly perceive numbers within 5, and consolidate the understanding of numbers within 5.

2. Match the corresponding quantity with the number.

3. Experience the fun after success and enhance your self-confidence in participating in activities.

Activities to be prepared

1, PPT courseware, computer.

2. A small train, a pile of bones and a train ticket.

Activity process

1, play PPT courseware to arouse interest.

(1) The weather is really nice today. There is a small animal on the grass. Listen to who it is. (puppy)

(2) children are really smart. It's really a puppy Today, the puppy family is going to play in the playground. What are they going to take? It turns out that the puppy family went by train, and the puppy sat in these carriages. How many puppies are there in each carriage? Shall we open the car and have a look?

2. Know which car it is and consolidate your understanding of numbers within 5.

3. Click on the carriages in turn, and let the children visually observe the numbers and express them with the corresponding numbers.

(1) Car 1 How many puppies are there? (Click on the car 1)

(2) A puppy can be represented by a number. Do you know the number? (A puppy can be represented by the number 1 to encourage the child to speak completely. )

(3) The method is the same as above. Click on the No.2, No.3, No.4 and No.5 cars at a time, and let the children visually observe the number of puppies, and say that X puppies can be represented by the number X.

4. Find meat bones for the puppy and give them to the puppy in the carriage correctly according to the quantity.

Do you know what puppies like best? (Meat bones)

(2) Let's find some meat bones for the puppies and let them take them to the playground to eat, shall we?

(3) Ask each child to find a string of bones, please count them after finding them, then tell your good friend how many bones there are on your string of bones, and then let individual children get up and talk about it.

(4) Collective discussion: How to send bones to puppies is more appropriate.

Some of the bones found by the children have only one bone, some have two, some have three, and some ... how can I give them to the dogs and let them eat them all? There are several bones on the meat bone string you found, which car should be given to the puppy. Please discuss it with your good friend.

(5) Ask some children to come up and give the dog bones.

(6) Children send meat and bones to the dogs in the carriage in groups.

Please look at our meat and bones. Please correct the wrong meat and bone string in time.

5. Go to the playground by train.

(1) How happy the puppy is to receive so many beloved bones! To thank the children, the puppies want to invite you to the playground by train. Would you like to?

Have you ever been on a train before? What do I need to buy by train? There is a seat number on the train ticket. We must find our seats according to the seat number above, right? Today, we need a train ticket to get on.

(3) The teacher shows the train ticket: Look, the teacher has a train ticket here. Please take a look at it for me. Which car should I take? Why?

Please tell some pictures on your train ticket to your good friends. Which bus should I take?

(5) Ask individual children to talk about it and stick the tickets on the corresponding carriages.

(6) Stick the train tickets on the corresponding carriages in groups.

(7) collective inspection, find out the mistakes and correct them.

6. Take a small train to the playground together.

All the children found their seats. Let's get on the small train and set off for the playground.

The sixth activity goal of "Number 5" teaching plan in junior middle school mathematics;

1, let children perceive the number within 5, know the number 5, and know its practical significance.

2. Guide children to learn to classify objects within 5 according to size differences.

Ask the children to listen to the teacher's instructions clearly and follow them.

4. Guide children to actively interact with materials and experience the fun of mathematics activities.

5. Develop visual perception and judgment.

Activity preparation:

Physical card 1-5, recording large number card1-5,4,5 digital card.

Activity process

First of all, know the number 5 and understand the actual meaning of the number. .

1, the teacher shows four pictures of rabbits and asks the children to count and say the total. Question: If you add a rabbit, how many rabbits are there?

2. The teacher shows another rabbit and guides the children to say completely: four rabbits plus one rabbit, four rabbits plus 1, which is 5.

3. The teacher is showing four little monkeys and asking the children to count and tell the total. Here comes another little monkey. How many little monkeys are there now?

Teacher: What numbers can be used to represent the number of monkeys and rabbits on the blackboard? The number 5 can be used to guide children to speak. What else can the number 5 stand for? Ask children to speak differently and imagine boldly.

The teacher concluded that the number 5 can represent all objects with the number 5.

4. Know the number 5.

Teacher: Do you know what Digital Baby 5 looks like?

Teacher: 5 is like a scale hook. Let's write the number 5 with our fingers. (lead the children to practice the book in the order of strokes).

Second, perceive the numbers within 5, and guide children to learn to sort the numbers within 5 according to the size of objects.

1. Show physical cards on the blackboard:

Teacher: What's on the blackboard? How much does each of them have? The number of physical cards within the set integral verification 5. Let the children line up the animals according to their number. Think about who's at the front.

2. Show the number plate of 1-5.

Teacher: Have a look, children. Do you all know these numbers? What are they like? Which number represents the largest number?

Teacher: Who can line up these digital cards and see which one of you ranks first? How do you line them up?

Third, children's operation activities.

1, for physically matched number cards, it is known that numbers can represent the number of objects.

Teacher: Please ask children to find digital friends for small animals. Small animals send as many digital friends as they have, saying, "A few XX's, I'll send them to you as friends." .

2. Activity evaluation.

Teaching plan of "Counting Five" in seventh grade mathematics in middle school I. Activity objectives:

1, master the number 5, know "5" and know its meaning.

2. Stimulate children's interest in math activities through games.

Two. Activity preparation:

An empty bottle, some coins, beads and buttons.

1-5 set of digital cards.

Per person 15 clips.

Digital train

Three. Activity process:

1, game: "Count and clap your hands"

(1) Today, the teacher is going to play a game with the children, which is called "Clap your hands when counting". What is this?

(2) How many injections should children take? Please clap your hands together after hearing "Ready to clap your hands".

2. Games: Listen and guess.

(1), the teacher will put coins into the empty bottle one by one, and let the children listen to the sound of coins falling into the bottle and guess how many (4) coins are in the bottle.

(2) Pour out the coins in the bottle and let the children count them to verify that their guess is correct.

(3) Teacher input 1 coin. Let the children guess how many coins are in the bottle now and verify them.

(4) The teacher put five beads and five buttons in the empty bottle, and let the children listen and guess.

2. Know the number "5".

(1). How many can five coins, five buttons and five beads represent? The teacher shows the corresponding digital cards and asks the children to read and analyze the glyphs.

(2) If the teacher wants to use a few points, he can use several points. What about 2 and 3?

3. Edit the game.

(1), number matching game.

Teacher: Look, children, who's here? Today, our digital baby wants to be friends with this clip. What is this? (3) It can be expressed by several points, and it needs to find some fragments to be good friends. And so on, (let the children clip)

You are all so capable, and there are many figures behind. The baby also wants to find a friend with a clip. Would you like to ask a child for help? Remember, look at the numbers first when you clamp the clip. How many clips do you want? If it's three, how many should I clip?

(2) When children operate, they should clip the card on the corresponding number of clips.

Teacher: First of all, how many dots are there on the card? What's the number on the card? ) Think again how many clips should I send?

(3) Children put a corresponding number of clips on all cards, and teachers patrol to observe and guide, check the completion of children, and guide the children who finished first to sort according to the number.

(4) Teacher's summary verification: Is the editing correct? Please raise the number 1. How many clips does the number 1 need? Did you count correctly? Children and teachers count their own clips together.

4. Digitized trains and sorting.

(1), the teacher shows the digital train, "Look at how many carriages our train has", and guide the children to know the numbers on the digital train.

(2) Play the "train" game and send the digital baby and clips to the corresponding carriages.

Both the digital baby and the clip are tired and ready to go home by digital train. Please have a look. Car 1 Who will get it? (The teacher and the children verify whether it is correct.) So is the car behind. Send your card to the corresponding car.

(3) End: Both the digital baby and the clip got on the train and went home. Let's get in the car and play together!

Junior high school mathematics "number 5" teaching plan 8 activity goal;

1. Let children perceive the numbers within 5, know the numbers 4 and 5, and know that they can represent the number of objects.

2. Guide children to learn to classify objects according to their sizes. (number is less than 5)

Ask the children to listen to the teacher's instructions clearly and follow them.

The activity is heavy and difficult:

Know the numbers 4, 5

It can be classified according to different objects.

Activity preparation:

Only a few physical cards representing 1-5 are needed, and several sorting materials are needed.

Methods and means:

Game method, demonstration method and independent exploration method.

Activity flow:

One: Help children review the numbers 1, 2, 3, and lead them to play games. Consolidate children's cognition of 1, 2 and 3 through games. Know, pave the way for children to know 4 and 5.

1. Teacher: Children, today the teacher invited you to play a game of counting and clapping with me, ok? Listen carefully to the rules of the game When the teacher says what the number is, you have to clap a few hands. After the filming, say: When the number is, I will clap a few hands. Are you ready?

2. Teacher: Look, children, look at these cards. There are children thinking and answering questions. What is this? How much does each of them have? The teacher asked a child to line up the animals according to their number. Think about it. Who's at the front?

2: Know the numbers 4 and 5. The children are looking for numbers. Through this link, let the children find out 4,5 and know 4,5.

1. Teacher: Please look at these figures and leave a deeper impression on the children. What haven't we learned from small animals? What is he? He has to find digital friends and let them know what numbers can represent the number of objects. Would you please find it? Quantity.

2. Teacher: Children, teacher, there are many small animals looking for digital friends here. Animals, so the teacher wants children to help these little animals find their digital friends. How many small animals are digital friends? The teacher hopes you can send it to me and say, can I send it to you as a friend?

Third, through group activities, let the children follow the teacher's rules more deeply. By letting children operate by themselves, they can perceive numbers within 5. Difference and can be sorted.

1, Teacher: Now let's have a game, shall we? Please pay attention to the rules of the game. I invited children from 1, 2, 3 and 4 groups to see the digital sticker ball. If only numbers are printed on this card, we will stick some paper balls in the box below the numbers. Please line up the children in groups 5, 6, 7 and 8 according to the size of the items, and then say how they are arranged.

Fourth, teachers summarize and show the results of children's activities. Check whether it is correct together. Feel the joy of doing it yourself and follow the teacher's drum learning.

1. Teacher: Now that the children have finished speaking, I encourage you to increase your confidence.

Great, now let's check it together and see if you did it right, shall we?