First-year math, you said I set up a model template for teaching plans

First-year math, you say I pose a model essay template

Teachers can develop students' spatial concept through the game of "you say I pose", at the same time, let students learn to express and listen in activities, and develop their mathematical communication ability. The following is the first-grade math I compiled. You said I had a lesson plan. I hope I can provide it for your reference.

First-year math, you say I have a lesson plan. Model Wenyi

Teaching objectives:

1. Cultivate the logic of students' language expression and develop their spatial imagination.

2. Cultivate students' spirit of active exploration and consciousness of cooperation with others.

Teaching process:

First, experience guidance.

teacher: last class, we got to know (the teacher held up in turn) cuboid, cube, ball and cylinder (the student answered). Please find a cuboid from the table and show it to everyone. What about cubes, balls and cylinders?

student: (pick it up in turn according to the teacher's command)

teacher: before class, the teacher asked the children to go back and observe the shapes of objects at home. Did you do it? (health: yes. )

teacher: please tell each other about your findings. (deskmate says)

Teacher: Who will tell us about it?

health: (speaking enthusiastically) My refrigerator is a cuboid.

health: my TV set is a cube.

......

Teacher: We have found so many things at home. Now, let's have a look at the objects in our classroom.

health 1: the blackboard is a cuboid.

Health 2: The heating pipe is a cylinder.

health 3: the electric rod is a cylinder.

..... (give appropriate evaluation)

Teacher: The children observed carefully and spoke very well.

second, you say I put it.

teacher: now let's play building blocks. Listen to the password: put the cube first, put the cuboid on it, put the cylinder on the right side of the cube and put the ball in front of the cube. (deskmate, check whether it's the same)

Teacher: Now, please let the children be each other's little teachers. Let's see if what you say can baffle the children at the same table. Let's see who puts it right and fast. (Building blocks can be increased gradually.) Switch roles.

student: ...

teacher: which group of children are posing for everyone?

health: ... (timely evaluation)

Third, game consolidation.

teacher: the robot heard that the first-grade children are very smart. It wants to be friends with you, and at the same time, it wants to test everyone. Do you dare to challenge it? Children, do you know what shapes my body is made of? Please tell me about the children you found.

students: there are rectangles and cubes.

health: there is a ball.

health: and columns.

teacher: (imitating the robot's voice) How many objects are there in each kind? Can you write them down in your notebook? (Vivid handwriting)

Teacher: Now please close your eyes and think about the shapes of several objects on the robot just now.

health: (close your eyes and think)

teacher: do you remember the shapes of these objects?

health: remember.

Teacher: Now that you are a robot, test your deskmate and ask him to close his eyes and touch your school tools. Tell him the name or tell you the name of the object he touches.

students: (deskmate cooperation, the scene is very warm. )

teacher: (imitating the robot tone) I am more capable than the Monkey King, and I will change. Can you change the building blocks on the table into various beautiful figures? I have to tell my deskmate what shape of object was used and why it became this model. (Teachers should affirm the good ones in time when they patrol) (1-2 students are selected to talk about it. )

Fourth, think about improving.

teacher: the robot said, and now I want to test how many cubes are there in your picture (showing the projected picture). And say what you think.

Student: ...

Teacher: For verification, please help the children to take a ride. (hands-on)

Teacher: The robot said that the first-grade children are great! I would like to make friends with you.

fifth, extracurricular extension.

teacher: in fact, in our daily life, there are many shapes of objects, which are just waiting for you to find them, so children should pay attention to things around them and form a good habit of observing. After going down, children can observe what shapes of objects are on campus, on the road and in nature, and tell your friends what you have found. (Farewell between teachers and students)

First-year math model essay II

Teaching objectives

1. Develop students' spatial concept through the game of "You say I put it", at the same time, let students learn to express and listen in activities, and develop their mathematical communication ability.

2. Stimulate students' interest in learning through the form of games. Make students get a good emotional experience.

3. Cultivate students' imagination, the spirit of active exploration and the consciousness of cooperation with others.

Teaching focus

Develop students' spatial concept, and at the same time let students learn to express and listen in activities. Develop their mathematical communication skills.

Teaching difficulties

Cultivate students' imagination, spirit of active exploration and consciousness of cooperation with others.

Preparation of teaching AIDS

Building blocks and robots.

Teaching process

1. Activity 1: Building block games

(1) Building blocks

1. Teacher: Have you played?

This is an object built by the teacher with building blocks. Do you think it's interesting?

can you build the same object? (The teacher blocks the building)

2. The teacher tells the location of the building, and the students start to build it.

3. Compare who is the most alike?

(2) Free activities

1. Work in pairs before and after. After the students in the back are set up, tell them to the students in front, and compare them.

2. Exchange with the students who are talking and posing.

2. Exercise 2: Practice.

(1) Show pictures: Practice

(2) Show pictures: robot

1. Count what objects are on the robot?

2. how many are there in each object?

(3) Show the picture: Guess

1. How many small cubes are there in the picture?

2. Tell me what you think.

(4) Thinking: How can you put a cuboid with a small square of the same size? What about the cube?

blackboard writing design

I said that you should do

after-class reflection

In fact, this class is designed on the basis of clearly understanding the characteristics of four kinds of three-dimensional graphics. Because of the large number of students, it is unrealistic to let each child bring his favorite toy to make a gesture in class, so I will take the form of "you say you pose" in this class, and students will say, students pose and why, so that students can further understand.

First-year math, you said I had a lesson plan. Model Wensan

Teaching purpose:

1. According to the real situation, through games, we can further identify simple geometry.

2. Stimulate students' interest in learning in the game, so that students can get a good emotional experience.

3. Learn to express initially, learn to listen, and develop preliminary mathematical communication ability.

4. Develop the concept of students' space and identify the positional relationship of geometry

Teaching emphasis: apply simple math problems in real situations with games.

preparation before class: some simple geometry.

teaching method: centering on problem situations and guiding autonomous learning.

teaching process: independent inquiry and cooperative learning.

First, the problem situation

Teacher: You know the names of four kinds of objects. Let's study their mathematical problems.

research

what method do you want to study? (group discussion)

2. Establish a model

1. Study and discuss in groups.

learning requirements: (1) discuss the differences in the placement of these objects.

(2) Prepare to introduce your research results to the whole class.

2. report and exchange, and initially construct the model.

teacher: the position between objects can be analyzed by up, down, left and right, and the results can be discussed on the basis of communication and summary in the group to clarify the spatial relationship. The whole class determines its spatial position relationship.

3. Transfer the situation and reconstruct the model.

situation presentation: several geometric building blocks.

You say I'm swinging, and the same table plays games with each other. With the establishment of the spatial position relationship, the number of building blocks can be increased, and the identity of swinging can be changed.

Third, explain the application

1. Say and write.

Let the students observe carefully and think about which objects are rectangular (long), cube (positive), cylinder (circle) and sphere (ball). Then talk to each other at the same table and write it down in a single Chinese character. Let's use the spatial position relationship again. (as long as its shape is roughly correct)

2. Have a look and fill in.

let students do it by themselves.

3. Touch and say.

This is a game, which allows students to combine operation activities with expression. Students can touch an object and say its name, or they can combine the name first and then extract the corresponding object. This activity can be carried out in groups.

4. Take a look and count.

It is difficult to answer this question, so you can use building blocks to help solve it first.

Fourth, summarize and review, expand and extend

1. What did you learn in this class?

2. The relationship between before and after is applied in life.