Mathematics teaching plan for middle class: understanding

As a teaching worker, it is necessary to carefully design a teaching plan, with which teaching activities can be better organized. Then the question is coming, how to write the lesson plan? The following is my carefully arranged math lesson plan for the middle class: Know , welcome to share. Math teaching plan for middle class: Understanding 1

Purpose of activity:

1. Understand the application of in life on the basis of understanding the mathematical meaning of .

2. You can display your imagination on the basis of observing the creative deformation of , and boldly carry out creative painting of .

3. Be willing to participate in activities and dare to show boldly.

activity preparation:

material preparation:

1. 3 boxes containing different items (including 3 bears and 4 building blocks)

2. ppt picture: ruler, thermometer, balloon, eggs, table tennis racket, watermelon.

3. Physical objects: tape measure, tape measure, clock, telephone, etc.

4. Each paper hand with a on it will have one copy.

activity process:

first, the lead-in part, perceiving the meaning of .

2. Show the gift box, and the children will feel it initially.

Question: Today, the teacher brought three gifts. Guess what they have?

How many bears and blocks are there in the box? How many can it be expressed in numbers? (3 or 4)

There is nothing in this box. How many can it be expressed?

summary: if there is nothing in the box, it can be represented by .

2. Game: Clap your hands and feel the meaning of

Question: Let's play a game of clapping your hands and counting!

Summary: There is nothing in the box that can be represented by . When you see in the clap game, you know not to clap your hands.

second, find the application of in life.

1. Show pictures to understand the use of in life

Question: Where have you seen , children?

(1) Show your mobile phone number: What is your mother's mobile phone number? There is in mom's mobile phone number.

Show your house number: What's your house number? Your family should live in Room 2 on the 13th floor, right?

(2) Show the clock: Where is the zero in the clock? By the way, there is a after 1, which can mean 1 o'clock.

Summary: plays a great role. There are numbers in telephone numbers, house numbers and clocks.

3. Perceive the different meanings of .

Teacher: Teacher Zhang brought some pictures to find out where is hidden.

(1) Show the ruler: Where is the on the ruler? What does the leftmost of the ruler mean?

the leftmost of the ruler means the starting point. When measuring the length of an object, the leftmost should be aligned with one end of the object to start measurement.

(2) Show the thermometer: Where is the zero of the thermometer? How many tens are there? Where are they in ?

teacher: what does the here mean?

teacher: on the thermometer means degrees. When the temperature is above degrees, it means that the temperature is getting hotter and hotter, and below degrees, it means that it is getting colder and colder.

summary: baby is amazing, it can mean nothing, and it can also mean starting point and boundary.

fourth, show pictures of objects similar to to stimulate children's creative interest.

question: baby can do magic, see what baby has become? (Balloon, table tennis racket, watermelon, tennis racket, egg)

Question: What will the baby become?

5. Children should be creative and encouraged to tell their own works.

Teacher: The teacher has prepared a lot of babies. Please ask the children to make a big transformation of babies by adding pictures to see who becomes faster and more.

Teacher: Just now, I saw that children changed a lot of interesting things with baby. Who would like to share with you?

Conclusion:

Encourage children to find digital baby in their lives. Math teaching plan for middle class: Understanding 2

Teaching objectives:

1. Through observation and practical activities, let children initially understand the meaning of .

2. Standardize the writing of , so that children can write correctly.

3. Stimulate children's interest in things related to mathematics by connecting with real life, and let children realize that mathematics is closely related to life.

4. Develop children's logical thinking ability.

5. Let children learn simple math problems.

Emphasis and difficulty in teaching:

A preliminary understanding of the meaning of .

The writing method of standard can correctly write .

Teaching preparation:

ppt courseware, physical objects, digital cards,

Teaching process:

(1) Review and lead-in:

Teacher: We have known the digital babies 1-5 before. Let's show the cards and take a few pictures according to what is on the cards.

(2) situational introduction

(1) Reveal the first meaning of : means nothing

1. Teacher: The teacher has brought a new friend. Look, who is it? Health: Little monkey, eat peaches. The little monkey found a plate of peaches, but he was happy. Look, how many peaches are there in the plate? What number do we use to represent it? (2) The little monkey was hungry and ate a peach. How many are there? What number do we use to represent it? After eating another one, there is nothing on the plate, so what should we say by numbers?

Summary: Nothing is represented by "".

2. Children, look at how many balloons this brother has in his hand. Brother accidentally released his hand and both balloons flew away. Is there still a balloon in his hand now? There are no balloons. How can we express them by numbers?

3. Smiling face

Summary: "" is also a number like the number 1.2.3.4.5 we learned before, which means nothing, just like the previous example.

4. teacher: the children know the number "", so where have you seen it?

(3) Write "" into the story

1. One day! The caterpillar will have a Tian Zi race with its good friend, and it will pass through these places (the upper line, the left line, the lower line and the vertical center line). The caterpillar will start from the starting point of the upper line, run to the left through the left line, reach the lower line, rest for a while, continue to run, finally reach the vertical center line, and then return to the starting point to get online.

Teacher: Please observe the route of the caterpillar in the Tian Zige race. What are the numbers?

2. teacher: we already know the number . Can you tell me what looks like?

Teacher: Please have a look. Does the zero on the blackboard look like a circle? (somewhat like)

is not so round, a little long and a little flat, like an ellipse.

teacher: that's very careful observation. The teacher made up a nursery rhyme for the digital baby . Please listen carefully to the teacher's nursery rhyme:

The number , like an egg, is long from top to bottom and flat from left to right. If you want to write it well, the seal is the key.

want to know how to write ? When writing, pay attention to: touch the line on the right side of the upper line, start turning at the midpoint of the left line of the lower grid, touch the line on the right side of the lower grid, and start writing at the midpoint of the right line of the upper grid. (Draw an arc to the left from the center of the upper end to the right, touch the left line below the dotted line, then touch the lower line and the right line, draw an oblique ellipse, and go back to the place where you started writing. ) Look, how smooth the lines are.

3. Do the children still remember the route of the caterpillar Tian Zige race? Please stretch out your fingers and let's draw the route of the caterpillar race together (book empty)

4. Now, please take out the paper around you and draw the number in the paper to see who describes it beautifully and neatly. Math lesson plan for middle class: Understanding 3

Activity background:

In normal teaching activities, I found that children in my class like math activities very much, but in previous teaching activities, children were familiar with numbers of 1-1 and above. And is ignored by us. With the improvement of children's cognitive dimension of numbers. I found that children have doubts, problems and needs about , so I designed this activity, so that children can have the most basic understanding of and lay the foundation for more urgent math learning in the future.

Activity goal: Know the role of . 1. Indicates that there is no empty set. 2. It can make the number bigger.

Activity preparation: digital cards -9, object cards with numbers less than 9, headdresses with numbers -9, including one and multiple headdresses.

organization form of buttons, etc.: collective

activity process: digital solitaire counting leading-in activity

1. Guide children to know that means empty set is not available

Step 1: Perceive operation cognitive dimension

1. Experience operation method: children have 3 buttons in their hands, teach them 3 buttons when they are old, and how much is left in their hands, so that children can understand that means no.

Step 2: Cognitive dimension of image representation

2. Representation correspondence method: children count the number of objects on the card and put the corresponding digital cards below.

For example, there are five apples on the card. Guide the children to put the number 5 below. Blank cards are represented by the number .

3. Representation method: Let children think about when they can use to indicate no in their lives. Inspire children to make up application questions, such as: mom gave me 2 pieces of candy, and I ate them all. How many pieces of candy do I have now? What does "no" mean?

2. Guiding children to know that can make numbers bigger

Step 1: Perceive the cognitive dimension of actions

1. Situational performance method: Ten children wear headdresses with numbers of -9 respectively. They all say that they are big and say that is the smallest, but is not convinced. He said, "I have magic, although I don't represent it when I am alone, I can make you bigger with magic. As he spoke, he stopped at the side of 1, and 1 became 1; When you stand next to 2, 2 becomes 2, and baby turns into several of his brothers, so 1 becomes 1, 1, 2 becomes 2, 2xx…… ... This time, no one dares to underestimate .

Step 2: Cognitive dimension of image representation

Summary: Picture-telling method: Tell the story "Magic Baby " by looking at pictures, and strengthen the two functions of : it means "nothing" and "expansion".

activity reflection: the children in the middle class are curious and eager to learn, lively and active. The title "Magic Baby" has aroused children's curiosity and thirst for knowledge. Through three games and a story situation performance, the children further strengthened the two functions of , thus achieving the implementation and completion of the goal.

Activity extension:

1. Know the position of in the natural sequence

2. Inspire children to talk about the different functions of in life.

(1) Things are gone, and means nothing.

(2) on the hygrometer indicates that the humidity is degrees. The higher the temperature, the lower the temperature.

(3) on the license plate, house number, telephone number, calendar and jersey indicates a number.

(4) on the ruler indicates the starting point.

(5) In the game, on the scoreboard means no goal, : means a draw, and 1: means that one side scored a goal.

3. summary. The role of is really great, and different means different meanings.

activity evaluation: the choice of activity content comes from the problems and doubts encountered by children in their usual study. It is pointed out in the Outline that we can feel the quantitative relationship from life and games, and experience the importance and fun of mathematics. Through this activity, children gradually form some elementary mathematical concepts. Cultivate children's interest in mathematics activities and their initiative and enthusiasm in choosing and participating in activities, and cultivate children's communication skills with peers in cooperation and negotiation to solve problems. Throughout the activity, teachers always help children to think, try, play and talk as guides, supporters and collaborators, so that children can feel the fun of the activity and get a successful experience.