Kindergarten Math Activities Measurement Lesson Plans

As a teaching staff, you usually need to use lesson plans to assist your teaching, with the help of which you can effectively improve your teaching ability. So what kind of lesson plan is good? The following is my compilation of measurement lesson plans for large class math activities, welcome to read and collect.

Class math activity measurement lesson plan 1

Design Ideas:

Measurement is an important application of mathematics in the real world. The Outline points out: "Let children feel the quantitative relationship of things and experience the importance and fun of math from life and games". This activity originates from the real life of children, and is triggered by the recent discussion on the length of sugarcane after it has matured in the plantation of our garden. The content captures children's interest and is close to their level of the zone of recent development. In the activity, we start from creating the problem situation of "many - one - none" measuring objects, and advance step by step, guiding children through guessing and discussion, observation and comparison, experimental operation, communication, sharing and other methods to help children learn to communicate with others. The first step is to guide children through the process of guessing, discussing, observing, comparing, experimenting, communicating, and sharing to help them discover and construct their direct experience of measurement, accumulate learning experiences, construct mathematical knowledge, and also accumulate various problem-solving experiences and stimulate their spirit of exploration and desire to promote the development of their social nature in the interactions with the familiar natural measuring objects, such as leaves, carrots, and other environmental materials.

Activity Objectives:

1. Try to measure the length with different measuring objects, and perceive a variety of measurement methods.

2. To arouse the children's interest in using common natural objects in life for measurement.

Focus: Learning to feel a variety of measurement methods in the exploration.

Difficulties: How to learn how to mark the correct way to complete the measurement when there is only one measuring tool.

Activity Preparation:

PPT courseware; leaves, carrots and a number of blackboards.

Activity process:

I. Tell the story, lead to the problem:

(value analysis: the use of daily life problems, triggering the interest of young children to explore)

planting ground in the sugar cane baby, is very interested in knowing how high they grow? Earthworms are his good friends, we volunteered to help, for it to measure how high it has grown.

The earthworms started to look for materials to measure the body of the baby cane.

Second, according to the storyline, try to use different natural objects to measure

(Value analysis: a variety of measurement methods, the problem of doubt, so that the children in the happy completion of the task over and over again, to meet the new challenges, and to accumulate on the measurement of. Direct experience.)

(a) Many identical leaves, how to measure

Children's operation, exchange and share

Analysis of the main points of measurement:

From head to tail

The leaves should be close to each other as if they were good friends

Arranged in a straight line

(ii) A carrot, how to measure it

Children work and share

Key questions: Where do you start with the carrot? Why do we need to mark it?

The key question is: where do you start putting the carrots and why do you mark them? It is the easiest and most convenient measuring tool.

Three, experience development

(value analysis: to further arouse children's attention to the measurement of life, and continue to accumulate new experience)

What are the other simple and convenient ways to measure in life. For example, the ruler and so on.

Activity evaluation:

This large class counting activity comes from the real life of children. The measuring tools and measuring objects it chooses come from the objects in the life that young children come into contact with on a daily basis. Therefore, during the activity, I feel that the children are very skillful in manipulating the materials, avoiding the interference of irrelevant exploration caused by the unfamiliarity of the materials themselves. The overall design of the activity is progressive, starting from creating the problematic situation of "many - one - none" measuring objects, and triggering children to explore new measuring methods step by step, in which children can actively use their brains. In the process, the children can actively use their brains, discuss with each other, make bold guesses, and apply their daily life experiences to the problem. In fact, the children eventually found all the appropriate measurement methods, and gained the satisfaction of successful exploration in the activity. In addition to constructing mathematical knowledge, they also accumulated a variety of problem-solving experience, and stimulated their spirit of exploration and desire to promote the development of their social nature.

The shortcomings of the activity are that I can't do a good job of guiding the children to advance their guesses and further thinking about the difficult part of the activity: when there is only one measuring tool, how to learn how to correctly mark the way to complete the measurement. The whole activity is a little over time.

大班数学活动测量教案2

Design intent: When the children were observing the autumn scenery outdoors, they were interested in the physical characteristics of the big trees. Rong Yinchen and Mao Jian were discussing how tall and thick the cedar in the small garden was. You Yang and Wang Hao are arguing about who grows taller, the cedar or the valley tree? Who grows thicker? This activity was designed to satisfy children's curiosity and to guide them to measure in their own way from their interest.

Activity Objectives:

1, a variety of materials, a variety of ways to measure the tree, know that the trunk of the tree has a tall or short, thick or thin, etc..

2. Initial learning methods of measurement and recording.

Environmental creation:

1, outdoor.

2, long and short rope, a variety of rulers, recording paper, pens, bamboo poles, etc., the ground is painted with scale lines.

Activity process:

1, guide the children to observe the tree by visual inspection, and use language to express the difference of the tree in simple terms.

1, there are so many trees in the small garden, do you know their names?

2. Do these trees look the same? How are they different?

2. Organize the children to discuss and find ways to measure the thickness of the trunk.

1, just now the children said that the trunk of the tree has thickness, which thick? Which one is fine? How do you know?

2. Is there a way to know how much thicker x x is? ××How much thin is x x?

The children discussed: with a hand ring, ruler measurement, rope measurement ......

3, the children are free to choose a variety of materials to measure the cedar after the exchange:

1, thick and thin:

(1), with what materials to measure? How thick is it? What method of measurement?

(2) How do you know what the measured number is?

(3) Why is the measured thickness different?

2. Tall and short:

(1) Which tree is the tallest in the small garden?

- How tall is it? How do you know?

- How do you record it?

(2), Does the melaleuca tree grow tall? How do you measure it?

(3), the cypress grows not too tall or too short, what is the way to measure it?

- with a steel tape measure directly;

- with bamboo poles and other alternatives to measure, and then bamboo poles put on the ground with a ruler.

Four, the little tree doctor

1, the doctor will give children a physical examination every year, measure height and chest circumference. Now you are invited to do the tree doctor, give these trees a body check. Children each choose a tree for height and thickness measurements, and record the numbers on the record sheet.

2. Share the recording results with each other.

Activity Objectives:

1, to be able to master the correct measurement method.

2, know that the length of the gauge is related to the results of the measurement, the longer the gauge (or large) measured less often, the shorter the gauge (or small) measured more often.

3. Peers can cooperate with each other and communicate boldly.

4. Cultivate children's ability to compare and judge.

5. Guide children to actively interact with the materials and experience the fun of math activities.

Activity Preparation:

Measuring tools (all kinds of long sticks, rulers, ropes, cardboard boxes, etc.), pens, recording paper, blackboards, touch boxes, markers

Activity Process:

1, Introduction: Divide the children into five groups and have a running race.

Teacher: Do you know how far you just ran? What is the way to know? (measure a measure)

2, put forward the requirements of measurement: here are many materials, each group to discuss the selection of a material to measure, and will measure the tools and results recorded to the teacher.

3, the children's first attempt to measure, the teacher to observe the children's measurement method is correct, and guide the children to cooperate with their peers.

4. Ask the two groups of children who measure correctly or incorrectly to demonstrate separately, and the teacher and students discuss which method produces more accurate results. The teacher explains the correct measurement method (the end of the first measurement is the beginning of the second measurement, and so on). If the children measure correctly, ask a child to demonstrate and the teacher to explain.

5. Ask the children to reflect on the correct way to measure the group just now, and take the second measurement to verify the results of the first measurement.

6. Ask each group to elect a child to present the results of the group's measurements.

7, put forward the question, cause children to think: why the measurement results are not the same? (Because of the different gauges, some long, some short, the longer the gauge (or big) the fewer the number of measurements, the shorter the gauge (or small) the more the number of measurements.

8, the game: find the treasure. Third attempt at measurement.

The children touch a marked map with the location of the treasure from the touch box, measure according to the map and find the treasure.

9, the end of the summary: today we learned to use a variety of tools to measure, but also know that the results of the measurement and the size of the gauge, the length of the relevant. In addition to today's gauge, what other things can be used to measure it? Children go back to find, try a good?

Activity Reflection:

Young children have a hard time grasping the concept of number, and the meaning of measurement is difficult to understand, only the use of daily life in the see, coupled with letting young children to operate their own hands to find the answer to the question, so that young children can really understand the fun of measurement. The children were more interested in participating in this activity, but the recording of the measurement results was poor. Although the children enjoyed participating in the activity, they were not strong enough in practicing the process. In future math teaching, we should exercise more children's hands-on ability.

Design intention:

The new Outline points out that the new goal of math education is to "be able to feel the quantitative relationship of things from life and games and experience the importance and fun of mathematics." Therefore, I started from the children's life experience, using the children's common things as tools, to the children around the object, designed the "learning to measure" this activity, let the children use a variety of measuring tools to learn to measure the things around them, to guide the children in the operation of the experience that mathematics can be used to solve the problems of daily life.

Activity Objectives:

1, to guide the children to boldly try to use a variety of tools to learn to measure.

2. Recognize standard and non-standard measuring tools and choose suitable tools to measure different things.

Activity Preparation:

Ruler, paper clips, toothpicks, wool, etc., a hand, measuring work single hand a.

Focus Areas:

Calculation

Ideas and Intentions

Activity Process:

I. Introduce the topic through the story.

1, the teacher told the story once, ask: What can we think of a way to help these three brothers?

2. Recognize the measuring tools and learn how to measure and record.

1, ask the children to say what can be used to measure?

2. Teachers introduce standard and non-standard measuring tools, explain the methods of measurement and the corresponding recording methods.

3. Teacher assigns the task and children operate freely.

4, summary. Ask the children to say what you are measuring? What tools were used to measure?

3. Guide children to find problems and solve them.

1, ask the children to discuss: measurement to the end, can not be exactly finished, some more than a little, some less than a little, so how to record.

2. Go back to the point that the three brothers divided the land. Q: Their land is round, what what tool should we use to measure?

4. Extension of activities.

Praise and encourage children's performance, so that children can experience the fun of success.

The first session is mainly to stimulate the interest of children through the story to improve the enthusiasm of children.

The second part of the session is for children to recognize various measuring tools, and to measure things they are familiar with around them, and each child can boldly use various measuring tools to measure.

The third session is mainly to guide the children to find problems, know that there are problems to find solutions, through the measurement of the land of the three brothers, let the children understand that in the process of measurement, we should choose the appropriate tools, so that it will be more convenient and more effective.