As a selfless people's teacher, we must carefully prepare teaching plans, which is the basic condition to ensure the success of teaching and improve the quality of teaching. Then the question is coming, how to write the lesson plan? The following is my carefully arranged math teaching plan for the big class. Guess the phone number, I hope it will help you.

Guess the phone number 1 in the target math lesson plan of the big class activity;

1, in the game, learn the addition within 7.

2. Feel the rich changes of numbers and experience the fun of operation.

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

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

5. Stimulate children's interest in learning and experience the happiness of mathematics activities.

Activity preparation:

Digital cards, children's homework materials, children's pictures, markers, etc.

Activity flow:

First, list the order of different numbers by phone.

1. We want Dada, Mingming and Lily to visit us. How do we inform them?

You need to know the telephone number when you call. Let's check together. What's their telephone number?

3. Where are so many phone numbers the same?

Teacher: Every child's home phone number is different. The same number will have different phone numbers after different arrangements.

Second, learn the addition of 7.

1. There are still two animal friends who haven't notified. Let's look at its telephone number.

2. Observe the numbers and the corresponding numbers, and let the children write the correct phone number.

Third, children manipulate and perceive the changes of numbers.

Fourth, check each other's homework and guide children to think about other ways to contact their children besides calling.

Big class math teaching plan guess phone number 2 activity target

1. Try to play the game in another way.

2. Skillfully use the addition and subtraction within 10.

Several telephone password strips were prepared for the activity.

Activity process

First, introduce your home phone number.

1. Teacher: Son, you can't see your friends every day after graduation. What should you do if you want to contact your good friend?

2. Ask children to introduce their home phone number or their parents' mobile phone number.

Second, guess the teacher's phone number.

1. Show me the password bar.

4+3 8-2 2+ 1 9-4 3+3 4-4 (telephone number 773560)

Q: Do you know what this is?

The teacher's phone number is hidden in these formulas. Do you want to know the teacher's telephone number?

Decode telephone number

Guide children to try to decipher passwords by addition and subtraction.

4+3 8-2 2+ 1 9-4 3+3 4-4 (telephone number 773560)

Third, guess the phone number.

1. Who can turn his phone number into a password for others to guess?

2. Children make phone numbers and passwords.

(The teacher assisted in the production. )

3. Guess the other person's phone number

Combined courseware.

4. Let the children put their phone numbers in the corner.

Mathematics Teaching Plan for Large Classes: Cubes and Cubes

Mathematics teaching plan for kindergarten large class: cubes and cuboids

Activity objectives:

1. Understand the names and characteristics of cubes and cuboids correctly through activities.

2. You can cultivate your observation and preliminary spatial imagination in activities.

3. Enhance the interest in understanding three-dimensional graphics in exploration activities.

Activity preparation:

Cubes and cuboids are made up of several pieces of material paper and several cubes and cuboids.

Activity flow:

1, group activities.

Observe the two kinds of production materials and tell the similarities and differences. "Children see two pieces of paper brought by the teacher. Please observe carefully what are the similarities and differences between them? (Similarity: They are all composed of six figures. Difference: A piece of paper is made up of squares of the same size. There is also a piece of paper with squares and rectangles on it. )

2. Children's operation activities.

"Today, the teacher will let the children do magic with these two pieces of paper. How? "

(1) Introduce the method of making the body.

Show the schematic diagram, and the teacher will briefly talk about the production method.

(2) After the production is completed, talk about similarities and differences and introduce the name of the body. (Cubes, cuboids. )

"What are your two favorite things?" (Building blocks, boxes) "Are they the same?" (Different) "How different?" Some have squares on them, while others have squares and rectangles on them.

The teacher refers to one side of a cube, which is called a face. Let's count how many sides it has. (6) "What are these six faces?" Square of the same size. An object surrounded by six squares of the same size is called a cube. "Please find the cube you made and tell me what it looks like?" Now please take out another shape you made and count how many faces there are on it. Is every face the same? (Not the same. ) How is it different? There are squares and rectangles in six faces. ) It also has a name called Cuboid.

Summary: The six faces of a cube are squares of the same size. Part of the six faces of a cuboid is rectangular (as big as the opposite face); Some four faces are rectangular (as big as the opposite face) and two faces are square.

3. Classify cubes and cuboids according to feature marks.

Show two baskets marked with cubes and cuboids. "Here are two baskets. What's the mark on the basket? " (Cubes, cuboids. Please send the shapes on the table into the basket marked with characteristics, and tell me what shapes you sent.

4. Build a building block game

Count how many blocks I have built before. When counting, you should consider the invisible building blocks to improve your observation ability and spatial perception.

Mathematics activity in big class: bowling alley

Yuyi Zhoushan Hai Wa kindergarten

Design intent:

The composition of numbers is an important part of digital concept education. In the past, children often had mechanical memories when they were studying. Although some of them began to pay attention to children's operations, most of them were playing with desktop materials, which were simple and boring. The goal of mathematics in the new syllabus is defined as "being able to feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics." Bowling is a cooperative sports game that children often play in their lives. Based on the bowling alley and children's thinking development theory, the whole activity designed a trilogy: operation experience-induction promotion-migration application, so that children can experience happiness and accumulate experience in operation; Some simple rules are found in communication, induction and promotion, and the ability to solve daily life problems is improved in migration and application.

Activity objectives:

1. It is found that when the number 10 is divided into two parts, different results can be obtained, and all groups of 10 can be separated.

2. On the basis of observation, we can analyze and compare the similarities and differences of various components and records, which can be expressed by symbols and experience the relationship of communication and complementarity.

3. Consolidate the composition of numbers within 10 in the game activities and experience the fun of participating in the activities.

Activity preparation:

Bowling record, ball projector, lottery box

Activity flow:

First, children play and record the results.

1. Topic: Lele Bowling Hall opened today. Would you like to have a try? Let's take a look at this report card first. What can it tell us?

2. Introduction rules: In groups of three children, please discuss who plays first, who records and who picks up the ball. After discussion, you will get a record form from the teacher. Please look at the number in the upper left corner of the record form and go to the bowling alley.

3. Games and records

Second, exchange results and sort out experiences.

1, communicate the results

Teacher: How did you record it?

Step 2 guide and comb

Teacher's promotion: 10 bowling is divided into 3 standing and 7 handstands. 3 and 7 add up to 10.

3. Explore the laws of exchange.

4. Organize records with known rules.

Teacher: Do you have any records that can't be found in the teacher's form? Are all your bowling records on this?

Teacher: Now, please organize the record form in your own way in groups of three, so as to be orderly, neat and easy to remember, without omission or repetition.

Children's communication record.

Third, prize-winning activities, transfer experience

1, explain the rules

Teacher: What do you think this is? (Showing the lottery box) It's time for the lottery! Every child can touch a lottery ticket in the lottery box. Please see how much it is. Each lottery ticket can only win two kinds of prizes, and the sum of the two kinds of prizes is the denomination of the lottery ticket.

Step 2 accept the reward

Step 3 communicate and share

Teacher: How much money is there in your lottery ticket? Which two prizes did you win in this lottery?

Math activities in large classes: Understand math teaching plans in large classes in kindergartens.

ClassNo. University Activities: Understanding ">" and "

Design concept:

For middle-class children, ">" and "harmony"

Activity objectives:

1, know ">" and "

2. Learn to turn inequalities into equations.

3. Cultivate the flexibility and reversibility of children's thinking, and train children to use mathematical knowledge to solve reality.

The ability to question.

Activity preparation:

1, pictures of 7 bees and 5 butterflies.

2. Pictures of four red flowers and six yellow flowers.

3. Digital cards "7", "5", "4" and "6" and ">", "

4. Two sets of digital headdresses and some little monkey headdresses.

5, a digital rabbit map, multiple digital cards.

6. 10 digital card (packed in a cat's head bag), a tambourine, magnetic tape, tape recorder, etc.

Activity flow:

First, introduce the topic: understanding ">" and "

1, ask: "What season is it, little friend?" (Spring) "Spring is coming. Bees and butterflies fly around and come to our kindergarten. Let's have a look. How many bees have flown? " How many butterflies? "The teacher shows pictures of bees and butterflies, the children say the numbers, and the teacher pastes the corresponding digital cards.

Q: "Who has more bees than butterflies? Who is less? " "So, 7 or 5, which number is bigger? Which number is small? "

Teacher: "we can put a symbol between 7 and 5, so that people can know which side has the largest number and which side has the smallest number at a glance." We have learned the number "=" before, can we put the number "="? " Enlighten children, quote ">", focus on guiding children to observe the image of greater than number, and open their mouths to smile at large numbers. The greater than sign indicates that the number in front is greater than the number in the back. We understand the meaning of the greater than sign and say that "7" is greater than "5".

2. Q: "Where are the homes of bees and butterflies?" (In the garden), show pictures of red flowers and yellow flowers for children to perceive.

The difference in quantity leads to "

3. Teacher: "greater than the sum of numbers"

All sizes smaller than have openings and look the same. How can we remember them? Do you have any good ideas? Inspire children to find out the inherent law: "Children can see which number (large number) they open their mouth to, which number (decimal number) they open their mouth to, whether it is greater than the symbol or less than the symbol. "

Learn children's songs: greater than the number, smile at the large number, and show the decimal number to the decimal number.

Second, performing games: learn to do ">"

Let two children make digital dolls and wear digital headdresses. A child stands between two numbers and performs > "and" with body posture.

For middle-class children, ">" and "harmony"

Activity objectives:

1, know ">" and "

2. Learn to turn inequalities into equations.

3. Cultivate the flexibility and reversibility of children's thinking, and train children to use mathematical knowledge to solve reality.

The ability to question.

Activity preparation:

1, pictures of 7 bees and 5 butterflies.

2. Pictures of four red flowers and six yellow flowers.

3. Digital cards "7", "5", "4" and "6" and ">", "

4. Two sets of digital headdresses and some little monkey headdresses.

5, a digital rabbit map, multiple digital cards.

6. 10 digital card (packed in a cat's head bag), a tambourine, magnetic tape, tape recorder, etc.

Activity flow:

First, introduce the topic: understanding ">" and "

1, ask: "What season is it, little friend?" (Spring) "Spring is coming. Bees and butterflies fly around and come to our kindergarten. Let's have a look. How many bees have flown? " How many butterflies? The teacher showed pictures of bees and butterflies.

The children said this number,

Teachers hang up the corresponding digital cards.

Q: "Who has more bees than butterflies? Who is less? " "So, 7 or 5, which number is bigger? Which number is small? "

Teacher: "we can put a symbol between 7 and 5, so that people can know which side has the largest number and which side has the smallest number at a glance." We have learned the number "=" before, can we put the number "="? " Enlighten children, quote ">", focus on guiding children to observe the image of greater than number, and open their mouths to smile at large numbers. The greater than sign indicates that the number in front is greater than the number in the back. We understand the meaning of the greater than sign and say that "7" is greater than "5".

2. Q: "Where are the homes of bees and butterflies?" (in the garden), show pictures of red flowers and yellow flowers, let the children feel their differences in quantity, and lead to "

3. Teacher: "Both the greater than sign and the less than sign have an opening. They look very similar. How can we remember them? Do you have any good ideas? " Enlighten children to find out the internal law: "Children can see which number (large number) they open their mouths to, which number (decimal number) they open their mouths to, whether it is greater than the symbol or less than the symbol."

Learn children's songs: greater than the number, smile at the large number, and show the decimal number to the decimal number.

Second, performing games: learn to do ">"

Let two children make digital dolls and wear digital headdresses. A child stands between two numbers and performs > "and" and "with body posture.

Activity objectives:

1, know ">" and "

2. Learn to turn inequalities into equations.

3. Cultivate the flexibility and reversibility of children's thinking, and train children to use mathematical knowledge to solve reality.

The ability to question.

Activity preparation:

1, pictures of 7 bees and 5 butterflies.

2. Pictures of four red flowers and six yellow flowers.

3. Numbers

Cards "7", "5", "4" and "6" and ">", "

4. Two sets of digital headdresses and some little monkey headdresses.

5, a digital rabbit map, multiple digital cards.

6. 10 digital card (packed in a cat's head bag), a tambourine, magnetic tape, tape recorder, etc.

Activity flow:

First, introduce the topic: understanding ">" and "

1, ask: "What season is it, little friend?" (Spring) "Spring is coming, bees and butterflies are flying."

, flew to our kindergarten, look, how many bees flew? How many butterflies? The teacher shows pictures of bees and butterflies, the children say the numbers, and the teacher pastes the corresponding digital cards.

Q: "Who has more bees than butterflies? Who is less? " "So, 7 or 5, which number is bigger? Which number is small? "

Teacher: "we can put a symbol between 7 and 5, so that people can know which side has the largest number and which side has the smallest number at a glance." We have learned the number "=" before, can we put the number "="? " Enlighten children, quote ">", focus on guiding children to observe the image of greater than number, and open their mouths to smile at large numbers. The greater than sign indicates that the number in front is greater than the number in the back. We understand the meaning of the greater than sign and say that "7" is greater than "5".

2. Q: "Where are the homes of bees and butterflies?" (in the garden), show pictures of red flowers and yellow flowers, let the children feel their differences in quantity, and lead to "

3. Teacher: "Both the greater than sign and the less than sign have an opening. They look very similar. How can we remember them? Do you have any good ideas? " Enlighten children to find out the internal law: "Children can see which number (large number) they open their mouths to, which number (decimal number) they open their mouths to, whether it is greater than the symbol or less than the symbol."

Learn children's songs: greater than the number, smile at the large number, and show the decimal number to the decimal number.

Second, performing games: learn to do ">"

Let two children make digital dolls and wear digital headdresses. A child stands between two numbers and performs with body posture > "