Activity objectives:
1, and preliminarily perceive the basic characteristics of trapezoid.
2. Know different trapezoids and cultivate children's observation, comparison and hands-on ability.
Highlights and difficulties of the activity:
1, activity focus: get to know the characteristics of trapezoid.
2. Activity difficulty: Know different trapeziums in different placement positions.
Activity preparation:
1, environment creation: put some pictures with trapezoid in the activity room to decorate the image of the graphic kingdom.
2, teacher demonstration equipment: square dolls, rectangular dolls, trapezoidal dolls, various graphics.
3, children's equipment: including a number of trapezoidal pictures (blank and unpainted) activity flow:
1. The characteristics of perception trapezoid 1. Situation: (Show invitation) Look, children, what is this? This is an invitation letter from the king of the graphics kingdom to the teacher, saying that the graphics kingdom is going to hold a party and invite the children of Class 3 to attend. Let's go and have a look! (The teacher leads the children into the activity room) 2. Through searching, let children initially perceive the characteristics of trapezoid. The teacher leads the children to observe the figure while walking, and guides the children to say the name of the figure and lead it to the trapezoid.
Q: What kind of number is this? Is it square? Is it rectangular?
Second, observe and understand the characteristics of trapezoid 1. Show the baby trapezoid. Q: How many sides does this figure have? How many angles? With what image? 22. Compare the similarities and differences between rectangle and trapezoid (show a square). Are they the same? Guiding children is similar: they are all four sides and four corners. Similarities and differences: a square, with equal sides and equal corners.
Trapezoidal, one side is short, the other side is long, the two sides are flat, and the other two sides are inclined. What do you think of its hypotenuse?
3. Summary: The shape of this figure is called trapezoid.
4, trapezoidal baby can be naughty, it turns over for a while, and then lies down to sleep, you see:
(Teacher demonstrates) Is this still a trapezoid?
Summary: It turns out that the trapezoid can be placed upside down or lying down, and it is a trapezoid in any case.
5. Know different trapezoid (right trapezoid, isosceles trapezoid). I heard that trapezius babies have many brothers and sisters. Look, are they also called trapezoid? Question: Only one side of this figure can be used as a slide. Is it trapezoidal?
(Showing isosceles trapezoid) Question: The two hypotenuses of this figure are equal in length. Is it trapezoidal?
Summary: trapezoidal baby has so many family members, including trapezoid, right-angled trapezoid and isosceles trapezoid.
Third, group work, let the children consolidate and understand the basic characteristics of trapezoid 1. The king of graphics also depends on the children, and there are some questions, put them on the table over there. Are we confident to accept the test?
Coloring: Let the children find the trapezoid in many figures and paint it with beautiful colors. Folding and cutting: let the children cut a trapezoid with a square or rectangle. Decorative trapezium: find trapezium from many figures and decorate it (such as trapezium biscuits, trapezium cups, trapezium ponds, trapezium stairs, trapezium flowerpots). (teacher guide) 2. Feedback: * *. Then let's go!
1. Let the children find pictures that can be posted in the activity room and talk about where the trapezoidal baby is hiding.
2. Encourage all children to look for it, and tell their peers or teachers where the trapezoidal baby is hidden.
Finally, the children tell you a good news. In order to praise the children's performance today, the king decided to give us these shapes. Are you happy? Let's take them back to the activity room together!
2 excellent math teaching plan in kindergarten middle class: understanding ellipse
Activity goal: to know the ellipse and perceive its basic characteristics.
Activity preparation:
Teaching aid: a circle, an ellipse and a piece of paper.
Learning tools: a circle and ellipse with the same size as a human hand, a piece of paper (the length is the same as the diameter of the circle); The first and second groups, coloring the ellipse; Groups 3 and 4, mark the most points with "*". Groups 5 and 6: Look at the symbols and fill in the dots.
Activity flow:
First, group activities 1, know the ellipse.
Show the oval shape. "Is it round?" (No) "Where do you see that it is not round?" "Let's have a competition together." Guide children to compare the two figures in front of each other and make sure that the ellipse is longer than the circle. "What's the name of this character?" (Ellipse) "Besides being longer than a circle, what's the difference between an ellipse and a circle?" (Guide children to fold the circle in half from left to right, then fold it up and down, and measure the two folds with a piece of paper to verify that the two folds of the circle are the same length; Then guide the children to fold the ellipse in half up and down, and measure the crease again to verify that the crease of the ellipse is not the same length.
2. Summarize the characteristics of ellipse.
"The two ends of the ellipse are longer than the circle, and the folds folded up and down are different in length from those folded left and right." 3. Name the oval objects in daily life.
"What other oval things can you see at home and kindergarten?" Second, the group activity 1, the first and second groups, color the ellipse.
"Find the ellipse and color it with the same color." 2. The third and fourth groups give the most ideas "*". 3. The fifth and sixth groups look at the symbols and fill in the dots.
Thirdly, the activity evaluation shows the homework of individual children to color the ellipse.
3 excellent math teaching plan in kindergarten middle class: understanding circle
Activity purpose: 1. Through games, children know the circle (round face and round). 2. Cultivate children's practical ability. Activity preparation: round mirror, disc, washbasin; There are a number of circular pieces of paper, each with 1 large, medium and small circles, and each child has a set of activities of large, medium and small circles:
First, the physical demonstration 1, (showing the round mirror) What is this? What shape is this mirror?
2. (Showing CD) What is this? What shape is this plate? What shape is the mouth of the plate?
Show the washbasin (same as above) 3. Teacher: Children, many things around us are round. Think about it. What round things have you seen? The teacher concluded: There are many round things, which can be seen at home, on the road, in kindergartens and in many places.
Second, the picture demonstration 1, showing the picture: there are round pieces of paper of various colors on the black floor.
Teacher: There are many beautiful papers, including red, blue, green and yellow. Let's see what shapes they are. These circles are big, small and smallest. (The teacher points out one by one with her hand) What do you think of these circles?
2. Show pictures: There are two circles on the black floor, the big red one and the small yellow one. Q: How many circles are there? Which is bigger? The little one? (Show the smallest 1 green circle) How many circles are there now? Which is the smallest circle? Say big circle, small circle and smallest circle with children. ) teacher: the child speaks very well. This is Dayuan, so we will call her Dayuan's mother. This is Xiao Yuan. We call her Bao. What about the smallest round? We call her the youngest round baby. Teacher: Dayuan's mother spoke. She said, "Xiao Yuan, my good baby, shall we play games?" Please come to my side and stand side by side. "The small circle rolled and rolled, and stood side by side with the big circle.
Yuanyuan's mother said: The youngest Yuanyuan baby, please come to my side and stand side by side. Let a child help the little round baby roll to his mother. Now, the three hospitals are very close.
Teacher: Mother Yuan spoke again: Baby Yuan, come here a little more. Let's dance hand in hand! The youngest round baby, come and dance hand in hand with your mother! Ask your child for help. Now three circles are dancing hand in hand.
Teacher: Mama Dayuan likes Baby Dayuan very much. She added, Baby Round, come in and sit on your mother. The little round baby rolled and rolled, and it all rolled into the big circle. The round mother said, the youngest round baby, come in, too! The smallest round baby rolled and rolled, and they all rolled into big circles.
Teacher: Mother Yuan is so happy. She said, Yuan Ying, come to your mother's arms, and she will hug you to sleep. The round baby rolled into the mother's body. Little round baby spoke: the youngest round brother, please come to my arms and let me hold you to sleep. That child will help little round baby. Ok, now the big circle holds the small circle, and the small circle holds the smallest circle. Three laps is really fun.
Third, children's operation exercises.
Each child has a set of learning tools and four colored circles of different sizes. Teacher: How many circles do you have, children? Would you please play games with them? Children play together by themselves.
4 excellent math teaching plan in kindergarten middle class: knowing the square
Activity target 1, so that children can initially perceive the cube and know its name and the most remarkable shape characteristics.
2. Review geometry and practice classification by features.
3. Cultivate children's spirit of trying.
Activity preparation 1, magnetic teaching aid: geometric puzzle-space castle. Graphic markers, countless words, size markers.
2, a big cube paper card, a big cube, building block puzzle. (used to insert a cube), tape, rope, stick.
Activity flow 1. Review the geometry in the preparation section.
1, identify the geometry.
Teacher: What graphics does this space castle consist of?
2. Practice classification according to graphic features.
Teacher: Please put the same numbers together.
Second, the test question 1 tells the children to know the cube today. (showing the cube box) 2. Open the flat paper card of the cube box and let the children have a look. (What figure) Count (how much) Compare (how big) Perceive its characteristics.
Teacher: All children have such cards and recording paper. Please have a look. What figure is it made of? Then count, how many numbers are there? Compare it again. What are the sizes of these figures? Would you please write it down on the record paper?
3. Prompt the recording method.
Third, children's operation activities, teachers tour to understand activities. Teacher: (referring to a folded cube) How many faces does it have? What figure is each face? How do you know they are the same size?
Fifth, the teacher explained that through demonstrations and explanations, let the children know the name of the cube and the most significant shape characteristics.
1, count: there are six figures.
2. Take a look: every figure is a square.
3. Comparison: Each square is the same size.
4. Summary: A cube has six faces, and each face is a square with the same size.
5 excellent math teaching plan in kindergarten middle class: knowing rectangle
I. Name of the activity: Knowing the rectangle
Second, the activity preparation:
1, courseware rectangular doll, square doll, square doll introduce their own recordings.
2. Two rectangles (one side has four colors and the other side has the same color); Each child has a rectangular and square piece of paper (the width of the rectangle is the same as the side length of the square).
There are two "little guests": a long square mouth and a square mouth. Square and rectangular biscuits are served to each person.
Three. Activity objectives:
1, cultivate children's interest in graphic comparison.
2. Rectangular objects in the surrounding environment can be found.
3, know the rectangle, know the name and basic characteristics, can distinguish between rectangle and square, understand their similarities and differences.
Fourth, the teaching process:
(a), the beginning:
Activity import: guessing.
Teacher: Today, a good friend came to our class. It has four sides and four corners. The four sides have the same length and the four corners have the same size. Guess who, children? (Children's answers) (2) Basic part:
1. Play the courseware, show the square, and deepen children's understanding of the square.
Teacher: Please close your eyes, and the teacher will invite it out! (Showing a square) It turned out to be a square. Children welcome (clap your hands).
Square doll: Hi! Kid, I'm Fang. I have four sides. They are the same length. I have four horns of the same size.
Teacher: Son, a square says it has four sides. The four sides are the same length and the four corners are the same size. Let's take a look together.
2. Perceive the characteristics of the square by measuring and folding.
Show a square like a square doll, and let children measure it with a piece of paper as long as its sides, so as to perceive that the square has four sides and the four sides are equal in length. By folding, they know that there are four corners and the four corners are the same size. (Guide children to talk about the characteristics of the square) Children clap their hands together to talk about the characteristics.
The teacher summed up: a square has four sides, the four sides are equal in length and the four corners are equal in size.
3. Show rectangular dolls to guide children to know rectangles.
Teacher: Fang Doll also invited good friends. Who do you think it is? (Rectangular) What do you think is the difference between it and a square? (Children tell) Let children know that there are four corners by folding, and the four corners are the same size. By measuring and folding, we know that a rectangle has four sides, side length and so on. (Guide children to say the characteristics of a rectangle. ) children clap their hands together to say the characteristics.
The teacher summed up: a rectangle has four corners, four corners are equal in size, and four sides are equal in length.
4, children's operation, deepen understanding.
Teacher: The teacher also prepared a square and a rectangle for the children. Now, please fold it yourself and see what rectangles and squares look like. What is the difference between them?
5. Summarize the similarities and differences between squares and rectangles. (First lead the children to talk, then summarize: Similarities: they all have four corners, which are as big as each other and have four sides. Difference: The four sides of a square are equal in length, and the opposite sides of a rectangle are equal in length.
6, game consolidation: give food to small guests. Guests with rectangular mouths eat rectangular biscuits, and guests with square mouths eat square biscuits.
7, Lenovo search: inspire children to find out which items in the classroom are like rectangles.
(3) At the end: Ask the children to look for something that looks like a rectangle outside.
Excellent math teaching plan for kindergarten middle class: comparing the thickness of objects.
Moving target 1. Will compare the thickness of two or more objects with the senses. 2. Be aware that the thickness of an object is relative.
Key and difficult points 1. Key point: Relativity of quantity difference of objects.
2. Difficulties: the matching of words and concepts. Relativity of quantity difference of objects.
Teaching AIDS for activity preparation: books, paper and cloth with different thicknesses. Many different thicknesses of wool, sticks and pens.
Learning tools: Every child has a piece of paper and cloth with different thickness. Wool with different thickness and small stick pen. Every child's articles don't have to be exactly the same to be used interchangeably. Some colored baskets. Articles and sorting boxes with different thicknesses are placed in the mathematical corner. The classification box shows the thickness and thickness of the object with vivid pictures. ) activity process classification-> Identification-> Naming-> Classification activity flow:
1. Let children accumulate perceptual experience about thickness and thickness through classification activities.
(1) Let the children come to the activity area of the park and use the materials of the math corner to carry out classification activities. Teachers can know the classification level of children by asking questions, such as: "Why did you put this pen in this box?" Wait a minute.
(2) Classification activities are carried out individually, and teachers should know as much as possible about each child's operation.
2. Help children to establish the connection between words and related concepts through identification activities.
(1) Each child gets an item with different thickness.
(2) Listen to the instructions and take out the corresponding items. Such as "find a thick piece of paper." "Lift up thick wool." Teachers or children can give guidance to improve children's interest in activities and make a transition to naming.
(3) Let the children say the method of completing the instruction (that is, what method is used to compare the thickness of the object).
3. Let the children complete the matching of concepts and words through naming activities.
(1) Ask the children to tell the thickness of the object presented by the teacher.
(2) Let the children introduce the characteristics of the items in their boxes according to the instructions. Please tell me the difference between the two sticks in your box.
4. Let children experience the relativity of the difference in the number of objects through classification activities.
(1) Let children classify according to language markers. Please put the thick branches in the red basket. (2) Show children the classification results and let them think about whether their scores are correct.
5. Through discussion, let the children understand that the thickness of the object is relative.
(1) Check the classification results. For example, "Are all the sticks in the red basket thick?" (2) Discussion: Why do people put thick sticks in boxes, but now some are thick and some are thin.
6. By changing the thickness of the operation activities, let children further understand the relativity of the difference in the amount of objects.
(1) Ask the child to change the thickness according to the instructions, such as "Please make the wool in the box thinner".
(2) Guide children to use different methods. If wool can be thinned by decomposition, it can also be found to be thicker than it for comparison. Cultivate the flexibility of children's thinking.
7. Develop children's preliminary reasoning ability through intellectual games.
(1) Intelligence game "Who is thicker?" Brush, pen and pencil are thicker than each other. A pen is thicker than a pencil, a brush is thicker than a pen, which is thicker, a brush or a pencil? Why?
(2) This game is to let the children with strong ability jump. Even if they can't answer, they will leave questions in their minds, which is conducive to developing their reasoning ability and understanding the transfer relationship.
End of activity:
Children discuss together.
Knowing the triangle target enables children to understand the name and characteristics of the triangle through perception and observation, and to find out the corresponding shape objects in life.
Stand by 1. Circular cardboard; Four or five square feet, triangular cardboard or other articles of this shape (prepared according to the number of children in the group). Two ropes about 4 meters long.
2. There are 1 equilateral triangles and circles cut with colored paper or white paper can be overlapped and compared.
3. Matching children's book "Mathematics".
Process 1. Perception of triangular features Teachers show triangular objects, let children observe and touch the edges in turn, tell what shapes and features they have, and count how many angles they have.
2. Looking for Objects The teacher asked the children to look for triangular objects in the activity room, or asked them to recall what objects of this shape they had seen in their lives. For example, Caiqi Yang is triangular and the shape of the mountain is triangular.
3. Know the name and basic characteristics of graphics. The teacher pressed the triangular object on the blackboard, drew the outline of the object along the edge with chalk, told the children the name of the triangle and taught them to pronounce it correctly. Then the teacher asked the children to take out the triangle and circle made of paper, overlap them, observe and compare them, and talk about the characteristics of triangles, for example, triangles have three angles and three sides.
The teacher instructs the children to do the exercises on the second page of children's books.
7 excellent math teaching plan in kindergarten middle class: how much is less than 5?
Teaching purpose:
1. A preliminary perception of the relationship between numbers within 5 and numbers with more than one and less than one.
2. Cultivate the ability of comparison and generalization.
Teaching preparation:
Animal headgear: cats, dogs, pigs, bears, rabbits; Blackboard painting; One set of creative cards for each person.
Teaching process:
1. Lead-in activity: clap your hands and perceive the actual meaning of numbers with actions, for example, clap your hands when reading idea cards, count while clapping your hands, and finally tell the main points. Children can also imitate the action of patting the ball several times according to the number of ideas, counting while patting and telling the total.
2. Small animals go to the store to buy balloons. How much did they buy? Let the children play the shop assistant, put on the headdress and play the small animals that buy balloons. Put balloons bought by small animals on the blackboard and ask the children to count, "How many balloons does each animal have?
According to the color, how many 1 are there?
3. Look at the pictures on the blackboard and count them. Are there as many small animals? Who is more and who is less? How can we have so many? Who has more small animals than who? 1? 1 Less than who? After the teacher finished speaking, the children began to draw. Use hearing to compare whose ears are smarter. If the teacher asks individual children to learn animal sounds (the number is less than 5), other children will answer, "What kind of small animals are called? * * * screamed a few times? " 5. The game "Table Tennis" ends the activity.
After-school development:
Practice with cards and draw small animals.
Requirements for understanding the thickness activity: Know and compare the thickness of an object, and know that the comparison of "thickness" is relative.
Activity preparation: Teachers use four kinds of objects with different thicknesses (sticks, toothpicks, crayons and watercolors) as marking materials for children (seven kinds of objects with different thicknesses are used for those with strong ability, five kinds of objects with different thicknesses for those with moderate ability and three kinds of objects with different thicknesses for those with poor ability). Activity flow:
Know the thickness of 1 first. Let the children wear wooden beads in their own boxes. Question: What did you find while playing with wooden beads? Toothpicks, sticks, crayons, etc. Don't go in) 2. Looking for the original, why? Because sticks, toothpicks are thin and crayons are thick. Summary: It turns out that things are thick and thin.
Second, compare the thickness of 1 and show the stick. Teacher: Just now we played the game of wearing wooden beads. Some things went in, and some things didn't, so the stick just went in. Is it thick or thin?
(1) If the answer is thin, take out a toothpick and compare it with your child. (2) If the answer is thick, show the child a crayon and compare whether the pen is thick or thin.
2. Draw a conclusion that one thing cannot be compared in thickness, but it needs two things to compare in rent and fineness.
Third, the use of objects with different thicknesses Sorter: There are things in your box that are thick and thin, and we will help them arrange them 1. Children operate any row 2. Question (1) How do you arrange it? (From coarse to fine, from fine to coarse) (2) How do you arrange it?
3, teachers and students * * * with the summary (1) first find the thinnest, then find the thickest, and the remaining two are lined up in turn.
(2) First find the thinnest one from the box and put it in the first place, then find the thinnest one from the box and put it in the second place, and queue up in this way repeatedly. 4. Let the children compare the two methods.
Understand the goal of thickness:
1, a number within 6.
2. Through observation, we can correctly recognize and distinguish the height and thickness of objects, and classify objects according to the height and thickness.
3, in the process of comparison, gradually develop the habit of careful observation.
Activity preparation:
Teaching AIDS: pictures, 5 books with different thicknesses.
Learning tools: children's books, page 32, pen.
Activity flow:
1, group activities.
(1) Consolidate the understanding of height and line up according to height.
Please stand in front of three children with different heights. We can observe and compare them, and we can queue up from high to short or from short to high in an orderly manner.
Please ask 5-6 children of different heights to come up and let them visually compare their heights.
(2) Know the thickness.
Show books of different thicknesses and ask: What is this? How many/much? What is the difference between them? Inspire children to know the thickness of books through comparison and visual inspection, then let them compare and learn to classify books according to thickness. (From thin to thick, from thick to thin. ) 2. Business activities.
(1) Guide the children to look at the picture and say: What's on the picture? Which is thicker? Which is thinner? And read Chinese characters: thickness, draw yellow in the circle next to the thick book.
(2) Observe and compare the length of the color grid and say: Which color grid is the longest? Which is the shortest? And write the numbers in the box on the right in order from long to short.
(3) Inspire children to color the grid in numerical order.
3. Activity evaluation.
Let the children speak their own operating materials, and the teacher loudly praises the children who have correctly classified and spoken.
8 Excellent math teaching plan for kindergarten middle class: knowing the number 6
moving target
1. Guide children to know the number "6" and know that it can represent a corresponding number of objects.
2. Guide children to correctly perceive numbers within 6 through operation and visual inspection, and consolidate their understanding of numbers within 6.
3. Stimulate children's interest in learning mathematics, and cultivate hands-on operation and oral expression skills.
Activities to be prepared
1. Teaching AIDS: a projector, several slides of Zoo, a tape recorder, a music cassette and several digital cards.
Learning tools: in the first group, there is a piece of homework paper with numbers printed on it (see Figure 1) and several boxes of oil pastels; The second group, each person has a digital paper card (see Figure 2) and a physical seal; The third group has a physical map (see Figure 3), several boxes of oil pastels and several digital cards. There are three mailboxes marked with cards, an envelope with different numbers, decimal cards of 1 ~ 6, and small toys of 1.
2. Environment layout Children sit on the carpet in a semicircle, with a small plate in front of each person (there are decimal cards and toys of 1 ~ 6 in the plate), build a "digital kingdom" behind the children, and build three doorways with big building blocks, and mark the numbers "L, 2, 3" respectively.
Activity process
First, the group tried to set the situation and arouse the children's interest.
Teacher: Today, the teacher received a letter from the king of Digital Kingdom to our children in class (1). Teacher: Shall we drive to the zoo together? (Music, children driving) Show slides (1) to the "Zoo".
Try to show slides (2) and (3) respectively, so that children can intuitively observe the number of animals and consolidate their understanding of the numbers "4" and "5".
Teacher: Here we are at the XX Hall. How many people are there? How many can be expressed in numbers?
Let the children try to get the corresponding numbers from the small plates.
Try to show the slide (4) and let the children visually observe the number of animals and know the number "6".
Teacher: How many? How many can be expressed in numbers? (Show the number "6") "What does 6 look like?" Please find the number "6" from the disk and read it aloud in groups.
Let the children discuss what "6" may mean.
Try three games, "Count to Find Things".
Teacher: What is this number? Please try to take out the same number of toys from the small dish and say: l, 2, 3, x toys and numbers x make friends. The teacher instructed the children to practice again and again.
Teacher: Now let's go to the digital kingdom, shall we?
Second, group activities introduce the game content and rules of each group:
Teacher: Look, children, there are three entrances to the digital kingdom, namely 1, Gate 2 and Gate 3. There is a set of games in every door.
The first group looks at the numbers and is a card teller: Please look at the numbers first, and then draw some. While drawing, he said: 1, 2, 3 ... The number x and the dot x are friends.
The second group looks at the numbers. Graphic designer: Please look at the numbers above first, and then print some physical graphics in the next grid. When printing, they say: 1, 2, 3...× graphics and numbers × making friends.
The third group looks at the physical stickers: first look at what is on the card, then paste the numbers that can represent it in the grid above, and say × what numbers and numbers× make friends while posting.
Let the children freely choose a group of games and enter the homework area with cheerful music.
Children's operation, teachers tour guidance, encourage children to tell while operating, and check the operation process and results.
Iii. Activity evaluation (teacher-student mutual evaluation) 1. Show a single child's operation card, evaluate it collectively, and praise the children who talk while operating.
2. Teachers summarize activities.
3. End the activity by "sending a letter".
Teacher: Do children want to make friends with digital dolls? The teacher has prepared many envelopes for you. Would you please send them your own?
When the children posted it, the teacher explained how to send it: please try to find the good friend on the envelope in the mailbox first, and then put the letter in the corresponding mailbox, saying: Make friends with the numbers × and × so that the letter can be sent.
The children "sent letters" one by one, walked out of the classroom and ended the activity.