Open class kindergarten middle class math teaching plan 1 activity goal:
1, learn how to fold, divide and spell graphics, and feel the changes of graphics.
2. Further consolidate the understanding of triangles, rectangles, squares and circles, and develop the ability of spatial perception and hands-on thinking.
3. Let children understand simple mathematical principles.
4. Stimulate children's interest in learning.
Activity preparation:
1, a number of pictures composed of various geometric figures, posted in the activity room in advance for children to see.
2. Graphic operation card (various geometric figures).
3. All kinds of colored paper, scissors, glue sticks and surgical paper used for folding, cutting, pasting and splicing.
4. A large exhibition board, divided into three areas, used to show the results of children's operations.
Activity flow:
1, lead-in: Teacher: There are graphic babies in our class today, but they are naughty and play hide-and-seek games with children. They are hidden in the photos, so please come and find them!
2. find a graphic. The teacher showed a picture composed of geometric figures to the children. Question: Can you find out which graphic babies are hidden in this painting? (triangle, rectangle, square, circle, ellipse, trapezoid)
3. Expand children's imagination through imagination.
1) Teacher: The children are really capable. It's all been found out. Let's invite the graphic babies out! Ask the children to call out all kinds of graphics and the teacher will show them one by one. )
2) Teacher: After being discovered by you, the graphic baby is still unwilling to test the child. They want you to think about it together. Besides the images we just saw, what can the graphics become? The teacher asked the children to discuss with each other first, and then raised their hands to tell everyone.
4. Regional activities.
1) Game area 1: Graphic change provides a number of rectangular, triangular, square, circular, elliptical and trapezoidal papers with different colors and sizes, encourages children to operate boldly, explores graphic changes by folding, cutting, spelling and pasting, tells their own operation process in language, and learns to introduce their own operation results.
2) Game area 2: Find graphics and provide 1-4 drawings. The children find out the names and numbers of the pictures and record them. Dots are used to indicate the numbers of various graphics on the operation card.
3) Game area 3: Graphics addition Provide drawing paper with geometric graphics to encourage children to imagine and add pictures to become an object image. The teacher first introduces the activity requirements of each game area to the children, and then lets the children choose their own regional activities. The results of the operation are displayed in the designated display board area. In the activity, encourage children with strong ability to choose multiple regional activities.
5. Show the results of children's operations. The teacher asked the children to appreciate and comment on the results of their operations. After commenting, please record the mistakes in the "Looking for Graphics" activity area and correct them.
Middle school mathematics activity: the activity goal of "graphic change";
1, review and consolidate the characteristics of various graphics.
2. Develop children's spatial imagination and creativity through hands-on operation.
3. Cultivate children's interest in math activities.
Teaching emphases and difficulties:
Activity focus: Know five kinds of figures (triangle, square, rectangle, trapezoid and circle) and understand their characteristics.
Activity difficulty: being able to correctly distinguish various graphs and know the relationship between graphs.
Activity preparation:
1, knowledge preparation: geometry that children already know.
2, material preparation: wonderful box, multimedia courseware, five kinds of graphics to operate.
3, a variety of graphics cards.
Activity flow:
1, children play finger games: change and stabilize emotions.
2. Game: Looking for a graphic doll in a wonderful box Today, the teacher brought a wonderful little box (display box). Do you want to know what is in the box?
(1) Now let's have a look. Children's Song: There are many things in the wonderful box. Let me feel what's in it first. ) What's this? How do you know it's a rectangular doll? What color is it? What are the rectangular things we usually see?
(2) There are many things in the wonderful box. I asked a child to touch it and see what it was.
What kind of number is this? What color is that? Can you say the characteristics of the square with children's songs? Think about the square objects we have seen.
(3) There are many things in the wonderful box. I asked the second child to touch it and see what it was.
What kind of number is this? Why the triangle doll? What color is it? So which items have we seen are triangles?
There are many things in the wonderful box. I'll let the third child touch it and see what it is.
What number is it? How do you know it's trapezoidal? What color is it? Think about it, which things are trapezoidal?
There are so many things in the wonderful box. Do you want to know what else is in the box? Let's have a look. Look! What kind of number is this? How do you know it's round? Now the teacher invites some children to perform. Can you say common round objects with children's songs?
Summary: There are rectangles, squares, triangles, trapezoids and circles in the wonderful box. We have learned so many figures that it is not enough to know their names and distinguish them correctly. We also need to know their relationship. ) 3. Teachers demonstrate the changes of graphics through puzzles and folding.
(1) What pictures did the teacher take? (Square) What shape do I put them together? (Rectangular)
(2) a square, the teacher can also fold it into other kinds of graphics. See what shape it has become? Rectangular, square, triangle and trapezoid. This shows that graphics can be changed.
4. Play multimedia, enjoy animated puzzles, teachers ask questions, and children perceive the transformation relationship between graphics.
(1) Now, let's enjoy the wonderful performance of the graphic dolls and see what graphics they have become together.
(2) Do children say that rectangles and circles can be changed back into cars after being disassembled? Let's go on to see if the graphic doll has changed back into a car.
Listen, after they split up, they became cars again. Graphic dolls are really amazing!
5. Inventory and classification activities:
Today, the teacher also prepared a gift for the children. Look what this is. (Robot) Do you like it?
(1) Let's see what kinds of graphics robots are made of. (The child said that the teacher posted the corresponding graphics one by one. )
(2) How many kinds of graphics does a * * * have? Then we need to find its digital friend 6 and post it at the bottom of the picture.
(3) How many are there in each figure? Ask the children to find the corresponding numbers and post them on the map.
(Summary: The children did a great job today! When dolls play together, they can be combined into many different shapes. )
6, children's operation, free puzzles.
Now, do you want to play games with the graphic dolls and spell out your favorite graphics? The little chair turned gently to the table. Let's see whose hands are the most dexterous and whose figure is the most beautiful!
Self-examination/introspection
During the whole activity, I think the activity is basically successful. In the process of active inquiry, children's ability has been improved and their body and mind have been developed.
Mainly reflected in: in the activities, the interaction between teachers and students is good, which can provide children with opportunities to observe, think, discover and express. By demonstrating the changes of graphics and appreciating courseware, I consciously guide children to know that all kinds of graphics can be put together to create new graphics, so that children can further understand the transformation relationship between graphics.
Open class kindergarten middle class math teaching plan 2 I. Activity objectives:
1. On the basis of understanding the ordinal number within 5, find the corresponding room according to the house number.
2. Experience the joy of helping small animals move into new houses during the activities.
3. Cultivate children's ability to think, solve and react quickly.
4. Children can take the initiative to answer questions and enhance their oral expression ability.
Second, the key guidance:
Understand the practical significance of house numbers
Third, the activity preparation:
(1) knowledge preparation:
1. The children already know the horizontal ordinal number and the vertical ordinal number respectively.
2. A few children have played such games in regionals and accumulated some experience.
(2) Material preparation:
1. The teacher demonstrated different houses (a bungalow with five rooms, a high-rise building with five floors and two rooms on each floor); A picture of a monkey, lamb, chicken, pig and rabbit.
2. A children's operation building (children of different levels provide different levels of materials: two floors, three floors, four floors, five floors, six floors, two rooms on each floor, three floors, four floors, three rooms on each floor. Different abilities provide different materials. This widens the distance in both horizontal and overall aspects, satisfies the development of different children, and enhances the children's experience on the basis of experiencing success and happiness. There are many small animals with house numbers written on them.
3. A ribbon made of crumpled paper for celebration; A tape full of happy music.
Fourth, the activity process:
1, scene introduction Many small animals are around the little monkey. What are they talking about?
-It turns out that the little monkey told everyone: "I went to play in the city today and found that people there live in tall buildings, which are spacious and bright. Let's come to Gai Lou! " "Yes, yes!" The little animals cheered.
2. Consolidate experience
(1), the little animals started, and soon the new house was built (the picture shows a bungalow with five houses).
1), let the children help a small animal move into the first house.
2). Why does the rabbit want to live here?
(The experience to be consolidated here is: counting rooms from left to right, in turn: the first room, the second room-consolidating children's ordinal experience in the horizontal direction)
(2) Little Nutbrown hare thinks that the new house is spacious, but he can't see the distant scenery, so the little animals discuss and build a second house. Look, the second house has been built, so high! Show a five-story high-rise building with only one room on the beautiful floor.
1), let the children help move some small animals into the second room.
2) Why do pigs live here?
-It turns out that high-rise buildings are counted from bottom to top, with the first floor and the second floor-
3, children's discussion-Piggy thinks that although this building is very high, there is only one on each floor. It is really inconvenient to find good friends to play together and go up and down. So the little animals discussed building a third house.
(1), guess what the third house built by small animals will look like?
(Guide the children to say that there are two or three rooms on each floor)
(2), wow! Sure enough, as you said, the building built by Little Animals this time has two rooms on each floor. (Showing a three-story building with two rooms on each floor) The little monkey really wants to live in such a building at once. Who will help the little monkey move the new house? (Please ask the children with average ability and strong ability to come up and help respectively)
(3) If the little monkey is not living right, discuss it like this: Is the little monkey living right and why?
(4) If the little monkey lives right, discuss it like this: Why do you want the little monkey to live here? (Please help the children to answer themselves)-Here, the children may have two different views. Some children may think that the little monkey lives right, while others think that the little monkey lives wrong. The teacher wants children with two opinions to give reasons separately.
Teacher's summary: The first number of the original house number indicates which floor, and the third number indicates which room.
(5) Name a house number and let the children find the room:
Example: The teacher said 302, let the children with average ability find the corresponding room.
Does he think it's right Why?
The teacher can sum up here: the first number of the house number indicates which floor, and the second number indicates which room.
The teacher asked the children to try the operation (everyone was envious when they saw the little monkey living in the new building, and they all wanted to live in the new building as soon as possible and see the beautiful scenery in the distance)-please press the house numbers of the small animals to help them live in the new building.
Remind children to operate steps:
1), the first number of the house number indicates which floor, and the second number indicates which room.
2) Find the floor first, then the room.
3) Find rooms according to the house numbers of small animals, and only one small animal lives in each room.
5. Teachers' comments
(1), live on the right.
1), what's the house number on your rabbit?
2) Which room should I stay in?
What do you think of this room?
(2) Living in the wrong place
1), is the pig alive? Why?
2) Where is 201?
3) Please help the piglet live to 20 1.
6. Experience the joy of helping small animals. The small animals all moved into the new building. They are very happy. Let's celebrate together!
(Everyone dances together in cheerful music to celebrate the housewarming.)
Activity reflection
In this activity, children can't tell the difference when helping small animals find homes. Children should be allowed to observe animals and then think about where they all live. And then boot later. If you show it directly, it will make children look more abstract. These are not taken into account when preparing lessons, and some adjustments will be made next class.
Open class kindergarten middle class math teaching plan 3 activity goal:
1, observe and remember the route to visit, and learn the method of reverse sorting.
2. Express your findings boldly and try to think with reverse thinking.
Activity preparation:
1, multimedia courseware
2, each person a set of operating materials
Activity flow:
First, introduce the scene and lead to the topic.
Teacher: Today, the teacher moved to a new home. He invited us to be guests, but his home has left. Let's have a look.
Second, observe and make a route and boldly express your findings.
(1) Observe the route and boldly express the existing experience 1:
(1) Where to go first (toy store)? How do you know this is a toy store?
(2) Where will it go next? (Dicos), where did you see it? (French fries, hamburgers, chicken legs)
(3)[ Picture Turn] What shall we do (turn)? Ah, what do we see when we turn around? (Supermarket), how do you know?
(4) Then where did we go (ice cream shop)? What's next to the station? (teacher's home)
2. Teacher's summary: Teacher: The babies are great and can carefully observe where we are going. (Toy store Dicos supermarket bus stop)
(B) teachers and children * * * memory route
1. Now I'm going to hide the road map. Please think about where we will go to the teacher's house and see if the babies remember.
2. Teacher: These babies are great. They can all remember the route. Let's go to the teacher's house together.
Third, situational experience.
(1) recall route
1, organize children to play the finger game "Little White Up the stairs".
Teacher: The teacher's house is really fun. We are so happy. Let's play finger games together.
Teacher: It's getting dark. We should go home. Let's think about the place we passed when we came to the teacher's house.
The first place is ... second ... third. ....
(2) Learn the method of reverse sorting by operation.
1, find the route home according to the route you came.
(1) Teacher's paste route Teacher: Then let's go home now. Where was the first place we passed? Where is the second place (ice cream shop)? (In order: supermarket, Dicos, toy store)
(2) According to the arrival route, verify the home route. Teacher: Let's see if we can go home like this.
2, summary: home route: ice cream shop supermarket Dicos toy store 4, group operation, collective verification.
1, Teacher: The route home is a bit difficult to remember. Let's make a road map together. The teacher prepared materials for everyone. Now please draw a road map according to the route home.
2, organize children to make road maps, teachers tour guidance.
3. Sharer: Baby, please post the road map on the blackboard. Let's see if everyone is doing it right.
Verb (abbreviation for verb) activity is over * * * Experience the route home Teacher: The road map is ready. Let's go home together. When we go home, take a closer look at the place where we go home.
Open class kindergarten middle class math teaching plan 4 activity goal:
1, to stimulate children's interest in actively participating in activities.
2. Guide children to learn to classify objects according to their size and color, and encourage them to express boldly.
3. Cultivate children's optimistic and cheerful personality.
4. Educate children to form a good habit of doing things seriously and not being careless.
Highlights and difficulties of the activity:
Let children eliminate interference and classify radishes according to their different sizes and colors.
Activity preparation:
Several radish cards of different sizes (two kinds) and different colors (red, green and white) (two sets for children).
There are two exhibition boards with baskets on them, and one with radishes on it.
Activity flow:
Introduction: Create situations, concentrate children's attention and arouse interest. Introduction: Today, introduce a new friend to children. Let's guess who it is.
Second, expand:
1, show and guide children to know the different colors and sizes of carrots. Teacher: Rabbits like our children very much. It held a big party in the forest, inviting not only our children, but also many small animals.
2. Guide the children to classify according to the size of radishes: Sister Rabbit has prepared a lot of radishes for us. Let's see what radish the rabbit has prepared. Oh, I accidentally messed them all up. She wants to ask our children to help.
Divide the radish according to the requirements of the rabbit. Teacher: She wants the children to put one share in her basket according to the size of the radish, ok?
1. Guide the children to put the big radish in the big basket and the small radish in the small basket according to the requirements of Sister Rabbit. The teacher and the children check the classification results together, and let the children talk about the color of the radish in the big basket.
2. The teacher also took a bag (three or six radishes of different colors) and asked the children one by one if they could put it in a big basket or a small basket. Why? Guide children to eliminate the interference of color on size discrimination.
The teacher summed up: no matter what color of radish, as long as it is big, it can be put into the big basket; No matter what color the radish is, as long as it is small, it can be put in a small basket.
4. Children classify radishes according to different colors: Sister Rabbit brought a lot of radishes, and she wants the children to score one point according to the colors of radishes, okay?
Guide the children to put carrots of the same color in the basket of the same color according to the requirements of Sister Rabbit.
1. Teachers and children take turns to check the classification results. Let the children talk about why there are radishes of different sizes in the red, green and white baskets. Guide children to eliminate the interference of size and distinguish colors.
The teacher summed up: no matter the size of radish, as long as it is color, it can be put in one basket.
5. Radish is amazing. Teacher: Radishes can not only be eaten, but also printed with very beautiful patterns. Oh, look, what's this? Today, our children behaved very well. Sister rabbit will print beautiful patterns on each of us!
Sixth, the end of the activity Teacher: Sister Rabbit also praised the children for being really capable and gave each child a radish. Do you like it? After you get the radish, you should find a good friend hand in hand according to the color or size of the radish. Radishes with the same color can be friends, and radishes with the same size can also be friends. After the teacher checked the results of the child's finding a friend, it was over to take the child away.
Activity reflection:
Before the activity, the teaching AIDS are fully prepared. Using magic to induce rabbits and radishes at the beginning of the activity is more interesting and acceptable to children than directly showing rabbits and radishes.
In the first link, compare the number of rabbits and radishes. The teacher should directly put the rabbits on the blackboard one by one so that the children can see them clearly, instead of holding them in their hands to compare the number. Relatively speaking, children will be more difficult to distinguish and not clear enough. In the second link, it is a bit wasteful to divide the large and small plates first and then let the children operate. Most children can put the big and small plates in turn and take out the extra ones, which is very difficult to do. In the whole activity, there are still some links that have not been well implemented.
In the game, it is also the goal of serving the activities. In terms of time and method, it is not appropriate to do it, especially when children choose roles, they should choose by themselves.
Open class kindergarten middle class math teaching plan 5 I. Design intention:
Knowing the number "7" is an activity based on children's understanding of "6". Knowing numbers in math activities is boring. So I took the children's favorite cartoon gourd doll as the center of the activity, and made friends with the gourd doll throughout the activity, so that the children could know the number "7" through operation perception, thus greatly improving their interest in the activity.
Second, the activity objectives:
1, correctly perceive the number 7 and recognize the number "7"
2. Willing to participate in activities and experience the fun after success.
Third, the activity preparation:
1, the scene is arranged at Huluwa's house (gourd vines are hung at the door).
2. A digital card of1-7, a physical card within 7, a large picture (with physical objects within 7), a single record and a gourd doll.
3. There are several animals with dots or numbers of 1-7 around the activity room.
Fourth, the activity process:
(1) Visit Huluwa's house and feel the number "7".
1, the teacher guides the children to observe what is on the gourd vine in front of the door, and how many gourds are there? (Review for the sixth time)
2. The teacher added 1 gourd to guide the children to observe how many gourds there are now. How many digits can it represent?
3. Teachers guide children to know the number "7" and talk about what the number "7" looks like. What does this mean?
(2) Break through the custom and visit the gourd dolls, and correctly judge the numbers within "7".
1, the first level: "Give a gift" Let the children find a card with a physical quantity of 7 from the box and give it to the gourd doll. Compare and see who can find the right gift quickly. (The children operate the physical card, and the teacher observes. )
Question: What gift did you find and how many did you have?
3, the second level: "Check your eyesight" The teacher shows the wall chart and asks the children to take out the corresponding digital cards according to the number of things on the wall chart, and the teacher verifies it.
(3) The game "Find Friends" consolidates the correct judgment of the number 7.
Play: The teacher plays the music of gourd frog, and the children find out the small animals with 7 dots or numbers of 7. When the music stops, we can see who has found more animals.
1, children's game, the teacher observes and guides children to find out the small animals with 7 dots or numbers 7 correctly.
Children check each other who found many small animals.
(4) Freedom is over: The children are really capable, helping Huluwa find so many friends. Now let's go outside and play with the gourd dolls.
Verb (abbreviation of verb) s reflection on activities;
Because the activity is a teaching activity combined with the gourd doll that children like, children are very interested in the whole activity, and most children can master the understanding of the number "7". The disadvantage is that in the game of "testing eyesight", the teacher can appropriately increase the difficulty and arrange more objects with a number of "7" for children to observe and identify, thus further consolidating the understanding of the number "7". While guiding children to know numbers, teachers can guide children to express the number of objects with correct quantifiers, such as seven apples, so that children can have a complete concept.
Open class kindergarten junior high school mathematics teaching plan 6 activity goal
1, review the number within 10, and you can rule out the influence of size and arrangement on accurately judging the number of items within 10.
2. Cultivate children's ability to observe points and abstract thinking.
Activities to be prepared
1, ppt courseware: conservation of numbers within 10
2, teaching AIDS: a number of small flowers.
Activity process
First, import the pictures.
1. Scenery of spring: What's in spring?
Guide the children to observe what is in the picture.
2. Teacher: In spring, small flowers bloom and big trees are green. Many friends like to come out to play.
The number has come to make friends with them. Please help them.
Second, the number of objects observed and perceived has nothing to do with size.
Courseware demonstration
Guide children to perceive that the number of objects has nothing to do with size.
1. Arrange balls of different sizes in two rows, and ask children to observe and compare them. There are still as many of them as there are people.
2. Arrange cars of different sizes in two rows for children to observe and compare. There are still as many of them as there are people.
Third, the number of observation and perception objects has nothing to do with arrangement.
1. Arrange the bears of 10 in disorder, so that children can see whether the number of bears has changed.
2. Arrange 10 rabbits in disorder, and let children observe whether the number of rabbits has changed.
Fourth, children's perceptual operation.
Let the children put the flowers together and observe whether there are as many and the same shape as their friends.
Mathematics teaching plan for kindergarten middle class: interesting figures
moving target
1, feel the rich changes of numbers and stimulate children's interest in numbers.
2. Experience the convenience and fun that numbers bring to life.
Activities to be prepared
1, cartoon: interesting number
2. Picture: Look for numbers in the picture.
3. Teaching aid: telephone
Activity process
Look at the picture and find the numbers.
1. Children, this is a very interesting painting. Look carefully. What can you find in this painting?
2. After the children observe, find out the numbers in the picture.
Second, perceive the rich changes of numbers.
1. Live performance
The teacher answered the phone: hello, you are looking for Dongdong. Dongdong didn't come to kindergarten Please call Dongdong.
2. Teacher: How can I contact Dongdong? What do I need to know when I call Dongdong?
(Telephone number)
What is a telephone number made of? (number)
Say the phone number.
(1) Teacher: Who knows his home phone number? What's the phone number of mom and dad?
(2) Thinking: Why are the phone numbers different?
After discussion, the conclusion is that the order of numbers is different.
Third, exchange knowledge about telephone.
1. Ask the children their own phone numbers.
Understand that the phone number is multi-digit.
2. Do you know how many digits there are in the telephone?
(Please tell your child according to your own life experience)
Summary: The fixed telephone is 8 digits, the mobile telephone is 1 1 digits, and the commonly used private telephone is 3 digits.
Fourth, use cartoons to stimulate children's interest in numbers.
1, Teacher: Let the children watch an cartoon: What's your favorite number?
2. Let the children say their favorite numbers.
Give the small animal a phone number.
1. There are many small animals that haven't called yet. Please fill in their phone numbers with the numbers you like.
Tip: You can paste numbers or write with a pen.
2. Ask the child whether he has used every number and count it.
How many digits does the telephone consist of?