Pre-school math teaching plan: compare high and low activity goals 1 to cultivate children's good operating habits of cooperative and orderly operation.
2. Cultivate children's observation and comparative judgment.
3. Guide children to learn to compare heights, know that heights come from comparison, learn to compare heights on the same height plane, and sort objects according to heights.
Activity preparation 1, one set of operation materials for each person (big mineral water bottle, small mineral water bottle, coconut milk bottle and Wang Zi milk bottle).
2. Set the performance situation in advance.
Activity flow 1, guide children to learn to compare the heights of two objects on the same plane.
Set the performance situation. Please compare the height of two children. A is standing on the floor, and bilibili is in the chair. Question: Who is tall and who is short? Can this compare with height? Why? Encourage children to fully discuss.
The teacher concluded: when comparing heights, two people must stand on the same plane and at the same height, so as to compare who is tall and who is short.
Children demonstrate the correct height comparison method.
2. Guide children to find that height comes from comparison.
Ask a child who is shorter than the first two children to come up and compare with them. Q: Why do you say the child is short and tall? Is he short or tall?
Guide children to observe and think and draw the conclusion that whether a person is tall or short depends on who he is compared with.
3. Guide children not to be affected by the size and shape of objects, and classify them according to the height of objects.
Explanation: One day, several bottles quarreled together. They want to go out for a walk, but they don't know how to line up. Now, please ask all the children to help them line up. When they line up, tell us how you lined up for them.
4. Children can further experience the height at which objects are compared through their own participation.
Play the game of "height comparison": divide the children into several groups, select the tallest children in each group, and then send them out to compete, select the tallest children in the class, award medals, and encourage children to eat more vegetables and exercise more before they grow taller.
Fourth, the activity extension leads children to observe the houses, trees and sports equipment in the kindergarten and compare their height.
Teaching reflection:
Mathematics teaching plan for preschool class: the formation of cognition 6;
1, learn the formation of 6 in game activities, know the number 6, and understand the practical significance of 6.
2. Stimulate learning interest and cultivate children's operation and thinking ability.
Teaching emphasis: Teaching difficulties in understanding the number 6: Understanding the actual meaning of the number 6 Activity content: Prepare 1, 6 cards of radish, green vegetables and mushrooms, and 1-6 digital cards.
2, radish pictures (three times the number of children), with various graphics; In addition, prepare some graphics with the same shape as those posted on the radish.
3, rabbit puzzle (half of the number of children), the reverse side is divided into 6 squares, write the number 1-6, cut it open. The plan of the same size is also divided into corresponding 6 grids, 1-6 points.
Activity flow:
1, pull out carrots, vegetables and pick mushrooms (learn the number of 6 and know the number of 6) (1) rhythm: teachers and children dress up as rabbits and dance to the music.
(2) What do you (rabbit) like to eat?
(3) Preparing food for winter: pulling carrots, vegetables and picking mushrooms.
(4) Count: How many radishes, vegetables and mushrooms are there? Display the number 6 and read it out.
2. Divide the radish: learn the formation and counting of 6.
Eat too little radish. Please divide each radish into six parts.
The teacher demonstrated pasting six numbers on a radish. Stick 5 red circles first, and then stick 1 green circle. Five circles plus 1 circle is six circles, and radish is divided into six parts.
Children's operation: find a figure and stick it on the radish.
3, spelling rabbits: review the number 1-6, the number within 6.
The teacher introduced the game: show the puzzle board, which is divided into six squares, and each square is painted with dots. Let's count them together. Show 6 puzzles, (count them and recognize the number 1-6 at the back) and ask Tutu to stick 6 puzzles to the corresponding positions on the bottom board.
Reflections on children s operation and teachers tour guidance;
Pre-school math teaching plan: know the number 7 activity goal 1. Can correctly perceive the number 7 and know that they can represent the number of objects.
The habit of listening to teachers and peers quietly and participating in group activities in a happy mood.
Activity preparation music tape "Black Cat Sheriff", some mouse cards, some rivers.
Activity flow 1 Game fishing 1 Teacher: It's a beautiful day today. Mother cat takes you out to play! Look where we are. Let's go fishing together!
2. Individual children told the story of how many fish they caught and sent them to the corresponding baskets.
3. Send fish in groups.
Teacher: Ducks want to eat fish. Let's see how many ducklings come. Which is more, ducklings or small fish? Can the ducklings have enough to eat? What's the best way? "Add a duck", another duckling swam away, which one is more now? Is there any good way to make them have the same number? Take a fish
Teacher: What does the number 7 look like? Besides seven ducklings, what can the number 7 stand for?
Three games cat and mouse 1. Teacher: Listen, whose voice is that? There are many mice in the classroom. Please add them to help catch mice with young ideas.
4. Thoughts on teaching children's games (cats and mice) by listening to music;
Pre-school math teaching plan: learning the goal of addition activity of 7: 1 Tell and list the corresponding formulas according to different pictures, so as to perceive the quantitative relationship expressed by the addition formula.
2, understand the exchange law, know how to use the exchange law to list another formula.
3. Actively explore mathematical activities and be willing to tell the results of exploration.
Activity preparation:
1, teaching aid: a picture of the castle (divided into three layers, each layer has three pictures representing plus 7, covered with paper) and a piece of fruit.
2. Learning tools: one for castle map and one for fruit.
Activity Focus: Look at the pictures and learn 7 difficult addition activities: You can tell according to different pictures and list the corresponding calculation activities:
1. Driving a train: Review 7 Composer: The king of the castle kingdom invited us to visit his country. Would you like to? Then let's get on the No.7 bus (show the number 7) and start.
Teacher: Hey, my train leaves at X (1), and yours at X?
Yang: Hey, my train X( 1) leaves, and my train X(6) leaves.
Second, situational awareness-going to the castle: look at the addition of picture learning 7 1, teacher: Look, the castle kingdom has arrived. The king said he hid many questions in the castle and wanted to test our children. Let's go to the biggest castle first, shall we?
Teacher: Let's go to the first floor of the castle. There are three paintings on this floor. Who wants to talk?
The king wants to test us. Who can list a formula after reading these three pictures? You can go to the second and third floors after answering.
3. Baby Operator: Then let's all go to a castle to answer questions. If the speed is slow, you can only answer it on the first floor. If the speed is fast, you can go to the second and third floors. Don't forget to write your answer clearly.
4. Summary:
Teacher: What problem did you encounter just now? (Express three pictures in three sentences) What is your answer? The teacher recorded the formulas listed by the children and let them observe them. "They have a little secret. Who can find it first?" Teacher's summary: The numbers of these formulas are all 7 and they are all addition, so these six formulas are all addition formulas of 7.
Teacher: Like 1+ 6=7 and 6+1=7, the numbers are the same, but the numbers are the same, so when we see 1+ 6=7, we immediately think of 6+ 1=7. We call it the question of friends, and we also see that 2+5 =. Seeing ... Teaching reflection:
Pre-school Mathematics Teaching Plan: Comparison of Thickness Activity Requirements: Know and compare the thickness of objects, and know that the comparison of "thickness" is relative.
Activity preparation: Four kinds of objects with different thicknesses (wooden sticks, toothpicks, crayons and watercolors) are used by teachers as marking materials for children (seven kinds of objects with strong ability, five kinds of objects with different thicknesses with medium ability and three kinds of objects with different thicknesses with poor ability) (toothpicks, wooden sticks, crayons, markers and watercolors) 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 and toothpicks are thin and crayons are thick) 3. Summary: It turns out that things are thick and thin.
Second, compare the thickness to show the stick. Teacher: Just now we played the game of wearing wooden beads. Some things went in, some things didn't, and 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 turn by this method repeatedly. 4. Let the children compare the two methods.