Teaching plan for the formation of math 6 in kindergarten middle class 1 1. Design intention:
"The formation of numbers" is the foundation and core content of kindergarten mathematics activities, which plays an important role in establishing a good concept of numbers for children. Children have a clear understanding of the number within 5 and a certain understanding of the composition of the number within 5, so this activity guides children to try to infer the composition and number of 6 on the basis of reviewing the number within 5.
In order to arouse children's interest in mathematics activities, let them experience the fun of operation and reasoning learning in the activities, and realize that teachers can let children operate and explore the formation of 6 by listening, reading and doing things, and expand the experience of number formation in the two games of "finding differences" and "comparing dice" and feel the fun of the game.
Second, the activity objectives.
1, learn the composition and counting of 6, and correctly express the relationship between the numbers of 5 and 6.
2. Experience the fun of math activities and be willing to participate in math activities.
Third, activity preparation.
1, teaching aid: find two different wall charts, 1 dice, 6 apples, 6 oranges, 6 pears, and a card with the number 1- 10.
2. School tools: Each group has a basket of Apple cards, and the number is 6 per person. (If it is difficult, you can add the key points here. )
Fourth, the activity process.
(1) The song "Little Squirrel Looking for Pinecones" leads to the topic.
The little squirrel found a hard pine cone. What other food also has a hard shell? These hard-shelled foods are called "dried fruits". It's fall here. What kind of fruit do you like to eat?
(2) Through the three forms of objects, points and symbols, guide children to review the composition of numbers within 5, and deduce the composition of 6. (declarative sentence)
1, children's operation, review in 5 days.
(1) Please take out the number of pinecones.
(3) as many apples.
(2) Please change three apples into points in the teacher's hand.
(4) as many apples.
Please turn four apples into numbers.
(5) So many.
2. The number of verified points is 5.
3. Guide children to operate and infer the formation of 6.
Please turn five apples into six apples. How should you change them? Try it? Count. (Guide the child to add an apple to 5 and become 6. )
4, teachers demonstrate, verify the operation of children, deepen understanding, and form 6.
How many times is16? What's five plus six? What is 5 plus 1?
5. What is the migration of 6 plus 1 and 9 plus 1? Guide children to understand that a number plus 1 is the following number.
6. The teacher removes an apple one by one, leading to understand that a number is the number in front of it, and letting the children remove it one by one in the way of "eating apples", feeling that removing the number within 6 1 is the law of the number in front of it.
(3) Through the comparative study of the differences between five and six numbers, we can further feel the relationship between two adjacent numbers. (declarative sentence)
1, what is it? What are their numbers? How to become the same? (Compare 4 pears with 5 oranges)
Please make as many as possible.
3, compare the relationship between 5 and 6, and guide the children to become the same in two aspects. (Please go to the blackboard to operate)
(4) Through "seeking differences", further review the relationship between two numbers within 6 to make them equal.
1. Teacher, here are two very similar paintings, but they are different in some places. Please find out their differences carefully.
2. What's the difference between them? What is the quantity? How can we be the same?
(5) Use the game of "dice vs size" to let children feel the happiness of mathematics and further consolidate their understanding of numbers within 6. (declarative sentence)
1, what are the six faces of the dice? For example, in the game of "Move your shoulders and tell me what time it is", the teacher appears a few dots and the children move a few times.
The teacher asked a child to come forward and play with the teacher. Whoever scores more points will win.
Attachment: Regional activities:
Activity content (1): cut and paste by number.
(1) Activity objective:
1, you can cut and paste according to the number of points to further consolidate the relationship between 1 more 1 less two adjacent numbers.
2. Improve the skills of cutting, uncovering and pasting, and experience the fun of success.
(2) Activity materials: a number of point card boxes arranged by adjacent numbers, scissors and instant stickers.
(3) Operation method: Open the treasure chest, cut and paste the corresponding post-it notes according to the points, and paste them one by one.
Activity content (2): Jia Dule.
(1) Activity objective:
1, review the numbers within 10, be able to talk about things and understand the practical significance of numbers within 10.
2. Cultivate children's practical ability.
(2) Activity materials: beads, sticks, boxes with different points and chopsticks.
(3) Operation method:
1, according to the number of points, insert the corresponding number of beans.
2, according to the number of points into the corresponding number of bars.
The formation of activity goal of math 6 teaching plan 2 in kindergarten middle class;
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.
3. Cultivate children's ability to recognize numbers.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
5. Actively participate in mathematics activities and experience the fun in mathematics activities.
Activity preparation:
1, 6 cards for radish, vegetables and mushrooms, 1-6 digital cards.
2, radish picture (triple number), there are various graphics (as shown in the figure), and there are several graphics with the same shape as 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 6 grids, and 1-6 points are drawn.
Activity flow:
1, pull out carrots, vegetables and pick mushrooms (learn to count 6 and know the number 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 6 points. 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.
Children's operation, teachers' tour guidance.
The formation of the activity goal of math 6 teaching plan 3 in kindergarten middle class
1, guide children to learn the composition of 6 by adding 1 to 5.
2. Use the formation law of numbers to guide children to understand the number 6.
Activities to be prepared
1, 6 plastic clips per child.
2. There are six pictures of squirrels and six circles.
3. Digital card 1 ~ 6, per child 1 set.
Activity process
(1) Games: "Ring clip".
When the teacher rings the bell, let the children put the clips on their bodies. When the bell stops, stop. Let the children count how many clips they put, say the total and give the corresponding table.
(B) the formation of learning 6
1. The teacher shows five pictures of squirrels and guides the children to think about how to make six pictures of squirrels.
2. Guide children to understand 5 pictures of squirrels. Adding 1 squirrel picture is 6 squirrel picture, and adding 1 to 5 is 6.
(3) The little squirrel drew a circle.
1. The teacher shows the circles and asks the students to think and talk about how to make them as many as squirrels.
2. Guide children to count the number of squirrels first, and then count the number of squirrels.
3. Squirrels and circles are arranged correspondingly. Let the children count the total number of laps.
4. Guide children to understand that six circles can represent six squirrels.
(four) to guide children to complete the corresponding operation activities in children's books.
6. The formation of mathematics teaching plan in kindergarten middle class 4. Activity process;
1, preheating activity.
Teachers and children greet each other.
Online game: driving a train. Drive the train to the rhythm of the music. If the pace is fast, the train will go fast. When the pace is slow, the train is slow. At the end of the game, let the children guess: it is a flower without race, with six petals in the air.
The north wind sent it to the ground, and the ground and trees were white. (snowflake)
2. Group activities.
(1) The formation of learning 6.
The teacher asked the children to take out "black, white and gray beads". First, take out black beads and let the children count them. One * * * has five. Then take out six beads and let the children change stubble. What's the difference between this bead and five beads? (There is an extra white bead. ) Count how many beads there are on this rope.
Summary: 5 plus 1 is 6, 6 is more than 5 1, 5 is less than 6 1.
(2) The formation of children's own operation exploration.
Children take out seven black, white and gray beads, count how many beads there are, and then compare them with six beads. It is concluded that 6 of 1 is 7, and 7 of 1 is greater than 6, so as to understand the formation of 7.
(3) Read the numbers 6 and 7.
Teacher: "Six monkeys and six peaches can be represented by the digital baby" 6 "in the digital kingdom. 6 is like a whistle, with a big belly and a long neck; Seven rabbits and seven carrots can be represented by the number "7", just like grandpa's crutches. "
3. Operational activities
Complete the activities in volume 3 of the operation manual,No. 9- 10.
The activity extended the "change" of sports games, and the children quickly formed a group according to the numbers spoken by the teacher to form various shapes. For example, six people make up a flower and seven people make up a gourd doll.
Activity Tip: In teaching, we should pay attention to gradually abstracting the concept of number through various objects, so that children can initially realize that a number can represent the same number of any object.
Mathematics in life: 1, complete the activities in the third volume of homework paper 17-20. 2. Use calendars, clocks and other items with numbers to let children read the numbers 6 and 7.
Activity goal: 1. You can count six or seven items in a row and then say the total. 2. Understand the composition and practical meaning of numbers 6 and 7. Can read the numbers 6, 7.3 to improve children's agility and curiosity about numbers.
Activity preparation: 1, teaching aid preparation: "digital card"; "Black, white and gray beads". 2. Preparation of learning tools: "Digital guest films." 3. Operation Manual Volume 3 Page 9- 10.