The relationship between lesson plans 5 and 6 in kindergarten middle class includes the goal of reflection 1 activity;
1, let children know the relationship between 5 and 6 in actual operation, and know that 5 is less than 6, 1, and 6 is greater than 5, 1.
2. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
3. Guide children to actively interact with materials and experience the fun of mathematics activities.
4. Cultivate children's comparative judgment ability.
5. Develop children's logical thinking ability.
Activity preparation:
1, teaching aid preparation: panda blowing bubble diagram, 6 big bubbles, 6 small bubbles, digital cards 5 and 6, and some magnets.
2. Preparation of school tools: 6 background pictures of rabbits planting radishes, 30 props radishes, and some in glue sticks; 6*6 negative paper, several watercolor pens; There are 36 pictures of kittens, 30 pictures of small fish, 6 fishing rods and 6 small baskets.
Activity flow:
1, Teacher: Children, today the teacher invited a little guest. Who do you think he is?
(Showing pandas blowing bubbles)
Health: Little panda!
Teacher: What is he doing?
Health: Blow bubbles.
Teacher: There are big bubbles and small bubbles blown by little pandas. He wants to know how many bubbles he blew, but he can't count, so he wants you to count them for him. He blew several big bubbles and several small bubbles. Let's count them together! How many big bubbles did he blow?
Health: Six.
Teacher: How many bubbles?
Health: Five.
Teacher: This is a big bubble blown by a little panda. The teacher wants a child to stick bubbles neatly on the blackboard. Who wants to go? (Instruct the children to align the big and small bubbles up and down and stick them on the blackboard) Ok, take a closer look. What did you find? (Guide children to say that there are many big bubbles and few small bubbles) How many big bubbles are there than small bubbles?
Health: 1.
Teacher: How many bubbles are there less than big bubbles?
Health: 1.
Teacher: Yes, there are six big bubbles (marked with digital card 6) and five small bubbles (marked with digital card 5). Six is more than five, five is less than six. Think about it. How can we make as many big bubbles as small bubbles? (Guide children to add or delete 1)
Teacher: OK, now let's play a game! Everyone has played the game of grabbing stools, right?
Health: Yes.
Teacher: Who wants to come up? Put five stools and invite six children up. The teacher clapped his hands and the children gathered around. The teacher stopped the children from grabbing the stool and stipulated that a child could only sit on the stool three times. ) How many children didn't grab the stool?
Health: 1.
Teacher: Who didn't rob the stool?
Health: xx.
Why is there always a child who can't grab the stool? (Guide the children to say that there are 6 children and 5 stools, and 6 is more than 5 1, so there is always one child without a stool. )
3. Teacher: Good. The teacher also prepared a lot of interesting materials for everyone. Please help yourself and find out the relationship between 5 and 6. Come and see the teachers here. The task of the first group is to help the kitten fish and catch the small fish in the basket with a fishing rod. Give a small fish to a kitten. Be careful to catch only the fish in your basket.
The task of the second group is to help rabbits grow radishes. The rabbit dug a hole and planted a radish in it. You can use glue sticks, only grow your own, and you can't take other people's radishes.
The task of the third group is to color. Look at the numbers in front of each row and draw a few squares. No matter what color this number is, color it. After you finish, please observe carefully and tell the teacher what you found! Send information to children, understand the grouping operation of children, and further consolidate the understanding of the relationship between 5 and 6.
Activity reflection:
Make full use of the resources in children's real life, and have a substantial impact on children through the activities acting on them, so that children can feel the quantitative relationship of things in life and games, and experience the importance and interest of mathematics.
The relationship between lesson plans 5 and 6 in kindergarten middle class includes the goal of reflection 2;
1。 Let children know the relationship between 5 and 6 in practice, knowing that 5 is less than 6 is 1 and 6 is greater than 5 is 1.
2。 Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
3。 Let children learn simple math problems.
4。 Experience the life of mathematics and the fun of mathematics games.
Activity preparation:
1。 Preparation of teaching AIDS: panda blowing bubbles, 6 big bubbles, 6 small bubbles, digital cards of 5 and 6, and some magnets.
2。 Preparation of school tools: 6 background pictures of rabbits and radishes, 30 props and inner parts of glue sticks; 6*6 negative paper, several watercolor pens; There are 36 pictures of kittens, 30 pictures of small fish, 6 fishing rods and 6 small baskets.
Activity flow:
1。 Teacher: Children, the teacher invited a little guest today. Who do you think he is?
(Showing pandas blowing bubbles)
Health: Little panda!
Teacher: What is he doing?
Health: Blow bubbles.
Teacher: There are big bubbles and small bubbles blown by little pandas. He wants to know how many bubbles he blew, but he can't count, so he wants you to count them for him. He blew several big bubbles and several small bubbles. Let's count them together! How many big bubbles did he blow? Six. How many bubbles? Here is the big bubble blown by the little panda. The teacher wants a child to stick bubbles neatly on the blackboard. Who wants to go? (Instruct the children to align the big and small bubbles up and down and stick them on the blackboard) Ok, take a closer look. What did you find? (Guide children to say that there are many big bubbles and few small bubbles) How many big bubbles are there than small bubbles? 1 How many small bubbles are less than large bubbles? 1 Yes, big bubble * * has 6 (marked with digital card 6), small bubble * * has 5 (marked with digital card 5), 6 is more than 5 1, and 5 is less than 6 1. Think about it, how can we make as many big bubbles as small bubbles? (Guide children to add or delete 1)
2。 Teacher: OK, now let's play a game! Everyone has played the game of grabbing stools, right? Who wants to come up after playing? Put five stools and invite six children up. The teacher clapped his hands and the children gathered around. The teacher stopped the children from grabbing the stool and stipulated that a child could only sit on the stool three times. ) How many children didn't grab the stool? 1 Who didn't grab the stool? * * * Why is there always a child who can't grab the stool? (Guide the children to say that there are 6 children and 5 stools, and 6 is more than 5 1, so there is always one child without a stool. )
3。 Teacher: Good. The teacher has prepared a lot of interesting materials for everyone. Please help yourself and find out the relationship between 5 and 6. Come and see the teachers here. The task of the first group is to help the kitten fish and catch the small fish in the basket with a fishing rod. Give a small fish to a kitten. Be careful to catch only the fish in your basket. The task of the second group is to help rabbits grow radishes. The rabbit dug a hole and planted a radish in it. You can use glue sticks, only grow your own, and you can't take other people's radishes. The task of the third group is to color. Look at the numbers in front of each row and draw a few squares. No matter what color this number is, color it. After you finish, please observe carefully and tell the teacher what you found! Send information to children, understand the grouping operation of children, and further consolidate the understanding of the relationship between 5 and 6.
Activity reflection:
Nowadays, children are very smart. They are exposed to numbers for a long time, and it is easy to recognize and read them when they see them. However, for children of this age, if they really understand numbers, especially when they are associated with some specific computing activities, some babies will make mistakes in understanding this level. In the operation activity, because this is a mathematical operation activity after the small class is upgraded to the middle class, I have talked about the operation requirements and the arrangement of materials in detail and demonstrated them. The children have achieved good results, but some children have shown ignorance and even poor operating habits, which need further improvement.