Classified Counting Mathematics Kindergarten Class Teaching Plan 1 Activity Target:
1, learn to classify according to the two characteristics of graphics and record numbers correctly.
2. Cultivate children's habit of saying the results in language.
Activity preparation: a graphic puzzle, a number of tag cards and digital cards, a number of various graphics, a number of digital seals, inkpad and homework paper.
Activity flow:
First, collective teaching activities
1, learn to classify graphics with two feature tags.
Learn to use two marker cards to record the difference between triangles and rectangles in the form of groups, individuals and groups.
2. Learn to record the quantity according to the mark.
Children record the number of corresponding graphics (represented by digital cards) by marking the collective and grouping operations at one time.
3. Guide children to understand the operation results.
Ask the students to look at the marked pictures and say what kind of graphics are there in the pictures.
Second, children's operational activities
1, classified game (children get their own graphics cards respectively)
Look and say what color and shape your graphics are. Look at the teacher's logo. Children whose graphic features are consistent with the signs, hold up the cards and stand up.
Send the graphics home, requiring that the graphics must conform to the house number.
2. Inventory activities
Look at the pictures and record according to the marks. After learning the notes, tell me what kinds of figures are there in this picture.
Classified Counting Mathematics Kindergarten Middle Class Teaching Plan 2 Activity Target
1, guide children to learn to classify objects many times according to their characteristics and record them digitally.
2. Let children learn to tell the operation process and results in language.
Activities to be prepared
1, hat map, tag, digital card, black pen;
2, digital seal, inkpad, homework paper.
Activity process
First, collective teaching activities.
(1) Learn the classification and counting of tags.
Show figure 1
Teacher: What's in the picture? (hat)
Teacher: How many hats does Yi * * * have? How many kinds can you express?
Teacher: What mark is used to indicate that the hat is written here? Inspire children to say hat marks.
Teacher: Are these seven hats the same? What is the difference?
The child said that the teacher and the child discussed what marks to use. For example, if there are no flowers on the hat, you can draw a diagonal line on the flower label to indicate that there are no flowers.
(2) Classification and counting.
There are many differences between these hats. How many are there in each? How many can be expressed in numbers? Guide the children to stick the numbers to the left of the mark.
(3) summary.
Cover the first picture. Now, if we don't look at this picture, can we know how many hats there are? How many hats does everyone have?
How did you know? (Look at the sign)
Guide the children to look at the signs and talk about them.
Second, group activities.
1. Look at the picture and print the number according to the mark.
2. Covering creative games.
3. Color according to appearance.
4. Check the most ideas.
Third, activity evaluation.
Please talk about how you did it and discuss whether you did it correctly.
Middle School Mathematics: Classified Counting (2)
moving target
1, learn to classify according to the two characteristics of graphics and record numbers correctly. (key)
2. Cultivate children's habit of saying the results in language. (difficulty)
Activities to be prepared
1, a graphic puzzle, a number of tag cards and digital cards, and a number of various graphics.
2, digital seal, inkpad, homework paper.
Activity process
First, collective teaching activities.
1, learn to record graphics with two feature marks.
(1) as shown in figure 1.
Teacher: What's in the picture? (house, bridge, butterfly)
Teacher: What figure is it made of? (rectangle, triangle)
Teacher: Is every triangle the same? What is the difference?
(2) See Figure 2 (color mark, shape mark and size mark)
Teacher: What marks are used to represent the big triangle? Little triangle?
Teacher: What marks are used to represent the red triangle? Yellow triangle?
Children first discuss and communicate with each other.
The teacher summed it up.
(3) Record according to the mark.
Teacher: There are so many numbers here. How many are there in each figure? Let the children report to the digital teacher for the record.
(4) summary.
Please tell the children what kind of figures are in this picture.
Second, children's operational activities.
1, classified game.
Look and say what color and shape your graphics are.
Look at the teacher's logo. Children whose graphic features are consistent with the signs, hold up the cards and stand up. Send the graphics home, requiring that the graphics must conform to the house number.
2. Count activities according to tag records.
After learning the notes, tell me what kinds of figures are there in this picture.
Third, activity evaluation.
Please talk about how you did it and discuss whether you did it correctly.