The formation of "7" kindergarten mathematics teaching plan 1 activity goal:
1, through operation, guide children to master the formation of 7 and the relationship between 1 and 1.
2. Experience the fun of mathematical operation and exploration.
3. Let children understand simple mathematical principles.
4. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
Activity preparation:
Disposable plate, fork, 7 cake pictures, large demonstration board and smart box.
Highlights and difficulties of the activity:
Key points: Let children know that 6 plus 1 is 7 through arithmetic activities, and it can be described in words.
Difficulties: Know the relationship between numbers greater than 1 less than 1, and understand that there are 71in 7; Seven 1 adds up to seven.
Activity flow:
(A) Enter the game: "Mouse and Cat"
The mouse is going to buy a cake and meets a cat on the way. There was a cat among the six mice in the past. Let's see how many cats appear.
Let the children join hands in a big circle, and the teacher pointed at them one by one while saying nursery rhymes.
Children's Song: A little mouse went shopping for a cake and met a cat. Say "mouse" if you point to it. When it refers to six people, children will learn to meow. )
Example: mouse, mouse, mouse, mouse, mouse, mouse, cat. See which child counts clearly and responds fastest.
(2) Explain the operation:
1. Learn the formation of 7 through the story of cat and mouse eating cake.
The teacher said: Who did we invite just now? What do I mean by mouse? (pointing one by one) Now let's invite the mice out one by one!
Ask the child: How many mice are there? Let's count together.
The teacher summed up: 6 The mouse has come to a cat again. How many animals are there now?
Six mice and a cat are seven kinds of animals, and six plus 1 is seven.
2. The teacher took out six empty disposable plates as cake boxes, arranged them in order, and the children counted them.
Ask the children: (1) How many plates are there? (2) Are there as many animals as plates? Who is more and who is less? How much more? How much is missing?
The teacher said: we gave the mouse a plate, and the cat was not happy. How can I make six plates into seven plates?
Teacher's summary: Yes! 6 disks plus 1 disk (color) is 7 disks, and 6 disks plus 1 is 7.
3. Send cakes.
The teacher said, children, let's give each mouse a piece of cake! Please put the cakes on the plate one by one.
Ask the child: How did the cake get on the plate? 6 How many 1? Please count the number of children and tell the total.
The teacher said: the cat said I want to eat cake, too. Let's give it a cake, too! How many cakes are there? How many copies is 6 1?
Quantitative objects, perceive the quantitative relationship between numbers and things, and use the learned knowledge to further understand the relationship between numbers and quantities. Through games, children can further consolidate the number 6 and try to arrange the number 1 ~ 6.
Teacher's summary: 6 1 cakes are 7 cakes, and 6 1 cakes are 7 cakes.
4. send a fork.
Ask the children to hand out 7 forks and ask them: How many forks are there in 7 1? (7 1) Please count the children and tell the total.
(3) The children themselves operate the forming process of the smart box insertion 7.
The teacher said: mice and cats are not full after eating cakes. Let's prepare some food for them! What do you want to prepare for them?
1. Let the children insert six green apples in the first row. What would you do if you gave the cat 1 green apple?
Teacher's summary: six green apples plus 1 is seven green apples, and six plus 1 is seven.
2. Ask the child to insert 6 pieces of cheese in the second line, and then ask how many pieces are added if 1 piece of cheese is added.
Teacher's summary: 6 pieces of cheese plus 1 piece of cheese is 7 pieces of cheese, 6 pieces of cheese plus 1 is 7.
Children insert 6 pieces of red candy in the third row. How many pieces are there compared with cheese? Q: If you add 1 candy, how many pieces are there?
Teacher's summary: 6 sugars plus 1 is 7 sugars, and 6 sugars plus 1 is 7.
4. Let the children insert six blueberries in the fourth row. If you add 1 blueberry, how many are there?
Teacher's summary: six blueberries plus 1 is seven blueberries, and six blueberries plus 1 is seven blueberries.
The children put the pieces in place one by one, and then counted them and said, "Seven out of seven 1." Put the chess pieces in the specified position of the smart box.
(D) Relaxing games: (Enriching children's common sense of life)
Let each of our children become a cake pastry chef, and everyone will make different cakes! Say cake
Name and use the body. "What's the taste of what you do? What about yours? Examples: fruit cake, strawberry cake, yolk cake, seaweed cake, chocolate cake, ice cream cake, fluffy cake, brown cake, raisin cake, banana cake!
Activity reflection:
From life and games, feel the quantitative relationship of things and realize the importance and interest of mathematics. This is what we learned from the outline. In order to achieve this goal better, I take games and situational stories as dual factors, so that children can initially perceive the formation and practical significance of 7 in the process of story situation and problem solving, and consolidate their learning in practical operation. According to the big goal of this theme and the content of this activity, I set three goals for educational activities:
First of all, introduce the game of mouse and cat to understand the practical significance of 7.
Second, introduce the scene of eating cake, so that children can initially grasp the formation of 7.
Third, cultivate children's practical ability. I took two steps in the operation:
(1) Through the operation of story pictures, children can initially perceive the formation and counting of "7" in imagery cognition, and initially make an arithmetic judgment.
(2) By operating the wisdom box, let children operate by themselves, understand the formation and counting of 7 in physical cognition, and know the relationship between 6 and 7. I think games, stories and operations will help children understand the number concept of 7 in the cognition of abstract symbols, and children will learn it easily.
Through this activity, I feel that my three educational goals have basically been achieved and the children are very emotional. I can feel that children like this form because they like stories. I think children's math education will be taught in the form of stories and games, which will be easier for children to understand and accept. However, there are many shortcomings in my activities. In the process of operation, whether to operate more and explore more materials outside the smart box, so that every child can have a hand, the interaction effect will be better, and some mathematical concepts will be infiltrated. Let mathematics come from life, and it would be better if some situational games were infiltrated into the activities.
The above is my personal self-evaluation of this activity. Due to my limited personal level, I urge directors, directors and teachers to give me more guidance. I will accept it with an open mind and answer the puzzles and difficulties in the activities. thank you
Teaching reflection:
When designing the "Formation of 7" activity, considering that the teaching tools that can arouse children's love and recognition are the basis of attracting children, it is in line with the psychological needs of middle school students to adopt cute, lively and exaggerated animals and characters as teaching tools. Let children master boring, abstract and rigorous mathematics, but also have novel and interesting links and languages to attract their attention, so that children can think, say and do on their own initiative. In accordance with the requirements of the Outline, I follow the learning law of children's cognitive development in middle school, and integrate mathematical activities with effective story scenes, so that children can learn to solve problems in life with the mathematical knowledge they have learned.
7. The formation of the activity process of math lesson plan 2 in kindergarten middle class;
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", which is like grandpa's crutch. "
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.