1. Feel the number of two objects in the game and enjoy the fun of math activities.

2. The number of objects in the two groups will be compared by correspondence, observation, comparison and counting.

Activity preparation:

Teaching courseware for children's books

Activity flow:

First, use the game: grab the chair and help the children understand the number of two groups of objects vividly.

1. Children play games and grab chairs in the music "Find Friends".

2. Question: Who is not sitting in the chair?

Why doesn't he sit in the chair?

3. Guide children to perceive who is more and who is less.

4. Play the game again and feel one-to-one correspondence by finding friends.

Second, guide children to find different ways to compare the number of two groups of objects.

1. Show pictures. Let the children observe and answer the questions. Which is more or less?

2. Show pictures 2. Please tell the children how you know which side is more and which side is less.

3. Show the picture 3 and guide the children to compare in different ways.

Step 4 play the game again

5. Summarize how to compare the number of two groups of objects.

Third, the game "magic"

1, in: Who has more fingers than me?

2. Change: Who has fewer fingers than me?

3. A group of more than two fingers are extended.

Fourth, the operation practice

Ask children to open their books, observe and compare the number of objects in each group, and color the group with a large number.

Question 2:? The teaching goal of "Compare How Much" activity teaching plan for middle school students;

1, consolidate the recognition number 1- 10, and children can read the number 1- 10 correctly.

2. You can take out the corresponding number of objects according to the numbers.

3, cultivate children's observation, can not be affected by the form of object placement to find multiple groups.

Teaching preparation: 1, teacher's teaching aid preparation: digital card 1―― 10 animal magnet teaching aid.

Projector,

2. Prepare teaching AIDS for children: 7 boxes of watercolor pens, each person 1 piece.

Key points and difficulties:

Ask the children to find out the quantitative relationship between two objects by one-to-one correspondence or counting.

Description:

One-to-one correspondence is the simplest and most direct way to compare things equally. Through one-to-one correspondence, we can not only compare the sizes of two * * *, but also find the equation relationship, which is a key step in the emergence of the concept of children's number. Therefore, it is very important for children to "invent" the method of one-to-one correspondence or counting points in the operation of materials, and discover the relationship between more, less and equal amounts of two objects through one-to-one correspondence.

Teaching process: 1, consolidate and review the digital card 1- 10.

(1) Guide the children to read the numbers on the blackboard from 1 to 10.

The teacher showed a number and asked, "What is this number?

Please take out toys equal to this number and put them on the table. The teacher showed another number and asked the children to take out their toys. Then, the children compare the two sets of toys to see if the number of the two sets of toys is the same. Play the game twice.

(2) Teachers beat the tambourine, and children find out the corresponding large number cards according to the number of times they beat the tambourine, so that children can say, "What can the number * represent?"

2. What is the ratio?

(1) The teacher shows a set of magnet teaching AIDS: three butterflies above and five birds below.

Are there as many of these two animals? Who has more? (Lots of birds) Let's prove it. Let's see who has more. (The teacher proved it one-on-one). Count it again.

What other methods can be used? (Guide children to count) Tick √ after "many"

(2) Continue to show the six robot cats on the left and the five frogs on the right, and compare them. Deliberately put the animal cards in two piles, and let the children try to compare how many.

Please compare individual children or statistics one by one. )

(3) Do another set of exercises. Seven birds and ten dragonflies are arranged in two rows. Please ask the children to do exercises on stage. You can compare one-on-one or count.

Please let the children finish the homework paper by themselves.

Attached homework paper:

Put "√" under the group with the largest number.

1、

2、

3、

6. homework review. (explained by projector)

Ask the children to talk about the advantages of homework and the areas that need improvement.

Teaching reflection:

1, children are not very skilled in operating toys, so they should practice more in the future.

2. Some children don't pay attention in class and need to be reminded repeatedly by the teacher. It is necessary to further strengthen classroom discipline management.

In the process of homework, some children need the teacher's individual guidance to complete. Only with the teacher's directional questions and the teacher's affirmation, are they willing to start doing homework. It shows that the habit of children completing homework independently needs to be further cultivated.

Question 3: How many teaching plans does the middle class math in kindergarten correspond to? 1. Activity target

The corresponding methods will be used to compare more, fewer and the same number of objects within 5.

Second, the key points and difficulties

Ask the children to find the quantitative relationship between two objects by one-to-one correspondence.

explain

One-to-one correspondence is the simplest and most direct way to compare things equally. Through one-to-one correspondence, we can not only compare the sizes of two * * *, but also find the equation relationship, which is a key step in the emergence of the concept of children's number. Therefore, it is very important for children to "invent" a one-to-one correspondence method in the manipulation of materials, and discover the relationship between more, less and equal amounts of two objects through a one-to-one correspondence method.

Third, the creation of materials and environment.

1. materials: materials that trigger corresponding-bowls and spoons, cups and lids, dolls and hats, rabbits and vegetables, … materials that spontaneously correspond-snowflakes and wooden beads, red building blocks and green building blocks, apples and bananas, cars and airplanes, etc. The above materials can be physical objects or pictures.

2. Creation of environment: number the above materials according to the degree of difficulty and put them in the math activity area for children to operate and play.

Fourth, design ideas.

There are two methods of one-to-one correspondence, one is overlapping and the other is juxtaposition. For children, it is easier to find the corresponding relationship between two * * * by overlapping method, so we should first put the materials for children to overlap and compare in the activity area, and then provide the corresponding materials and put them together. This is convenient for children to "invent" a one-to-one correspondence method and discover the quantitative relationship between objects through this method.

There are two kinds of materials that allow children to do one-on-one operation activities. One is to induce corresponding materials, that is, there is an internal connection between the two materials. The other is the spontaneous corresponding material, and there is no internal connection between the two materials. Obviously, the former material is easy to trigger the corresponding behavior of children. So children should be allowed to operate the corresponding materials first. When children form a sense of one-to-one correspondence, they should provide more spontaneous corresponding materials, so that children can consciously use the one-to-one correspondence method to compare the number of two groups of objects, thus truly forming the concept of determining the same amount through one-to-one correspondence.

Question 4: How many math lesson plans in the middle class are within 7? Activity name: Mathematics-How many numbers are compared? Activity goal: 1. Guide children to continue their studies and correctly judge the numbers within 7 by visual inspection. 2. Teach children to know the difference relationship between two adjacent numbers within 7 in a natural sequence. Activity preparation: Teaching AIDS: digital cards 1-7 dot cards, 3-7 in number.

Learning tools: add dots and digital exercise paper for everyone.

Activity flow:

First, the beginning part

1, I 1-7.

Look at the numbers and act quickly. Teachers show the numbers 1-7 respectively, and ask children to read the numbers quickly and act accordingly. )

Second, collective activities.

1, visual number group

(Show 3-7 polka dot cards)

Look, children, what's on the blackboard? Are the number of round cards the same? How many (different)? (In the form of group activities, ask children to observe the numbers of each round card separately. )

2. Arrange the cards in order and match the numbers.

The number of each round card is the same. Ask a child to arrange these round cards in order from most to least.

Think about which comes first and which comes later.

Ask a child to operate it. Ask the other children to look carefully.

The round cards have been arranged in order from less to more. Now, ask a child to match each round card with the corresponding number.

The results of the collective verification operation are "3, 4, 5, 6, 7, arranged in the order from small to large."

3. Guide children to observe and understand the relationship between two adjacent numbers.

Now, let's look at these arranged numbers. What's the number after 3? (4)

How about 4 to 3? (4 is 1 greater than 3. ) What about 3 to 4? (3 is 1 less than 4. )

In this way, lead the children to compare the relationship between two adjacent numbers within 7.

Teacher's summary: If the numbers are arranged in chronological order, the numbers at the back are more than the previous one 1 and the numbers at the front are less 1.

Second, children's operation

1, the teacher demonstrates the homework requirements.

Please look at the order of these points on the blackboard. There is a blank in the middle of two rows of dots. How many dots do you think should be drawn in the blank? how do you know

What about these figures? What number should I write in the blank? how do you know

The teacher has prepared such a homework card for every child. Please see clearly how many points or numbers are on your homework card, how are they arranged, and how many points or numbers should be drawn in the blank?

3, children's operation, teachers patrol observation and guidance.

4. Evaluate children's homework.

5. Organize children to clean up their toys.

Question 5: How can the kindergarten middle class write a lesson plan about how much mathematics is compared, so that students can distinguish between more and less objects?

You can even bring some snacks and reward them to your children during the learning process.

Question 6: How many activities are the focus of the math teaching plan in kindergarten, and how to reflect on it? The goal of this math activity is to let children master the "one-to-one correspondence" comparison method and compare the number of objects correctly.

Fully prepared before the activity, there are not only various teaching AIDS, but also various operating materials for children to operate and master. This paper analyzes and reflects on the activities from three aspects: teachers' teaching, children's learning and teachers' strategies.

First, the language is concise and conforms to children's thinking.

At the beginning of the activity, the teacher's story about waiting in line to eat chickens and insects aroused the children's interest. Do you think there are as many chickens as worms? (One-on-one display of teaching AIDS) Most children can quickly tell who is more and who is less. "How did you see that?" The children can only answer that this is two and this is three. Then the teacher made a summary to let the children know the one-to-one correspondence method. The theoretical summary doesn't seem to be understood by children, so the language description is changed. The game of "cats eat fish" can better help children understand the one-to-one correspondence. Only one small fish was not eaten by the kitten, so there were more small fish in the second row than in the first row.

Second, the operating materials should serve the objectives effectively.

In order to further let children master the one-to-one method, a variety of materials, such as snowflakes, radishes, building blocks and so on. , are prepared on the table before the event. Because the materials are too miscellaneous, it affects the order of operation activities, making it difficult for children to start, and it is not convenient for children to put more items. Attention is focused on the problem of taking and putting materials. Reflection after the activity can provide children with two kinds of materials, which are not many kinds and practical, so as to achieve the purpose of placing one by one and comparing one by one.

In the activity, children are full of interest, can compare with each other one by one, and can say "who has more, who has less, who has as much."

Third, pay attention to individual guidance.

In the activity, we can see that some children with weak ability can't start or imitate their peers directly, so teachers should pay close attention to children's learning and give timely guidance so that every child can learn something.