One-more lesson plans 1 activity objectives
1. Let children initially perceive 1 and many in the game and understand the relationship between 1 and many.
2. Cultivate children's interest in mathematics activities and learn to express it in words.
3. Let children establish a preliminary concept of numbers in the game.
4. Stimulate the characteristics of children's specific thinking image.
Teaching emphases and difficulties
Perceive the relationship between 1 and multi, and let children know that 1 1 is multi, which can be divided into 1 1.
Activities to be prepared
Some radishes, some rabbit headdresses, 1 wolf headdresses, per person 1 basket.
Activity process
1, the game starts under the scene creation: rabbit. How about mom taking you to pull out radishes today? This kind of scene opening method is intuitive and interesting, aiming at improving children's interest in learning, concentrating their attention and mobilizing their enthusiasm.
2. Ask questions, try activities, and initially feel 1 There are many more. By holding the basket, you can learn a lot about 1 and let the children know that their 1 basket is separate from many baskets just now.
3. Further perceive, and preliminarily distinguish 1 and many two different quantities. Teachers and children can further perceive the relationship between 1 and many through the rabbit radish game, and know that 1 1 together will become many, thus breaking through the difficulties and realizing the interaction between teachers and students.
4. Activity extension: Let children pass snacks, divide towels and cups, further operate and observe the perception of 1 and many, strengthen the understanding of 1 and many relationships, and cultivate children's observation ability.
Teaching reflection
Learning to play games is the most interesting activity for children. The outline points out: "Kindergarten education should take games as the basic activity. Therefore, the whole activity appears in the form of role games. Through the game scene of the little rabbit and his mother pulling carrots and driving away wolves, children can learn easily and happily to achieve educational purposes.
One and more lesson plans 2 I. Activity objectives:
1, through activities, let children perceive "1" and "many", and initially distinguish between "1" and "many".
2. Cultivate children's interest in logarithmic activities and learn to express them in words.
Second, the key points and difficulties:
Key points: Let children feel "1" and "a lot" by operating game activities.
Difficulties: Learn the difference between "1" and "many" initially.
Third, materials and environmental design:
A chicken and an egg (red, yellow and green).
Fourth, design ideas:
According to the characteristics of small class children's learning number. Children learn mathematics more vividly and intuitively. Therefore, this teaching activity is designed. Let children perceive "1" and "many" through the specific materials provided by teachers, and let children perceive the concept of numbers in a pleasant atmosphere.
Verb (abbreviation of verb) process design;
Ask questions-> try activities-> feedback discussion->; Efforts to improve
Teaching methods: teacher teaching-> individual games-> discussion between teachers and students-> group games.
(1) ask questions-> try an activity:
Teacher: "Gigi, who's here?" Here comes the chicken.
Show me chickens: Teacher: How many chickens are there? (Many chickens) Do you want to play games with chickens? Every child plays games with a chicken.
(2) ask questions-> try activities-> feedback discussion:
Teacher: Giggle, who's here? The hen wants the chick back (the chick takes the chick home and puts it in the basket)
There were no chickens at home just now. What's going on now? (Many chicks)
Teacher: The hen wants to play a game of laying eggs with us. Let's see what kind of eggs we have. There are red balls, green balls and yellow balls. Our eggs are colored balls.
Explain the rules of the game: pick a ball you like, take any one and say, "What color ball do I have?"
Teacher: (Please take an egg for each child) How many eggs do I have here? (a lot). I used to have a lot of balls, but now I give them to children. One for you and one for me.
Please tell the children what color eggs they have.
(3), improvement attempts:
1, Teacher: Now we are going to lay eggs on the grass and say, "Little hen, that's really capable. She laid a big egg and went home after giving birth. " (children's games)
Teacher: There were no eggs on the grass just now. How to pull them now? (Many balls)
Teacher: You gave birth to one, I gave birth to one, and it became many balls.
2. Teacher: I don't worry about the eggs on the ground. Let's help mother hen pull the eggs home and say, "What color eggs did I choose?"
(4) comments:
1. There were no balls on the laundry list just now. How to pull them now? (Many balls)
2. Tell your child to play games next time.
One-to-many teaching plans 3 Activity objectives:
1, cultivate children's interest in learning mathematics.
2. Recognize the difference between "1" and "many".
3. Know the switch relationship between "1" and "many".
Activity preparation:
A piano, a teacher, a big wall chart, a small basket, some apples and oranges, a loaf of bread, as many little red riding hoods as children, as many flower arrangements as children, and a fake door.
Activity flow:
1, music import
Children, please do it with me (the teacher plays the song Little Red Riding Hood, and the children do the rhythm with the teacher). Little friend, what was that nursery rhyme just now? Yes, it's little red riding hood. Yesterday, the teacher told the children the story of Little Red Riding Hood. One day, Little Red and Little Red Riding Hood went to see her grandmother. When she was walking through the big forest, she met a wolf. The wolf cheated Little Red Riding Hood and ate her grandmother. Finally, the hunter killed the wolf and rescued Little Red Riding Hood and Grandma.
2. Understand "1" and "many" and their switch relationships.
Today, grandma called Little Red Riding Hood. Grandma said, "Little Red Riding Hood, come and see grandma. Grandma misses you. " So, my mother prepared many gifts for my grandmother and asked Little Red Riding Hood to bring them to her. Look, what is this (taking out a loaf of bread)? How much bread does the teacher have in his hand? Children, look what Mom has prepared (take out an apple). How many apples are there in the teacher's hand? Little Red and Little Red Riding Hood said, "Mom, there are too few apples. Please take out some apples! " "The teacher took four apples, only one at a time. After each time, he would ask "How many apples does the teacher have?". Let's see how many apples there are now. These many apples are made up of apples one after another, so one after another'1'can make up many. Children, tell the teacher' one by one 1 can do a lot'. (The teacher takes out five oranges again) What are these, children? Teacher, how many oranges are there? (Put bread, apples and oranges in a small basket) Little Red Riding Hood takes a loaf of bread, many apples and many oranges prepared by her mother to visit her grandmother.
Little Red Riding Hood walked and walked, but when she reached the big forest, Little Red Riding Hood was afraid. She is afraid of meeting the wolf again. So, she asked the children, "children, can you go and see grandma with me?" Children, do you want to go to see grandma with Little Red Riding Hood? Little Red Little Red Riding Hood is glad to hear that the children are willing to go to see grandma with her. She said, "Thank you, please put on little red riding hood!" " "(The teacher takes out the prepared little red riding hood) Teacher, how many little red riding hoods are there? (Please take one for each child) How many little red riding hoods are children wearing now? Does the teacher still have little red riding hood? Just now, many little red riding hoods in the teacher's hand were taken away by children, and they all became. So many can be divided into 1. Son, tell the teacher,' Many can be divided into one 1'. Children, put on your little red riding hood and let's go together!
Step 3 consolidate
(There is a big wall chart with flowers on it) Children, there are flowers here. Look how many flowers there are. Let's pick some flowers for grandma! Each child can only pick one flower. (Ask individual children' How many flowers did you pick' when picking flowers) How many flowers do you have in your hand now, my child? Are there some flowers on the grass? Where are they all? Yes, many flowers on the grass were picked by children and turned into flowers by children. Many points are 1. Children, please put the flowers in the teacher's basket now! How many flowers are there in the basket now? Do you have any more children? The flowers in the children's hands just now have become many flowers in the basket. One by one, 1 can do a lot. Children, let's keep walking!
4. Extended activities
At grandma's house, a teacher plays grandma and opens the door. ) Grandma was happy to see so many children, so she gave them a question. She asked, "Son, what is one thing and many things you have seen in your family?" (Ask the children to answer, and finally the teacher summarizes) Grandma heard that the children found so many things, many things, and praised the children for being so smart! She added: "children, there are many things around grandma's house that are unique, many." Let's go out and find them together! " (Look at the flip chart and naturally end the activity)