Know the number of math teaching plans in the middle class 10 1 activity goal:
1, consolidate the formation of 10, guide children to further understand the practical significance of 10, and make children understand the relationship between 1 and 1 in natural sequences.
2. Practice counting and write the number 10 correctly.
3. Cultivate children's good writing posture.
4. Cultivate children's comparative judgment ability.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Activity preparation:
Preparation of teaching AIDS: digital cards 1- 10, drawings (a picture consisting of 10 circles, 10 triangles and 10 rectangles), and the number of cards is 10.
Prepare learning tools: notebooks, pens, etc.
Activity flow:
First, review the formation and understanding of numbers within 10.
1, finger game. (1 1 2 2 Reach out, 3.34 nod, 5.566 bend, 7.788 turn, 9.900 lift legs, and move legs and mouth manually. )
2. Take snowflakes by numbers: The teacher shows the number 1, and the children take out snowflakes with corresponding numbers and put them on the table. The teacher shows the number 2 again, so that children can think about how to make the number of snowflakes 2, and can say 1 is 2, and then show the number cards 3-8 in turn. Lead the children to review the composition of numbers under 8.
3, the number card that will change (the teacher's number card, children change the corresponding hand index according to the change of numbers, so that they can further perceive the relationship between the two numbers 1 and 1 in the natural sequence. )
Second, know the number 10, and further perceive the relationship between number and quantity.
1, guide the children to observe the wall chart.
What's in the picture? What are they made of? How many circles are there? How many triangles are there? (10 circles, 10 triangles) What number can be used to represent its number? (The teacher shows the number 10) What else can we express/(we can use dots to indicate the number to guide the children)
2. Guide children to use their imagination and let them say 10. What can you say?
What can the dot of 10 and the number 10 represent besides the circle of 10 and the triangle of 10?
Third, the child identification number is 10.
1, kid, what does 10 look like? (Sticks and eggs) Let's learn to write 10!
2. The teacher writes the number 10. (Note its stroke order and 1 strokes)
3. Lead children to practice in the air.
Fourth, children's writing number 10, teachers tour to guide and help children with weak ability to complete their homework.
Fifth, show and evaluate children's homework.
6. After packing the equipment, end this activity.
Activity reflection:
Although there will be flaws in every class, I will make progress as long as I am good at reflection and correction. Therefore, in the later review, I will try to make up some things that I didn't talk about in the last class and guide the children with slow learning progress alone. Strengthening and consolidating the knowledge that children have learned is a daily thing, and the persistence of teachers can make children's knowledge blossom and bear fruit.
The number of math teaching plans in the middle class is 102. First, thinking before the activity:
1. Design intention:
The Guiding Outline of Kindergarten Education points out: "Guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment and construct a preliminary concept of number." In order to let the children master the boring mathematical concepts easily and happily, this activity is carried out in the form of an outing to the park. A series of games run through the whole activity, allowing the children to explore actively, actively and voluntarily in the game situation and gain experience in their own way, which truly reflects the children's dominant position in the activity.
2. Key points and difficulties:
Key points: Perceive the number within 10 and know the number 10.
Difficulties: Learn to match numbers with pictures and dots.
Second, the process record:
(1) Activity objective:
1. Perceive the number within 10, and get a preliminary understanding of the number 10.
2. Understand the practical meaning of 10, and learn how to match numbers with picture dots.
3. Boldly participate in mathematical operations and communication activities.
(2) Activity preparation:
1, each seat is labeled with the number 1-9, and everyone has a badge (the number of small animals is also different).
2. There are several animal cards with the quantity of 789 10 and a big dice.
(3) Activity process:
1, review the numbers within 9.
1) Introduction: Spring is coming, let's go for an outing! (Children enter with outing music)
2) Game: Find the seat and find the corresponding seat number according to the number of pictures on the badge.
Teacher: We each hang a card. Look, what's on my card? How many/much? So where are we going to find these figures? The hedgehog is looking for the seat No.9, which is the seat on the right. Would you please look at how many animals on your card should look for seats?
3) Let children count and talk separately, and check and verify each other.
Teacher: please use the sentence' how many animals found which seat'; Please check with each other to see if they are all right.
Comments: It is also close to children's life experience to arouse interest in the form of outing and sit in the right position in the activity, and it is also the collocation of reviewing things within 9.
2, learning activities, the number of people 10
1) Review the quantity within 9.
Teacher: Let's enjoy the beautiful park together! What's on the grass? How many trees are there? How many ducks are there in the river? How many peach trees are there? How many butterflies have flown in? How many numbers can be used to represent them respectively? There are as many small animals as there are on anyone's card. Please come up.
2) Understand the number 10 and the practical significance of 10.
Teacher: How many swallows are flying in the sky? (9) At this moment, another one flew in. How many swallows are there? how do you know (Let the children count each group intuitively) 10 How many swallows can be represented by numbers?
What does * 10 look like? (Display the number 10) What two numbers does it consist of? Does this count as 10 (turning over)? (Remind children to know that 10 always comes before 1 and 0 comes after)
What can the number * 10 stand for besides 10 rabbit? Please find out which treasure on us is 10.
3) Game: Roll the dice, count, recognize and consolidate the quantity within 10.
Game play: First, the teacher rolls the dice and looks at the picture above. If the picture is thrown, please find the corresponding number for each child. If it is a number, please find the corresponding picture. (Children play 3-4 times)
Comments: By guiding children to watch the beautiful scenery of the park in an orderly way, I reviewed the numbers within 9 first. When the new number 10 is given, the teacher makes the children understand the origin of 10 more intuitively in the form of combination. In the activity, we also use the dice game to find out the corresponding cards through observation, counting and comparison to help children perceive the numbers within 10.
3, individual operation activities: become the same.
1) Requirements: Teachers draw demonstration diagrams and ask children to draw corresponding dots according to numbers, so that the total number of dots is equal to numbers.
2) Individual comments: observe the children's homework and show the wrong ones for video comments.
Comments: Through practice and hands-on operation, children have consolidated the number-object matching of 10. At the same time, children's introspection and mutual inspection in activities have helped children develop good homework habits.
Third, the game: counting candy. Consolidate the number within 10 and expand children's thinking.
Teacher: Today, all the children behaved well. I also have a prize for you! Give each child 10 candy. Please think about it. What if you are not satisfied? What if there are too many? Please check the teacher behind you and share the candy when you are finished.
Comments: The sugar sharing game reached the climax of the activity, which increased the difficulty of the activity. Thirdly, let children find ways to make things correspond (equal) in operation, or add or go, giving children room for independent thinking and decision-making.
Mathematics teaching plan recognition for middle class 103 activity objective:
1, consolidate the formation of 10, guide children to further understand the practical significance of 10, and make children understand the relationship between 1 and 1 in natural sequences.
2. Practice counting and write the number 10 correctly.
3. Cultivate children's good writing posture.
4. Cultivate children's comparative judgment ability.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Activity preparation:
Preparation of teaching AIDS: digital cards 1- 10, drawings (a picture consisting of 10 circles, 10 triangles and 10 rectangles), and the number of cards is 10.
Prepare learning tools: notebooks, pens, etc.
Activity flow:
First, review the formation and understanding of numbers within 10.
1, finger game. (1 1 2 2 Reach out, 3.34 nod, 5.566 bend, 7.788 turn, 9.900 lift legs, and move legs and mouth manually. )
2. Take snowflakes by numbers: The teacher shows the number 1, and the children take out snowflakes with corresponding numbers and put them on the table. The teacher shows the number 2 again, so that children can think about how to make the number of snowflakes 2, and can say 1 is 2, and then show the number cards 3-8 in turn. Lead the children to review the composition of numbers under 8.
3, the number card that will change (the teacher's number card, children change the corresponding hand index according to the change of numbers, so that they can further perceive the relationship between the two numbers 1 and 1 in the natural sequence. )
Second, know the number 10, and further perceive the relationship between number and quantity.
1, guide the children to observe the wall chart.
What's in the picture? What are they made of? How many circles are there? How many triangles are there? (10 circles, 10 triangles) What number can be used to represent its number? (The teacher shows the number 10) What else can we express/(we can use dots to indicate the number to guide the children)
2. Guide children to use their imagination and let them say 10. What can you say?
What can the dot of 10 and the number 10 represent besides the circle of 10 and the triangle of 10?
Third, the child identification number is 10.
1, kid, what does 10 look like? (Sticks and eggs) Let's learn to write 10!
2. The teacher writes the number 10. (Note its stroke order and 1 strokes)
3. Lead children to practice in the air.
Fourth, children's writing number 10, teachers tour to guide and help children with weak ability to complete their homework.
Fifth, show and evaluate children's homework.
6. After packing the equipment, end this activity.
Activity reflection:
Although there will be flaws in every class, I will make progress as long as I am good at reflection and correction. Therefore, in the later review, I will try to make up some things that I didn't talk about in the last class and guide the children with slow learning progress alone. Strengthening and consolidating the knowledge that children have learned is a daily thing, and the persistence of teachers can make children's knowledge blossom and bear fruit.
2. Middle school math activity teaching plan: know the number 9 teaching plan.
Activity objectives:
1, recognize the number 9, and perceive the formation and practical significance of 9.
2. Match the number 9 with the corresponding object.
3. Cultivate children's ability to observe, judge and operate.
4. Cultivate children's comparative judgment ability.
5. Interested in participating in math activities.
Activity preparation:
1, teaching AIDS: two theme diagrams, two operation diagrams and 5-9 digital cards.
2. Learning tools: operating materials.
Activity flow:
I. Investigation activities
1, the formation of perception 9. Show the theme picture 1: "How many horses are there in the picture? What's the number? " The teacher added another horse. "How many horses are there now? What's the number? " Show me the number 9. "What does 9 look like? What does it look like? " Guide children to compare the differences between 9 and 6. What else can 9 stand for?
2. Show the theme figure 2. "What's in the picture? What's there? What else is there? What graphics do they consist of? How many are there in each? What's the number? " (8 triangles, 8 circles, 8 rectangles. Indicated by the number 8. ) The teacher added a tree and a butterfly. "Can the objects in the picture be represented by 8 now? Why? Tell me how 9 is formed? " Guide the children to say that 1 plus 8 is 9.
3. Show the number cards of 5-9, let the children arrange them in order from small to large, and tell them in rows to inspire them to talk about why they put 5 in the front.
Second, children's operation exercises.
1, count the number of chickens and circle the number representing the number of chickens.
2. Connect the numbers with the corresponding physical line numbers.
Iii. Appraisal activities
The children talked about their findings in the operation.
3. Middle school math activity teaching plan: know the number 7 teaching plan.
Activity objectives:
1. can correctly perceive the number 7 and know that you can represent the number of objects.
2. Be able to listen to teachers and peers quietly and participate in group activities with a happy mood.
3. Cultivate children's observation, judgment and practical ability.
4. Cultivate children's spirit of trying and develop their agility and logic.
5. Stimulate children's interest in learning.
Activity preparation:
The music tape "Sheriff's Black Cat", some mouse cards and some rivers.
Activity flow:
Fishing game
1. Teacher: It's a beautiful day. Mother cat takes you out to play! Look where we are. (small river)
Let's go fishing together
2. Individual children tell how many fish they have caught and send them to the corresponding baskets.
3. Send fish collectively.
Second, know the number 7.
1. Teacher: Ducks want to eat fish. Let's see how many ducklings come. Which is more, ducklings or small fish? Can the ducklings have enough to eat? What's the best way? "Add a duck", another duckling swam away, which one is more now? Is there any good way to make them have the same number? Take a fish
2. Teacher: What does the number 7 look like? Besides seven ducklings, what can the number 7 stand for?
Three games: cat and mouse
1. Teacher: Listen, whose voice is this? There are many mice in the classroom. Please add them to help catch mice with young ideas.
2. Pediatric surgery
Listening to music and playing games (cats and mice)
4. Middle school math activity teaching plan: know the number 8 teaching plan.
moving target
1, learn the composition of 8 and know the number "8".
2.8. Grasp the practical significance.
3. Experience the fun after success and enhance your self-confidence in participating in activities.
4. Develop children's logical thinking ability.
5. Stimulate children's interest in learning and experience the happiness of mathematics activities.
Activities to be prepared
1, 1-8 digital card, a picture, tape recorder, song tape, multimedia courseware.
2. Place several mouse shapes with 1-8 dots or numbers around the activity room.
3. Operating data of the physical card 1 copy.
Activity process
(A) began to organize some teaching.
(2) Basic part:
1, children, today the teacher plays a digital doll game with you. Do you want to be a digital doll? How many math dolls do you want to be? Just put on some headdresses.
Now that you are all digital dolls, tell me, what are your numbers? How did this figure come from? That depends on who speaks quickly and correctly, the child replied.
Children, your digital dolls are really cute. I also want to be a digital doll. What number does the teacher want to be? You will know after watching the teacher's magic.
4, operation courseware:
Seven bees flew out, and then another one flew out. How many bees are there now? Seven bees later flew 1 bee, and one * * * was eight bees. How did eight bees come from (7 plus 1 yes 8)? The teacher affirmed and asked all the children to say it again. Play with flowers, apples, cars, planes, etc. In turn, let the children talk.
5. What is the bee that the teacher just changed? What number does the teacher want to become? (8) What does 8 look like?
6, 8 can represent 8 bees, 8 flower baskets, and 8 can also represent 8 stars. Eight can represent many, many things of eight.
7. Visit the black cat sheriff and correctly judge the number within "8".
(1), the first level, let the children find cards with 8 gifts from the box and give them to the black cat sheriff for comparison. Whoever finds more gifts is right. (The children operate the physical card, and the teacher observes. )
Question: What gifts did you find and how many?
(2), the second level, what does the number "8" look like? Please find the number "8" from the digital card and read it.
(3), the third level, test your eyesight, (show pictures). Please take out the corresponding digital card according to the teacher's question and put it on the table.
8, the game "catch mice", consolidate the correct judgment of the number 8.
There are many mice hidden in the activity room. Please catch the goblin with eight dots or the number "8". Let's compare who has the greatest ability and catches more mice. Children's games, teachers observe and guide. (Play the song "Sheriff Black Cat")
(3) End: The children are really capable. They caught so many mice. Now let's go outside and play with Sheriff Black Cat.