Kindergarten "1 Heduo" math teaching plan 1 activity name
Distinguish between "1" and "many"
moving target
1. In the activity, "1" and "many" are distinguished through various senses such as vision, hearing, movement and touch.
2. Cultivate children's ability to distinguish.
Activities to be prepared
There are several rabbit headdresses and 1 magic pockets (which can hold 1 table tennis and many building blocks).
Activity process
1. The teacher inspires children's interest in activities.
Reference game: the teacher takes the children to the amusement park. At the gate of the amusement park, the teacher handed out tickets to the children, asking them to take a closer look at what was printed on the tickets in their hands (some printed a bee, some printed many bees)? Count, how many? The teacher also asked the babies of bees to enter through the red arch, and many babies of bees entered through the blue arch. (The teacher pays attention to check when signing in)
2. Organize games after entering the amusement park.
(1) Look at the fish in the pond. Reference question: What kind of fish is "1" and what kind of fish is "many" (there are 1 red fish and many snakeheads); Observe what is around "1" and what is "a lot"?
(2) watch the animal circus. Reference question: What animals are called "1" and what animals are called "many" sounds; Mother rabbit invited the children to play games together. The mother rabbit jumps 1 and the child jumps 1. The mother rabbit jumps many times, and the child jumps many times (or jumps many times before jumping 1). By listening and moving, let children further perceive "1" and "many".
(3) We can also organize some activities (such as fishing) to let children feel the relationship between "1" and "many".
3. Distinguish between "1" and "many"
Teachers guide children to touch the magic pocket, which objects are "1" and which objects are "many".
Activity expansion
The teacher guides the children to see in the activity room which objects are "1" and which objects are "many"; When walking in the kindergarten, find out which objects are "1" and which objects are "many".
The design intention of "1 and many" math lesson plan 2 in kindergarten;
According to the age characteristics of small class children, several lively and interesting games were carefully designed in the whole activity. Among them, each game contains highly targeted independent knowledge points, and at the same time, each game still presents a step-by-step relationship. Try to let children master the knowledge and many things about 1 in a relaxed and happy atmosphere.
Activity 1: Let's go for an outing.
Activity objectives:
Know more than one thing, and know which is one and which is more.
Activity preparation: environmental layout
1. A pond surrounded by building blocks. There is a big fish and many small fish in the pond. A frog, many tadpoles.
2, a tree model, a big bird, many birds, many apples hanging on the tree.
Activities and guidelines:
1, the conversation leads to the topic: "The weather is really good today. Shall we go for an outing together? " Teachers and children count the number of activities together, so that children can clearly know that there is only one teacher and many small partners. )
The teacher led the children to the pond and led them to tell what this place was. (pond)
3. What's in the pond? (Duck, fish, frog, tadpole) How many big ducks are there? (1) How many ducklings are there? How many frogs are there? (1) How many tadpoles are there? (Duo) Then continue to inspire children to observe and think about what else in the pond can be expressed by one and many.
4. The friends sit around the big tree to have a rest, and guide the children to observe and tell about a big bird and many birds on the tree; There are many birds, many leaves and many apples on the tree.
Kindergarten "1 and more" math lesson plan 3 activity goal:
1, continue to perceive one object and many objects, and know which is one and which is many.
2. Let the children feel for themselves-many can be divided into 1, 1, 1, and together they become many.
3. Children experience the fun of math activities in a relaxed and pleasant atmosphere.
4. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
5, stimulate children's interest in learning, experience the happiness of mathematics activities, and feel the fun of collective activities.
Small class math teaching plan "1 and more"
Activity preparation:
Decorate the bear house, a rabbit headdress, 1 chicken, puppy, monkey, duckling, radish, biscuit, apple substitute.
Activity flow:
1, show the rabbit headdress and introduce the activity: (Look who this is? Today I'm mother rabbit, and you are baby rabbits. Baby, call mom. )
2. Children perceive one object and many objects and know which is one and which is many.
(1) Guide children to observe which guests come to bear's house and perceive an object. "Baby, I have good news for you. Today, Bear invited us to his house to see who Bear invited? " (Chicken, dog, monkey, duckling) How many chickens (dog, monkey, duckling) are there?
(2) How many guests did Bear invite? The little animal also gave the little bear a present. What is that? How many cookies are there? Perceive many objects.
3. Let the children feel for themselves-many can be divided into 1, 1, 1, 1, which add up to a lot (the baby and mother forgot to bring gifts to the bear, so what should they give? Oh, I remember, our radish has grown up. Let's go to the field and pull out some radishes for the bear. )
(1) Guide the children to observe how many radishes are in the field.
(2) Please pull out a radish for each child. Guide the children to see if there are any radishes in the field, so that they can feel that many can be divided into one. Baby, where are many radishes in the field? They were unplugged by the baby. The baby has several radishes and one in his hand. Summarize; Many radishes can be divided into one. )
(3) Guide the children to put the radishes in the basket and feel more and more. My baby is great. She can help her mother pull out carrots. My baby has pulled out several radishes and one. Now put your radish in the basket. Does the baby have radish in his hand? How many radishes are there in the basket? Summary: One radish adds up to many radishes. )
(4) rhythm: wash your hands (oh, my little hands are dirty, wash them clean. )
4. Give a gift to the bear, and the bear lets the baby eat it. Feel 1 and a lot again. Baby, give a lot of radish bears. Go for a walk. Bear's home is here. This is our gift to you. The bear said, "Thank you. I invite you to eat, too. " The bear invited us to eat apples. Thank you, bear. Look at some apples here. A lot. Now mother gives her baby a lot of apples. Where are many apples? How many apples does the baby have? Summary: Many apples are divided one by one. 5. Goodbye Bear, and end the activity with the baby coming home.
Teaching reflection:
Teachers should first thoroughly understand the teaching materials before class, design teaching methods according to children's age characteristics, and be good at serious reflection after class, find out the shortcomings, improve them and improve the teaching level. In the teaching of "understanding 1" and "many" in small class mathematics, according to the characteristics of small class children's lack of life experience and being easily distracted when participating in activities, I adopt the situational teaching method of letting children directly participate in teaching activities, so that children can always participate in games as roles in interesting, intuitive and vivid situations. It not only conforms to the active characteristics of small class children, but also attracts children's attention, so that children can experience and perceive "1" and "duo" in interesting games, thus arousing children's curiosity and interest in logarithm, thus achieving the teaching purpose.
Reflective textbooks "1" and "Many" are the beginning of children's counting activities, which are more suitable for children around 3 years old. According to their physical and mental characteristics of young age, fun, good games and short attention time, I designed cognitive activities "1" and "many". Learning only "1" and "a lot" is abstract and boring for younger children. But with game activities, children will be allowed to play in middle school and at school. It can not only meet the needs of children's games and activities, but also achieve the goal of mathematics education well. According to this guiding ideology, I chose a textbook for small class children to learn the difference between "1" and "many", and carried out this activity by means of game teaching method and scene setting. Always carry out activities around the goal in the activities to help children understand the relationship between "L" and "Many".
Kindergarten "1 and more" math teaching plan 4 activity goal:
1. can distinguish between "1" and "many", and will be represented by "1" and "many".
2. Understand the relationship between "1" and "many".
3. Develop visual perception and judgment.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
Activity preparation:
Mother duck headdress; Some bananas; Some candy; A big basket; Courseware.
Activity flow:
First, introduce the situation and find that "1" and more;
1. Show me the mother duck's headdress. Teacher: Today, my mother duck will take her duckling to bear's house. Look, how many mother ducks and ducklings are there? Take out a mother duck, many ducklings.
2. The teacher took the ducklings to bear's house, reading children's songs while walking: A mother duck, many ducklings, where are they swaying? A mother duck and many ducklings are going to bear's house. Xiong Xiong is busy, busy preparing to give gifts.
Teacher: The bear's home is here. Now let's visit the bear's home together. Play the courseware and let the children observe the food settings at home. For example, there is a big cake and many small cakes at home. A red cup, many green cups?
Second, create a situation of "duckling giving gifts" and know that one physical object constitutes many physical objects.
1. Teacher: Did the duckling bring a gift to the Xiong family? Yang: Yes, I brought bananas. Teacher: Mother Duck also brought a banana to bear. How many bananas are you going to give Bell? Yang: I want to give the bear a banana.
2. Teacher: Now let's give the prepared bananas to the bear. Ask the children to send bananas. Try to say: I send a banana to the bear.
3. Children's operation and teachers' observation and guidance.
4. Teacher's summary: The duckling only sends a banana to the bear, but a banana together becomes many bananas. Bear received a lot of bananas. Thank you very much.
Third, the game "Bear's Gift" knows that many physical objects can be divided into one physical object.
1. Teacher: Little Bear also prepared presents for the ducklings. Look at that. Teacher: How many lollipops are there? Yang: Many lollipops. Teacher: Why did Bear prepare many lollipops? Yang: Because we have to give it to every duckling.
2. Teacher: The bear will give the duckling a lot of lollipops. Each duckling can only take one lollipop. Let the child hold a lollipop and try to say, I want a lollipop.
3. Children's operation and teachers' itinerant guidance.
4. The teacher commented on the child's operation results. The teacher concluded: The bear gave many lollipops to the ducklings one by one, and each duckling received a lollipop.
End of activity:
It is getting late. Mother duck wants to take her duckling home. End naturally.
Teaching reflection:
Teachers should first thoroughly understand the teaching materials before class, design teaching methods according to children's age characteristics, and be good at serious reflection after class, find out the shortcomings, improve them and improve the teaching level. In the teaching of "understanding 1" and "many" in small class mathematics, according to the characteristics of small class children's lack of life experience and being easily distracted when participating in activities, I adopt the situational teaching method of letting children directly participate in teaching activities, so that children can always participate in games as roles in interesting, intuitive and vivid situations. It not only conforms to the active characteristics of small class children, but also attracts children's attention, so that children can experience and perceive "1" and "duo" in interesting games, thus arousing children's curiosity and interest in logarithm, thus achieving the teaching purpose.
Kindergarten "1 and more" math lesson plan 5 Activity purpose:
1, guide children to try to understand "1" and "many" with multiple senses.
2. Understand the relationship between "1" and "many" and "1" and "many".
3. Cultivate children's ability of observation, analysis and oral expression.
4, like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.
5, stimulate children's interest in learning, experience the happiness of mathematics activities, and feel the fun of collective activities.
"Understanding 1 Harmony" in Small Class Mathematics Teaching Plan in Kindergarten
Activity preparation:
Create a game palace scene (parking lot, red lanterns, providing "1" and "many" objects). Every rabbit has a chest ornament and plays drums.
Activity flow:
First of all, the dialogue aroused children's interest.
Teacher: "It's a beautiful day today. Mother rabbit takes her baby rabbit to the game palace to have a look. Let's start by car! "
Second, understanding "1" and "Duo"
1, issue the ticket
"Game palace here, but can't literally go in. You have to have a ticket to get in. " The teacher asked, "Do you have a ticket?" (No) "Does Mom have a ticket?" (Yes) "How many?" ("Many" is repeated three times)
Requirements: Now that the mother has given the tickets to the baby, how many tickets do you have? After the ticket was issued, he asked, "Does Mom have a ticket? How many? What about the remaining tickets?
Summary: multiple votes can be divided into one vote, that is, multiple votes can be divided into one vote.
Step 2 enter the game palace
Requirements: It is not crowded to enter the game palace. Please give the tickets to the teacher in the Game Palace before entering (until all the children are there). The teacher asked, "Honey, where are your tickets?" How many are there? (many)
Summary: when a ticket is put together, it becomes many tickets, that is, there are many tickets one by one.
(1) Observation parking lot
The teacher asked, "What's in the parking lot? (One big car, many cars)
(2) Observe lanterns
Look, what's hanging on the game palace? Are they the same age How many big ones are there? How many small ones are there?
Third, the difference between "1" and "Duo"
Let the children find out what there is only one thing and what there are many things in the game palace.
Fourth, the game: mother rabbit and little rabbit
Teacher: Mom wants to see which rabbit is the most capable. How many times does Mom jump? Listen to mom's drum again.
Now my mother wants to see if the little white rabbit has heard clearly and done it right. My mother plays the drum and the baby will pick it. Mom knocks many times and the baby jumps many times. (The child practices repeatedly) Then the mother says, "Look, how many radishes are there in the vegetable field? (More) Now please pull out a radish for each baby "(emphasize one by one). Q: "How many radishes do you have?" (1) Teacher: "Please put the radish in the basket." (When all the radishes are put in the basket) Q: "How many radishes are there in the basket?" (many)
Summary: Many radishes can be divided into one radish, and a radish together becomes many radishes.
Verb (short for verb) activity is over.
Teacher: Today, we played games in the Game Palace and learned skills. We know that one becomes many, and many can be divided into one. These babies are very capable. Now let's drive home with radishes.
Teaching reflection
In this lesson, I can complete the teaching task according to the teaching goal. The teacher sends headdresses to each child to let them know the meaning of 1. The mother monkey takes her little monkey to pick peaches and put them back in the big basket to let the children know how much is what. Many can be divided into 1, 1, 1. I ask them to describe 1 and many things in life, so that children's language ability can be improved through repeated practice.