1 goal of preparing lessons for large math classes:
1, guide children to know RMB within 5 yuan and learn simple conversion of coins through activities.
2. Cultivate the ability of currency conversion.
3. Cultivate children's ability to recognize numbers.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Stimulate children's interest in learning.
Activity preparation:
Set up a supermarket scene with pre-collected beverage bottles with children, and put a price tag on the front of each product (1-5 yuan).
Activity flow:
1, guide children to recall and describe shopping experiences.
(1) Teacher: Little friend, have you ever bought anything in the supermarket?
(2) Teacher: There are many things in the supermarket, and the prices of different kinds of things are different. What did you buy? Do you know how much it costs? Where do you know its price?
2, personal experience, the situational game "Supermarket Shopping".
Teacher Liang met the panda boss on the road today. He told me a good news. He said that his shopping mall just opened today, and everything in it was on sale. Do you want to go shopping? Oh! Panda boss, he also bothers me one thing, that is, he wants to recruit two waiters. Who wants to go? (Then the teacher gives a simple interview to the children who want to be waiters, such as understanding the money, the prices of various items, how much to charge for buying several items, and so on. And they can take turns as waiters after each game. )
(1) Children play games and shop freely. Everyone can buy a coin from 8 yuan. They can only buy one thing at the first time, and they can't leave until they finish it at the counter.
(2) When shopping for the second time, how much does it cost for children to buy two things at will?
(3) When shopping for the third time, the panda boss thanked everyone and gave everyone a shopping voucher from 5 yuan. When children use this 5 yuan money to buy things, they must be sold out, and no change can be found.
(4) After shopping, let the children exchange shopping, payment and their own calculation methods. The teacher gives guidance according to the child's situation.
(5) Finally, according to the children's game situation and the difficulty of everyone's game, guide children to buy more items and improve their interest.
3. Operate children's books and complete the exercises.
Lesson plan 2 Activity goal of preparing lessons for large math classes
1. Perceive the relationship between the number of cookies printed on the same amount of plasticine and the size of the mold used to print cookies, the arrangement density and the thickness of plasticine floor.
2. Experience the fun of mathematical operations.
Activities to be prepared
1, the child has a piece of plasticine of the same size, bricklayer.
2. There are several large and small molds (bottle caps) for printing cookies.
3, children's records with paper and pencil, homemade laurel.
Activity process
1, show plasticine to stimulate children's interest in operation.
2. The teacher demonstrates how to print cookies with a mold (small bottle cap) and tells the requirements for printing cookies.
Teacher: Today, the teacher will teach children to print cookies with molds. Let's see how the teacher prints: first put a piece of plasticine in a big bottle cap and flatten it, then choose a small mold (small bottle cap) to print cookies on the plasticine. It is required that each biscuit does not overlap when printing, and the biscuits are complete and cross-free. After printing three times, ask: How many cookies did you print?
Children: 3 yuan.
Teacher: Guess how many cookies you can print if you keep printing?
Child: 5 yuan, some people say that 7 yuan,
3. Children try to operate for the first time: with the same size of plasticine, explore the relationship between the number of biscuits printed with a small mold and the density of biscuits in the same bottom plate.
Teacher: I have prepared plasticine as big as me, a bottom plate and a small mold for you. Ask the children to print cookies and write down the quantity in the "first operation" box on the recording paper.
The teacher checked the children's operation.
4. Organize a discussion: Why are there different cookies printed? Guide the children to compare the cookies printed by two children.
Teacher: the same size plasticine, using the same mold to print cookies, why did you clearly print 5 pieces? Mao Mao printed seven copies?
Infant A: There is a big gap between the biscuits printed, but the gap between the biscuits printed in Mao Mao is very small.
Child B: Obviously, the biscuits are not arranged properly, and the seam in the middle is big, but the seam in Mao Mao is small, so there are many biscuits printed.
The teacher concluded: In the same big plasticine, in the same big bottom plate, cookies were printed with the same big mold. The closer the arrangement is, the more cookies will be printed, the thinner the arrangement is, and the less will be printed.
5, children explore for the second time, the same size of plasticine, on the same floor, use a large mold to print cookies, and record the operation results.
Teacher: Are there as many cookies printed with a small mold for the first time as with a large mold for the second time? Why? The child replied.
Teacher's summary: The same big plasticine is in the same bottom plate. More cookies are printed with small molds, but fewer cookies are printed with large molds.
6. Children's third exploration: the relationship between the number of biscuits and the thickness of plasticine floor. And record the operation results.
Teacher: How to make more cookies with this plasticine?
Baby A: Make cookies with a small mold.
Child B: If you arrange them closely, you can make more cookies.
Teacher: Is there any other way? If you use a bricklayer's board as the bottom plate and put plasticine on the bricklayer's board to print cookies, will you print more?
The child tried to operate, and the teacher patrolled to observe.
The teacher concluded that the thinner the plasticine with the same size is on the clay board (the larger the area), the more cookies will be made.
7. Game Competition: Fight for the laurel.
The teacher showed the laurel of self-made and stimulated the children's interest in competition.
Teacher: Let's see who can make more cookies with this plasticine. On whose head will the teacher put this laurel? Teachers patrol children's operations, find champions in time, guide children to tell their own production methods, and put laurels on the heads of children who win champions. Encourage everyone to come up with a better way to win the championship after class next time.
Activity expansion
Provide plasticine, clay tablets and molds with different sizes in the math area, so that children can continue to explore and further perceive the relationship between the number of biscuits and the size of molds, the arrangement density and the thickness of plasticine.
Teaching plan for preparing lessons for large classes in mathematics activities 3 objectives:
1. Understand the meaning of "row" and "seat" in the seat ticket through self-made seat ticket.
2. According to the two situations in the seat ticket, learn the correct way to take a seat.
3. Cultivate children's ability to communicate boldly with others.
Activity preparation:
1, teaching aid: a big "row" and "seat"; 1~4 "platoon" mark.
2. Learning tools: Each child has a piece of paper and a pen that says "_ _ _ _ _ _ _ _ _".
Activity flow:
First, make your own seat tickets.
1, know the platoon, and the children make up the "platoon" number themselves.
Teacher: "Look! There are several rows of chairs here. Please find a small chair to sit down. Please stand in the first row. Please wave in the second row. Please nod in the third row. Please raise your hand in the fourth row. Please tell the children how you know which row you are sitting in? "
The child makes corresponding actions.
Teacher: "Look, children, what is this word (platoon)? What is in front of this typesetting? This horizontal line indicates how many lines to write. Please take notes on the paper. Which row are you in? "
3, know the "seat", children make the "seat" number.
Teacher: "Please put down your pen and count how many chairs there are in each row of seats."? Excuse me, which seat are you sitting in? Please all the children in Zone 5 stand up, all the children in Zone 4 nod, all the children in Zone 3 wave, all the children in Zone 2 stand up, and all the children in Zone 1 raise their hands. "
The child makes corresponding actions.
Teacher: "Look, children, what is this word (number)? What is in front of this number? This horizontal line indicates what number to write. Please take notes on the paper. Which row are you in? "
Step 3 look at the seat tickets
Teacher: "Please open the paper under your chair. This is a seat ticket. Please read your seat ticket. "
Child: "Row 3, Number 4 ..."
Second, exchange seat tickets and learn to look at the tickets to find seats.
Teacher: "Please put down your pen, take your seat ticket, come up and find a good friend to exchange seat tickets with him, read it out loud, and then find a good friend's seat to sit down."
Summary: When we look at the seats, we should look for the "row" first, and then look for the "seat".
Third, the end of the activity
Teacher: "children, are you happy to learn the skills of looking at seat tickets and finding seats?" Please think about it. Where have you seen seat tickets? "
Child: "The cinema."
Teacher: "Children know so much! In the future, you can look at the tickets yourself and find your own seats, so you don't have to bother your parents anymore. Next time, let's play the game of looking at seat tickets and finding seats, shall we? "
Child: "Good!"
Mathematics teaching plan for kindergarten big class: race against time
Mathematics teaching plan for kindergarten big class: race against time
moving target
1, know the clock, know the basic purpose of the clock.
2. Perceive time and experience the length of time.
3. Discover the relationship between the value of time and your own efforts.
Activities to be prepared
Clocks, tablets, building blocks, books, drawing paper, pencils, watercolor pens, etc.
Activity process
1, know the time
The teacher pointed to the clock and asked:
What is this? What's the use? This is a clock. It is used to tell the time.
Can you tell the time? What time is it now? (9 o'clock)
How did you know? (The long pointer points to 12, and the short pointer points to 9, indicating 9 o'clock sharp)
If both the long needle and the short needle point to 12, what time is it now? (12)
Summary: When the long needle points to 12, what time does the short needle point to?
2. Perceived time
Does anyone know how long a minute is? (Short, Unknown, Long)
Let's play a game of "Race against Time". The teacher will give you a minute. In this minute, you are free to choose what to do. Stop when the time comes. Let's compare and see who does more things.
Children's games, teacher's time. One by one, the children left their seats, some went to get paper, some went to get building blocks, and one child just stood by trying to do something. )
Children talk about what they did in a minute:
I think one minute is too short, and time passes without doing anything;
I drew a circle in one minute;
I built a building block in a minute.
Summary: Children say that one minute is too short. Teachers can do many things in this minute: answer daily questions, give Ru Ru a piece of paper, observe all children's activities, see someone arguing, and then find a chair to sit down. Let's play again and see how much we can do in one minute this time.
The purpose of my summary is to hope that children can feel that many things they have done have been ignored, and they can do a lot of things as long as they spend time. In the second game, many children really stepped up their speed and there was no dispute. )
The children talk about what they did in a minute again:
I took a piece of paper in one minute and drew a little man.
I found my math book in one minute and wrote 26 numbers. I took a bunch of snowflakes in one minute and flew twice;
I read five pages a minute. ......
Step 3 summarize the exchange
Question: What did you gain and find in today's activities?
Learned to watch the clock; We know that one minute is short, but we can do a lot of things by speeding up.
Mathematics teaching plan for kindergarten big class: what time is Lao Lang Lao Lang?
Mathematics teaching plan for kindergarten big class: what time is Lao Lang Lao Lang?
Purpose:
1, distinguish odd and even numbers more skillfully through the game, and know the sorting rules of odd and even numbers.
2. Experience the fun of math activities.
Prepare:
1, some small toys, 1-1 set of cards,1-1set of cards.
2. Two different color mats.
Process:
1, the first game, review the parity within 10.
Today, let's play the game "What time is Lao Lang?" . The rules of the game are a little different from before. Please look and listen carefully.
(2) The teacher dressed as an old wolf, reported 1 point, and did not look back at 3, 5, 2, 4 and 6 o'clock.
③ Question: What changes have been made to the rules of the game? When will Lao Lang come back? When will you stop looking back?
According to the children's answers, the teacher put the cards on two cushions and asked the children to find out the law of "Lao Lang" turning back.
⑤ Hit 1-2 times. Guide children to abide by the rules of the game, that is, follow the "old wolf" when the hour is even, and don't move when the hour is odd.
2. In the second game, practice more correctly and quickly distinguishing odd numbers and even numbers within 10.
① Introduce the new rules of the game: "Lao Lang" randomly selects a digital card within 10 during the answer time. If even numbers are drawn, the children will find a friend to hug; If an odd number is drawn, the child will stand still alone.
2 Play the game 2-3 times, and let the children gradually speed up the speed to distinguish between odd and even numbers.
3, the third game, the perception of parity arrangement.
Introduce the new rules of the game: the teacher dresses up as a wolf, and the children are divided into two teams, red and green. "Lao Lang" is answering. At the same time, he quickly turned out the card. The two teams of children scrambled to answer whether it was odd or even, and sent representatives to flip the cards or answer questions according to Lao Lang's request. Teachers and children can get a small toy by checking whether it is correct and flipping or answering correctly.
(2) Show the number plates of 1- 10, arrange them in the order from small to large, and buckle them on the mat after the children know their arrangement order. At the beginning of the game, the teacher asked one by one: turn out all the singular numbers; Turn out all even numbers; Dig out odd (even) numbers greater than ×; Whether there are even numbers greater than 10, odd numbers greater than 9, odd numbers less than 1 and so on.
"Lao Lang" turned out a card and asked the child: What is its little neighbor? Where's the big neighbor? Are they singular or even?
④ Count the number of toys to determine the outcome of the game.
Teaching plan for preparing lessons for large classes in mathematics activities 4 objectives:
1. Get to know the jigsaw puzzle and get to know the assembling rules of the jigsaw puzzle.
2. With the help of courseware, try to put related patterns and puzzles together in various ways to feel the fun of puzzles.
3. Improve the ability to solve problems with simple mathematical methods and cultivate creative thinking ability.
Highlights and difficulties of the activity:
Focus of activities:
Understand the rules of jigsaw puzzles.
Activity difficulty:
You can try to spell out related patterns with puzzles in various ways.
Activity method
1. Demonstration: Animation stimulates interest. Activities through animation, bear with the help of puzzles, overcome difficulties, get a wand, fairy tale plot, stimulate children's interest.
2. Operation method: The operation experience is fun. In the process of courseware demonstration, guide the children to do it themselves, try to assemble patterns in various ways with puzzles, and help the bear find treasure.
Activity preparation:
1. Little Bear Treasure Hunting Courseware.
2. Tangram (one for each person).
3. A teacher's jigsaw puzzle operation card.
Activity flow:
First, introduce and understand jigsaw puzzles.
1. (Showing courseware) Today, the teacher invited a friend to see who it was. (Bear) It has a set of beloved toys-Tangram.
2. What are the figures in the jigsaw puzzle? How many triangles are there in a * * *? Know squares and parallelograms.
The teacher concluded: It is these seven numbers that make up the puzzle. "They are like seven good brothers who love each other and never part." .
Second, explore freely and feel the rules of jigsaw puzzle.
1. This bear likes to do magic. Look, what does it have to do with jigsaw puzzles?
2. Do you want to play the bear puzzle? Take it out to play. (children's operation)
3. Who can tell me what you put together with the puzzle?
Teacher's summary: When seven numbers are combined, they become different patterns.
Third, try to spell out different patterns with puzzles, boldly challenge and experience the fun of success.
(1) Teacher: (Playing the courseware) Little Bear always wanted a magic wand. Finally, one day, he learned the news of the wand, so the bear couldn't wait to set off with his puzzle. Bear walks to the shore with Tangram, trying to cross the river, but how can he get there? Provide the structural diagram of the "ship", which children can map and teachers can guide.
(2) (Play the courseware) Little Bear crossed the river in a boat and came to the grass. It's getting dark. The bear is tired and wants to have a rest. What should he do at this time? Provide the outline of "tent" and explore several different splicing methods.
(3) (Play the courseware) The next day, it was sunny, and the bear continued to set off with the puzzle. Go through the forest and come to a cave. Bear went in and found the treasure chest. However, the treasure chest can't be opened. Why? Create an atmosphere of collective cooperation (because of the lock). The children complete the "square" pattern and open the treasure box.
(4) (Play the courseware) The treasure chest is opened, and the bear finally gets the wand he wants. The bear went home with his wand contentedly. In order to thank everyone, he decided to give everyone a fun puzzle.
Fourth, extension: children's desire to explore further 1. Tangram is really fun and can do many different magic tricks. Let's take the jigsaw puzzle that the bear gave us and explore more interesting ways to play.