Intention: Reuse the waste materials and make them into toys that children can operate, so that children can be interested in the division of mathematics and composition.

Educational value: it is operable and replaceable, and can cultivate children's interest in mathematics.

Materials: foam, wires, plastic plates, batteries, post-it notes.

Manufacturing method: parallel method in applied physics.

Operation method: Touch the corresponding holes on both sides with wires on both sides of the hut. If the answer is correct, it will make a sound. On the other hand, there will be no noise.

Application location: kindergarten activity area or operation in family games.

Applicable age: children from 4 to 6 years old

Chapter two: the treasure chest of mathematics

Production intention and educational value:

Through children playing with cards, playing cards and other items in the treasure chest at will, try to make different combinations with geometric figures; Determine the rules of graphic arrangement, and expand the graphics according to its order; Understand the decomposition and synthesis of numbers, correctly perceive the corresponding relationship between numbers and quantities in 10, experience different expressions to represent the same number, be familiar with the combination and decomposition of shapes, and create various interesting shapes.

Calculator and materials: moon cake boxes, beads, puzzles, old desk calendars, telephone cards, playing cards, label cards on clothes, various geometric figures, digital cards, rubber bands, etc.

Chapter III: Yihai Garden

Intention: We all have a good wish, especially the children want to have a good family. Children usually use brushes and building blocks to build their own homes. Why not develop children's thinking and encourage them to create in various ways? So, I made this work with all kinds of waste. This work can not only count and classify in the calculation area, but also develop children's oral expression ability in the language area and cultivate children's observation ability. More importantly, through this work, children's creativity is cultivated, and children feel that there are many waste materials that can be used in our lives. As long as they use their brains, they will create new things.

Material selection: decoration waste, blow-molded paper, popsicle stick, Wuziqi, dentist's mirror, toothpick, toy, shampoo bottle cap, iron wire, foam board, plastic green grass.

Production method: make a house model with wooden boards, then stick decorative wooden strips to decorate the roof, and then decorate the appearance with various materials, so as to strive for the unity of appreciation and operability.

Applicable age: children over 5 years old

Chapter Four: Flowers and Butterflies

Activity objectives:

1, through observation, comparison, performance, games and other activities, make children know the adjacent numbers of 1-9.

2. By learning adjacent numbers, we can further understand the relationship between a number and two adjacent numbers, that is, greater than 1 less than 1, and further grasp the order of numbers.

3. In situational activities, children experience the fun, aesthetic and logarithmic interest in performance.

Activity preparation:

1, rope, large piece of cloth, and several small foam pads; Grass, flowers, mushrooms made of umbrellas (each flower and mushroom is numbered), carpets.

2, butterfly wings made of paper, butterfly tentacles, a number; The headdress of a digital doll.

Children can play the game of finding flowers with butterflies.

Activity flow:

First, teachers and children decorate the digital kingdom together.

1. Assemble the small foam cushion into a T-shaped stage, pull up the rope, cover it with cloth, and divide it into the foreground and background of the performance. Spread carpets on the ground, spread flowers and plants on the open space, and put mushrooms made of umbrellas in the grass.

Let's paint the butterfly wings with beautiful colors.

3. Children choose role dressing: butterflies wear wings and hang numbers; Digital dolls wear headdresses, and the rest of the children are guests of the digital kingdom.

Second, children go to the digital kingdom to be guests.

Teacher: Today we are going to visit the digital kingdom. What are we doing in the digital kingdom? (Numbers) Yes, every child must have a number to enter the digital kingdom.

Third, children meet digital dolls.

Teacher: Hey, where are the digital dolls? Let's shout together!

1. Digital doll (2) jumps out from behind the set: "I'm here!" The children warmly welcomed the digital dolls.

2. The digital doll (2) said, "The next one is my neighbor. His number is one less than mine. Guess who he is? " When the child is right, the digital doll (1) will come out.

3. Teacher: The digital doll (2) has a neighbor. His number is one (2) more than that of a digital doll. Who is he? The children are right, and the digital doll (3) comes out. ) 1 and 3 are neighbors of 2, or 1 and 3 are neighbors of 2.

4. According to this method, the digital doll of 1-9 comes out interestingly.

5. Arrange the digital dolls in numerical order.

6. Please sit the digital doll with the child, but if the number of the digital doll is adjacent to the number on the child's face, you can also sit together.

Fourth, watch the butterfly fashion show.

1, Teacher: Today, in order to welcome us, the butterflies also prepared a fashion show! The first appearance is butterfly 3, welcome!

Under the beautiful music, Butterfly III performed on the runway.

3. Teacher: The number on the next butterfly is adjacent to the number on the third butterfly. Who did the children say they were? (No.2 and No.4, it can be repeatedly emphasized that 2 is one less than 3, and 4 is one more than 3) Now we welcome the No.2 and No.4 butterflies with warm applause!

4. According to this method, 1-9 butterflies all appear.

5. Children and digital dolls present flowers to butterflies.

1. Children, digital dolls and butterflies form a big circle hand in hand.

2. Teacher: Our butterfly performs so well, how should we express it? Let's pick some beautiful flowers on the grass and give them! The number on the flower is adjacent to the number on the butterfly, so you can give the flower to the butterfly.

3, children, digital dolls pick flowers, flowers. (Apply decals to butterflies)

Sixth, the music game "Butterfly Looking for Flowers".

1, explain the rules of the game: let's perform freely with the music. Butterflies fly everywhere. Halfway through the song, each butterfly makes a flower heart, and the number on it is adjacent to the number of children in the flower heart. Digital dolls make petals and surround the flower heart hand in hand. When the music is over, play it again from the beginning.

2. Everyone plays games.

Seven, the end.

1, play thunder music.

Teacher: Ah, it's going to rain. Let's hide under the mushrooms. Avoid crowding together. Your number is adjacent to the number on the mushroom. Go in and hide.

Everyone is hiding under mushrooms. Put down the music of the rain.

3. Turn off the music.

Teacher: Look, the rain has stopped. It's time for us to go home. Say goodbye to butterflies and digital dolls!

4. Children bid farewell to digital dolls and butterflies and walk out of the digital kingdom freely.

Math teaching plan for kindergarten middle class ―― Which board is thick?

Math teaching plan for kindergarten middle class ―― Which board is thick?

Useful learning experience:

Know the thickness of an object and feel the relativity of thickness.

Prepare:

1.3 boards with the same length and width and obviously different thicknesses.

2. Each child has 3 pieces of plastic products with the same length and width and different thicknesses.

Activities and guidelines:

1. Show two thin pieces of wood at the same time, and let the children observe the similarities and differences of the boards from all angles. Finally, put the two boards side by side on the platform and let the children tell the difference. After they say that a board is "higher" and a board is "shorter", tell the children that they have a good eye and have found out the difference. But because they are all too short, we don't use height, but use thickness to distinguish them. Mark the boards with 1 and 2 respectively, and let the children say that the board No.2 is thicker and the board No.2 1 is thinner.

2. Take out another board, marked as No.3 board, and compare it with No.2 board to inspire children to say: No.3 board is thick and No.2 board is thin; After comparing the three plates in pairs, guide the children to say that the third plate is the thickest, the second plate is thinner, and the 1 plate is the thinnest.

3. Classify the boards from thin to thick.

4. Send plastic products to children, let them distinguish their thickness and classify them according to their thickness.

5. According to the teacher's instructions, give the corresponding plastic products.

Chapter 5: How many times did the tambourine ring?

Useful learning experience:

Learn the composition of 8, and further understand that 7 plus 1 equals 8, 7 less than 8 equals 1, and 8 greater than 7 equals 1.

Prepare:

Velvet cards: 7 small disks and 8 triangles.

Activities and guidelines:

1. Show 7 small disks, paste them in a row for children to count and then say the total number, and then show 7 triangles, one by one, paste them under the small disks, let children visually say the total number, and inspire children to compare the number of two groups of numbers and say that there are as many disks as triangles, all of which are 7.

2. Show 1 triangle pieces, and add them to the back of the seven triangles for the children to count. How many triangles are there? Say 7 plus 1 equals 8. Compare 8 triangles with 7 circles, and guide children to say that triangles are more than circles 1, circles are less than triangles 1, 8 is more than 7 1, and 7 is less than 8 1.

3. The teacher knocks the tambourine, 7 times for the first time and 8 times for the second time. Ask the child how many times he knocked twice, which one knocked more? How much more? Which time is less? How much is missing?

4. Let the children draw 8 familiar objects according to the number 8.