Number of kindergarten teaching plans 1 activity objectives:
1, feel the correspondence between the house number and the floor and room position, and learn to express it by numbers.
2. Use the sequential experience in life to design house numbers for animal buildings.
3. Experience the role of numbers in daily life.
4. Let children learn simple math problems.
5. Guide children to be interested in numbers.
Activity preparation:
1. Teaching AIDS: digital cards (2~3 sets) in 1 ~10 in teaching wall chart (1), teaching wall chart (4) small and medium-sized animal buildings.
2. Learning tools: homework materials, 1 blank envelopes, pencils.
Activity process
First of all, recall the role of numbers in life.
Teacher: There are many numbers in our living environment. Where have you seen numbers? What can it tell us?
2. Guide children to feel the role of numbers in life from clocks, telephones, bus stop signs and commodity pricing.
Second, understand the role of house numbers in daily life.
1, Teacher: Do you have a number on your house sign? What can the numbers on the house number tell us? What if our home address doesn't have numbers?
2. The teacher showed the teaching wall chart (4) and the envelope, and led the children to discuss and analyze the reasons on the grounds that "the puppy postman didn't know who to send the letter to before he came to the small animal building".
Third, discuss the relationship between house number and floor and room location.
1, please tell individual children what their house numbers are, the house numbers of neighbors next door, and the house numbers of neighbors upstairs and downstairs. The teacher recorded with children's stories.
2. Guide the children to observe the house numbers recorded by the teacher, such as 40 1, 402, 503, 604, etc.
Teacher: Do you know what floor and room these children live in? how do you know
1, discussion: the child's home is 40 1, and the next door is 402. Why are all the previous numbers 4? Why is it 40 1 upstairs, 50 1 downstairs and 30 1 downstairs? Why are the numbers behind all the same?
2. Guide the children to find that the number in front of the house number indicates the floor, and the number behind indicates which room on the floor. 40 1 and 50 1 have different floors and the same location, while 40 1 and 402 have the same floor and different locations.
5. Try to design house numbers for small animals.
1. The teacher shows the homework list of "Building Small Animals" and explains the rules and requirements of house number design.
Teacher: Do you see which floor of the new building the animals live on? Then design the house number for each house. The number of each house cannot be the same. Let others know from the house number which floor each small animal lives on, who is the next-door neighbor and who is the upstairs and downstairs neighbor.
1. Children design house numbers for small animals, and teachers give guidance and help to children in difficulty.
Seven, display the layout design results, learn from each other all kinds of design.
1. Let children show their house numbers on the velvet board and encourage them to actively communicate with their peers.
2. Observe the homework list of individual children.
Teacher: What's the number of this building? Are they the same? Can you tell from the house number which floor XX (such as a puppy) lives on? What are the house numbers of its next-door neighbors? What are the house numbers of its neighbors upstairs and downstairs?
Children exchange their own house numbers, and feel the relationship between numbers and floors and room positions when expressing house numbers.
Activity expansion:
Make a community of buildings with the house numbers designed by children, and guide children to design the building numbers for each building in the whole community.
Activity reflection:
At first, I chose situational introduction, but in fact, the goal in the field of mathematics is to make children familiar with things around them and find the fun of mathematics in life. So in the first link, I think setting up dialogue lead-in can better mobilize children's life experience.
During the whole learning process, children are also very interested and can describe the floors and rooms of each building in a relatively complete language. But in the last link, a building is presented, and the number of floors and the coordinates of the first room are marked, so that children can independently write down the floors and rooms where children live. Some children wrote the number of floors and the order of the first room upside down.
I think children should be more aware of the role of house numbers, know house numbers and understand the significance of house numbers in activities. Instead of rushing to let the children grasp the meaning of the house number. You can also guide children to find out the law of house numbers, from bottom to top and from left to right.
Every activity is to exercise yourself and let yourself find more shortcomings. But also to make myself better.
HouseNo. Kindergarten Teaching Plan 2 Design Intention:
The mathematical cognitive goal 1 in the Guide to Learning and Development for Children Aged 3-6 (hereinafter referred to as the Guide) is as follows: To preliminarily perceive the usefulness and interest of mathematics in life. At the same time, the guide points out that the content of mathematics activities should be life-oriented, and teachers should guide children to pay attention to digital information closely related to life and understand the meaning represented by various numbers. House numbers are closely related to children's lives. This activity starts from the house numbers around children, creating a "friend's building" situation, and throughout the activity, guiding children to queue up with numbers, make house numbers with numbers, and combine house numbers with partners, so that children can accumulate ordinal experience in direct perception, practical operation and personal experience, reflecting the life and gameplay of the activity.
Goal:
1, feel the correspondence between the house number and the floor and room position, and learn to make the house number.
2. Improve the ability of observation and group cooperation to solve problems, and accumulate experience in using ordinal numbers in life.
3. Experience the fun of participating in math activities in operation and game activities.
Prepare:
One set of red, yellow and blue digital cards for 1, 1 ~ 6.
2. Children's photos and building props. 1 There are some pictures of children in the room, which are covered with movable paper.
3, room card, digital card, glue stick.
Process:
First, the game "number queuing" consolidates the understanding of logarithmic order.
1, the teacher shows three groups of red, yellow and blue digital cards 1 ~ 6, and the children choose their favorite numbers and stick them on their chests.
2. Children play the game of "number queuing" according to symbols to consolidate their understanding of logarithmic order.
Queuing mode 1: from left to right, from 1→6.
Queuing method 2: from left to right, from 6→ 1.
Second, the situational game "Friends Building", feel the corresponding relationship between the house number and the floor and room position, and understand the application of ordinal number in the building.
1. Tell me about a friend's room (which floor is it) and understand the application of ordinal number in architecture.
Teacher: Today, the teacher brought two friends' buildings for children to live in. After we live in, we can also play the game of finding a friend's house.
Teacher (building 1 is displayed): This is building 1. In what order shall we count the floors? (bottom-up. ) How about a room? (From left to right. How many floors are there in building 1? How many rooms are there on each floor? (4 floors, 3 rooms. )
Teacher: Who wants to post the floor number and room number? Please post the upstairs floor number and room number. )
Teacher: The floor number and room number have been posted. Who lives in these rooms? To tell the truth, there are children in our class doing other activities in these rooms. What floor and room number do you want to meet your good friend? (1, say it yourself, turn it yourself; 2. I said that my peers turned; 3. The teacher said that the child turned over. )
Teacher (showing Building 2): This is Building 2. How many floors are there on the first floor of Building 2? How many rooms are there on each floor? (5 rooms on the 6th floor. )/building kloc-0/is full, so all our other children have to live in building 2. Think about it. What floor and room do you want to live in Building 2?
2. Children choose their favorite rooms.
Teacher: Have you decided which floor and room to live in? If you want a good child, come and post your photo in your favorite room. (children operate. )
Teacher: Please tell me, what floor and room do you live in?
3. Understand the correspondence between the house number and the floor and room location.
Teacher (showing the house number): We all lived in Building 2. If we want your friends to remember and find your home quickly, what marks will we make on the door? (The house number is Shima. )
Teacher: There is also a house number (302). Let's read it. What do the previous numbers stand for? (3 stands for the third floor. What does the last two stand for? (The second room. ) What does this mean? (used in the middle. Separate. ) 302 is the second room on the third floor. What about 505 and 604?
Third, try to make your own house number and experience the fun of operation.
1, the children make up their own house numbers, and the teachers tour to guide the children to clarify the operation requirements.
(1) Remember when you lived in Building 2.
There are red numbers in the basket on the table. Stick the numbers on the doorplate with a glue stick and make your own doorplate.
2. Children post house numbers, and teachers encourage children to communicate with their peers and experience the fun of operation.
3. Check the house number correctly collectively.
4, the game "you point me to do", group cooperation combination house number.
Teacher: Please divide the children into three groups: red, yellow and blue. Members of this group use the sum of their numbers. The number of the vacant room in building 2.
Fourth, the end of the activity
Teacher: Children, today we played the game of finding friends' homes, learned how to make house numbers, and cooperated with children to make up house numbers. In our life, there are many secrets of house numbers, waiting for our children to discover them!
House number kindergarten lesson plan 3 Design intention:
The content of mathematics education activities is closely related to the reality of children's lives. These contents are familiar to children and can be understood by them, making them feel that mathematics can solve problems encountered in people's lives. If children can be familiar with the learning content through mathematics activities related to their real life, it will not only stimulate their interest, but also make them feel that the mathematics around them is very useful, which can stimulate children to pay more attention to and discover things and phenomena related to mathematics around them. The "house number" of mathematics activities in large classes is to use the ordinal experience in life to guide children to experience the role of numbers in life. Through Mika's trip to the animal kingdom, the activity let children feel the corresponding relationship between house numbers and floors and room positions, and understand the method of representing rooms with numbers.
Activity objectives:
1. Learn to identify the floors and the number of rooms in a building and express them in numbers.
2. Feel the corresponding relationship between the house number and the floor and room position, and understand the method of expressing the room by numbers.
3. Experience the function of numbers in daily life and the happiness of mathematical activities.
Activity focus: learn to identify the floors and rooms of the building and express them in numbers.
Activity difficulty: know the corresponding relationship between house number and floor and room position.
Activity preparation:
1. Material preparation: PPT
2. Experience preparation: Children know their house numbers.
Activity flow:
First, show the house number import activity.
1. Show Mika and export the house number.
Teacher: Who did the teacher invite today? (Mika) What is Mika going to show us today?
2. Display the house number (20 1)
Teacher: Hey! What is this? What does the number 20 1 mean? Who lives in room 20 1? Mika said that the children will know after completing this trip to the animal kingdom. Let's start together!
Second, learn how to express the house numbers of floors and rooms.
(1) First stop: Find out the number of bungalows.
Teacher: The first stop is here. What animals live in this row of houses? How many rooms are there in this row of houses? (5 rooms) We count from left to right 12345. This is the first room and we use the number 1. This is the second room and we use the number 2. This is the third room and we use the number 3. This is the fourth room and this is the fifth room. Let me see who lives in each house.
Teacher: At the first stop, we saw a house with five rooms on the first floor. We knew which room each animal lived in. Now let's leave for the second stop.
(2) The second stop: Understand the floors of single buildings.
Teacher: This house is different from the previous one. How many floors does this building have? Where is the first floor of this building? (bottom)
Teacher: We count 12345 from bottom to top. It is the first floor, represented by the number 1, the second floor, represented by the number 2, the third floor, represented by the number 3, the fourth floor, represented by the number 4, and the fifth floor, represented by the number 5.
Teacher: Let's knock on the door and see who lives in this building. (Kitten) Who can tell me what color cats live on each floor? Little blue cat lives on the first floor and little green cat lives on the second floor ...
Teacher: At the second stop, we came to the kitten's house, and we knew the floor number of each cat's building. Now let's leave for the third stop.
(3) The third stop: Learn the house number representation method of 3X3 floor and room space position.
1. Understand the meaning of the house number
Teacher: Wow, this time we came to a bigger house. How many floors does this house have? (Level 3) We use numbers to represent it. The first floor is represented by the number 1, the second floor by the number 2, and the third floor by the number 3. What do 1, 2 and 3 stand for? (Number of floors of the building)
Teacher: Let's take a look again. How many rooms are there on each floor? Let's count from the left. How many houses are there on the first floor? How many houses are there on the second floor? ... let's mark it with numbers. What do these figures mean to this building? (Number of rooms on each floor of the building)
Teacher: Hey, who opened the door? Where does the snail live? What floor does he live on? Which room do you live in on the first floor?
Teacher: The snail tells everyone that its house number is 102. Do you know what 1 means in the house number? What's the significance of 02? (Number of rooms on each floor of the building)
Teacher: Wow, the parrot is also out. What floor does the parrot live on? Which room do you live in on the third floor? The parrot said my house number is 30 1. Do you know the meaning of 3 in the house number? Does 0 1 mean anything? (Number of rooms on each floor of the building)
Summary: So the house number is composed of the number of floors+the number of rooms.
2. Learn to find the corresponding home according to the house number.
Teacher: The bee says its house number is 302. Can you find the bee's home?
(4) The fourth stop: consolidate the correspondence between the house number and the floor and room location.
Teacher: Mika also brought gifts for small animals. Little friend, can you help Mika give presents to everyone? Mika put the house number on the gift and asked the children to send the gift to the corresponding animal's home according to the house number.
Third, the end of the activity
Teacher: Today's trip to the animal kingdom is over. Mika wants to say goodbye to everyone. See you next time, children!
Doorplate kindergarten lesson plan 4 Activity objective:
1. On the basis of understanding the ordinal number within 5, find the corresponding room according to the house number.
2. Experience the joy of helping small animals move into new houses during the activities.
Activity preparation:
Knowledge preparation:
1. The children have known the horizontal ordinal number and the vertical ordinal number respectively.
2. Let the children go home and learn the house number of the suite with their parents.
Material preparation:
1. The teacher demonstrated different houses (a bungalow with five rooms, a high-rise building with five floors and five rooms on each floor); A picture of monkeys, kittens, chickens, ducklings and rabbits.
2. Children operate one building (different grades of materials are provided according to different grades of children: there are several buildings in five floors and five rooms, and different materials are provided according to different abilities. This widens the distance in both horizontal and overall aspects, satisfies the development of different children, and enhances the children's experience on the basis of experiencing success and happiness. There are many small animals with house numbers written on them.
3. A ribbon made of crumpled paper for celebration; There are music tapes for building a house and happy birthday.
Activity flow:
1, scene import
Who is on the grass? Kittens, chickens, ducks and rabbits are all around the little monkey, listening to the little monkey. Do you want to know what the little monkey is saying? Let's ask the little monkey together. The little monkey said, "I went to play in the city today and found that people there live in tall buildings, which are spacious and beautiful." Let's come to Gai Lou! " ""good, good! " The little animals cheered. Teachers and children listen to the music of building a house together.
2. Consolidate experience
(1), the little animals started, and soon the new house was built (the picture shows a bungalow with five houses).
Let the children help five small animals move into the first house.
Which room does the rabbit live in? Show the arrows and tell the children to count the rooms from left to right: the first room, the second room-consolidate the children's ordinal experience in the horizontal direction.
In which room do kittens, chickens, ducklings and monkeys live?
(2) Little Nutbrown hare thinks that the new house is spacious, but he can't see the distant scenery, so the little animals discuss and build a second house. Look, the second house has been built, so high! Show a five-story high-rise building with only one room on the beautiful floor.
Let the children help the small animals move into the second house.
What floor does the chicken live on? Show me the arrow marks.
It turns out that the number of high-rise buildings is from bottom to top, and the first floor and the second floor ————————————————————————— to consolidate children's experience in vertical ordinal numbers.
What floor do kittens, rabbits, ducklings and monkeys live on?
3. Children's discussion
Piggy thinks that although this building is very high, there is only one on each floor. It's really inconvenient to find good friends to play with and go up and down. So the little animals discussed building a third house.
(1), guess what the third house built by small animals will look like?
(Guide the children to tell how many rooms there are on each floor)
(2), wow! Sure enough, as you said, the building built by Little Animals this time has two rooms on each floor. (Showing a five-story building with five rooms on each floor) The little monkey really wants to live in such a building at once. Who will help the little monkey move the new house? (Please ask the children with average ability and strong ability to come up and help respectively)
(1) Ask the little monkey to live in it, and show the house number according to the room where the little monkey lives.
Teacher's summary: The first number of the original house number indicates which floor, and the third number indicates which room.
(2) Name a house number and let the children find the room:
The teacher said 302, let the children find the corresponding room for the duckling.
Does he think it's right Why?
The teacher can sum up here: the first number of the house number indicates which floor, and the second number indicates which room. When looking for a room, let's look for which floor first, and then which room.
The children find the duckling's room, and then find the rabbit, kitten and chicken's room according to the house number.
4. The teacher asked, and the children tried to operate.
Everyone was envious when they saw the little monkey living in the new building. Everyone wants to move into the new building quickly and see the beautiful scenery in the distance. Please press the house number of the small animals to help them live in the new building.
(1), reminding children of the operation steps:
1), the first number of the house number indicates which floor, and the second number indicates which room.
2) Find the floor first, then the room.
3) Find rooms according to the house numbers of small animals, and only one small animal lives in each room.
5. Teachers' comments
(1), live on the right.
What's the house number on your XX animal? Which room should I live in? How did you find this room?
(2) Living in the wrong place
Your XX animal is alive, right? Why? Where is room XX? Please help the pig to live in room XX?
6. Experience the joy of helping small animals.
The small animals all moved into the new building. They are very happy. Let's celebrate together!