Math teaching design for kindergarten middle class 1 Math teaching design for kindergarten middle class: understanding ">" and "
Activity analysis:
Focus on ">" and "and"
Activity preparation:
1, pictures of 7 bees and 5 butterflies.
2. Pictures of four red flowers and six yellow flowers.
3. Digital cards "7", "5", "4" and "6" and ">", "
4. Two sets of digital headdresses and some little monkey headdresses.
5, a digital rabbit map, multiple digital cards.
6. 10 digital card (packed in a cat's head bag), a tambourine, magnetic tape, tape recorder, etc.
Activity flow:
First, introduce the topic: understanding ">" and "
1, ask: "What season is it, little friend?" (Spring) "Spring is coming. Bees and butterflies fly around and come to our kindergarten. Let's have a look. How many bees have flown? " How many butterflies? "The teacher shows pictures of bees and butterflies, the children say the numbers, and the teacher pastes the corresponding digital cards.
Q: "Who has more bees than butterflies? Who is less? " "So, 7 or 5, which number is bigger? Which number is small? "
Teacher: "we can put a symbol between 7 and 5, so that people can know which side of the number is bigger and which side is smaller at a glance." We have learned the number "=" before, can we put the number "="? " Enlighten children, quote ">", focus on guiding children to observe the image of greater than number, and open their mouths to smile at large numbers. The greater than sign indicates that the number in front is greater than the number in the back. We understand the meaning of the greater than sign and say that "7" is greater than "5".
2. Q: "Where are the homes of bees and butterflies?" (in the garden), show pictures of red flowers and yellow flowers, let the children feel their differences in quantity, and lead to "
3. Teacher: "The greater than sign and the less than sign have one to the left and one to the right, which is not fun. We must find a rule to remember them. " Enlighten children to find out the internal law: "Children can see which number (large number) they open their mouths to, which number (decimal number) they open their mouths to, whether it is greater than the symbol or less than the symbol."
Learn children's songs: greater than the number, smile at the large number, and show decimal to decimal.
Second, performing games: learn to do ">"
Find four children to make digital dolls, put on digital headdresses, and find two children to stand between the two numbers and perform with their body postures. Children read "9 is greater than 7" and "7 is less than 9."
Third, solve riddles on the lanterns, (red eyes, white fur coat, long ears, really smart, loves to eat radishes and eat grass, and starts to jump. ) leads to the digital rabbit.
Let the children observe what numbers rabbits are made of, find out the answers, compare the sizes and fill in ">" or ".
Fourth, the game: bulging.
Play: the teacher rings the bell and drum, the children pass the cat's head bag, and the drum stops. Whoever holds the bag, he and his deskmate each draw a card from the bag and compare the sizes, such as "8" and "6". Most children say "8 is greater than 6" first, and a few children say "6 is less than 8". The game is played in turn.
Fifth, wear a little monkey headdress, children are little monkeys, and learn to put inequalities into boundary equations.
The teacher told the children, "We are going to play a game called' Little Monkey Imitation'. You must learn the skills of imitation before the competition-turn inequalities into equations. " Inspired the children to say "4 is less than 3", the teacher posted the corresponding digital card and said, "Mother Monkey said that there are not so many little monkeys on both sides, which is too difficult to remember. I think there are as many little monkeys on both sides. How to change ">" into "="? Little monkey, think about it. " Get 4- 1 = 3 or 3+ 1=4.
Sixth, listen to music and play "Little Monkey Learning" game.
The children walked out of the activity room listening to the music.
Design concept
For children, ">" and "and"
Activity objectives:
1, know ">" and "
2. Learn to turn inequalities into equations.
3. Cultivate the flexibility and reversibility of children's thinking and train children's ability to solve practical problems with mathematical knowledge.
Design of Mathematics Teaching in Kindergarten Secondary Class (2) Activity Preparation
Pictures, operating materials, pens
moving target
Interested in vegetables common in life, willing to think positively according to the clues provided.
Observe and look for clues on the map to understand the different characteristics of vegetables.
Activity process
First, stimulate interest.
Teacher: Whose home is this? Where did you see it? (Shape) Let's say hello to Grandpa Pumpkin.
Second, count the guests
Teacher: There are many guests at Grandpa Pumpkin's house today. Please count how many * * *? There are several answers after a lap. Usually we count things in the small train, one by one. There are so many guests in a circle today. How can we figure out what is in a circle?
Teacher: How do you count it? Tell everyone, where to start?
Teacher: Count things in circles, starting with the numbers that are easy to remember.
Teacher: Let's start with that thing that looks like a square (children count). Where should I stop counting?
Teacher: You have counted too many. Let's count how much it is again. Let's find something to remember it, such as this square thing, and remember that we can't count what we have counted. (child count 1- 10). Now I know Grandpa Pumpkin has 10 guests.
Third, observe the pictures.
Teacher: Can you guess who these ten guests are from their shapes? Who's the first one? )
Ask questions and show pictures.
Teacher: It turns out that Grandpa Pumpkin has ten dishes in front of his house.
Fourth, find neighbors.
Understand the concept of neighbors
Teacher: What made so many friends come to the pumpkin house together? Question: What is a neighbor? (The house is next to the friend who lives together) Who is our neighbor in Class One?
Teacher: Who will Grandpa Pumpkin find as a neighbor? (vegetables)
Verb (abbreviation for verb) What is a vegetable?
Teacher: Are there any vegetables in the ten dishes you just saw? Please pick up the paper on the desk, read it in turn, then pick up the pen and draw a circle below (the teacher just observes without giving any directions).
Teacher: (after the operation) OK, now put away the paper and pen and sit down. Some children find it right, while others are still a little short. What exactly is a vegetable?
Teacher: Vegetables are plants that can be made into vegetables. Let's look at the blackboard (the teacher and the children look for vegetables together)
Teacher: Let's count how many vegetables there are. Did you find the right one?
Teacher: What are the numbers of seven vegetables? (Display number 7)
6. Allocate the house to the neighbors
Teacher: How many houses are there near Grandpa Pumpkin's house? We should find some neighbors. Expressed in numbers
Teacher: How to live with five rooms and seven dishes?
Yang: Squeeze.
Teacher: Who is better to squeeze with?
Children speak freely.
There are many ways to divide vegetables, except color, shape and height. Let's go back and think about it.
3 1. By observing the difference in the number of objects, we can sort the objects positively and negatively according to a certain feature.
2, can independently take and put, sorting and correct use of operating materials.
3. Cultivate children's ability to cooperate with their partners.
4. Cultivate the reversibility and mobility of children's thinking.
Second, the teaching emphasis and difficulty:
Can independently take, put, sort out and use operation materials correctly.
Third, the activity preparation:
5 bottles and sticks of different sizes and lengths; Each group has two baskets. Teaching wall chart "How to arrange".
Fourth, the activity process
First, the game "find different"
1, the teacher shows the bottles and sticks and asks the children to count.
2. Ask children to find bottles and sticks of different sizes and lengths and tell the difference between items (such as the biggest or smallest bottle and the longest or shortest stick).
Second, the order of the items.
1. Ask the children to line up five bottles of different sizes (for example, from left to right). Teachers can inspire children to queue up from small to large, and then from big to small.
2. Divide the children into several groups, and each group of children will cooperate with each other and arrange several sticks in the order from short to long or from long to short.
3. Think about it: how can we arrange bottles or sticks quickly and well by changing the forward sorting into the reverse sorting? When switching from one sorting method to another, the teacher guides the children to try to explore the best scheme. For example, when the arrangement order of five bars is changed, the middle bar does not move, and 1 bar switches with the fifth bar, the second bar and the fourth bar. This method is the fastest.
At the end of the activity, ask the children to learn to organize the materials and put them in two baskets.
Third, observe the picture "how to arrange"
1, the teacher guides the children to observe and say the contents of the picture.
2. Inspire children to sort items with different thicknesses by the number of ideas in the picture book, and tell the arrangement rules.
The fourth part of mathematics teaching design in kindergarten junior middle school class activity goal:
1 Features of common geometry in perceptual activities.
2. Cultivate children's practical interest and thinking ability.
Key points and difficulties:
Dynamic characteristics of geometry.
Activity preparation:
Sphere, cube, cuboid, cylinder, etc. Various specifications.
Activity flow:
1. Various geometries are mixed together. Please sit around and do activities to build tall buildings. Guide children to try to build tall buildings with various geometric shapes.
2. Discussion: Which geometries can be stacked to build tall buildings? What geometry can't be superimposed? Why?
3. Find out the geometry that can stack tall buildings.
4. Let children explore freely: What kind of tall buildings with geometric covers are the most stable? What is the geometry of stack height?
5. Discuss and summarize the geometric figures of building tall buildings, and ask children to build tall buildings.
Activity expansion:
Encourage children to use geometry to build tall buildings in architectural activities.
Evaluation:
Be able to find out the geometry that can be folded and can't be folded, and tell the reason.
End of activity
Exploratory operation and learning activities are beneficial to the formation and development of children's ability.