Mathematics teaching plan for kindergarten middle class: numbers in life 1 activity goal;
(1) mainly perceives the relationship between numbers and things and helps children accumulate perceptual experience about numbers.
(2) Learn to use numbers to solve some practical problems in life and experience activities from them.
(3) Stimulate the interest in numbers and cultivate children's emotional attitude of actively paying attention to things around them.
Focus of activities:
A preliminary perception of the relationship between numbers and things helps children accumulate perceptual experience about numbers.
Activity difficulty:
Learn to use numbers to solve some practical problems in life.
Activity preparation:
(1) Collect common digital objects in life for exhibition.
(2) Teaching AIDS: several sets of 0 "9 digital cards and physical cards.
(3) Video materials: such as car license plates, residential buildings, traffic lights-
Activity flow;
(1) Visit the digital exhibition area
1. Let the children find the numbers on the objects by visiting the exhibition.
2. Communicate with each other: What items do you find with numbers on them? (Organize children to express themselves in words)
Please guess: What will happen if these items are not numbered?
(2) Understand the usage of numbers
1. What are the numbers on these items for?
2. What other uses do you think numbers have in our lives? ; Let children recall the numbers they have seen in their lives. )
3. Watch the video to learn about the common numbers in life.
(3) Numbers game (looking for a seat)
Ask to find a seat with more 1 than the number on hand.
(4) Extended activities:
Can you combine these numbers into a meaningful code? (For example: 1, 1, 0, combined into 1 10)
(5) Summary:
It turns out that there are numbers everywhere in our lives. It can be said that we live in a digital world, and numbers are so important to us.
Mathematics teaching plan for kindergarten middle class: the design background of life 2 activity
The Guiding Outline of Kindergarten Education (for Trial Implementation) points out the direction for kindergarten curriculum reform, which makes us have a new understanding of kindergarten curriculum-kindergarten curriculum needs to be life-oriented, and curriculum should follow children's life and experience. In the syllabus, the value orientation of the scientific field is clearly visible: we can feel the quantitative relationship of things from life and games, experience the importance and interest of mathematics, let children know the close relationship between mathematics and human society, appreciate the value of mathematics, and enhance their understanding of mathematics. At present, the society has entered the digital age, where numbers can be seen everywhere and show its infinite power more and more. Children living in this era will be exposed to numbers that appear in different places and play different roles every day.
moving target
1. Discover the numbers in life and know that numbers are everywhere.
2. Play games with numbers and experience the fun of activities.
3. Stimulate children's interest in numbers and cultivate children's emotional attitude of actively paying attention to things around them.
4. Develop visual perception and judgment.
5. Cultivate children's habit of speaking while operating.
Teaching emphases and difficulties
Activity focus: initially perceive the relationship between numbers and things, and help children accumulate perceptual experience about numbers.
Activity difficulty: Learn to use numbers to solve some practical problems in life.
Activities to be prepared
1. There are all kinds of digital items in the activity room.
Stick a set of numbers from 0 to 9 on the teacher's clothes.
3. Draw pictures of small animals with numbers.
4. There are no digital clock faces, digital scales, telephones and other pictures.
5. Pictures with special numbers (1 10, 120, 1 19)
6. Pictures of articles with numbers.
7. A doll.
Activity process
First, teachers guide in children's songs.
1 thin and long like a pencil 2 floating on the water like a duckling 3 listening to the sound like an ear 4 floating like a flag in the wind 5 buying food like a scale hook 6 whistling like a sickle 7 mowing grass like a twist 9 holding rice like a spoon 0 making cakes like eggs.
Second, show digital babies aged 0-9 to arouse children's interest.
1. Today, the teacher wore a strange dress. Have you seen what's on my skirt? (0-9 years old digital baby)
2. What digital treasures are there? The children say the numbers 0-9, and the teacher sticks them on the blackboard. )
Third, enjoy the "digital world". Find and talk about the numbers in life. )
1, Teacher: Kid, today the teacher took you to the digital kingdom. Are you happy? Get in my car and set off. (Playing the music "Cars")
2. Teacher: The digital kingdom has arrived. Look at so many things here. What are they? (Children watch and say: calendar, clock, spring scale, ruler, book, telephone, remote control ...)
3. The teacher asked: (1) What did you find the numbers on? Tell your close friends.
Who wants to tell you what you found?
Fourth, guess the numbers. (Guess the use of numbers on objects)
1, Teacher: After visiting the digital kingdom, we learned a lot of things with numbers here. Now we're going to drive back to our seats. Get in the car quickly. (Playing the music "Cars")
2. Teacher: Just now, we visited the digital kingdom and found that everything here has numbers on it. Please think about it. What are their uses? Teachers take out clocks, calendars, telephones, cars and other items one by one, and ask children to talk about their uses respectively.
The numbers on the clock tell us what time it is and do our own thing according to the time.
Numbers on the calendar: It tells us the month and date.
Number on mobile phone: used to dial telephone number.
3. Teacher's summary: Numbers are everywhere in our life. Besides quantity, they can also represent numbers, orders, dates, times, prices and so on. With numbers, many things in life will be orderly, convenient and accurate.
4. Some special numbers that are often used in life are 1 10 (alarm telephone)19 (fire telephone) 120.
(Emergency call) Children must remember. (Show special number card)
5. Find the numbers. Recall more numbers in life. )
The teacher said, "The original numbers are so useful! Then, in our lives, in addition to the numbers on these items we collected today, what other items also have numbers on them? " Let the children speak freely and talk about the usage of the numbers they see there. (Look at the courseware: serial number, clothes, refrigerator, microwave oven, electric fan, car gear ...)
Sixth, visit the kingdom of carelessness.
The teacher said, "Today, the teacher will take the children to the unintentional kingdom. Please have a look and think about it. What are the items missing in the kingdom of carelessness? "
"Their life is convenient? Why? "
"Children, please help them and add numbers to these items to make their lives more convenient, ok?" (Paste the missing numbers)
7. Appreciate pictures spelled with numbers.
Teacher: The careless king regretted it, because his carelessness brought constant life. I want to get rid of the bad habit of carelessness. Children, thank you for your help and the gift I gave you. (Show pictures spelled with numbers)
Eight, the end. (As the music leaves the classroom)
Teacher: Please put the children in my car and go outside to find the numbers.
Activity reflection
Numbers are everywhere, and their existence also brings a lot of convenience to our lives.
Encyclopedia: Numbers are written symbols used to represent numbers. Different counting systems can use the same number.
Mathematics teaching plan for kindergarten middle class: the life goal of number 3;
1. Interested in numbers.
2. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
Prepare:
1. Pictures of life scenes and objects related to numbers are stored in digital cameras.
2. White paper, pen.
Process:
First, observe the physical photos of numbers used in life, and initially perceive the use of numbers.
Teacher: I brought a lot of photos today. Let's see what they are and what else you found.
You have a phone, a car license plate, a TV remote control and a clock.
Teacher: What's on them?
Yang: Numbers.
Teacher: What graphics are there? What are these numbers for? (The teacher plays the photo again)
Baby: 1, 2, 3, 4, 5, 6, 7, 8, 9, 0. The phone number is used to dial the phone number.
Yang: 57538 is the license plate of this car. Every car has its own license plate.
Teacher: What about the numbers on the TV remote control and the clock?
Young: the numbers on the TV remote control are used by channel; The numbers on the clock are used to indicate the time.
Second, recall the relevant numbers in life and further perceive the use of numbers.
Teacher: Where else in our life are there numbers? What's it all about?
Yang: Mom and Dad also have numbers on their mobile phones, which are used for making phone calls.
Yang: There are numbers on my door, too. They are house numbers.
Yang: There are numbers in my notebook, which is my student number.
Yang: I also have numbers on my calendar, indicating the month and date.
Teacher: You really have the ability to come up with so many ideas (showing photos of coins, house numbers, newspaper boxes, bus signs, music scores and other items). Do you know what the numbers on these things do?
Third, look for the numbers around you and feel the relationship between them and your life.
Teacher: Do we have numbers on us?
Yang: There are numbers on shoes and numbers on clothes.
Teacher: What's the number on your shoes?
Young: 13, 14, 15.
Teacher: The size of the teacher's shoes is 35. Let's see whose shoes are bigger.
Yang: The teacher's shoes are big.
Teacher: Why?
Yang: Because your feet are bigger than ours, so are your shoes.
Teacher: Oh, the bigger the size of the shoes, the bigger the shoes.
Teacher: Are there any numbers on the clothes?
Yang: There are numbers on the collar.
Teacher: What does this mean?
Yang: It's the size of the clothes.
Yang: The bigger the clothes, the bigger the numbers.
Teacher: Are there any numbers in our classroom? What are they for?
Yang: There are numbers on the electric fan to adjust the wind.
Yang: I have a number in my drawer. It's my student number.
Yang: There are numbers on the thermometer indicating the current temperature.
Fourth, try to use numbers to design an article description.
1. Let the children draw an item on white paper, and then use the numbers next to the item to indicate usage, quantity, etc.
2. Guide children to walk together freely, guess and exchange the meaning of "instruction" numbers.
Mathematics teaching plan for kindergarten middle class: the fourth activity goal in life;
1 interested in numbers;
Understand the application of numbers in daily life and the relationship between numbers and people's lives.
Activity preparation:
1, questionnaire >;
2. Slide courseware of life scenes and objects related to numbers.
3, white paper, pen
Activity flow:
First, observe the physical slides that use numbers in life, and initially perceive the use of numbers.
Q: What did you find? What numbers are there on it? What are these figures for? The numbers on the phone are used to dial the phone number, the numbers on the TV remote control are used to press the channel, and the numbers on the clock are used to indicate the time, etc.
Second, communication > questionnaire guides children to recall the relevant numbers in their lives and further perceive the use of numbers. Q: Last time we looked for numbers in our lives together. Now, where do you find these figures, and what are their uses?
For example, the number on the door is the house number, and the number on the calendar indicates the month and date. )
Third, look for the numbers around you and feel the relationship between numbers and life.
Q: Do we have numbers on us? Are there any numbers in the classroom? What are they for?
Fourthly, try to design the description of an article with numbers. 1 Let the children draw an item on a piece of white paper, and then use numbers next to the item to indicate the usage and quantity. 2 Guide children to accompany them freely and guess the meaning of the numbers in the "explanation".