Compilation of math teaching plan 1 for middle class of small animals;
1. Velvet card, 9 dogs, 10 bones.
2. Each child has a set of 1- 10 digital cards and physical cards.
Activities and guidelines:
1. Show the cards of 9 dogs and tell the children in a game tone: How many puppies are waiting in line to find bones to eat? Let the children count and say the total.
2. The teacher shows the cards of 9 bones and tells the children that the dog has found the bones. Please 1 children come forward and divide the bones for the puppy. Ask children whether each puppy can be divided into 1 bones, and guide children to put the bones under the puppies one by one, count how many bones there are, and say how many puppies there are in the bones. 1 puppy has l bones.
3. The teacher shows 1 bone and puts it at the end of a chops head. Ask the child to tell how many bones there are and put the number plate 10 next to it. Comparing the number of dogs and bones, there are more bones, 9 is less than 1, and 10 is greater than 9.
4. Give the children number cards and physical cards, let the children put the number cards on the table, find out the corresponding physical cards, put them on both sides of each number card, and then line up according to the size of the number.
5. Guide children to do exercises
(1) Guide the children to observe the pictures, understand the meaning of the pictures, and know 9 plus 1 yes 10.
(2) Ask the children to tell the total number according to the number of groups: peanuts, broad beans and bean sprouts are all 10.
(3) First, let children understand that 1 frogs eat 1 bugs, and1frogs should have1bugs. Count the number of frogs and worms, and compare the number of frogs and worms. Draw more with fewer bugs.
The activity goal of the second small animal in the middle class in the math teaching plan;
1. can correctly perceive the number of 5- 10, and is not affected by objects.
2. Understand the meaning of numbers, have good operating habits and actively interact with materials.
3. Experience the fun of mathematical activities in operation.
4. Cultivate children's ability to recognize numbers.
5. Stimulate children's interest in learning.
Activity preparation:
There are several cards, physical cards and envelopes (large envelopes with animal heads and numbers 5- 10).
Activity flow:
First, inspire conversation, import activities
Teacher: Spring has come, the flowers are in bloom, and the small animals in the park want to invite us to play. Are you happy? Then let the children think about what gifts to bring them.
Sister chun came to the activity room with an envelope in her hand: little friend, I heard from the animals in the zoo the day before yesterday that I wanted to see your skills in matching numbers with objects. Look, I have prepared a present for each of you.
Teacher: Let's see what presents (envelopes) we have prepared first.
Second, guide children to actively explore the pairing of numbers and objects.
How many triangles are there on this envelope? What numbers are used to express it? If there are several triangles, put some cards on the envelope. )
Ask a child to come to the front to operate.
Let's look at this envelope again. There are numbers on it and many objects in it. What does it want us to do? Please think about it and discuss with each other. (Fill in some objects in the figures)
Well, there are numbers on this envelope, and there are pens and paper in it. What can we do? Let's count and draw the corresponding number of things we like on paper. Please ask some children to come to the front to operate.
Third, children's grouping operation
1. Introduction to practice and requirements: Each child should take an envelope, first look at the numbers on the envelope, and then put some physical cards.
2. Teachers' individual counseling. Teachers can draw cards to help children match numbers with objects. )
Children communicate with each other and check each other. Tell me if there are any numbers or physical cards on the envelope, and put some physical cards or numbers in it.
4. Teachers and children take the exam together. Please come to the front and talk about why you say that. Other children will help check whether the operation is correct or not, and help correct it if it is not. )
5. Reward everyone with a five-pointed star.
Fourth, the game: sending letters
1. The teacher explained how to play the game and its requirements: all the children took their prepared gifts to the zoo by train.
2. Children send letters as required (children send letters as much as animals).
3. Teachers and children * * * check whether the letters are sent correctly.
4. All the children play games with music "Walking in the Park" to end the activity.
Teaching plan of middle class mathematics for small animals 3;
A picture pasted with adhesive tape: There are 4 houses, and there is a sign on each house. The reverse side of the sign is painted with the heads of rabbits, dogs, cats and sheep.
Velvet card: one vegetable, one bone, one fish and one grass.
Activities and guidelines:
1. Please stand in a row in front of the podium and let a child stand up and count. How many children are there in this business? (5) Help children speak from left to right. Where does each child stand? Tell them where to start, and the first one is called the first one. Let the children in the audience close their eyes and tell them that the first child in front of the podium has returned to his seat. Let the children in the audience name the children who have returned to their seats.
2. Show a red, yellow, blue, green and white building block, arrange it in a row on the table, let the children count one * * *, and then let the children say from left to right, where is the green building block? Counting from right to left, where are the green building blocks? Let the children know the directionality of ordinal numbers and that the same item may be arranged differently from different directions.
Show pictures of four rooms and tell the children that this is the home of rabbits, puppies, kittens and lambs. All the foods that small animals like to eat are ready. Ask the children to give them. Remember that the rabbit lives in the first house on the left, the dog lives in the second house, the kitten lives in the third house and the lamb lives in the fourth house. Now the children give them food. Please ask four children to come forward, put the food in front of the animal's house, and then say that I sent X to X building, which is X's home. The teacher turned the sign on the top of the building on the other side to verify whether the food sent by the children was correct.
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 "high" and a board is "short", tell the children that they have a good eye and have found 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.
Teaching plan 4 is the design intention of junior high school mathematics for small animals
Last semester, the children in our class showed great interest in numbers. They could use sticks and dots to indicate the number of items within 5. After school, I tried to guide the children to look for numbers in their daily lives, but I found that children often made mistakes in their activities. So, combined with the theme activity "cute little animals", I designed this activity. Considering that the child has just come into contact with more than 5 numbers, he is developing.
There are differences, so I pay attention to life, diversification and hierarchy in the delivery of materials to ensure that every child can be satisfied and successful in the activities.
moving target
1. can correctly perceive the number of 5 ~ 10, and is not affected by objects.
2. Understand the meaning of numbers, have good operating habits and actively interact with materials.
3. Experience the fun of mathematical activities in operation.
Activities to be prepared
There are several cards, physical cards and envelopes (large envelopes are pasted with animal heads and numbers 5- 10).
Activity process
First, inspire conversation and guide people's activities.
Teacher: Spring has come, the flowers are in bloom, and the small animals in the park want to invite us to play. Are you happy?
Then let the children think about what gifts to bring them.
Sister chun came to the activity room with an envelope in her hand: little friend, I heard from the animals in the zoo the day before yesterday that I wanted to see your skills in matching numbers with objects. Look, I have prepared a present for each of you.
Teacher: Let's see what presents (envelopes) we have prepared first.
Second, guide children to actively explore the pairing of numbers and objects.
1. How many triangles are there on this envelope? What numbers are used to express it? (Stick some cards on the envelope if there are several triangles) Please ask a child to come to the front to operate.
Let's look at this envelope again. There are numbers on it. There are many objects in it. What does it want us to do? Please think about it and discuss with each other. (Fill in some objects in the figures)
Yo, there are numbers on this envelope, and there are pens and paper in it. What can we do? Let's count and draw the corresponding number of things we like on paper. Please ask some children to come to the front to operate.
Third, children's grouping operation
1. Introduction and requirements: Each child takes a letter, first look at how many numbers are on the envelope, and then put some physical cards.
2. Teachers' individual counseling. Teachers can draw cards to help children match numbers with objects. )
Children communicate with each other and check each other. Tell me if there are any numbers or physical cards on the envelope, and put some physical cards or numbers in it. )
4. Teachers and children take the exam together. Please come to the front and talk about why you say that. Other children will help check whether the operation is correct or not, and help correct it if it is not. )
5. Reward everyone with a five-pointed star.
Fourth, the game: sending letters
1. The teacher explained how to play the game and its requirements: all the children took the prepared gifts and took the "train" to the zoo.
2. Children send letters as required (children send letters as much as animals).
3. Teachers and children * * * check whether the letters are sent correctly.
All the children finished the activity by playing games with music "Walking in the Park".
Activity expansion
Put some envelopes, cards and pictures in the handy area and the operation area to encourage children to explore actively.
Math teaching plan for kindergarten middle class-clever little animals