Kindergarten mathematics teaching plan "Numbers in Life" 1 activity goal;
1, observe and perceive the numbers in life, and initially understand the different meanings of various numbers.
2. Learn to solve some practical problems in life with numbers.
3. Stimulate interest in numbers and cultivate children's emotional attitude of actively paying attention to things around them.
Activity preparation:
Various articles, courseware, music tapes and picture books with numbers in life.
Activity flow:
First, the rhythm: digital songs
Second, use children's familiar stories to stimulate children's interest in numbers
1, Teacher: All the children have heard the story of Xuetong. If Xuetong doesn't use the method in the story to save the white rabbit, who can he turn to for help? (1 19) Let me see 1 19. What does this mean? Who will come? What will happen to the white rabbit and the snow boy?
2. Display 1 10 and 120. Question: What do these two sets of numbers mean?
Third, observe and communicate the different meanings of various numbers.
1, Teacher: Numbers are everywhere in our lives. Let's go and find it together!
2. Teacher: What did you find this number on? What does this mean?
Fourth, we should perceive the close relationship between numbers and our daily life.
1, Teacher: Besides these, there are numbers in many places in life, so I looked for a lot and photographed them. Let's have a look!
2. Organize children to watch the courseware and explain the usage of these numbers.
Five, digital games
1, show the pictures and let the children add numbers and guess the numbers. 2. Organize children to operate picture books.
Kindergarten Mathematics Teaching Plan "Numbers in Life" 2 Activity Objectives:
1, budding children's interest in numbers
2. Guide children to discover the use of numbers in life.
3. Help children apply numbers to their lives.
Activity preparation:
1, assign tasks before the activity and let the children look around for "Where are the numbers?" What do they mean?
2. Teaching AIDS: two sets of 0-9 digital cards, several articles with digital information, and several digital information.
3, school tools: children have three sets of 0-9 number plates.
Activity flow:
First, the game "Please take out the digital doll"
Digital dolls come to visit, what do you hear?
1, I am more than 3 1, what is it?
2 (clap six hands) How many hands did I clap?
What if 3,7 can be divided by 4?
I am behind 6 and in front of 8. Guess who I am?
What is the sum of five, three and five?
6. 1 doll, 1 flower, 1 apple can all be represented by what numbers?
7. I am like a duck. What am I?
8. I am 1 greater than 8, 1 less than 10. Guess what I am?
How much is nine, two and three?
What is 10, 1 minus 1?
The teacher arranged the numbers from 0 to 9 and asked the children to read aloud in groups.
Second, the numbers in Lenovo's life.
1. There are many numbers around us in our life. Think about where you have seen numbers. Tell me what they mean.
2. What does it mean for children to answer freely and teachers to guide and summarize graphics at any time?
Third, the application of perceptual numbers in life
1. How many classes are there in our kindergarten? How many children are there in our class? (Numbers can represent numbers)
2. Read the numbers on the ruler. (Numbers can indicate length)
3. Look at the scale of the thermometer (the number can show the height)
4. Look at the reading on the electronic scale and tell the weight of the object.
5. Look at RMB, the face value of stamps and the price on the price tag? (How much can be expressed)
6. Find out the calendar that indicates today's date and tell me what date it is (which can indicate the time sequence).
7. Read the postcode, book page number, license plate number and credit card number (which can indicate the order of numbers).
8. What class are we children in? The children in the third group stand up (numbers can indicate the order of arrangement)
Fourth, discuss "what would life be like without numbers?"
Five, according to the instructions.
1. Please find the number indicating your age.
2. Put out your phone number and house number.
6. Activity expansion: Use playing cards to indicate size and order.
Three goals of "Numbers in Life" in kindergarten mathematics teaching plan;
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 and your shoes are bigger than ours.
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.
Kindergarten Mathematics Teaching Plan "Numbers in Life" 4 Activity Objectives
1. Guide children to correctly perceive the number within 4, classify according to the same number, and match similar objects with the corresponding number.
2. Develop children's thinking, understanding and hands-on operation ability through trying activities, and cultivate children's spirit of trying.
Activities to be prepared
1. There are 4 small animals with a score of 1-4 on the website.
2. A set of teaching AIDS: 4 projectors, tape recorders, tapes and slides.
3. A set of learning tools, animal seals, inkpad, food, cards and cards.
Activity process
First, create a try situation, stimulate the desire to try, and guide children to perceive 4.
1. Listen to the music "Riding a Car" and visit the animal village. The homes of kittens, puppies, chickens and rabbits appeared in turn. Let the children talk about how many small animals there are. How many cards can be used to represent it? What is the symbol of the animal house?
2. Try to imitate the sound of animals according to the number of animals.
3. Children find the corresponding number of small animals according to the number of cards and take away the food that the corresponding number of animals like to eat. For children with weak ability, the teacher gives appropriate hints, such as exchanging four radishes for four rabbits.
Second, children play the game of "looking for small animals to go home"
Let the children feel the number within 4 in the activity. Teachers should pay attention to whether children can find the homes of the corresponding number of animals according to the cards worn around their necks, and send the corresponding amount of food to the animals. Observe children's trying activities and give appropriate hints to children with weak ability.
Third, the "cat, dog and hedgehog" game
Children wearing 1-4 cards around their necks can combine freely, and play the game of "kitten, puppy and hedgehog" with the sound of music, ending this question.
Attached "Cat, Dog and Hedgehog Game"
How to play: In groups of four children, please ask one child to crouch in the middle of the circle blindfolded, and the other three children walk hand in hand and read children's songs: "Cat, dog, hedgehog, please guess who I am." When reading the word "who", the children in the circle stand still and let the children in the center of the circle touch it and tell who was touched.
5 Kindergarten Mathematics Teaching Plan "Numbers in Life" Activity Design Background
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.
Kindergarten Mathematics Teaching Plan "Numbers in Life" 6 Activity Objectives:
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.
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 white paper, and then indicate the usage and quantity with numbers next to the item. 2 Guide children to accompany them freely and guess the meaning of the numbers in the "explanation".