Mathematics courseware of Class 1 in kindergarten junior high school
Title: Arrange Dolls.
Activity objectives:
1. Guide children to observe the difference in the number of objects and learn the positive and negative sorting of numbers within 7.
2. Cultivate children to independently take, put, sort out homework materials and use them correctly.
Activity preparation:
There are six velveteen dolls with different teaching AIDS (see figure 1) I, and there is also an educational wall chart 4.
The first group of learning tools: 6 sets of doll cards with different heights, 6 cards and 20 operation cards; Group 2: 7 discs of different sizes, 1 set of empty origami, 2 boxes of paste; Group 3: blank paper (see Figure 2), 6 pencils and operation cards14; The fourth group: 8 or 9 digital pockets, physical strips, etc. ; Group 5: Draw paper according to the sample (see Figure 3) and 6 colored pens.
Activity flow:
1. Line up the dolls. Show five dolls of different heights. "Who's here?" (Doll) "How many dolls are there?" "Are these five dolls the same? Where is it different? " (Tall and short) "Who will arrange the dolls?" Put a child in line, and then let him talk about how it is arranged.
2. Group activities
Group one, line up the dolls.
"Think about what other methods can be used to queue dolls besides velvet board?"
Group two, line up the round blocks.
"Each of you has a few discs. They are different. Then line them up. After you arrange them, stick the discs on a piece of paper and tell me how you arrange them. "
Group 3, fill in the blanks.
The fourth group, give gifts to digital pockets.
The fifth group follows the same pattern.
"We have done these three groups before. After we finish today, we will talk about how to do it and check it again. "
The teacher focuses on guiding the activities of the second activity group, reminding the children to organize first, then paste and collect several assignments with different arrangements.
3. Activity evaluation.
Show the children's homework in the second activity group. Let the children talk about the figures on the note and how they are arranged. Praise children who can organize materials.
Mathematics Courseware of Class Two in Kindergarten Junior Middle School
Topic: classified counting.
Activity objectives:
1. Learn to record graphics with two feature marks and record their numbers correctly.
2. Inspire children to tell the results of the operation.
Activity preparation:
Teaching aid cards (see figure 1), labels (see figure 2), digital stickers 1, 6, 5 (each 1), 4(3), 3(2), and educational wall chart 5.
The first and second groups of learning tools: physical marking diagram (see Figure 3), digital seal of 1~5, inkpad and operation card 22; The third group: 7 dolls of different sizes, 1 set of white paper, 2 boxes of paste, 2 rags and 20 operation cards; The fourth group: digital counting cards (see Figure 4), 6 pencils and 22 operation cards; Group 5: Look at the numbers and then print the dots (see Figure 5), using 6 pencils; Group 6: Drawing according to the sample (Figure 6), 6 colored pens.
Activity flow:
1. Group activities.
(1) Learn to record graphics with two feature marks.
Show the picture 1, "What's on the picture?" (House, bridge, butterfly) "What figure is made of?" (Rectangle and triangle) "Is every triangle the same? What's the difference? "
Displays the logo in Figure 2. "What symbols are used for big triangle, small triangle, red triangle and yellow triangle?" Record with two marks, such as ...
(for red, for yellow)
Record the different points of the rectangle in the same way.
(2) Record according to the mark.
"There are so many graphics, how many are there in each graphic? You said it, the teacher will remember it. " Children's newspaper digital teachers use digital records.
(3) summary.
"Let's talk about who are the characters in this picture?" One big triangle, six small triangles, three ...
2. Group activities. The first and second groups, look at the pictures and record according to the marks. "What kind of people are there in this painting when it is finished?" The third group, line up the dolls. "When you're done, tell me how you arranged the dolls." The fourth group, choose the number for the card. "Draw a line with the number of points to connect the cards." Group 5, look at the numbers and print out the ideas. The sixth group, according to the same pattern. "Please look at the children carefully, and then draw." The teacher focused on guiding the first activity group, reminding the children to talk about some numbers on the picture after they finished.
3. Activity evaluation. Ask individual children to talk about how the first and second group activities are carried out and discuss whether they are correct.
Mathematics Courseware of Class Three in Kindergarten Junior Middle School
Subject: Study 7.
Activity objectives:
1, number of perceived objects 7, recognition number 7.
2. Learn to exclude the influence of the size and color of the object and correctly judge the physical quantity.
3. Be able to observe and operate carefully and experience the fun of mathematics activities.
4. Develop children's logical thinking ability.
5. Be able to cooperate with peers and try to record the results.
Activity preparation:
Material preparation: digital cards 6 and 7, pictures of apples, pears, butterflies, birds and small fish, grouping operation materials, etc.
Park landscape design in autumn.
Activity flow:
1. Create an autumn park and introduce activities in the form of "autumn outing".
Guide the child to say, what do you see? What are their numbers?
2. Know the number 7.
(1) Ask two children to pick six apples and seven pears respectively, and guide them to visually count the numbers of 6 and 7 respectively.
(2) Show the number "7", guide children to recognize the number "7" and discuss what "7" looks like.
(3) Let the children find out the number of "small fish", "butterflies" and "birds" in the scene.
(4) Guide children to listen to the teacher's instructions and make corresponding actions to perceive the number 7.
(5) Discussion: What can 7 stand for? (Guide the children to say that 7 can mean anything with the number 7 in life. )
3. Group operation.
(1) Necklace string: guide children to string the corresponding number of beads according to the numbers on the rope.
(2) Small train: According to the number of cars in the small train, guide the children to board the small train one by one.
(3) Loading candy: According to the numbers on the candy bag, guide the children to load the corresponding number of candy.
(4) Music editing: according to the smiling face and the numbers on the hedgehog template, guide children to edit the corresponding number of clips.
4. Guide children to know the items with the number 7 in their lives. Such as telephone number, house number, etc.
The fourth part of mathematics courseware for kindergarten middle class
Topic: Understanding equal and unequal numbers.
Activity objectives:
1. Know and understand the meaning of symbols "=" and "800". Learn to express the quantitative relationship between two groups with "=" and "≦" symbols.
2. Initially establish the concept of equivalence under the guidance of teachers.
3. Cultivate children's habit of saying the results of calculation.
Activity preparation:
Teaching aid cards (see figure 1 and figure 2) have 1 symbols "=" and "≦" respectively.
The first group and the second group of learning tools: stippling (see Figure 3), 6 equal and unequal seals, 4 boxes of inkpad and 24 operation cards; The third group: picture counting cards (see figure 2 of 12 project), digital seals, 2 boxes of inkpad and 23 operation cards; Group 4: paper cards 1 sheet printed less than 10, 6 stamps and 2 boxes of inkpad; The fifth group: several cards (see Figure 4) and several paper clips; Group 6: 6 wool sticks with different thicknesses (6 sets with tips removed).
Activity flow:
1. Group activities.
(1) Perceived quantity.
Display diagram 1, "What's on the card?" Are they as many? How do you know how many people there are? "(all 10 ideas)
(2) Know the equal sign.
"How can others know at a glance that there are as many red dots as there are green dots?" Show the equal sign and guide the children to observe.
"What does this symbol look like?" (The two lines are the same length and the distance between them is the same width) "Who knows what its name is?" (equal sign) "What do you mean?" An equal sign means the same quantity and the same meaning. ) "Now I put the equal sign between the red dot and the green dot, what does it mean?" (10 red dots are as many as 10 green dots) "How do you pronounce this formula?" (Teachers and children read together: 10 red dot equals 10 green dot)
(3) Know ≦.
Remove 1 green dot. "Can you still use the equal sign now? Why not? " (Not so much, 9 o'clock is not equal to 10) "What symbol can be used to indicate not so much?" Show "≦" to guide children to observe. "This is not an equal sign. What's the difference between it and the equal sign? " (There is an extra diagonal line) "What does the equal sign mean here?" (10 red dots are not as many as 9 green dots) How to read (10 is not equal to 9)
2. Group activities
The first group and the second group, fill in the symbols.
"Look at the ideas before and after, and then think about what symbols to fill in the middle."
The third group, look at the picture and mark the record.
"Children must look carefully when counting, and they can't miss a single one."
The fourth group printed less ideas than 10.
The fifth group, look at the numbers and wear paper clips.
"What's the number? Just put some paper clips in the hole below. "
Group six, line up the sticks.
"Let's see what's the difference between the stick the teacher gave you today. How should I line up? "
The teacher focuses on guiding the first activity group to remind the children of the reading results after reading.
3. Activity evaluation.
Ask a child to show the activity materials of the first activity group and talk about how to do it and why to print this symbol.
Math Courseware for Kindergarten Middle Class Part 5
Topic: Who is in front and who is behind?
Activity objectives:
1. Guide children to correctly perceive numbers within 9 and compare the relationship between two adjacent numbers.
2. Teach children to learn to use unit quantifiers accurately.
Activity preparation:
Teaching aid cards (see figure 1-5), numbered 5, 6, 7, 8 and 9, and educational wall chart 3. Group 2: 1 dot paper with less than 9 sheets printed, 2 boxes of inkpad, dot seal and 6 dot seals; The third group: the physical marking diagram (see Figure 7), 2 digital seals of 2~7, 2 boxes of inkpad and operation card19; The fourth group: the number of digital pockets of 8 or 9 is 1, and the number of points, vertical lines and physical bars is10; Group 5: graphics card (see Figure 8), 6 colored pens, and operation card19; Group 6: Take photos according to the same pattern (see Figure 9) with 6 pencils.
Activity flow:
1. Group activities
(1) intuitively count the number of groups and learn to use quantifiers accurately.
Show the picture 1 ~ 5, "What's on the velvet board?" (Cars, boats, planes, tanks, cannons) "How many of each?" Ask children to use quantifiers correctly.
(2) Game: Count quickly and correctly.
The teacher refers to a physical card, and the children say the quantity accurately and use quantifiers correctly.
(3) Compare the relationship between two adjacent numbers.
"Who will line up to play cards? Which card should be ranked first? After the arrangement, put a number on it to indicate how many. " Ask a child to operate it. "How did he arrange it?" (5, 6, 7, 8, 9) "What's in front of 9?" "Which is more, 8 or 9?" (8 is less, 9 is more. If there are children who can say that 8 is less than 9 and 9 is greater than 8, it is better. ) and so on to compare the number of other adjacent two numbers. "The front number is always less than the back number, and the back number is always more than the front number."
2. Group activities. Group one, fill in the blanks. "After filling in, for example, which of the two numbers is close, which is more and which is less?"
The second group printed fewer ideas than 8 and 9. "Everyone should print out ideas with less than 8 or 9 in order."
The third group, look at the pictures and count according to the marks. "Look at the shapes spelled out in this picture, count several shapes each, and then digitally record them according to the shape marks."
The fourth group, give gifts to digital pockets. Ask a child to explain how to do it.
The fifth group, pictures with the same color. "Which figures are the same, please draw them in the same color." Group 6, follow the same pattern. The teacher focuses on guiding the activities of the first activity group and guiding the children to correctly express the operation results.
3. Activity evaluation.
Please tell a child in the first activity group the result of the operation. (Fill in a few ideas, more or less. Encourage the whole class to talk loudly about the operation process and results.