Mathematics teaching plan for kindergarten middle class: know that the ordinal number of 1 is within 5;
1, correctly perceive the position of the object in the sequence, and use the first to fifth ordinal numbers to represent the position of the object in the sequence.
2. Learn to find the corresponding position according to the given ordinal number.
3. Cultivate children's logical judgment ability and hands-on operation ability.
4. Cultivate children's interest in computing activities.
Activity preparation:
Forest plot map, architectural map, a batch of teaching AIDS for small animals, a set of "keys" with serial number 1-5, a set of blank cards, a black pen and a photo card used by children in the game.
Activity flow:
First learn which seat form to use to represent the ordinal number of five houses.
1. Guide the topic: Tell the child a good news! The small animals in the forest are moving to a new home! They also asked the children to help divide the house. Look! There are so many beautiful new houses in the forest community. What color are they?
Don't worry, let's talk one by one from left to right. Green, red, blue, yellow and purple. )
Hey, why don't these small houses have house numbers? Don't get lost when the little animals come. Tell you what, let's help them nail it together, shall we?
4. First count how many houses there are in a * * * and see how many house numbers to get. After counting all the numbers, explain the children's operation: count five blank cards and write the numbers 1, 2, 3, 4, 5 on them respectively. )
5. Now confirm the number. Tell me, where is the green house? (Block 1) How many digits can it represent? (Children hold the "1" card, so choose a child's "1" and nail it on the house.)
6. Where is the purple house? Please count it carefully. What number can (No.5) be represented by? (Take some cards and nail them to the house)
7. Where is the yellow house? (Area 4)
8. Where is the red house? (Area 2)
9. Where is the blue house? (the third district)
Two, to further consolidate the ordinal number of the first to fifth.
1. If the number is nailed to the small house, the small animals won't get lost. I'll get it, okay? Look, who's here? (Deer, pigs, bears, puppies, rabbits)
2. How many small animals are there? (Count: 5. ) Five small houses are just enough to live in. Line up the houses quickly. ("Key" is displayed)
3. Where is the deer? (No.1) (We put the key of the first house "1" on it)
4. Where is the rabbit? (No.5) ("No.5")
5. Where does the bear rank? (No.3) ("No.3")
6. Where is the puppy ranked? (Fourth time) (-"4 ")
7. Where is the pig? (Second time) (-"2 ")
Please send them to the front of the house by five children. (nailing)
Summary: Deer, pigs, bears, puppies and rabbits all moved into their new homes happily, so they are very happy. They sang and danced on the green grass in front of the new house, and they also said thank you to the children! Listen: (Play a short piece of music and the children will sing along)
Third, learn to find the corresponding position according to ordinal number.
1. What's that noise? It is a little squirrel, a little lamb, a little monkey and a little turtle. Oh, they are late and haven't found a suitable house yet! Let's help them find another room Do you have any vacant rooms?
There is a new building behind the lawn. Looking at the window, we can see that there are many vacant rooms. How many floors does this building have?
3. How many rooms are there on each floor? (collective number)
4. (Show the tortoise) S: I don't like living upstairs. I am so tired that I climb up and down every day. I just want to live on the first floor. Kid, can you help me find it? When you find my photo, please post it on the window of the new house.
5. (Show it to the squirrel) Say: I like a high life. I want to stay in the last room on the fourth floor. (Find and publish photos)
6. (Show lamb and monkey): Lamb and monkey are good friends. They want to live closer. Are there two adjoining rooms? Where is it?
7. (Looking for) There are two vacant rooms next to each other on the third floor. What room is it? (From left to right) Please let the lambs and monkeys live here. (Please ask two children to stand up and post photos)
Summary: Are you happy that we helped so many small animals today? All the animals have moved into their new homes. Shall we go to the forest hotel to have a rest?
Fourth, learn which floor and which room to use to express the position of objects.
1, showing pictures of forest hotels: A beautiful forest hotel has 1, 2, 3, 4, 5 and 5 floors; There are five rooms 1, 2, 3, 4 and 5 on each floor.
The teacher demonstrated inserting one of his photo cards into one of the windows: I found the room, which is Room Y on the X floor. I made a mark with the photo. Do you know where I live? Don't forget to come to my room to play in the future.
Children will also take out their photos and gently insert them into a window to show that you are resting in this room. (Assist the child to complete the operation)
4. During the operation, please tell your child which floor and which room you chose, or see who lives in which floor and which room? What floor and room does XXX live in?
5, put a lullaby, let the child rest for a minute.
End of activity:
Take a break. The air in the forest hotel is really good. It is getting late. It's time for us to say goodbye to the little animals. (goodbye! )
Mathematics teaching plan for kindergarten middle class: know the ordinal number 2 within 5;
1, can happily participate in mathematical operation games and experience the fun of mathematical activities.
2, can correctly perceive the position of the object in the sequence, and use the first to fifth ordinal number to indicate the position of the object in the sequence.
You can find the corresponding position indicated by the given ordinal number.
4. Interested in participating in math activities.
5. Develop visual perception and judgment.
Activity preparation:
1. Teaching aid: There is a background picture of a five-story building and five pictures of small animals familiar to children: puppies, kittens, rabbits, pigs and monkeys.
2. Each child has an operation material: five different animals (with double-sided tape) and a five-carriage train picture card.
Activity flow and guidance:
(A) talk lead-in to stimulate children's interest in activities.
(2) Learn the ordinal number within 5 by the activity of "Small animals live in new houses".
1. Show pictures of buildings and guide children to observe. Q: What is this? How many floors does this building have? (Guide children to count and paste the number 1-5. Point to the different floors of the building and ask the children to tell which floor it is. )
2. The teacher helps the small animals to divide the house. After the division, please tell the children what small animals live in the building and what floor they live on.
3. Children help small animals divide the house (after the teacher writes down the pictures of small animals, please ask individual children to come forward and divide the house for small animals again. ) After that, let's talk about which floor the small animals live on.
4. Teacher's summary: To know where each small animal lives, you can count it. The number is the first floor.
5. The game "Looking for Small Animals". Ask children to correctly and quickly say "xx animals live on the X floor".
(3) Children can find the corresponding position represented by the given ordinal number when operating the game.
1, introduce the materials and play of the game.
By train: The animals are going on a trip. Shall we send them to the train together?
The teacher tells the location of each small animal, and the children find the location for the small animal. If you find it, tell me which animal is in which car. (xx animals sit in X car) or "xx animals sit in X car")-Small animals change cars, and then talk about which cars the small animals sit in.
2, children's operation, teacher tour guidance.
3. Teacher's summary. Ask individual children to introduce their own operation methods.
(4) The game "queues up".
Game play: When the music starts, all the children are free to move. When the music stops, five children stand hand in hand and count how many children there are in the whole group. Then, under the guidance of a child, the children observe their position and say "I'm in X".
(5) The activity is over.
Teaching reflection
1, the children are very active in this class.
2. Through this lesson, the children deeply realized the ordinal number within 5. Because of the novelty of teaching AIDS and more games, the children had a good time in this lesson.
3. The design of this lesson is simple and clear, which is suitable for the age characteristics of children in the middle class, so that children can easily learn knowledge during play.
4. While knowing the ordinal number within 5, children can also correctly understand what animals like to eat.
Children can also improve their jumping ability in jumping games in the wild.
Mathematics teaching plan for kindergarten middle class: know the ordinal number 3 within 5;
1. Learn how to count from the direction of the arrow, find different objects and circle them.
2. Learn to determine the arrangement order of objects and understand the meaning of ordinal numbers.
3. Cultivate children's observation ability.
Activity preparation:
Teaching AIDS:
1, arrow direction card
2. There are 4 yellow balls and 4 red balls 1 piece.
3. One digital card 1-5.
4. There are four triangles and 1 circle.
5. Four red apples and 1 green apple.
6. Five pictures of scene animals
Learning tools:
1, (4 triangular pictures and 1 circular picture) one set for each child.
2. Each person has a watercolor pen
3. A children's book.
Activity flow:
Show the ball and learn to find different objects. Teacher: Children, today the teacher brought your favorite ball. Look, do you like it? (Let some children play with the ball and put it away) 2 Let the children observe what color the ball is.
Second, show pictures of apples and learn how to count from the direction of the arrow to find different objects.
1, Teacher: The child is great. I want to test the child. Look, what is this? What color do you have? Are they all the same?
2. Who knows where the apples of different colors are arranged? (children's discussion)
3. Teacher: I just found that some children count from the left and some from the right, which is not standardized. The teacher thought of a good method (showing the arrow direction card and telling the children to count from the direction indicated by the arrow), which is both convenient and correct.
4. The teacher gives the children digital cards according to the number sequence said by the children and counts them in the direction of the arrow, and asks the children to circle the numbers of different apples.
5. praise the child for being smart.
Third, show the triangle picture, learn the method of counting from the arrow direction, and confirm the number order of objects.
1. What are the numbers on the map? Are they all the same?
2. What's the difference? Where is the row from the direction of the arrow?
3. Let the children discuss and answer.
4. Let the children take out the operation card and try to practice as required.
5. Check the evaluation and praise the children.
Fourth, the game: queuing
1, the teacher called five children out, one of whom was a boy or a girl.
2. Please observe the children. How many children are there (according to the direction of the arrow).
3. Ask the children to send digital cards to the children who line up in the direction of the arrow.
4. Let the children observe and tell where different children (boys or girls) line up.
Please all the children read who ranks first (read in the direction of the arrow).
6. Summarize and praise children.
The conclusion part of verb (abbreviation of verb)
1. Show pictures of animals in the scene to guide children to observe. Count them from the direction of the arrow and see where they are. (children's discussion)
2, guide children to complete the book exercise P28
Sixth, the extension part
Put school tools into this area, and children will continue to learn ordinal order in daily life.