Teaching plan of mathematics activity in kindergarten middle class "ordinal number within 5" 1 1. Activity goal:
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.
Second, the 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. One copy of children's operation materials:
Five different animals (with double-sided tape) draw a picture card of a train with five carriages.
Three. 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"
Let children say "xx animals live in X building" correctly and quickly.
(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"
)-the little animal changes cars, and then tell me which car the little animal takes after changing cars.
2, children's operation, teacher tour guidance.
3. Teacher's summary.
Ask individual children to introduce their own operation methods.
(4), the game "queue"
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 plan 2 of "ordinal number within 5" in kindergarten middle class case background:
In daily life, when I organize children to queue up or play games, I ask them to know their position, but I find that children are vague about ordinal numbers and often can't clearly know their position. Based on this discovery, I designed today's activities under the guidance of the advanced concept of "Kindergarten Understanding Outline" and combined with the materials of children's activities this semester, so that children can feel the positional relationship of things from life and games and experience the fun brought by math activities. Case description:
moving target
1. Know the ordinal number within 5 and let the children master the "number" of the ordinal number.
2. Learn to determine the position of an object in a sequence, which number can be used to represent it.
3. Experience the fun of math activities.
Activity preparation:
PPT courseware for children's operation materials: a small bench and five homemade arrows. Music activities are both important and difficult. Key point: how to master ordinal number?
Difficulty: Learn to determine the position of an object in a sequence and use "where".
Activity teaching method and learning method In the whole activity, I always take children as the main body, and keep children in a positive and good emotional state by seeing more, thinking more, talking more and experiencing more. Pay attention to the interaction between teachers and children during the activity, and more importantly, arrange children to play more games most of the time, and finally, the children operate by hand. Let children deepen their understanding of their hometown under the guidance of teachers and cultivate their feelings of loving their hometown.
Activity flow:
First, start some rhythmic games: clap your hands and tell me that one is one, and I say two is two, and two is two. ......
Second, the basic part of 1. Lambs line up to guide children to perceive ordinal numbers within 5 from left to right and from right to left, which is the first place for children to master ordinal numbers.
2. The lamb grabs the bench game and learns to determine the position of the object in the sequence.
3. Game: Grasp the bench in different directions to further learn the position of the object in the sequence.
Third, end the operation of some children: send the lamb home. Children send lambs home through correct operation.
Extended activities:
Ask parents to participate in the activity, and let the children talk about which floor they sent the lamb to.
Teaching plan of mathematics activity in kindergarten middle class "ordinal number within 5" 3 activity goal:
1, through a series of game activities, let children perceive the ordinal number from 1 to 5.
2. Develop children's logical judgment ability.
Activity preparation:
1, many different car models. Simulate parking lots and hotels.
The children have a sticker that says (first floor, first room) and some flowers marked with the number 1-5.
3. "I am a car driver" tape and recorder.
Activity flow:
First, the topic of the conversation:
Teacher: Listen carefully, children. What's that noise? (Playing music) Teacher: Look, everyone, there is a bus coming.
Second, review various means of transportation and initially perceive the ordinal numbers from the first to the fifth.
1, Teacher: What kind of cars are these? How many cars are there? How to count (5 cars)? (counting from left to right) 2. Teacher: Where is the police car? (First car) 3. Teacher: Where do you start counting? (Guide children to count from left to right) 4. Teacher: Police cars rank first, so we use numbers to represent them. (No.1)5. Teacher: Where are the cars (excavators, ambulances, trucks)? What is the number?
Third, use the game of loading goods to help children consolidate the ordinal numbers from the first to the fifth.
1. Teacher's question: Where have all your cars gone? Drive to the disaster area to help the people in the disaster area deliver goods.
2. Show the flowers (as commodities) and guide the children to string them together in the order of 1-5.
3, the child hands-on operation, the teacher patrol guidance.
4. The children check each other whether the goods are loaded, and the teacher evaluates them appropriately.
Fourth, play parking lot games to help children initially perceive which floor and which room.
1. Scene: The motorcade arrived at the disaster area, and it was already dark, leading out of the parking lot.
2. Show the parking lot and guide the children to say: How many floors are there in the parking lot? How many parking spaces are there on each floor?
3. Please ask the motorcade driver to park in the parking space on the first floor of the parking lot as instructed.
Counting from the left, the police car is parked in the first parking space on the first floor? Show all kinds of cars and let the children park in the designated parking spaces.
Teachers should give appropriate guidance, correct the wrong children or ask them to correct them. Let children learn to express their residence in the form of several floors and rooms by games, and help them consolidate the ordinal number from one to five.
1, Teacher: Children, you have completed the task with honor and are tired. Please go to the hotel to have a rest. The waiter has arranged a room for you. (leads out of the hotel. 2. Show the hotel (there are pictures of children in the room).
Put forward the task: the hotel waiter is very busy and hasn't made a room card yet. Children, let's help them.
3. Guide the children to count how many floors are there in the hotel? How to calculate (fourth floor)? (counting from bottom to top) 4. Guide children to fill in the room card:
Teacher: Who lives on the first floor? On the first floor, we will use numbers to represent it.
Who lives on the second floor? On the second floor, we will use numbers to represent it. Teacher: You are really capable. You already know which floor you live on. Which room do you live in?
Let's count the rooms on each floor first. How to count (five rooms)? (From left to right) Teacher: Which room does XX live in? (First room) Where did you start counting? (Guide children to count from left to right) ××××××× lives in the first room, and we will use numbers to represent it. (No.1) Teacher: XX also lives on the first floor. Which room does she live in? What numbers do we use to represent it?
Teacher: The children are great. Can you find out which room you are in now? Fill in the room card when you find it and stick it on your room.
5. Teachers and students evaluate together.
6. Play a lullaby to let the driver have a good rest. The activity is over.