Selection model of mathematics teaching plan for pre-school class one
Activity target 1. Knowing that there are 12 months in a year, we can find out 12 months in a year and get a preliminary understanding of the months of each season.
2. Learn to look at the calendar, find out the designated day, and actively participate in activities.
Activities to be prepared
1. Teaching AIDS: 1-65438+ February card, xxxx calendar, xxxx calendar.
2. "Children's books", children have pens.
Activity process
How many months are there in a year?
Teacher: How many seasons are there in a year? How many months are there in a year?
Guide children to transfer life experience to answer.
Please tell the children when their birthdays are, and show the cards of1-65438+February one by one.
Guide the children to observe which month is missing, and confirm whether there is this month by recalling the birthdays of friends and family.
3. Teacher: Is there a birthday in June+March of 5438?
Further understand that a year is only 12 months.
4. Guide the children to queue the cards of 12 months in order.
Teacher: What is the order of 12 months?
This 12 month, which month comes first? What month does 1 end with?
Understand the cycle of December
Second, observe the calendar to further understand that there are 12 months in a year.
1, the teacher shows this year's almanac and guides the children to count how many months there are.
2. The teacher gives each child a small calendar, so that the children can observe the small calendar and further confirm that there are 12 months in a year.
III. Group Operation Activities
1, find festivals, observe pictures of festivals, let the children listen to the teacher's password and circle the festivals in the calendar.
2. My birthday. Let the children talk about their own dog days and mark them on the calendar.
Four. Activity evaluation
Sample selection of math teaching plan in pre-school class two
Activity goal 1, understand the meaning of "double" and "right" initially.
2. Be able to find things around you in pairs.
3. Experience the happiness of solving problems.
Activity preparation gloves, shoes, chopsticks, socks, a pair of tea cups, a pair of earrings, a pair of bear dolls, operating materials, stickers, etc.
Activity process
Firstly, the games are classified and the concepts of "double" and "double" are introduced.
1, the teacher shows gloves, shoes, socks, chopsticks, etc.
Teacher: Would you please help the teacher tidy up these things? Put the same things together.
Put gloves, shoes, socks, chopsticks, etc. Put them all together and let the children classify and pair them according to their existing experience. )
2. Observe the classification items and get a preliminary understanding of the concepts of "double" and "pair".
Teacher: Please observe the classified things carefully and give the reasons for classification.
Introduce the concepts of "double" and "pair", let children know that a pair or a pair is composed of two, and understand the concepts of "double" and "pair". )
Teacher: We call them a pair of gloves, a pair of shoes and a pair of chopsticks.
Second, classify the games to further understand the meaning of "double" and "right".
1, the teacher shows teacups, earrings, dolls and other items.
Teacher: Let the children help the teacher sort out these things again, try to match them into a pair or a pair, and talk about the reasons for the classification.
2. Teacher's summary: It turns out that in our life, pairs of objects are all related.
We call these two items with the same purpose or shape "a pair of ×××" or "a pair of ×××".
Third, look for pairs of things around you.
1. Teacher: Besides what the teacher prepared, what other things are there in pairs around us?
(such as body, classroom environment, etc.). )
Let the children find out what they can match.
2. Teacher's summary: It turns out that there are so many things in pairs in our life. How beautiful they are!
Four, children's hands-on operation, to further strengthen the experience learned in this activity.
1, Teacher: Today, the teacher also prepared a lot of operation materials for the children, and we all started to pair up.
2. The teacher shows the children's operation data and operates in groups.
3, children's performance display.
The teacher concluded: In fact, in our life, not only those things can be paired, but also people can be paired.
Let's go out and have a try now!
The conclusion part of verb (abbreviation of verb)
The game of "pair by pair".
Sample selection of math teaching plans in pre-school class three
The active target 1 and the number of fish corresponding to the screen are converted into numbers.
2. Practice the comparison and subtraction formula calculation of how many relationships are within 10.
Activity preparation 1. Drawing paper, paper clip, magnet, bamboo chopsticks, crayons, wool, big basin.
Activity process
First, stimulate interest.
Teacher: Have you ever seen fishing, children?
Today, let's cook some fish ourselves and have a fishing competition, shall we?
2. The teacher demonstrated making fishing props.
(1) Draw a fish with drawing paper, cut it with scissors, and then clip it in the fish's mouth with a paper clip, and a fish is finished.
Encourage children to cook different kinds of fish.
(2) making a fishing rod with bamboo chopsticks, wool and magnets;
Tie one end of the wool with bamboo chopsticks and attract the other end with a magnet. It can also be fixed with adhesive tape. Don't wrap it with too thick adhesive tape.
Second, the game activities
1, put all the fish cooked by the children in one pot, and let the children enjoy fishing.
2. The teacher limited the time. It's time, please collect the rod and record the fish you catch.
Third, mathematical activities.
1, the teacher gave two examples at random.
Question: Which of the two men catches more fish? Who catches less? How much more? How much is missing?
And ask the children how to judge how much? How much is missing?
2. Guide children to express mathematical concepts with formulas, and teachers use digital cards, subtraction cards and equal sign cards to demonstrate.
3. Draw a card on the magnetic board to discharge the expression and express it in spoken language.
For example, Qiang Qiang caught five fish and Shanshan caught two. Who caught more? How much more?
Children can find out the answer in their own way.
The teacher used a mathematical formula to express that Qiang Qiang caught three more fish than Shanshan, and five MINUS two equals three: 5-2=3.
4. Let the children compare the fishing amount of two companions in the above way.
Fourth, let the children share the results of the exercises with their peers.
Selected Sample of Preschool Mathematics Teaching Plan 4
Activity target 1, distinguish between left and right.
2. Discover the self-centered left and right.
3. Find the object-centered left and right.
4. Find out the difference between the above two.
Activities to be prepared
1. Make red and green bracelets with sponge paper.
2. Information on children's activities, Volume I, page 14.
3, watercolor pen.
Activity process
First, import in the form of dialogue.
Teacher: Son, which hand do you hold the pencil in? Which hand do you hold the scissors with? Which hand do you use to hold chopsticks?
By the way, we all have to use our right hands. Our right-hand man is very capable. Put a red bracelet on it and a green bracelet on our left hand.
Today we will distinguish between left and right.
Second, find your own left and right.
1, inspire children to find their own left and right, and tell them where they are.
2. Game: See who did it right.
Let the children make corresponding actions according to the teacher's instructions. The starting speed can be slower, and then the speed of the game will change from slow to fast.
(1) Raise your right hand (the one with the red bracelet).
Touch your right ear with your right hand.
Touch your right shoulder with your right hand.
Touch your right leg with your right hand.
(2) Left hand rested on her hips (the hand with the green bracelet)
Touch your left eye with your left hand.
Touch your left knee with your left hand.
Touch your left shoulder with your right hand.
Touch your right leg with your left hand.
Let the children talk about who is on their left, who is on their right, and what objects are on their left and right.
Third, take the object as the center and try to distinguish between left and right.
1. Please arrange 5-6 children in a horizontal row. Tell me xxx who is on the left and who is on the right.
2. Game: Children stand face to face in pairs.
Listen to the teacher's instructions and act accordingly, and feel the difference between self-centered distinction and object-centered distinction.
Such as: clap your right hand, touch your left foot, etc.
3. Guide children to talk about their findings.
Fourth, business activities.
1. Ask children to open the activity materials and complete the painting and coloring activities as required.
2. Ask children to talk about the specific left-right relationship in the picture in combination with the activity materials.