What math should kindergarten children learn?
How to count: You can skillfully start counting from "1", count backwards, or directly start counting from a number in the middle. Generally, you can start counting from 1, but if you start counting from a certain number in the middle, you may not know it, or children may not know it from 9- 10, 19-20.
Know the order: Generally, when children start counting from 1, the order is fixed. On this basis, let the children draw inferences and ask them what the adjacent numbers are, for example, what are the numbers before 5? What's behind? Count forward from 5, count backward, count forward from 1 1, count backward.
Know the size: let children know who is bigger than who and how much when comparing two numbers. On the basis of the original figures, many such quizzes can be distributed, such as: which is bigger, 7 or 8? How many big numbers? How many smaller numbers are there?
First of all, let's look at the target content of small classes in kindergartens.
Legal comparison:
(1) can be classified according to the obvious differences (size, length, height, etc.) of objects. ), and the characteristics of perceptual quantity.
② We can find simple laws of objects (such as AB, ABB, etc. ) arrange at intervals and experience the fun of pattern arrangement.
It is a little difficult to find the law of interval arrangement. We can let the children know the rules of interval arrangement by queuing.
"Come on, little babies, let's line up the babies of these colors. Blue baby ranks first, yellow baby ranks second and red baby ranks third; Then the blue baby ranked first, the yellow baby ranked second and the red baby ranked third; So which row is the first row after going down? Which ranked second? Which ranked third? If children are asked to remember blue, yellow, red, blue, yellow and red abstractly, they may not understand. Therefore, it is necessary to change it into a way that children can easily understand and let them compare, which is more conducive to children accepting input.
③ By comparison, judge the size, length and height of the object.
For example, when we are taller than children, we will ask teachers and children, two people with obvious differences, to let children know the height and height, "I am taller than you." "You are shorter than me." There is no need to force children to remember what is tall and what is short. It's easy to tell which one is taller and which one is shorter just by comparing two people together. And you can also let the children know that "I am tall, I am taller than you."
Quantity and quantity:
① Know the number 1-5, and preliminarily understand the meaning of the number within 5.
Regarding the recognition of numbers, we mostly let children recognize numbers by coloring. For example, let children fill in the color of empty numbers; Let the children color the digital baby; Let the children draw the numbers by hand.
(2) When the number is less than 5, the total number can be divided.
It is also difficult to count and tell the total. Many children can count, but if you ask him to tell the total, he may be at a loss. So we will use all the toys or countable items in the room to let the children consolidate the concept of logarithm.
(3) According to physical examples, specify the number of objects within 5.
④ We can compare the number of objects between the two groups within 5, and feel more, less and the same.
There will be many toys or objects between activities in each activity room, so we will compare the physical objects with the children.