Kindergarten mathematics theme teaching plan 1 activity goal
1, let children feel the numbers in life.
2. Cultivate children's hand, mouth and brain abilities through various games.
Activity preparation fun exercise-looking for numbers in the picture
Activity process
First of all, the game aroused children's interest.
1. Children clap, flip and rub their hands.
2, finger game:
A monkey is by the water. He saw the crocodile submerged in the water. Here comes the crocodile. Bite!
Two monkeys are by the water. They saw crocodiles being flooded. Here comes the crocodile. Here comes the crocodile. Bite! Bite!
Three monkeys are at the water's edge. They see the crocodile being submerged. The crocodile is coming, the crocodile is coming, the crocodile is coming, bite! Bite! Bite!
The child stretched out his finger while doing the action.
Second, find 123.
1. Teacher: 1, 2, 3, these numbers are on us, in our classrooms, in our toys, we not only have to study,
And know the numbers, and learn to write slowly in the future.
2. The children count and the teacher shows the cards.
(1) Guide the children to count how many noses does the teacher have? How many mouths are there?
As the children talked, the teacher showed the digital card 1.
(2) How many eyes does the teacher have? How many ears?
As the child said, the teacher showed the number plate 2.
(3) Guide the children to count how many lights are there in the classroom.
The child said, and then the teacher showed the digital card 3.
3. Let the children observe that the three numbers 1, 2 and 3 are different in appearance. Talk about their own characteristics.
Teacher: 1 Like a stick; Like a duckling; 3 like ears.
4. Teacher: The teacher brought you many fruit babies and gave them to you. Do you like them?
The teacher says the name and quantity of the fruit, and the children put the number of the fruit under the corresponding number;
On the contrary, paste the corresponding number according to the number of fruits. Send a small red flower as a reward by the way.
5. Interesting exercises
Look for 1 2 3 in the diagram.
Third, the end of the activity
1, the teacher danced digital dance with children, one child touched the ground, two children tripped, and three children turned and turned.
2. When the children come home, count what you have at home, which is 1 and what is 2. Tell the teacher and the children tomorrow, ok?
Kindergarten mathematics theme teaching plan 2 I. Situation analysis;
Numbers and shapes are common things around children, and they are also an important part of small class teaching content. Therefore, according to the characteristics of children's learning mathematics, I designed this activity based on the vivid and gratifying game plot of "Black Cat Sheriff leads the cat police to catch mice". Ask children to compare two groups of objects one by one by overlapping or juxtaposing, more, less, the same number, and the same number of hands and mouths within 3 years.
Second, the activity objectives:
1, continue to learn the method of overlapping or juxtaposing two groups of objects, and compare more, less and as many objects one by one.
2. Initially learn to count objects within 3 by hand, learn to arrange objects from left to right, and point with your right hand.
Third, the activity preparation:
There are two pictures (one has two cats and two mice, the other has three cats and two mice), three mice, three graphic dolls, a black cat sheriff's headdress and three fish for each child. Some pictures of children's operation (with one or two or three cats and police). Tape recording. Some red flowers.
Fourth, the activity process
(1) Play the song "Sheriff's Black Cat" and show the headdress of the sheriff's black cat: "Who's here?" "What do you do?"
(2) Show pictures of two cats and two mice and lead children to count. How many cats have caught several mice? What are cats and mice like? (How many ways are there to guide children to overlap or juxtapose? )
(3) Show pictures of three cats and two mice, lead children to count how many cats and mice there are, and guide children to find ways to make as many cats and mice as possible.
(4), according to the number of things
It is really difficult for a kitten to catch a mouse. It's hungry. Please let the children give it fish to eat. Each cat only eats one fish. When some cats come, give them some fish to eat.
The teacher showed three cats, one cat and two cats respectively, and asked the children to take out a fish, two fish and three fish to check whether they were right or wrong.
(5) The game "Cats and Police Catch Mice"
(1) Learning skills: Teachers should be cat police officers, children should be cat police officers, police should clap their hands, children should clap their hands, police should clap their hands two or three times, and cat police officers should also take corresponding numbers.
(2) Kill mice
First, let's see how many mice come to the home of the figure doll. If a mouse comes, it will be shot; if two mice come, it will be shot twice; if three mice come, it will be shot three times.
(3) The "Black Cat Sheriff" rewarded the brave cat policeman with red flowers.
Cats and policemen are brave to catch mice. We rewarded him with red flowers. A flower will be rewarded under a cat, and a few will be rewarded. (Children are required to line up from left to right)
Kindergarten Mathematics Theme Teaching Plan 3 Activity Objectives:
1, know the ordinal number of 1~ 10, determine the position of the object in the sequence, and preliminarily learn the direction.
2. Ordinal number can be used to accurately represent the position of an object in a sequence.
3. Be able to listen to other people's speeches, and pay attention to and learn from the methods used by peers to determine the position of objects.
Activity preparation:
1. Magnetic board with 10 runway drawn longitudinally on it.
2. There are 10 kinds of animals (cards), puppet elephants and 1~ 10 cards in the teaching wall chart (decimal cards are used to record the final animal competition results and large cards are used to record the runway position).
3, children's books on page 22 of the "know ordinal number" material.
Activity flow:
1, guide the children to observe what is on the playground. (Animals are scattered randomly on the runway, which does not correspond to the runway) # Guide children to observe the runway and confirm the number of each runway.
Teacher: Count, how many runways are there in a * * *? Teacher: Which is the first runway? how do you know (Count from the left, point to the adjacent runway on the right in turn, ask which runway this is, and then get on the runway 10) # Guide children to mark the position of the runway with numbers.
Teacher: Who will number each runway? What does the number 5 on the teacher's finger track mean here? What can we usually use "5" to represent? Now you know how many functions numbers have. It has two functions: one is to indicate the number of objects, and the other is to indicate the position of objects.
2. Help small animals prepare for the competition.
# The teacher showed the puppet elephant and asked the track to be prepared as a referee: Please stand on your own track and prepare for the race! 1, bunny. Please ask some children to come up and help the rabbit find his own runway, and then put other animals on different runways. Don't say it in order, let the children find the corresponding runway.
3. Guide children to judge the situation of the game after the game starts.
The teacher moved the animals to show the children the scenes in the game.
Teacher: In the middle of the race, let's see who runs first. Where did you see it? (The nearest key line is the number 1). How do other animals rank?
Move the animals again, show the competition results, encourage the children to observe carefully and judge the competition results of each animal.
Teacher: The game is over. 1 Who won? Where did other animals get it? What animal runs the first track? Try to record the results of animal competitions with numbers.
Teacher: Who can tell you where the small animals that took part in the sports meeting came from? (Let's talk collectively about the results of the competition between animals.) Teachers and children discuss: In this competition, the kitten has two digital friends (indicating the location of the runway and the results of the competition). What do they mean? (Number of stops, race results, ranking)
4. Collective operation activities.
According to the prompt, guide the children to finish the content of "Animals on the stairs" on page 22 of the children's book.
Teaching reflection:
The main goal of this activity is to know the ordinal number of 1- 10, learn to determine the position of an object in the sequence and master the ordinal number, and use which number to accurately represent the position of an object in the sequence. Considering that the sequence is diverse and the direction of the sequence is not fixed, in teaching, I make some ordinal changes, such as:
1. Identify "sequences" with different arrangements, such as horizontal and vertical arrangements.
2. Confirm the ordinal number from different directions, such as what is the ordinal number from left to right? What are the numbers from right to left? What is the ranking from top to bottom? What is the ranking from bottom to top?
3. Confirm the order of similar objects. Which object ranks first?
4. Determine the ordinal number in the changing scene, such as determining the ordinal number of the objects in the sequence, transforming the objects in the sequence, and then identifying the rank of the transformed objects? This not only helps to form the concept of ordinal number, but also helps to develop children's thinking flexibility. During the whole activity, the children maintained a strong interest from beginning to end, and the teacher also participated in it, which played a guiding and auxiliary role. The teaching AIDS of this class are well prepared, playful and interesting, and the classroom atmosphere is active, which fully stimulates the children's enthusiasm for learning.
Kindergarten Mathematics Theme Teaching Plan 4 Activity Purpose:
1, preliminary perception of the usefulness and interest of mathematics in life.
2. Try to count skipping rope in your favorite way and learn to count correctly.
3. Be able to share cooperation with peers and solve problems through consultation.
Activity preparation:
1, material preparation: A video clip from children's real life-The Argument Moment of Jumping Rope Competition, recording paper and pen.
2. Experience preparation: Before the activity, please ask children and parents to collect relevant information about sports competitions, observe and understand the process of various competitions and the method of ranking determination; Children have experience in skipping rope and counting skipping rope.
Analysis of key points and difficulties:
1, key point: through practice, try to count skipping rope in your favorite way, and learn to count correctly in the process of increasing your interest in counting. Prepare to use practical experience method, discussion method and game method to break through this key point.
2. Difficulties: It can be found that many problems in life can be solved by mathematical methods. Prepare to make a breakthrough by inspiring questioning method and extending activities.
Activity flow:
1. Import activity: watch the video and discuss it.
Teacher: Children, today the teacher brought you a video. Please have a look. What happened in the video?
After watching the video, ask:
(1) What happened to the child in the video?
(2) Why can't jump clearly?
2. The second video (slow play) is convenient for children to observe the corresponding relationship between skipping speed and counting speed, and analyze the problems in on-site counting.
Ask questions:
(1) Why is the hop count unclear? What's the problem?
(2) If it were you, how would you count skipping?
3, group practice, collective sharing: how to make the skipping count more accurate.
(1) Children work in groups, and each group takes a skipping rope. Children can discuss the counting method while practicing, and record the counting method of skipping rope through picture marks and other forms.
(2) Collective sharing
First, share the exploration process, such as:
What difficulties did you encounter when you started counting?
How did you come up with the solution?
B. Share counting methods, such as:
Look at the count of children jumping rope;
Look at the number of children's heads jumping up and down;
Look at the number of arms of the children who jump rope.
Which of these methods do you like best? Why?
C, discuss the inventory matters needing attention, such as:
Hops and numbers should correspond;
Stepping on a rope or jumping over the other foot without jumping can't count;
Remember the numbers the children skipped, then count down and say the final result.
4. Learn the skipping count in groups. Let children try skipping recording according to their own wishes, or explore new methods.
5. Discussion: What other sports are counted on the spot?
Such as: children's racket, pitching, tail-scratching games; Football, volleyball, etc in sports.
Activity expansion:
Encourage children to continue to use counting methods to solve problems in sports competitions and life, such as giving out bowls and chopsticks and having lunch. And record your own practices by drawing and taking photos, and post them on the theme wall to share with your peers.
Activity reflection:
First of all, the activity closely links children's learning with real life, highlighting the characteristics of "situational, process, initiative and experience" learning in the scientific field. By exploring the activity of "jumping rope counting method", the relationship between mathematics and the real world is close, so that children can learn mathematics from the practical activities of studying real problems and understand mathematics, so as to realize the true value of mathematics and the endless fun of mathematics learning.
Secondly, the activity process conforms to the requirements of the Outline and Guide, that is, children accumulate experience by discovering, analyzing and solving problems, and apply them to new learning activities, which is conducive to the formation of lifelong learning quality.
Thirdly, the activity process embodies the learning mode of children's independent cooperation and inquiry advocated by the Outline and the Guide, and teachers have become more creators of children's learning situations, organizers and guides of learning activities. The role of teachers has changed from "teaching" to "supporting" and "guiding".
Kindergarten Mathematics Theme Teaching Plan 5 I. Design Intention
According to piagetian school, the understanding of logarithm belongs to children's logical-mathematical experience, which comes from action, not the object itself. Specifically, children's understanding of the concept of books comes from counting activities.
We often see children singing numbers skillfully at ordinary times. They can sing "one, two, three, four, five, fighting tigers on the mountain, etc." But just because they can sing numbers doesn't mean they have understood the numbers, such as "5". The total number of reports is often "6". In fact, this is the last number when children don't know how to count, which represents the total number of sets, but they just don't know how to count.
Children gradually learn some concepts in the process of repeated practice, rather than relying on teachers. Therefore, according to the actual situation of the children in the class and the ongoing theme of "delicious", I designed the activity of "listening to the sound and counting sugar". In order to make the game more interesting, I adopted the method of rote memorization, and at the same time, through repeated practice, let the children understand the practical meaning represented by the last number when counting.
There is a challenging link in the activity-"one more" or "one less", which is carried out according to the actual performance of the children in the activity. This is also an innovation of this activity.
Second, the activity objectives
1. Improve children's understanding of the practical meaning of logarithm through games, and know that the last number represents the total number of sets.
2. Find out the corresponding numbers by meditating the numbers within 10, and try to understand the number concept of "one more" or "one less".
3. Encourage children to actively and boldly participate in game activities.
Key point: let children repeatedly perceive the total number of the last number in the game. And try to understand the number concept of "one more" or "one less" in the game.
Difficulty: For children, the second game is more difficult because it is a process of memorizing the results and then going to the chessboard. Teachers should pay attention to observe whether there are any children who are wrong. If they encounter mistakes, they can verify them on the spot to help children understand the meaning of the board.
Third, activity preparation
Material preparation:
1, 6-8 board with numbers written on it;
2. Sugar cans (preferably tin cans); Some sweets.
Experience preparation:
Before this activity, children should know what recitation is and have exercises as the basis.
Fourth, the activity process
Game 1:
Today, the teacher brought a candy jar and a lot of candy. Let's play the game of "counting sweets by listening to the sound". Children are divided into two groups: South-South group and East-West group. Let's compare which group of children is the best.
Children must cover their eyes with their hands and listen carefully. The teacher put some sweets in the sugar jar. After listening, they can't tell the answer at once. They can't stand up and tell everyone loudly until the teacher is invited. (I heard that a few sweets were put in, so I need to check them in time)
Verb (abbreviation of verb) rules of the game
1, be sure to cover your eyes, you can't see it.
You can't tell the answer immediately after listening. You can't stand up and answer loudly before the teacher invites you.
This game is mainly to familiarize children with the gameplay and rules, learn to remember numbers, and repeatedly perceive and understand that the last number represents the total number of a group through tests in the game.
Game 2:
"Today, the teacher also brought a lot of boards with numbers on them. Let's take a look at them. "
The teacher asked the children to read the numbers on the blackboard while playing them. )
"This game is different from just now. The children blindfolded and pricked up their ears to listen carefully. The teacher put some sweets in the sugar jar. After listening, you can't tell the answer right away. When the teacher says to start, the children will step on the number board.
Rules of the game:
1, be sure to cover your eyes.
2. When the teacher says "Start", the child can leave his seat and step on the board.
Don't squeeze when stepping on the board, just touch it with your feet.
Silent counting was not commonly used in the last period of the middle class, but because of its mystery, children liked it very much. After listening to the numbers, you can't give an answer immediately, you can only cover your mouth and wait until the order is issued before you can step on the board with the corresponding numbers. A small action can not only help children obey the rules of the game, but also immerse them in the plot of the game.
Play three:
Next, let's play a more difficult game and listen carefully. The teacher threw some sweets into the sugar jar. After listening, wait for the teacher to say start. The children want a board with one more runway than this number. The teacher standing on the right will come and hug her. There are also delicious candy rewards.
You can also play the game of "one less".
Rules of the game:
1. Be sure to cover your eyes. If you can't see, listen carefully with your ears.
2. When the teacher says "Start", the children can leave their seats and step on the board.
The first kind of play makes children familiar with the rules and play, and the second kind of play makes children further understand the practical meaning of numbers. Can children try to experience the concept of "one more" or "one less" in the third game? The whole activity runs through the design principle of "the form is unchanged, the content changes", so that children can practice repeatedly without getting bored.
Kindergarten Mathematics Theme Teaching Plan 6 Activity Objectives:
1, to guide children to perceive the basic characteristics of trapezoid.
2. Inspire children to learn to classify according to graphic features and consolidate their understanding of geometric figures.
3. Cultivate children's good operating habits and learn to put used things in the school basket.
Activity preparation:
Teaching AIDS: a plurality of trapezoids with different shapes; A triangular, rectangular and square piece of paper. Learning tools: trapezoidal, triangular, rectangular and square, suitable for children.
Activity flow:
I. Group activities
1, graphic classification.
Show some rectangles and trapeziums of different sizes and shapes and ask, "Who will put the same graphics together?" Ask a child to operate it. "How many numbers are there in each type?"
2. Know the trapezoid.
Show me the trapezoid. "What is this figure? What is the difference between it and a rectangle? " (They are all four sides and four corners. The upper side of the trapezoid is short and the lower side is long; The upper two sides are flat, different in length, with four corners of different sizes. "
3. Guide children to observe right-angled trapezoid and quadrilateral.
"Are these two figures trapezoidal?" "Which figure is trapezoidal? Where do you see that it is trapezoidal? " It is flat from top to bottom, with different lengths, and its four corners are different in size.
Second, group activities.
The first group: variable trapezoid. "Please take a drawing paper and cut it into a trapezoid."
Group 2: Color the trapezoid.
"Look at the numbers in the picture. Please color the trapezoid. "
The third group: trapezoid looking for a home
Trapezoids of various sizes and colors find their own homes.
Three. Activity evaluation
Focusing on individual children, demonstrate how to become a trapezoid and inspire children to come up with various methods.
Teaching reflection:
Compared with other activities, mathematics activities in kindergartens are boring and monotonous, which easily makes children lose interest in learning. Because the children in this period are young and their logical thinking has not yet developed, I created an operable environment for the children in this activity, which is rich in materials, selective and operable. Enable children to operate materials independently and express their ideas boldly. Children's autonomy, selectivity and independence have been fully reflected. Through a series of game activities, the preset requirements of the overall goal of the theme have been achieved.
Kindergarten mathematics theme teaching plan 7 activity goal 1, find the numbers in life and know that numbers are everywhere.
2. Play digital games to stimulate children's interest in numbers.
Activity Preparation 1, Courseware-Fun Exercise: Find Numbers in Pictures
2. Courseware-Interesting Exercise: Finding Numbers
3. Courseware-Animation: What's your favorite number?
Activity process
First, the demonstration courseware stimulates children's interest in finding numbers.
1, interesting picture-find numbers in the picture
Children, these pictures are very interesting. Look carefully. What can you find in the picture?
* You can find the number 1 in the Woods.
* Ducks can find the number 2 in the picture of swimming in the pond.
* The number 3 can be found in the picture of seagulls flying on the sea.
2, fun exercise-looking for numbers
(1) Can you see how many pairs of shoes are in each box in this picture?
The child observed and said.
1 Yes, 2 pairs, 3 pairs, 4 pairs.
Please find the numbers 1, 2, 3, 4 in this picture.
Second, find the numbers in life.
1, to stimulate children's desire to explore actively.
(1) In our life, numbers are everywhere. Do you want to find them?
(Encourage children to talk about their findings)
(2) What do you find the numbers on? Tell the children.
(3) Who is willing to boldly come to the front and tell everyone what you have found?
2. Inspire children to think differently and look for more numbers.
(1) The original number is right around us. Besides these, where have children seen numbers and what numbers have they seen?
(2) Children say the numbers found around them.
Third, favorite number.
1. Numbers are everywhere in our lives and have a close relationship with our children. So what do you think is the most interesting and favorite number?
Please tell some children their favorite numbers. )
2. Comics: What's your favorite number?
Let the children watch a very interesting cartoon and see how many balloons there are in their hands. Be sure to look carefully!
(After reading, the children communicate with each other)
Fourth, today is over. Did you have a good time? Let's go out and find the digital baby, shall we?
Kindergarten Mathematics Theme Teaching Plan 8 Activity Objectives:
1, learn the formation of 2 and know that 1 is 1 is 2.
2. Read the numbers "1" and "2".
3. Operate learning tools in an orderly manner and like to participate in math activities.
Activity preparation:
1, teaching aid preparation: "by car"; Digital card.
2. School preparation: "by car"; "digital card"; Multiple snowflakes (2 in a group).
3. Operation Manual Volume II, page 15.
Activity flow:
1, preheating activity.
Today, Teacher Zhang wants to play a game with the children. This game is called "Where is the Thumb".
How to play: sit in a chair together with your hands behind your back. The teacher asked, "Thumb, where are you?" The child replied "Thumb, Thumb I'm here" and held out two thumbs successively. The teacher asked, "1 thumb added to 1 thumb." How many thumbs are there? " The child replied, "Two thumbs". Switch to another finger name and continue the game.
2. Group activities.
(1) Formation of learning II.
Create a situation: Who is waiting for the bus at the bus stop, and how many white rabbits are waiting for the bus?
Show the platform and put a rabbit on it. The teacher shows the number card "1" and uses the number 1 to represent the rabbit.
This 1 rabbit waited and waited for a long time, but no car came. What a hurry! At this moment, who do you think is coming (showing the second rabbit)?
The teacher put the second rabbit on the platform again. "This rabbit is also represented by the number'1'." At the same time, put the digital card "1" and say, "How many rabbits are there on the platform now?"
Teacher's summary: the first 1 rabbit is added to the back 1 rabbit. Now there are two rabbits on the platform, which are represented by the number "2". The teacher said, circling the two rabbits with his fingers.
The teacher took out the number "2" and put it on the platform, and then put two cards with the number "1" back in their original positions.
Use the same method to operate the formation demonstration 2 of other articles. Guide children to say the meanings of the numbers 1 and 2 respectively, and put the digital cards back in their original positions.
(2) Read the numbers "1" and "2".
Tell me what these two numbers look like.
Summary: "1" is as thin as a pencil, and "2" is like the upper reaches of duckling water.
What do you mean by "1" and "2" respectively?
(3) Summary: 1 rabbit plus 1 rabbit is two rabbits. One plus one is two, and 1 plus 1 is 2.
3. Group activities.
The first group: "ride" operation learning tools. Each rabbit is represented by a corresponding digital card.
Group 2: Operate snowflakes and put numbers accordingly. Take out 1 snowflake for the first time, and correspondingly take out the digital card "1". Take out 1 snowflake for the second time, and take out the digital card "1" accordingly. Put two snowflakes together and replace the last two digits "1" with the digital card "2".
The third group: do the activity of "putting books" on page 15 of the homework.
4. Exchange summary and organize school tools.