In the actual teaching activities of teaching workers, teaching plans are usually used to assist teaching, which can make teaching more scientific. How to write the lesson plan? The following are eight math teaching plans for junior high school classes in kindergarten that I have carefully arranged. Welcome to reading. I hope you will like them.
Mathematics teaching plan for kindergarten middle class 1 activity goal
1. Learn to classify, arrange and record the collected seeds.
2. Actively explore, analyze and discuss, and perceive the relationship between the size, quantity and arrangement length of objects.
Activities to be prepared
1. One child (ten broad beans, ten soybeans and ten red beans per person)
2. A cardboard hand.
3. A ping-pong ball and an ocean ball.
Activity process
First, lead in to arouse children's interest.
Teacher: Look at what's on the table, children.
(Broad beans, soybeans, red beans)
They also have the same name as * * *. Do you know what this is? "(seed)
Second, exploration activities: perceive the same number of seeds with different sizes and arrange them in different lengths.
1. Explain the operation essentials.
Teacher: Now please do one thing and divide these seeds.
(1) Observation: Please guess what is the first line? Why? "(red beans, because there are red beans)
What about the second and third lines? (soybeans, broad beans)
(2) When queuing, start from the red line, one by one, and let them stand on the line.
All three rows have been written, don't accept them, count them and write the numbers in the grid at the back.
2. Children's operation, queuing on cardboard with seeds.
3. Let the children say the arrangement results.
Question: How many red beans are there? (10)
How many soybeans are there? (10)
How many broad beans are there? (10)
Are they all ten years old? Are their queues the same length? (different)
4. Discussion: Why are there all ten, and the length of the team is different?
Red beans are the shortest because they are small. Because broad beans are big, they have the longest row. Because soybeans are neither big nor small,
So the team is neither long nor short.
5. Summary: For the same number of seeds, the smaller the particles, the shorter the arrangement, and the larger the particles, the longer the arrangement.
Third, exploration activities: Perceive the seeds with different sizes, and when the arrangement length is the same, the number is different.
1. Please turn the cardboard over and look at the other side.
Teacher: What's on the cardboard? (seed mark, thread)
How about these three lines? (same length)
2. Set questions and guide children to think.
If you line up on these three lines with the same length, do you think they will use the same amount?
3. Explain the requirements of exploration and children's operation.
Teacher: Please arrange different seeds on three lines with the same length to see if they use the same amount. "
4. Tell the result of the operation.
(Not so much, red beans are used the most, and broad beans are the least.)
5. Discussion: Why do red beans use the most and broad beans use the least when the queue length is the same?
6. Summary: When the queue length is the same, the small seeds are used more and the big seeds are used less.
Fourth, further perceive the relationship among size, quantity and arrangement length in combination with real life.
1. Show ocean balls and table tennis.
2. Question: If you queue up with the same number of ocean balls and table tennis balls, whose team is long and whose team is short, and why?
(Summary: table tennis is small and the queue is short; The ocean ball is big and the queue is long.
Question: Let them line up at the same length. Who uses ocean ball or table tennis more? Why?
(summary: when the team is the same length, the ocean ball is used less; Small table tennis is much used.
The second part of the activity goal of the math teaching plan for the middle class in kindergarten
1, you can find the rules in the activity to sort.
2, can play sorting games according to the alternating rules of size and color.
3. Interested in math activities.
4. Interested in participating in math activities.
5. Experience the fun of math group games.
Activities to be prepared
1, teaching aid preparation: "Blow bubbles"
2. Preparation of learning tools: "Blowing bubbles"; Some plasticine, some colored pens, and some short wool of various colors.
3. Operating side, Volume 4, Pages 5-6.
Activity process
I. Preparatory activities
Teachers and children greet each other.
Online Games: Let's clap our hands together. The first child gets 1, the second child gets 2, the third child gets 3, the fourth child gets 4, and so on.
Second, group activities.
Create a situation: KINOMOTO Sakura and Xiaoyouzi sent us their own bubbles (the teacher showed the teaching aid "Blowing Bubbles").
1. The children in the class are divided into two groups, one is the cherry group and the other is the grapefruit group. The two groups of children arranged regular patterns by operating red bubbles and blue bubbles in school tools respectively.
2. Teacher: The bubbles blown by Muyingzi and Xiaoyouzi are mixed in the sky. Let's line up their bubbles.
Children operate the learning tool "blowing bubbles" and sort them according to the law of alternating colors and sizes.
3. Exchange summaries and show children's works in creative order.
Third, group activities.
The first group: the game of "rubbing sugar beads"
Group 2: Do coloring exercises.
Group 3: Play the game of "tying rope".
Fourth, exchange and summarize, and organize school tools.
Verb (abbreviation of verb) completes the activities on pages 5-6 of Volume IV of the Operation Manual.
Activity tip:
Don't be too mechanical in sorting learning. Teachers should change various forms for children to practice, pay attention to playfulness and fun, and appropriately increase the addition and subtraction sorting method.
Mathematics in life:
1. Complete the activities on page 9- 12 of volume 4 of the exercise paper.
2. Parents can use candy, melon seeds and other daily necessities to let their children practice sorting and enhance their ability to discover the law.
Teaching reflection
Lack of passion in the teaching process, mathematics itself is boring, so when teaching new knowledge to children, teachers need to use their passion to drive children's learning, and pay attention to this aspect in future teaching.
The third part of the kindergarten middle class math teaching plan activities:
Learn the adjacent numbers of 4.
Activity objectives:
1. Learn the neighboring number of 4 by operating learning tools and watching courseware, and cultivate children's interest in neighboring numbers.
2. Cultivate children's initial thinking and reasoning ability.
3. Learn the adjacent number of 4 to further understand the relationship between two adjacent numbers: greater than 1 less than 1, and know that the adjacent numbers of 4 are 3 and 5.
Difficult analysis:
Key points: 3 to 4, 1 less, 5 to 4, 1 more. The adjacent numbers of 4 are 3 and 5.
Difficulties: clearly express the comparison results in language.
Activity mode: collective and individual
Activity preparation:
Knowledge: I learned the adjacent number of 3 and got a preliminary understanding of the relationship between two adjacent numbers: greater than 1 less than 1.
Materials: Teaching AIDS: Courseware: two slides, some digital brooches.
Learning tools: 3 blue flowers, 4 yellow flowers and 5 red flowers per person. A set of digital cards for each person;
Activity flow:
First, lead-in: invite children to watch the performance, thus arousing children's interest in learning.
The content of the performance is: a child plays with the number "4" and comes to the child with tears and asks the child to help him find a friend.
Second, expand:
1. The teacher guides the children to play the "flowering" game, and observes and compares the relationships among the numbers 3, 4 and 5.
(1) Teacher's guidance, children's operation, compare the relationship between 3 and 4.
Spring has come and the flowers in the garden are in full bloom. There are three blue flowers in the garden. After today, there are four yellow flowers. Let children find their digital friends.
Q: "Who has more blue flowers and less yellow flowers? How many fewer blue flowers are there than yellow ones? How much is 3 less than 4? " Do you know who is 4' s good friend through the game? Because 3 is smaller than 4 1, 4' s good friend is 3.
(2) In the same way, guide children to compare the relationship between 4 and 5.
There are five red flowers in the garden. Please find a digital friend for it! Guide the children to compare and get the answer that 5 is greater than 4, 1, and another good friend of 4 is 5.
(3) Teacher's summary: Just now, all of us did a good thing together and found a good friend for the number 4. They are 3 and 5, that is to say, 4' s good friends are 3 and 5.
2. The teacher plays the courseware to verify the children's operation results.
(1) On the first slide, there are more than three blue flowers, four yellow flowers and the numbers 3 and 4 on the screen. Guide the children to compare that 3 is less than 4 and 1, and 4' s good friend is 3.
Continue to play: five red flowers and the number 5 will be displayed on the screen to guide the comparison and draw a conclusion. Five is more than four. 1 4' s good friend is.
(2) The second slide shows the numbers 3, 4 and 5. Please take the number "4" to the stage and ask, "Have you found a friend with the number 4? What is it? " The children come to the conclusion together: 4' s good friends are 3 and 5.
3, the game: "find friends" to consolidate.
How to play: Each child wears a number (3, 4, 5) badge, and the child wearing the number 4 is a friend seeker. When the music stops, each child finds two friends, one is the number 3 and the other is the number 5. Congratulations on finding the right one. The game can be played repeatedly.
Third, the end: organize children to put away their school tools and attend classes naturally.
Mathematics teaching plan for activity target of class 4 in kindergarten
1. Understand the existence and application of even numbers in life.
2. Say things in pairs and experience the fun of the game.
Activities to be prepared
Four clothes, each with four buttons to tie.
Activity process
First of all, understand another expression of even numbers.
The teacher stretched out his hands. Teacher's question: What can two hands say? Knowing two hands can also be called a pair of hands. Guide children to understand that every child has two hands. It can be said that every child has one hand.
Second, look for paired objects in life, and try to use 1 as the right object.
Please find out which parts of yourself are paired and which items in your life need to be used in pairs.
Guide the children to tell what they have found with 1, such as a pair of socks, a pair of tentacles, a pair of eyes, a pair of gloves, and so on.
Third, play the game "Little Hands Really Capable" to understand the importance of hands in life.
Divide the children into two groups, and choose two children from each group to take part in the button-tying competition. After two groups of children put on clothes, one group of children buttons with one hand, and the other group buttons with both hands, which is faster than the other group. After the first round of competition, the two groups of children exchanged buttons and continued the competition.
Guide children to think about which button button is faster in the game. And guide children to talk about things that need to be done with both hands in life.
Activity expansion
Everyday life permeates the kindergarten, looking for pairs of things around you.
The fifth part of the kindergarten middle class mathematics teaching plan activity goal
1, guess and confirm the number of oranges, and accumulate preliminary experience in estimation and different counting methods.
2. I like to observe familiar things in my life and I am willing to express my opinions.
3. Develop children's logical thinking ability.
4. Cultivate children's good operating habits of cooperative and orderly operation.
Activities to be prepared
Several oranges of different sizes, plastic baskets, pens and statistical tables.
Activity process
First, compare and discuss the number of oranges.
1. Observe and compare the sizes of oranges.
Do you like fruit, children? So what kind of fruit do you like to eat? Oh, that's good, isn't it? I like xx fruit, too. Today, the teacher also brought a fruit. Let's see what kind of fruit (orange) this is. What's the difference between them? (A big one) Ah, you all know it without asking.
2. Compare two baskets of oranges of different sizes.
The teacher brought not only two oranges, but also two baskets of oranges. Look at these two baskets. Are they the same? What's the difference between oranges in the basket? Do you think the big orange holds more or the small orange holds more? (Children talk nonsense) Then let's check and count, shall we?
3. Count and verify the number of oranges.
Count what is big first, and you count it (the teacher takes it, and the children count it). Could it be wrong? Let's count again, shall we? Now let's count in another way, two by two, and start counting. Remember it's eight o'clock.
Now let's count the little oranges. I will ask my children to count up, then let them count down, and finally count silently. What does it mean to count silently? How many small oranges are there?
4. Discussion: Why are there different numbers of oranges in the same size basket?
Now children know whether there are many big oranges or small oranges. Why are there more small oranges and less big oranges in the same size basket? (Children tell) Because small oranges take up less space, they can hold a lot more.
Second, guess and record the number of oranges.
1, guess whether there is so much pulp in the orange peel? How many tablets may there be in each tablet?
We have to test everyone again. You said this orange was peeled. What's inside? You are so smart, so what does this pulp look like? A chess piece, such as the moon. ), I also want to ask you, who has more pulp in this large and small orange? Is it? How many slices will there be in a big orange and how many slices will there be in a small orange?
2. Record the guessing results.
Let's guess. Then the teacher wrote down your guess. Let's guess which orange is bigger and which is smaller first. Before guessing, the teacher secretly tore a piece to see how big the pulp is, so that we can accurately estimate how many pieces of pulp there are in the whole orange. Look at this, the teacher began to peel it a little. Ok, now please guess how many pieces of pulp there may be (and then observe the tangerine).
Third, check the pulp quantity of large and small oranges.
So how many pieces of pulp do large and small oranges have? Do you want to peel it off and count it? Put them in the basket. After peeling, think about how you count and how many pieces there are. Let's start now. Everyone chooses an orange.
Fourth, the method and result of communication number.
1. Have all the children counted? Now, please come to the front and count. How many pieces of oranges do you have? Are they big or small? Let's have a look. It really is 12. Write it down quickly. Is it big or small?
2. Are there any different methods? First, pull the oranges in half and count them around. What if I can't count it? Find a spot.
Summarize; Now let's see if there are many big oranges or small oranges on the record sheet. Can you tell? Oh, irregular. It turns out that there is no necessary relationship between the amount of orange pulp and the size of orange.
Fifth, extension.
What other fruits are juicy in daily life? Teacher, there is a big glaze here. Think about how many pieces it might have. Ok, let's peel it off and count it after class.
Self-examination/introspection
In the activity, every child was given the opportunity to operate, let them experience whether their guess is correct or not, and at the same time feel the pleasure of success. In the process of stripping and counting, every child is very serious.
The Design Intention of Chapter 6 of Mathematics Teaching Plan for Kindergarten and Junior Middle School;
After entering the middle class, children's mathematical logic thinking and ability have been further developed. In the early finishing activities, children showed strong interest and thirst for knowledge, but their cooperation ability was relatively lacking. Therefore, with the help of the cartoon Pleasant Goat and Big Big Big Wolf, which children love and are familiar with, I designed a math activity "Pleasant Goat Village", aiming at making children feel the joy of learning mathematics through games, mastering the regular sorting methods, and cooperating with their peers to complete the games and learning tasks.
Activity objectives:
1. Willing to communicate with peers in language and experience the happiness of playing and cooperating with peers.
2. Learn the classification rules of AABB, and classify items regularly according to their quantity or color.
3. Organize items regularly and cooperate with your partner to complete the game.
Activity preparation:
Experience preparation: children have already had the experience of sorting with AB and ABC arrangement rules.
Material preparation: the theme song of Pleasant Goat and Big Big Wolf; The footprints of wolves; Paths sorted by AABB law; Arrange seats regularly from AABB; Organize courseware regularly; Many rectangular bars of four colors; Set the fence scene; Arch door 4 pole; Some color films of different shapes.
Activity flow:
First, play music import activities to arouse children's interest.
Second, observe the footprints of wolves on the ground and review the arrangement law of ABAB.
Yangcun found the footprints of wolves (one big and one small, one big and one small ...) Third, observe the surrounding environment of Yangcun and explore for regular items.
1. Guide children to observe the arrangement of paths and seats.
Teacher: Building blocks and lollipops are arranged regularly. What are their regular arrangements?
2. Play the computer courseware and learn to sort according to the different searching rules of objects.
① Show photos of Pleasant Goat Toy Cabinet, and guide children to abide by the rules of placing items in the photos.
Teacher: Hey! The building blocks of Pleasant Goat House are in a mess. What's the difference between them? Let's take a look at how these building blocks were originally placed.
Ask the lamb to help you recover, and tell the arrangement order (tall building blocks, tall building blocks, short building blocks, tall building blocks, short building blocks, tall building blocks, tall building blocks, tall building blocks, tall building blocks, short building blocks, etc.). (2) Show photos of Lanyangyang's food cabinets to guide children to observe the arrangement of items.
Teacher: Hey! The lollipops in lazy sheep's house are in a mess. What's the difference between them? Let's take a look at the original cupboard of lazy sheep's house.
Ask the lamb to help you recover and tell the arrangement order (big lollipop, big lollipop, small lollipop, big lollipop, small lollipop ...) Fourth, children's operation practice: sort according to the law of finding objects of different colors.
1. Make a fence for Yangcun, and try to arrange items regularly according to colors.
The teacher designed rectangular strips of paper in various colors, focusing on guiding children to sort regularly and tell the rules. Such as: yellow, yellow, green, green, yellow, green, green ... or red, red, blue, red, blue, blue and so on. ) 2. Collective display, find fences that do not meet the arrangement rules and correct them.
3. Children are divided into groups to make door curtains, and learn to classify them regularly according to the differences in the number of objects and the free choice and cooperation of colors. Please make a curtain in groups of four children.
Look at the curtain you made. Are they arranged regularly? Tell me what rules you repeat.
4. Children communicate with each other, and children perceive regularly arranged items.
Ask a representative of each group to talk about the arrangement rules of making door curtains.
Activity comments:
More successful places in the activity:
1. This activity was carried out with the help of the children's favorite "sheep village" game scene, which stimulated and mobilized the enthusiasm and initiative of children to participate in the activity.
2. Interlocking. The whole activity always follows the age characteristics and development rules of children, from the perception and sequencing rules in ppt to the operation and communication of individuals, and then to the cooperation and communication of groups. Clear links, distinct levels and clear goals.
3. The operability is highlighted. In the activity organization, the teacher provided the children with rich and sufficient operation materials, which well met the needs of children's hands-on operation and exploration and research.
4. Break through the difficulties. It is important and difficult for children to make "sheep village fence" and decorate "door curtain" in groups according to BB's sorting rules. Under the ingenious arrangement and guidance of teachers, children are willing to cooperate, successfully complete the task through operation, and effectively achieve the preset goal of the activity.
Where improvements and adjustments are needed:
Teachers' language guidance and language need to be further improved, and the expression should be clearer and the direction should be clearer, so that every child can hear clearly and operate according to the requirements, which is conducive to improving the effect of the activities. In the activities, teachers should not only consider how to guide, but also pay attention to the children's reaction, and give timely guidance and suggestions to the children's problems in the activities.
Math lesson plan for middle class in kindergarten Chapter 7 Math lesson plan for middle class in kindergarten-this is an ellipse (figure).
Useful learning experience:
Know the ellipse and compare the similarities and differences between the circle and the ellipse.
Prepare:
1. Plastic and paper circles (easy to fold) and oval pieces, one for each child. The radius of a circle is equal to the short semi-axis of an ellipse, and the circle of paper and plastic is as big as an ellipse.
2. 1 thin iron ring.
3. Draw a circle (equal to the diameter of the thin iron ring) and an ellipse on the blackboard and mark the center of the circle and the center of the ellipse respectively.
Activities and guidelines:
1. Show the thin iron ring, let the children tell what kind of figure it is, then guide the children to look at the circle on the blackboard, let the iron ring coincide with the circle, and let the children understand that the two circles are the same size. Inspire children to observe the center of the circle, draw several radii, and show them the radii with a small stick, so that children can understand that each radius of a circle is equal in length.
2. Pull or press the thin iron ring into an ellipse to make it coincide with the ellipse on the blackboard. Tell your child that this circle is called an ellipse. Draw the long axis and short axis of the ellipse and measure it for the child. The major axis and minor axis are not equal.
3. Give children circles and ellipses made of plastic and paper. Let the children have a look first, touch the plastic circle and ellipse, and then overlap them to find out the difference between them.
4. Let the children fold the circle and ellipse of the paper in half by 40% to see the difference.
5. Summary: The distance (radius) from the center of the circle to each point on the circle is equal, but the distance from the center of the ellipse to each point on the ellipse is not necessarily equal.
Teaching objectives of mathematics teaching plan 8 in kindergarten middle class
1, learn visual array, can correctly perceive numbers within 7, and is not affected by object arrangement.
2. Let children learn to match objects with numbers.
3, can use language to tell the operation process. Prepare physical cards (fruits and vegetables 1-7), baskets (2), digital cards (1-7), exercise papers (circled by number) and pockets (36) for teaching. The key points and difficulties in teaching are matched with objects according to numbers, and you can tell your own activities in language. Explore the teaching methods and means of operation methods; Teaching assisted by physical pictures.
Activity process: teacher activities
Early childhood activities
Design intent
First, organize children to carry out collective activities.
1, play the reading game.
Show the number cards and review the numbers 3, 4, 5, 6 and 7 with your children.
2. Guide children to visually observe several groups.
Show me the physical card. Teacher: What's in the picture? How many people are there? Who will send digital friends to these physical cards?
3. Organize activities: arrange cards according to numbers. (Put two cards in each group)
(1) Show the red and green baskets.
(2) Requirements: Please put the same number of cards in the same basket.
(3) Question: Right? What do the cards in this basket have in common?
(4) Teacher: Who sends them digital friends?
Look at the digital card and read the numbers.
Look at the picture, visually measure the quantity, talk about it, and send digital cards.
Place the cards as required.
A: The number is the same.
Individual children send numbers, and everyone checks them together. Reviewing numbers by reading games can arouse children's interest. In collective learning and operation, let children understand the relationship between quantity and number, improve their ability to observe several groups intuitively, and also improve their practical ability.
Second, organize children to operate activities.
1, Operation: Give a gift to the digital pocket.
Requirements: each person takes a digital pocket, looks at the numbers in the pocket, and then sends the corresponding cards to the digital pocket. The number of items on the card should be equal to the number on the pocket. When you send it, you should also say: X, I'll give you XX ... ...
2. Operation: Draw a circle according to the numbers.
Requirements: Look at the numbers below, and then draw a few circles in the corresponding grid above. Draw and say: number x, I'll give you x circles. ...
3. Guide children to operate.
Theoretical sentence: the number x, I will give you xx ... ...
Practice drawing circles with empty hands.
Operation, after completing the first content, operate the second content. According to the group operation, consolidate the children's mastery of what they have learned.
Third, conduct activity evaluation.
(1) Teacher: "Now, please get up and talk about your own operation process."
(2) Game review: Find the airport (consolidate the understanding of numbers 4, 5, 6 and 7) and tell the operation process separately. Children tell the process of operation, and their knowledge is further consolidated.