Small Class Mathematics Teaching Plan "Correspondence between Numbers and Things" Chapter 65438 +0 Activity Target:
1, guide children to correctly perceive numbers within 4.
2. Develop visual perception and judgment.
3. Stimulate children's interest in learning.
Activity preparation:
Plant flowers (cherry blossoms, rape blossoms, peach blossoms, pear blossoms, small stools) wall charts; Music tape.
Activity process
First, activity import.
Division; "Children, spring is here, peach blossoms, rape blossoms, cherry blossoms! Look, bees are buzzing around collecting pollen. Do you also want to be a bee to collect pollen? "
Second, the game; Learn to be a bee and collect pollen.
1. Show pictures of bees and let children learn to be bees. Requirements; Two little bees are two friends holding hands. Three and four are three and four respectively. From 1 to 4, the relationship between the number of exercises and the quantity. Password; A little bee! Fly into the flowers, fly left, fly right. Two little bees! Fly to the flowers, fly left, fly right, three little bees! Fly to the flowers, fly left, fly right, four little bees! Fly into the flowers, fly left, fly right.
2. Teacher: "Little bees collect a lot of nectar and are going to fly back home to brew nectar. Shall we help them find their own home? "
3. Say the rules of the game; There are one, two, three and four stools on the playground respectively. One, two, three, four little bees should find the corresponding stool to sit down, and they can't find the wrong one, otherwise they can't find their home.
4, play music, children find the corresponding small stool.
5. Stop the music, check the situation of children looking for a home, and consolidate the knowledge corresponding to several things. And give children affirmation and encouragement.
Three. Activity summary.
Guide children to know that bees love labor and are smart. They not only collect a lot of pollen, but also find their home accurately. We should learn from bees.
Teaching reflection
Children are interested in integrating mathematics into their lives and playing games in situations they are familiar with. This teaching activity went smoothly and perfectly.
Encyclopedia: Quantity refers to the quantity of things. It is an abstract expression of the number of things in real life.
Small Class Mathematics Teaching Plan "The Correspondence between Numbers and Things" Chapter II Teaching Plan Objectives:
1, recognize the actual meaning represented by the numbers 1, 2, 3, 4, 5, and understand 1, 2, 3, 4, 5.
2. According to the numbers 1, 2, 3, 4, 5, the corresponding objects can be obtained.
3. Enhance the sensitivity to numbers.
4. Willing to participate in group games and group games.
Course plan preparation:
1, teaching aid preparation: a digital turntable;
2. Preparation of learning tools: Digital Card1-5;
Worktable; Physical cards are equal to the number of children;
Several seals12; Write numbers on the left and check the homework paper on the right;
12 copies of "Digital and Object Puzzle"
Hollow number1-5 in "digital card"; 12 watercolor pen.
3. Activity room preparation: put the numbers 1, 2, 3, 4, 5 on each table.
Teaching plan process:
1, preheating activity. Teachers and children greet each other.
Walking, children follow the teacher with music, and the teacher changes his arm; Sit on your hips-lift sideways-touch your shoulders, and the child will imitate. Another teacher waited in another place and gave a digital card to every passing child. (digital card of 1-5)
Online games: identification number 1-5.
Please look for the baby's home according to the digital card in your hand, and sit down when you find it.
Please raise the word "1" and sit on the table 1.
Please ask the other children to sit in their seats in turn.
2. Group activities.
A, the teacher shows the digital turntable and asks a child to turn it. Other children watched, and the teacher asked, "What's on the digital turntable?" (hands and numbers)
B. The teacher turns the turntable. When the turntable stops, the pointer points to the numbers. Please ask the children to read the numbers aloud collectively.
C, according to the number of less than 5 to take things.
Now please ask the teacher "Children's Songs of Learning Tools": Set the workbench and take out the learning tools.
Health:-Worktable,-Take it out.
Take it gently, put it gently, I cherish my school tools.
A, each child has a set of 1-5 property cards. Please hold them according to the numbers on the turntable.
The corresponding number of physical cards. Let 3-5 children turn the digital turntable, and the other children take out the corresponding number of items from the workbench while reading the numbers.
B, operation "a few things puzzle"
Show me the property card, let a child come to the front, take out the corresponding numbers and put them on the puzzle.
Small Class Mathematics Teaching Plan "Correspondence between Numbers and Things" Chapter III Activity Objectives
1, review and consolidate the knowledge of up and down, front and back, circle, triangle, square, red, yellow, blue and green.
2, will take things according to the number and characteristics of objects.
3. Match objects, cards and numbers correctly.
Activities to be prepared
1, red, yellow, round, triangular and square post-it notes, 4 pieces each, with some small stickers.
2. A set of1-4 digital cards, a double-sided adhesive tape and an animal train teaching wall chart.
3, red, yellow, blue and green building blocks.
4. An exercise paper and pen for matching objects, cards and numbers.
Activity process
First, the game: please do it like me.
Teacher: Please do as I do.
Yang: I will do as you do!
Pat your shoulders, hold your head, akimbo, pat your back, stamp your feet, etc. 1-4 times respectively.
Second, learn the corresponding relationship between things, points and numbers.
1, show the animal train map, and learn the corresponding relationship between numbers, cards and objects in 1-4.
"It's a nice day today. Mom and Dad have come to our activities. What's your mood? Such a happy and lively party was known to the small animals in the forest, and they also came. Look, (showing the wall chart) Look who's here? "
Let the children count how many cars are there in a * * *? How many animals are there in each carriage? Please put your thoughts and figures in the car separately.
(Note: The cards are round, triangular, square, red and yellow. When the child comes forward to paste, the teacher lets the child choose, for example, paste a creative card with a red triangle. )
2. Game: Intelligent Robot
Children play robots, teachers play programmers, programmers give instructions to robots, and robots follow instructions.
Each group has a basket of building blocks, and the "programmer" gives instructions for the "robot" to take the building blocks.
For example, (1) take two red building blocks, put them under your chair and tell them to go home.
(that is, put it back in the box).
(2) Take three blue building blocks with the same shape, put them on the table and tell them to go home.
(3) Take 1 green building block, give this building block to the children in front of you and let this building block go home.
(4) Take four building blocks with the same color and shape and put them on the small chair. Please take these building blocks home.
(5) Take two yellow building blocks, put them on your head and under your legs, and call them home.
Third, complete the homework paper and consolidate the corresponding relationship between objects, cards and points.
Each group has a box of colored pens and each person has a piece of homework paper. Please let the children finish it. Parents can help, be good teachers and stick a small piece of encouraging words on the homework paper.
Note: It should be said that this activity is still difficult for children in small classes next semester. A lot of knowledge was incorporated into the 30-minute activity, and the challenge can be imagined. This activity was just organized yesterday, and the effect is good. Children have many opportunities and time to do it. It can be said that every link is the child talking, and the teacher is just a guide, giving instructions at the right time, so the special lesson plan is saved as data.
Small Class Mathematics Teaching Plan "Correspondence between Numbers and Things" Chapter IV Activity Objectives:
1, through the operation of the game, understand and master the corresponding relationship between numbers and objects within 20.
2. Understand the meaning of quantity and improve children's counting ability.
3. Cultivate children's comparative judgment ability.
4. Develop children's logical thinking ability.
5. Stimulate children's interest in learning.
Activity preparation:
Cave board learning tools, pictures of different objects (less than 20), digital cards, multimedia courseware.
Highlights and difficulties of the activity:
Focus of activities:
Complete several corresponding operations.
Activity difficulty:
Understand the correspondence between numbers and quantities.
Activity flow:
First, introduce situations to arouse children's interest.
There is a new batch of goods in the supermarket, and before it can be sorted out, the supermarket administrator wants the children to help sort out the goods.
Second, group activities. (Show multimedia courseware, and practice number-object correspondence in 20 minutes. )
1, displaying items within 20 in turn. After the children have counted, say the total and then correspond to the corresponding figures.
2. Display any number within 20, and state the number of the corresponding item.
Third, business activities. (continue to help the supermarket manager sort out the goods)
1, display numbers, and children insert chess pieces.
In the supermarket, the digital label manager has made the number of each product, but the corresponding products of each digital label have not been arranged. Please help the manager put in the corresponding number of items according to the digital label. )
2. The game "Guess what this number is".
Ask the children to guess the numbers on the number label and then insert the corresponding numbers. Example: 1- 10, maximum singular. )
Fourth, the game: find friends.
The teacher divided the children into two groups. In the 1 group, each person has posted 1 picture of different articles within 20 years. Everyone in the second group is given any number of 1-20. Then let the children observe, the children who take pictures quickly count the number of photos they have taken, and then find the children who have taken the numbers corresponding to their belongings to stand by and check whether they are good friends. If not, correct them quickly. )
Small class mathematics teaching plan "The Correspondence between Numbers and Things" Chapter 5 Activity Objectives:
1, review the numbers within 10 to further perceive the actual meaning of the numbers.
2. Learn to correctly judge the quantity within 10.
3. Develop children's listening and improve their listening.
4. Experience the fun of hands-on operation.
Activity preparation:
Learning tools (hole boards, chess pieces) attract a shopper, a basket and a hand.
Situational environment layout (supermarket)
Items on the shelf (scissors, combs, building blocks, umbrellas, telephones, pencils, crayons ...)
Highlights and difficulties of the activity
Count mouth to mouth, tell the total number and understand the actual meaning of the number.
Activity flow:
1, listening to songs and learning tools.
Explanation: children, today we are going to play games with the hole board again. Please listen to the music and take the study tools.
Instructions for use: Please open the chess box cover, move the chess box, and point the chess pattern at the hole board.
2. Review the number 1- 10.
Method: Please take out the digital chess pieces 1- 10 from the chess box and insert them in the bottom row of the hole board.
3, the game "listen to the sound and insert patterns".
(1) Today, the teacher and the children played a game. Listen and insert sentence patterns. The teacher plays the tambourine (the teacher should master the speed, not too fast). Let the children count carefully, without making a sound. According to the number of times the teacher knocks the tambourine, insert a corresponding number of pieces (for example, if the teacher knocks four times, the children will insert four pieces on the orifice plate) and find the corresponding digital representation on the digital pieces. Did you hear me clearly?
Please take out a pile of red (little monkey) pieces, insert them on the red pillar in the lower left corner, and hold the pieces in your left hand. Are you ready? Please listen carefully. The teacher just knocked a few times. Please insert the corresponding number of chess types and numbers in the first line according to the number of times the teacher hits the tambourine. Start: ... Please take the rest of the chess pieces home. Children are inserted from the first row in turn (3 monkeys, 5 goldfish, 7 swallows).
(2) Check the operation results of children. (The teacher is operating on the demonstration board)
Description: Children:
The first time the teacher knocked a few times: (3 times) We inserted three swallows. What number is used to represent its number? The number 3.
The second time, the teacher knocked a few times: (5 times) We just inserted five swallows. What numbers are used to represent its numbers? The number 5.
The second time, the teacher knocked a few times: (7 times) We inserted seven swallows. What numbers are used to represent its numbers? Number seven.
Check, is it inserted correctly? You can see if the children next to you are plugged in correctly (check the right and wrong between children).
(3) Look at the digital insert. By changing, the digital chess pieces are changed.
Teacher: Please put the digital chess pieces back to the bottom line. Ok, the children did a good job. Now, please put the pieces on the board and pay attention to the same pattern.
Teachers conjure up digital chess pieces through ever-changing games.
Hey, what's the teacher's hand? (Chess), what date is it? (3)。 Please choose a piece you like according to the number in the teacher's hand and insert it in the corresponding number of pieces. Start: ..... The teacher displays 5, 8, 10 in turn. The teacher patrolled to check the children's homework results.
Teacher: Please put the chess pieces away and cover the chess box. We are tired of playing with orifice plates. Shall we take the orifice home?
4. Game: Happy Supermarket
Today, Li Xiaoduo, a child, let us help him buy some things. Would you please look at the things and quantities you want to buy and help him? Free activities: children see their numbers clearly and match them. )
Check the child's operation results.
Teacher: OK, now, let's give something to Li Xiaoduo.
Activity extension: inspire children to record things around them in daily life with numbers, such as how many children came today and how many desks and chairs there are in the classroom.
Supplementary explanation of children's operation list: With the development of economy, many supermarkets have emerged in our life, and children often go to supermarkets in their lives. We apply what we have learned to real life, so we design a teaching game to match shopping lists with several things.
Small Class Mathematics Teaching Plan "Correspondence between Numbers and Things" Chapter VI Activity Name:
Mathematical activities in the field of science: help (review 10 the corresponding relationship between numbers and things)
Activity objectives:
1, correctly perceive the number within 10, and review the number of things according to the number to further perceive the practical significance of the number.
2, like to participate in math activities, encourage children to boldly say their own operation process and results in front of the group.
3. Develop children's listening and improve their listening.
Focus of activities:
Learn to count by things, count by things.
Activity difficulty:
Learn to match the corresponding objects according to the icons.
Activity preparation:
First, experience preparation: children know the numbers within 1- 10 and understand the actual meaning of the numbers.
Second, material preparation: disposable plates and menus: cards for vegetables and fruits, simple supermarket scenes; Hole board and chess pieces (one set for children); 1 to 10 digital card and a set of teacher's demonstration boards.
Activity process
First, children listen to music and get learning tools.
Second, review and recognize the number1-10-indicating goods, which are represented by numbers according to the number of goods.
Third, the story game import:
★ Introduce this activity on the grounds that the teacher wants to entertain guests and needs children's help to buy food.
1, please tell the children what food can be prepared for the teacher's treat?
2. Let the children help to buy food: put a corresponding number of dishes (fruits, snacks, etc.). ) Put it on the plate according to the numbers on the menu (marked with pictures). For example, if there is a number "8" and a small picture of apples on the menu, children need to buy 8 apples and put them on the plate.
★ Side dish game:
Show a cooked dish: the teacher and the children check whether the cooked dish is correct (inspire the children to add 1, remove 1 or change the number on the pot to make it correspond to the real thing).
Iv. business activities:
★ Please take out the digital chess pieces 1- 10 from the chess box and insert them in the bottom row of the hole board.
★ Game: "Listen and insert chess pieces"
1, the teacher knocks the tambourine and asks the children to count. The teacher tapped the tambourine several times and asked the children to insert some pieces on the hole board. (For example, if the teacher knocks eight times, the children will insert eight pieces into the orifice plate, but the color is still specified. For example, the teacher knocked eight times. Please think about how many times the teacher knocked. Please insert it in red. (Insert eight red blocks) If the color is not limited, he will insert blue, and the number 8 behind will probably not be found. Repeat this activity. The teacher knocks the tambourine different times each time, and the child starts to insert it from the first line.
★ Insert digital chess:
1, let the children look at their holes and say something. Take the number according to the matter.
Ask questions; How many times did the teacher beat the drum for the first time? (8 times)
What is the number of 2 or 8 times? (number 8)
Ask the children to take the number 8 from the blue chess pieces below, insert it behind the eight chess pieces, and say what 8 can mean.
3. Complete the operations and problems of other pieces in the same way.
★ Look at the number to insert chess pieces: change the number according to the object.
Teachers insert a certain number of similar chess pieces in the demo version, so that children can watch carefully and count them silently, and then use digital chess pieces to express their numbers on the hole board. (such as; The teacher inserted seven chickens in the demo version. After careful observation, the children inserted seven chickens in their holes and asked the children to check whether they were right or wrong.
★ Turn numbers and insert chess pieces.
The teacher put the demonstration digital chess pieces 1- 10 on the demonstration board irregularly, and let a child rotate the chess pieces at will, and let the child insert the corresponding number of chess pieces on the hole board, starting from the first row and the first column. Take things by numbers
Five, children check each other, pack up school tools, and listen to music to send school tools.