Kindergarten math theme lesson plan

As an educator who teaches and solves doubts for others, we often need to prepare lesson plans. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. How to write lesson plans to be more effective? The following are kindergarten mathematics theme lesson plans that I have collected and organized. You are welcome to learn from them and refer to them. I hope they will be helpful to you. Kindergarten Mathematics Lesson Plan 1

Activity objectives

1. Let children initially perceive numbers in life.

2. Cultivate children’s hands-on, oral and brain-using abilities through various games.

Activity preparation and fun exercises - finding numbers in pictures

Activity process

1. Games arouse children's interest

1. Children Clap your hands together, twirl your hands, and rub your hands together.

2. Finger games:

A monkey was by the water and saw a crocodile submerged in the water. The crocodile came and bit!

Two monkeys were in the water. By the water, I saw the crocodile was flooded, the crocodile is coming, the crocodile is coming, bite! Bite!

Three monkeys were by the water, I saw the crocodile was flooded, the crocodile is coming, the crocodile is coming, the crocodile is coming Yes, bite! Bite! Bite!

(The child stretches out his fingers while making movements).

2. Look for 123

1. Teacher: 1, 2, 3, these numbers are with us, in our classrooms, in our toys, we not only have to Be able to read,

and understand numbers, and then gradually learn to write numbers.

2. Children count and the teacher shows the card

(1) Guide the children to count how many noses does the teacher have? How many mouths does the teacher have?

Next to the children Say, the teacher shows the number card 1.

(2) The children count again. How many eyes does the teacher have? How many ears does the teacher have?

The children say and the teacher shows the number card 2.

(3) Guide the children to count how many lights are there in the classroom?

While the children are talking, the teacher shows the number card 3.

3. Let the children observe that the three numbers 1, 2, and 3 have different looks. Talk about their respective characteristics.

Teacher: 1 is like a stick; 2 looks like a duck; 3 looks like ears.

4. Teacher: The teacher brought you many fruit babies for you, do you like them?

The teacher said the names and quantities of the fruits, and the children gave them to you. Paste the quantity under the corresponding number;

On the contrary, paste the corresponding number according to the number of fruits. (If you post it correctly, you will be rewarded with a small red flower).

5. Fun exercises

Look for 1 2 3 in the picture

3. End of activity

1. Teachers and children dance together In the digital dance, one child touches the ground, two children tap their feet, and three children spin around.

2. After the children go home, count which things in your home have one and which have two. Tell the teacher and children tomorrow, okay? Kindergarten Mathematics Lesson Plan 2

1. Situation analysis:

Numbers and shapes are things that often exist around children, and they are also an important part of small class teaching content. Therefore, based on the characteristics of children learning mathematics (acquired through having fun and doing puzzles), I designed the game plot with the vivid and popular "Black Cat Sheriff Leading the Cat Police to Catching Mouse" game plot. this activity. Let the children use the method of overlapping or juxtaposition during play to compare the two groups of objects one by one to find more, less, the same number, and the same number of things within 3 between the hands and mouth.

2. Activity goals:

1. Continue to learn how to use overlapping or juxtaposition of two groups of objects, and compare them one by one to find out whether there are more, less, or the same number of objects.

2. Preliminarily learn to count objects within 3 with hands and mouth in unison, learn to arrange objects from left to right and count with the fingers of the right hand.

3. Activity preparation:

Two pictures, (one has two cats and two rats, the other has three cats and two rats) Rat 3 Only, 3 graphic dolls, a black cat Sheriff headdress, and three fish for each child. Several pictures of children operating (with one, two or three cat police officers on them). Tape recording. Some red flowers.

IV. Activity Process

(1) Play the song "Black Cat Sheriff" and show the Black Cat Sheriff headdress: "Who is here?" "What are you doing?" < /p>

(2) Show the pictures of two cats and two mice and ask the children to count how many cats there are and how many mice they caught. What do cats and mice look like? (Guide children to use overlapping or How many ways to put them side by side)

(3) Show the pictures of three cats and two mice, and lead the children to count how many cats and mice they have, and who has more cats and mice? less, and guide young children to think of ways to make the cat and mouse become the same.

(4). Take numbers according to objects

It is very hard for the kitten to catch mice. It is hungry. Ask the children to give it fish to eat. Each cat only eats one fish. , a few cats came, so I gave them some fish to eat.

The teacher shows three cats, one cat, and two cats respectively, and asks the children to take out the corresponding one fish, two fish, and three fish, and check whether they are correct or wrong.

The child pats once, the police officer pats twice or three times, and the cat police officer also pats the corresponding number of times.

　(2) Eliminate mice

First look at how many mice come to the graphic doll’s house. If one comes, shoot it once. If two rats come, shoot two. If there are three rats, shoot them. Three shots.

(3) "Black Cat Sheriff" rewards the brave cat police officer with red flowers.

The cat policeman is so brave in catching mice. We reward him with red flowers, one for each cat and put them under him. We reward him with as many flowers as there are. (Children are required to arrange from left to right) Kindergarten mathematics theme lesson plan 3

Activity goals:

1. Recognize the ordinal numbers from 1 to 10, and determine the direction of initial learning to determine the position of objects in the sequence Location.

2. Can use ordinal words to more accurately represent the position of objects in the sequence.

3. Able to listen to what others say, pay attention to and learn how peers determine the location of objects.

Activity preparation:

1. A magnetic board with 10 runways drawn vertically on it.

2. The 10 animals in the teaching wall chart (4), (cards), puppet elephants, and one set of small and large decimal cards from 1 to 10 (the decimal cards are used to record the results of the final animal competition, large and small) Number cards are used to record the position of the runway).

3. Everyone has a copy of the material "Understanding Ordinal Numbers" on page 22 of the Children's Book.

Activity process:

1. Guide children to observe what is on the sports field. (Scatter the animals randomly on the track and do not correspond to the track) #Guide the children to observe the track and confirm the serial number of each track.

Teacher: Count, how many runways are there in a ***? (Ask individual children to talk about it, and then count the points collectively) Teacher: Which track is the first? How did you know? (Count from the left, and then refer to the adjacent runways on the right, asking which runway this is, and then continue to the 10th runway) #Guide the children to mark the location of the runway with numbers.

Teacher: Who can mark each track with numbers? (Ask a child to operate) The teacher points to the number 5 on the track: What does "5" mean when placed here? What can we usually use "5" to express? Now do 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 location of objects)

2. Help small animals prepare for the game.

#The teacher showed the puppet elephant and made track preparation requirements as a referee: ask the athletes to stand on their own track and prepare for the competition! Lane 1, bunny. Invite individual children to come up and help the bunny find its own track and stand properly, and then place other animals on different tracks.

(Don’t tell them in order, let the children find the corresponding track)

3. After the game starts, guide the children to judge the situation of the game.

The teacher moves the position of the animal to let the children see what is going on in the game.

Teacher: Halfway through the race, children, let’s see who is running first? Where did you see it? (The one with the closest highlighted line is the 1st one.) Let’s see where the other animals are.

Move the position of the animals again, display the results of the competition, encourage children to observe carefully, and determine the performance of each animal.

Teacher: The competition is over, who won the first place? Where did the other animals rank? Which animal is running on which track? Try using numbers to record the results of the animals' games.

Teacher: Who can tell everyone the ranking of the small animals participating in the sports meeting? (Let’s talk about the results of the animals’ competition as a group) Teachers and children discuss: In this competition, the kitten has two number friends (indicating the location of the track and the results of the competition). What do they mean? (The number of stations, the ranking obtained from the competition)

4. Carry out operating activities collectively.

Guide the children to follow the prompts and complete 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 understand the ordinal numbers from 1 to 10, learn to determine the position of objects in the sequence and master ordinal words, and be able to accurately express the number The position of the object in the sequence, considering that the sequence is diverse and the direction of the sequence is not fixed, during teaching, I make some ordinal changes, such as:

1. Identify "sequences" with different arrangements. For example: horizontally and vertically,

2. Confirm the ordinal number from different directions, such as: which number is it from left to right? Which number is it from right to left? Which number is it from top to bottom? Which is the number from bottom to top?

3. Confirm the sequence of objects of the same type. Which object is ranked in which order?

4. Confirm the ordinal number in changing situations. For example, after determining the ordinal number of the objects in the sequence, change the objects in the sequence, and then identify the order of the transformed objects? This will not only help form the concept of ordinal numbers, but also help develop children's thinking flexibility. Throughout the activity, the children maintained a strong interest from beginning to end, and the teacher participated with them and played a guiding and assisting role. The teaching aids for this lesson are well prepared, game-like and interesting, and the classroom atmosphere is active, which fully stimulates children's enthusiasm for learning. Kindergarten Mathematics Lesson Plan 4

Purpose of the activity:

1. Preliminarily perceive the usefulness and interest of mathematics in life.

2. Try to use your favorite method to count rope skipping and learn to count correctly.

3. Able to share and cooperate with peers and negotiate to solve problems encountered.

Activity preparation:

1. Material preparation: Video clips from the real life of children - "The moment of dispute in the rope skipping competition", recording paper and pen.

2. Experience preparation: Before the activity, children and parents are asked to collect information about sports competitions, observe and understand the process of various competitions and the methods for determining rankings; children already have experience in skipping ropes and skipping rope counting.

Analysis of important and difficult points:

1. Key points: Through practice, try to use your favorite method to count rope skipping, and learn to count correctly while continuously increasing your interest in counting. Prepare to use practical experience method, discussion method and game method to break through this key point.

2. Difficulty: Be able to find that many problems in life can be solved using mathematical methods. Prepare to use heuristic questioning method and activity extension method to make breakthroughs.

Activity process:

1. Import activities: watch the video and discuss.

Teacher: Children, today the teacher brought you a video. Please take a look. What happened in the video?

After watching the video, ask questions:

(1) What did the children in the video have a dispute over?

(2) Why is there a problem of unclear count of skipping ropes?

2. The second video recording (slow playback) allows children to observe the correspondence between rope skipping speed and counting speed, and analyze problems that arise during on-site counting.

Questions:

(1) Why is the count of skipping ropes unclear? What's the problem?

(2) If it were you, how would you count the skipping ropes?

3. Group practice and collective sharing: how to make skipping counting more accurate.

(1) Children are divided into groups, and each group takes a skipping rope. Children can discuss counting methods while practicing, and record skipping counting methods through picture marks and other forms.

(2) Collective sharing

a. Share the exploration process, such as:

What difficulties did you encounter when starting to count?

How did you come up with the solution?

b. Share counting methods, such as:

Count the jumping feet of children skipping rope;

Count the ups and downs of heads of children skipping rope;

< p> Look at the count of the arms of the skipping children as they swing the rope.

Which one of these methods do you like best? Why?

c. Discuss counting precautions, such as:

Jumping and counting should be consistent;

Stepping on the rope or jumping with one foot and not jumping with the other , cannot be counted;

Remember clearly the number that the child skipped, then continue counting, and tell the final counting result.

4. Learn skipping rope counting in groups. Ask children to try skipping rope recording methods according to their own wishes. They can also explore and discover new methods.

5. Discussion: What other sports use counting on the spot to calculate results?

For example: children’s ball shooting, pitching, and tail-catching games; sports such as football and volleyball games, etc.

Activities extension:

Encourage children to continue to use counting methods to solve problems in sports competitions and life, such as growing bowls and chopsticks on duty, taking noon points, etc., and using methods such as painting and taking pictures. Record your own practices, post them on the theme wall, and share and communicate with your peers.

Reflection on the activity:

First of all, this activity closely links children’s learning with their real lives, highlighting the “situation-based, process-based, activity-based, and "Experiential" characteristics. Through the activity of exploring the "skipping rope counting method", mathematics is closely connected with the real world, so that children can learn mathematics and understand mathematics through practical activities of studying real-life problems, thereby realizing the true value of mathematics and the endless fun of mathematics learning.

Secondly, the activity process complies with the requirements of the "Outline" and "Guidelines", that is, children continue to accumulate experience by discovering problems, analyzing problems, and solving problems, and apply them in new learning activities, which is conducive to forming benefits. Lifelong learning qualities.

Third, the activity process reflects the learning method advocated by the "Outline" and "Guide" that focuses on children's independent cooperation and inquiry, and teachers have become more of the creators of children's learning situations. Organizer and guide of activities. The role of teachers has changed from "teaching" to "supporting" and "guiding". Kindergarten mathematics theme lesson plan 5

1. Design intention

According to the Piaget school of thought, the understanding of numbers belongs to children's logical-mathematical experience. This kind of experience comes from actions, and Non-objects themselves, specifically children’s understanding of the concept of books comes from counting activities.

We often see that children can sing counting skillfully in normal times. They can sing: "One, two, three, four, five, go up the mountain to hunt tigers...etc., but being able to sing counting does not mean that They already understand quantity. For example, when counting to "5", the total number reported will often be "6". In fact, this is because children do not understand that the last numeral in counting represents the total number of sets, and they do not understand the actual number represented by the number. significance.

Children learn certain concepts through repeated practice and gradually comprehend and understand them, rather than relying on teachers to teach them. Therefore, based on the actual situation of the children in the class and the ongoing theme of "delicious food", I designed the activity of "counting sweets by listening to sounds". In order to make the game more interesting, I adopted the method of counting silently, and through repeated practice, I let the children understand the actual meaning of the last number when counting.

A challenging link is added to the activity - "one more" or "one less", and is carried out based on the children's actual performance in the activity. This is also an innovative point in this activity.

2. Activity goals

1. Improve children’s understanding of the actual meaning of numbers through games and know that the last numeral represents the total number of sets.

2. Count numbers within 10 silently by "listening to the sound", and be able to find the corresponding numbers, 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 the children repeatedly perceive that the last number represents the total number of the set during 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 difficult, because it is a process to keep the results of silent counting in mind and then stand on the board. The teacher should pay attention to observe whether If a child makes a mistake, you can verify it on the spot and help the child understand the meaning of the board.

3. Activity preparation

Material preparation:

1. 6-8 boards with numbers written on them;

2. A sugar can (preferably a tin can); several candies.

Experience preparation:

Before this activity, children must know what silent counting is and have practiced it as a basis.

IV. Activity process

How to play:

Today the teacher brought a sugar bowl and many candies. Let’s play “counting candies by listening to the sound” game. The children are divided into two groups: the Nannan group and the Xixi group. We will compete to see which group of children is the best.

Children must cover their eyes with their hands, prick up their ears and listen carefully. The teacher puts a few candies into the sugar bowl. After listening, they cannot speak the answer immediately. They must wait until the teacher invites them to stand up and speak loudly. Tell everyone. (When you hear how many candies are put in, you must verify it in time)

5. Game rules

1. You must cover your eyes and cannot see.

2. After listening, you cannot say the answer immediately. You can only stand up and answer loudly after the teacher invites you.

This game is mainly for children to familiarize themselves with the gameplay and rules of the game and learn to count silently. , and passed the test in the game, repeatedly sensing and understanding that the last numeral represents the total number of a set

How to play two:

"Today the teacher also brought a lot of boards , there are numbers on it, let’s see what it is?”

(The teacher placed the board and asked the children to identify the numbers on the board)

“This This game is different from the previous one. The children covered their eyes and listened carefully. The teacher put a few candies into the sugar bowl. After listening, they could not tell the answer immediately. When the teacher said to start, the children stepped on it. There is a board with this number.

Game rules:

1. You must cover your eyes and cannot see.

2. The teacher says "Start". , children can leave their seats to step on the board.

3. Don’t be crowded when stepping on the board. Just touch it with your feet.

Silent counting is not commonly used by children in middle school. It is a counting method, but because of its "mystery", children like this method very much. After hearing the numbers, they cannot report the answer immediately. Instead, they have to cover their mouths and wait for the command before they can step on the board with the corresponding number. A small action not only helps children comply with the rules of the game, but also immerses them in the plot of the game.

How to play three:

Next we will play a more difficult game. We also have to prick up our ears and listen carefully. The teacher threw a few candies into the sugar bowl and listened. Later, when the teacher says to start, the children will run on a board with one more number than this number. The teacher who is standing on the right side will come and give her a hug. There are also delicious candy rewards.

You can also play the "one less" game in the same way.

Game rules:

1. You must cover your eyes. If you cannot see, listen carefully to the sound with your ears.

2. Only when the teacher says "start" can the children leave their seats and step on the board.

The first gameplay allows children to become familiar with the rules and gameplay, and the second gameplay allows children to further understand the actual meaning of numbers. In the third gameplay, can children try to experience "one more" or The concept of "one less". The whole activity runs through the design principle of "the form remains unchanged but the content changes", allowing children to practice repeatedly without feeling boring. Kindergarten Mathematics Lesson Plan 6

Activity goals:

1. Guide children to perceive the basic characteristics of trapezoids.

2. Inspire children to learn to classify graphics according to their characteristics and consolidate their understanding of geometric figures.

3. Cultivate children’s good operating habits and learn to put used things in the school supplies basket.

Activity preparation:

Teaching aids: several trapezoids of different shapes; one piece of paper each for triangle, rectangle, and square. Learning tools: Two trapezoids, triangles, rectangles, and squares of different sizes for children.

Activity process:

1. Group activities

1. Graphic classification.

Show a number of rectangles and trapezoids of different sizes and shapes, and ask: "Who would put the same shapes together?" Ask a child to do it. "How many of each shape are there?"

2. Understand the trapezoid.

Show the trapezoid, "What shape is this? How is it the same as a rectangle, and how is it different?" (They both have four sides and four corners. The upper side of the trapezoid is shorter and the lower side is longer; The two upper sides are flat, of different lengths, and have four corners, of different sizes.

3. Guide children to observe right-angled trapezoids and quadrilaterals.

"These two. Are all shapes trapezoids? ""Which one is a trapezoid? How do you know it is a trapezoid? " (Its upper and lower sides are flat, different lengths, and the four corners are different sizes)

2. Group activities

Group 1: Transform into trapezoids. "Ask the children to take a piece of graph paper and cut it to make them into trapezoids."

Group 2: Transform into trapezoids. : Color the trapezoids.

"Look at the shapes in the picture and ask the children to color the trapezoids."

Group 3: Find a home for the trapezoids

Find a home for various trapezoids of different sizes and colors.

3. Activity evaluation

Focus on asking individual children to demonstrate how to change trapezoids to inspire them. Come up with a variety of methods.

Teaching reflection:

Compared with other activities, mathematics activities in kindergarten are boring and monotonous, which can easily cause children to lose interest in learning. Logical thinking has not yet developed, so in this activity, I created an environment with rich and operable materials for children, and created a selective and operable space for children, so that children can operate materials independently and boldly. Express your own ideas. Children's autonomy, selectivity, and independence are fully reflected. Through a series of game activities, the requirements of the theme's overall goal are achieved.

Activity goals: 1. Discover numbers in life and know that numbers are everywhere.

2. Use numbers to engage in game activities to stimulate children’s interest in numbers.

Activity preparation 1. Courseware - Fun Exercise: Find Numbers in Pictures

2. Courseware - Fun Exercise: Find Numbers

3. Courseware - Cartoons : What is your favorite number?

Activity process

1. Demonstrate courseware to stimulate children's interest in finding numbers.

1. Fun pictures-find numbers in the pictures

Children, these pictures are very interesting. Take a closer look, what can you find in the pictures?

< p>　*The number 1 can be found in the woods.

*The number 2 can be found in the picture of the little duck swimming in the pond,

*The number 3 can be found in the picture of the seagull flying in the sea.

2. Fun practice-finding numbers

(1) Can you tell how many pairs of shoes are in each grid in this picture?

Children will tell after observation

p>

1 pair, 2 pairs, 3 pairs, 4 pairs.

(2) Please find the numbers 1, 2, 3, and 4 on this picture.

2. Discover numbers in life.

1. Stimulate children’s desire to actively explore

(1) In our lives, there are numbers everywhere. Do you want to find them?

< p>　(Encourage children to talk about their discoveries)

　(2) If you found numbers on something, tell the children.

(3) Who is willing to come forward boldly and tell everyone your findings?

2. Inspire children to spread their thinking and look for more numbers

(1) It turns out that numbers are all around us. In addition to these, where and on what things have children seen numbers?

(2) Children tell about the numbers found around them.

3. Favorite Numbers

1. Numbers are everywhere in life, and they are also closely related to our children. So what number do you think is the most interesting and favorite? What is it?

(Ask a few children to introduce their favorite numbers to you.)

2. Cartoon: What is your favorite number?

Invite the children to watch a very interesting cartoon. Look at how many balloons the children in the cartoon have in their hands. Be sure to look carefully!

(After watching, the children talked to each other. Communication)

4. At the end of today, did you have fun? Let’s go outside to find the number babies again? Kindergarten math theme lesson plan 8

Activity goals:

1. Learn the formation of 2, and know that 1 plus 1 is 2.

2. Recognize and read the numbers "1" and "2".

3. Operate learning tools in an orderly manner and like to participate in mathematical activities.

Activity preparation:

1. Teaching aid preparation: "Ride by car"; "Digital Card".

2. Preparation of learning tools: "Car ride"; "Number cards"; several snowflakes (2 pieces per set).

3. Page 15 of Volume 2 of "Operation Manual".

Activity process:

1. Preparatory activities.

Today, Teacher Zhang wants to play a game with the children. This game is called "Where's the Thumb?"

How to play: Sitting together on chairs, with hands behind their backs, the teacher asks: "Thumbs, thumbs, where are you?" The children answer "Thumbs, thumbs, I am here" while extending 2 in succession. A thumbs up. The teacher asked: "One thumb plus one thumb, how many thumbs are there?" The child answered: "2 thumbs". Replace with other finger names and continue the game.

2. Group activities.

(1)The formation of study 2.

Create a situation: Who is waiting for the bus on the bus station, and how many little white rabbits are waiting for the bus?

Show the platform and put a little white rabbit Place it on the platform, and the teacher shows the number card "1" and uses the number 1 to represent this little rabbit.

This little rabbit waited and waited, but no car came after waiting for a long time. I was so anxious! At this time, look who is coming (show the second little rabbit)?

< p>The teacher then placed the second bunny on the platform, "We also use the number '1' to represent this bunny." At the same time, he placed the number card "1" and said: "How many rabbits are there on the platform now? Little rabbit?”

Teacher’s summary: The first little rabbit is added to the second little rabbit. Now there are two little rabbits on the platform, represented by the number “2”. As the teacher spoke, he drew a circle around the two rabbits with his finger.

The teacher takes out the number "2" and puts it on the platform, and then puts the two number "1" cards back to their original positions.

Use the same method to operate other items to demonstrate the formation of 2. Guide the children to say what the numbers 1 and 2 mean respectively, and put the number cards back into their original positions.

(2) Recognize and read the numbers "1" and "2".

Tell us what these two numbers look like.

Summary: "1" is like a pencil, thin and long, "2" is like a duck swimming on water.

Let’s talk about what the “1” and “2” here represent respectively.

(3) Summary: 1 little rabbit plus 1 little rabbit is 2 little rabbits. Adding an item to an item becomes two items, adding 1 to 1 becomes 2.

3. Group activities.

Group 1: Operating learning tools "taking a car". Each bunny taken out is represented by the corresponding number card.

The second group: operate the snowflakes and put the numbers accordingly. The first time you take out a snowflake, the corresponding number card "1" is placed. The second time you take out a snowflake, and then the corresponding number card "1" is placed. The two snowflakes are placed side by side, using The number card "2" replaces the next two number "1"s.

The third group: Do the activity "Putting Books" on page 15 of the "Operation Manual".

4. Communicate summary and pack school supplies.