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"Understanding Numbers 1, 2,3" Math Teaching Plan

As an educator who gives lessons to others, he is usually asked to write a lesson plan, which is the blueprint of teaching and can effectively improve teaching efficiency. How to write a good lesson plan? The following is the math teaching plan of "Knowing Numbers 1, 2,3" compiled by me for your reference, hoping to help friends in need.

"Understanding Numbers 1, 2,3" Math Teaching Plan 1 Activity Target

1. Let children know the numbers 1, 2, 3.

2. Let the children express 1, 2, 3 in kind.

Activities to be prepared

1. cartoon number 1-3.

2. Large digital cards 1, 2, 3 and corresponding pictures.

Teaching tool picture

Teaching tool picture

Teaching tool picture

Activity process

1. Teacher: 1 Long and thin like a pencil, 2 like a duckling swimming in the water, 3 like an ear listening to sounds,

We invited them as guests.

So are digital babies like pencils, ducklings and ears? Let's have a look.

Show your digital card

Let children see if numbers are like nursery rhymes and deepen their understanding and memory of numbers.

3. The teacher shows the big number card and asks the children to read the corresponding numbers on the card.

Display numbers with your fingers.

Teacher: So, can you represent 1, 2, 3 with your little hand?

The teacher leads the children to indicate 1, 2, 3 with their fingers, and corrects the children's wrong gestures at the same time.

5. Game: Look at the real thing and show your fingers.

The teacher takes out the corresponding number of objects, asks the children to say the numbers and points out the numbers with their fingers.

Working in a kindergarten-Shenshui (next semester)

Name of activity: Computing activity-magic water nursing class next semester

Activity goal: 1, and perceive different kinds of materials through activities. (Wood, iron, plastic, stone)

2, a preliminary understanding of the magical power of water: things rise and fall in the water.

3. I like to observe and do water experiments.

Activity preparation: table tennis, plastic toys, stones, screws and nuts, sorting boxes (several)

Activity flow: 1. Show all kinds of materials.

1 Look, children, Miss Li has prepared a lot of things today. Let's see what's in this box first. This? Yang: Table tennis, ...

2. What material is everything in this box made of? Is it plastic or iron? Young: plastic

Teacher: Yes, everything in this box is made of plastic. This is a plastic product. (Introduction by category)

Second, the ups and downs experiment

1, Shen's experiment: Now the teacher takes out a basin of water. Let's put an iron thing in and see what happens. Is this iron thing above or below the water? Yang: Below.

Teacher: Yes, the iron sinks under the tax.

2. Floating experiment: Now let's put a plastic thing into the water and see what happens. The teacher asked a child to choose one of the plastic things and then put it in the water. Is the plastic thing on or under the water? Yang: Above.

Teacher: Yes, plastic things float on the water.

Third, young and neat operation.

Teacher: I see many babies doing experiments. Now the teacher sees which baby sits most neatly. Let him put something into the water first, and then tell the teacher what kind of things you are holding. Is it sinking or floating? Now, let's talk about what it is. Young: plastics (sorted in turn and then operated in batches)

Kindergarten Kindergarten Mathematics Teaching Plan: Fruit Pairing

Activity objectives:

Cultivate children's observation and cognitive matching, and let children communicate with each other.

Activity preparation:

1, buy more than 4 kinds of fruits (such as apples, pears, bananas, oranges, watermelons, pitaya, etc. ).

2, 4 fruit pots.

3. Several fruit medals.

4. Pictures and cards.

Activity flow:

1. Show some apples, pears, bananas and oranges.

2. Show a fruit bowl with apples, pears, bananas and oranges.

3. Let the children choose a fruit, run to the corresponding fruit bowl, put the fruit in the fruit bowl, and then run back.

The child who gets it right every time will get a fruit medal.

Guiding points:

1, according to the shape and color of the real fruit and the fruit pattern on the fruit bowl for cognitive matching.

2. Let children learn the names of fruits.

End of activity:

The children discuss with each other, then listen to music and eat snacks together.

Kindergarten Mathematics Teaching Plan: Understanding Digital Baby 1, 2, 3

"Know Numbers 1, 2,3" Math Teaching Plan 2 Activity Objective:

1, perceive the number within 3, and try to classify the objects within 3.

2. Under the guidance of looking at the picture and asking questions, explore the use of point cards to express the number of physical objects.

3, love to participate in math activities, experience the fun of activities.

Activity preparation:

1, teaching aid-six pictures of flowers, two of which are numbered 1, 2, 3;

-1, 2, 3, one card each, classification and bottom plate.

2. Learning tools-operation materials, a set of pictures of physical objects and card operations, and a sorting box.

Activity flow:

Firstly, the number of pictures is perceived and the dot marks are recognized.

1, Teacher: What do you have here, children? How many flowers are there in each picture? Shall we count together?

2. Teacher: Please tell me which flowers are the same? Please put the same number of flowers in the grid of the sorting box.

Teacher: Now please tell the children how many flowers they are.

4. Teacher: (showing the idea sign) Look, children! What is this? Please count the points on each card.

Teacher: Let's play the game of finding friends together, shall we? Please come up and get a card and find as many flowers as your friends.

Second, children's operational activities.

1, blossoming flowers:

Teacher: (showing some pictures of cards and flowers) Look, children! The teacher has prepared many pictures of flowers and some idea cards for you here. Now please count the number of flowers in the picture, and then put the same number of flowers together. Finally, please select the idea card to show how many flowers there are.

Step 2 find friends with ideas

Teacher: (showing homework materials) Look, children! What's in this photo? First count how many items there are in each item, and then connect how many items and how many ideas with lines.

Second, exchange activities: find the same amount.

Teacher: Now look at the picture and say how many items are there in an idea? What items have up to two ideas? What are up to three ideas?

Teacher: What clever children can find their friends!

Kindergarten mathematics teaching plan: hens lay eggs

Activity objectives:

1。 You can boldly praise the hen mother with beautiful songs.

2。 Can accurately distinguish circles, triangles and squares, and put them into the corresponding baskets.

Activity preparation:

The hen has a skirt, a headdress, several triangular, square and round building blocks, three baskets with these figures and several KFC cups.

Activity focus: accurately distinguish circles, triangles and squares.

Activity flow:

1, importing

Teacher: Look who's here. The hen wants to invite you to be my babies, okay? The chicken will return to its mother soon. Let me give her a kiss and hug, ok?

2. Hens lay eggs

Teacher: I'm really happy with the babies, but how did my mother find a little stomachache? "Oh, no, babies, I'm going to lay eggs!" "cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck-cluck.

Teacher: Wow! I gave birth to so many balls, are the mothers of the babies capable? Come and praise me! ("Old hen" song)

Step 3 send the eggs home

Teacher: I gave birth to so many balls just now, and they are all kinds of balls. Do you like them? Let the children say what shape they have. )

Now, my mother invited my good friend "KFC". There are eggs of various shapes in this cup. Would you please bring a cup for each chicken and put the eggs in the basket with the same shape as him? (children's operation)

Activity reflection:

As a kindergarten teacher, I also fully considered the age characteristics of the children in our class when designing activities, and then balanced them according to the actual situation of the children. So after the whole activity, the children's enthusiasm is still relatively high.

I am still a good driver of their positive emotions. At the same time, in the preset activities, I integrated music, computing and language. Personally, I feel that the integration is decent and there is no sense of forced increase. In order to better mobilize the children's emotions, I improvised some cheering actions to render the children. Wang Jihai, who used to cry badly, was attracted by my behavior and quickly put himself into the activity and achieved good results. Because after a period of theme study, the children got to know a little about hens, so when I asked them to be my baby as the mother hen, the children were very enthusiastic. Wang Xinyi called me "mom" from beginning to end. It seems that the role has been ingrained in her mind.

Only in the design of activities, the "baby eggs" should be placed in the activity room for children to choose, and the baskets should be placed in different places to avoid overcrowding. The age characteristics of kindergarten children determine that they prefer to imitate, fiddle with things and repeat an action repeatedly, so I should give children more opportunities to operate, so that this form can stimulate their interest in activities and let children learn knowledge in games.

Interesting buttons (small category) (1)

Activity background: Children in small classes are young and are all only children. Everything in the family is arranged by their parents. So far, many children are used to relying on adults because they can't button. However, although young, children have a strong curiosity, a strong interest in the surrounding environment, a desire to try new things, and will take the initiative to approach. At the same time, children in this age group have greatly expanded their contacts and gradually recognized and accepted teachers and peers other than family members. The movements began to coordinate, and the coordination ability of both hands was greatly developed and gradually refined. And produced the will of artistic expression, willing to try all kinds of new materials to show the rough characteristics of familiar objects. Teachers use this event found in children's life to trigger this theme activity according to children's age characteristics, so that children can have a certain understanding of the shape characteristics of buttons and their relationship with people through a series of game activities, and also meet their needs, and develop their language expression ability, imagination, creativity and practical ability through activities. Moreover, in order to carry out their own affairs and help each other in class, children's self-care ability has been improved, they have learned to care for and help each other, and they have established good moral quality.

Activity objectives:

1. Activities are suitable for children in small classes.

2. By collecting all kinds of buttons, encourage children to use common materials around them to operate and explore, and cultivate their ability to actively participate and boldly create.

3. Stimulate children's independent imagination, try boldly and experience the joy of success.

4. Cultivate children's ability to help each other through activities.

Activity preparation:

1. Introduce children's interests and needs to parents through the parents' garden. Invite parents and children to collect all kinds of interesting buttons together.

2. At home, children and their parents talk about the shape, characteristics and play of buttons.

3. Teacher preparation: According to children's interests, teachers think about possible activities.

Main activities:

Game activity 1: beautiful buttons

Target: 1. Be able to say the appearance and usage of buttons in simple sentences. (such as color, shape, pattern, etc.). )

2. Encourage children to actively communicate with their peers.

Preparation: Various buttons, physical projectors and video display tables collected by teachers and students.

Collect and know buttons with parents at home.

Process: 1, operation activities, children can freely exchange their own buttons.

2. Individual children introduce their buttons: shape, color, use, etc.

3. The teacher shows different buttons from the children's introduction and introduces them.

4. Teachers and students introduce each other to deepen their understanding of the buttons.

Game Activity 2: Fun Button

Target: 1. Guide children to creatively play various games with buttons.

2. Encourage children to exchange games with their peers and experience the joy of sharing.

Preparation: Children have played buttons and all kinds of buttons with their parents at home.

Process: 1. Children's practical activities: There are many buttons here. Do you want to play? See who plays the most.

2. Children introduce their own games.

Learn new and good ways to play with your peers.

4. Praise the children who play more games and encourage everyone to learn.

Game activity 3: Help the rabbit get dressed.

Target: 1. Learn to sort numbers within 5.

2. Continue to practice the skills of buttoning, and inspire the good quality of helping others.

Preparation: Everyone should have a set of rabbit toys (other animal toys, such as dogs and kittens). ) and wear a button-up dress (the number of buttons on the dress is 1-5).

Process: 1. Show toy rabbits to stimulate children's interest in operation.

2, children's operation activities, teachers tour guidance.

Let the children buckle the rabbits first, then sort them by numbers, count and say.

Children communicate and play with each other.

4. Teacher-student communication evaluation.

Game activity 4: I designed the button.

Target: 1. Encourage children to design various buttons through activities.

2. Encourage children to actively imagine and paint boldly.

Preparation: several samples of self-made clothes, colored pens, scissors, paste and rags.

Process: 1. Show a sample of clothes and ask, "What is missing in this dress?"

(Button) "How about this?" (making buttons)

2. The children introduce the buttons they will design.

3, requirements, children's operation activities.

(1) Think boldly and design a different button.

(2) After cutting, paste it on the corresponding seat.

4. Exhibition, introduction and evaluation of children's works.

Game Activity 5: Making Buttons

Target: 1. Learn to make buttons with the skills of rounding, flattening and molding.

2. Learn to use auxiliary materials correctly.

Preparation: sludge, clay chips, sludge molds, match sticks,

A big dress (posted on the blackboard or on the wall of the activity room)

Process: 1, show clothes details and inspire children to make buttons in ways other than painting. (sludge)

2. Guide children to recall the appearance characteristics of buttons.

3, understand the auxiliary materials, teachers demonstrate the production method. You can make it yourself, you can kill it, and when it's done, you can make button holes with matchsticks.

4. Children can operate freely.

5, children will make their own buttons on big clothes, * * * with appreciation.

"Know Numbers 1, 2,3" Math Teaching Plan 3 Activity Objective:

1. Know the numbers 1, 2, 3, and understand their practical significance.

2. You can match the corresponding number of objects according to numbers.

3. Be able to operate and organize materials according to the requirements of teachers.

Activity preparation:

1. Animal cards in the teaching wall chart (1): 1 cat, 2 rabbits, 3 chickens; 1 ~ 3 digital card.

2. Children's book page 65438 +0 1 ~ 3 counting cards, small toys (2 groups), children's book page 20 "Recognizing Numbers 1, 2, 3" and page 5 "Digital Layout" materials.

Activity flow:

(1) Perceive the numbers within 3 and arrange the cards according to the corresponding settings.

1. The teacher shows the animal card and guides the children to observe.

Teacher: What's on the card? How many are there in each animal?

2. Guide the children to arrange the cards in order.

Teacher: Please arrange the animals according to the number, with the least at the front and the most at the end.

3. Teachers and children collectively verify whether the cards are arranged in numerical order and guide children to tell how the cards are arranged (1 cat, 2 rabbits, 3 chickens).

(Comments: In this session, children have a good feeling about numbers within 3. The number of small animals with different numbers on the card can be seen at a glance, and it can also be arranged in order from small to large. )

(2) Know the numbers 1, 2, 3.

1. Teacher, what number can we use to represent 1 cat? (Ask children to find the number 1, 2, 3, 4) What is this number? What does it look like? Arrange children's songs (1 like what, 2 like what. . . )

2. Teachers guide children to be 2 rabbits, 3 rabbits and matching numbers one by one, and guide children to observe the glyphs of numbers 2 and 3. (The method is the same as above)

(Comment: Nowadays, children's family education is earlier. Many children already know the numbers 1, 2, 3 at home, so in this link, children can match the numbers well, correctly identify the numbers 1, 2, 3, and correctly say what the numbers 1, 2, 3 look like and match them correctly. In individual communication, I specially invited children who are not sensitive to numbers to answer, but two or three babies can't recognize numbers correctly, and the other children are still good. )

(3) Understand the practical significance of numbers

1. Teacher: 1 What can this number stand for besides 1 cat? Besides two rabbits, what can the number 2 stand for? What about the number 3?

(Comment: In the process of understanding the actual meaning of numbers, children just don't understand this question, perhaps because of the first contact? But after several children's answers, plus my guidance and encouragement, the children gradually understood the meaning, and more and more children raised their hands. In this regard, I gave them the opportunity to answer, so that every child who raised his hand could say it, which fully reflected that children are the masters of learning and the subjectivity of children's learning. )

(4) Children's grouping operation.

1. The first group and the second group line up the number plates and match them with the real objects.

Teacher: Please put the digital cards in the sorting box in order, and then give them some small toys, no matter what the numbers are.

2. The third group, look at the numbers and put the building blocks.

Teacher: What's the number? Just put some building blocks in the space below.

(The original lesson plan was to let children look at numbers and draw ideas. Here I changed to look at numbers and build blocks. First, children have just entered the middle class and have never drawn creativity, so they want to use building blocks instead of creativity, so they can slowly transition from building blocks to drawing their own creativity, so they change to building blocks. )

3. the fourth group, look at a few circles of paintings.

Teacher: What's the number? Just circle a few objects.

(I put this operation material in the extension part, because this is the first teaching time and I have never been exposed to such exercises before, so I put the same material as the third group and use my spare time to complete this operation with my children, so the effect will be better. )

4. The fifth group and the sixth group, count the object puzzles.

Teacher: Let the children find the physical cards of each number and put them together. If you spell it correctly, you can make a rectangle. Say it again after you spell it. "Several xx's are represented by the number X". (Put the cards in order after the activity)

(5) Communication and evaluation

The design idea of "knowing numbers 1, 2,3" math teaching plan 4;

"Many small fish are coming" is a game that children like very much. They are also very interested in the part of eat small fish after catching small fish. They often count a few small fish with me excitedly and then tell me which one to eat first. Then, an idea came into my mind. Don't children in small classes have to learn numbers: 1, 2, 3? Then why don't I use the games that children like to teach? Let children learn in happy games and entertain and educate. Why not? So, with this activity.

Activity objectives:

1, know the number 1, 2, 3, and understand the meaning of these three numbers.

2. Stimulate children's interest in math activities through games.

Activity preparation: 1, 1, 2, 3 digital cards and corresponding pictures.

2. Music of "Many Little Fish Come"

3. Learn the game "Many small fish swim here" before class.

Emphasis and difficulty in the activity: Know the numbers 1, 2, 3, and understand the meaning of these three numbers. Activity flow:

First of all, know the numbers

The teacher introduced the characteristics of the numbers 1, 2, 3.

Today, the teacher invited three new friends. Let's meet them.

This one that looks like a stick is called 1, and children can call it Little Stick 1.

Next, this is 2. What does it look like?

By the way, it looks like a duckling. We can call it Duckling 2.

The last new friend is called 3, which looks a bit like our little ears. So we can call it Little Ear 3.

Let's touch them again and say hello to these three good friends! (Children read after the teacher to deepen their understanding of these three numbers. )

Second, play games with digital baby.

1, finger number

Teacher: Now, please stretch out your dexterous little hand and tell me what skills your little hand has. (Children freely answer) So will you use your little hand to represent 1, 2, 3? The teacher leads the children to indicate 1, 2, 3 with their fingers, and corrects the children's wrong gestures at the same time. Game: I tell you, you come to the competition. The teacher displays large digital cards at will, and the children use their fingers to express them. (at the same time, you can also choose your child as a small teacher. )

Step 2 catch small fish

Let's invite our new friends to play the game "Many small fish swim here"!

Many small fish are swimming, swimming, swimming, swimming, many small fish are swimming, hurry up! Haha, I got it. I'm going to lock it up now This is the first small fish I caught, so I stuck our new friend stick 1 on him.

A small fish is not enough. I'm going to catch a small fish again.

How many small fish have I caught? (Article 2)

Then I'll stick our new friend Duckling 2 on him.

I need to catch another one.

How many small fish have I caught? (Article 3)

What should I wear for him?

By the way, put on our new friend Little Ear 3.

Repeat the game three times and catch three "small fish"

3. eat small fish: Deepen the understanding of numbers.

Children, look how many small fish I caught.

Let's count together, 1, 2, 3.

Haha, I caught three small fish. I can have a good meal. Tell me, who should I eat first? I can't hear you clearly. Tell me which fish it is.

(Children) Eat 1 fish first.

Please point out the numbers on the fish and read them out loud. Eat three small fish according to the child's requirements.

According to the schedule, you can repeat the game (or ask a capable child to be a big shark).

Third, the end of the activity

The children are great. Now digital friends invite children to their home to play games. Let's go!

"Know Numbers 1, 2,3" Math Teaching Plan 5 Activity Objective:

1, know the numbers 1, 2, 3, and understand their practical significance.

2. You can match the corresponding number of objects according to the number.

3. Develop visual perception and judgment.

4. Develop children's observation and spatial imagination.

Activity preparation:

Courseware: Identifying Numbers 1-3

Activity flow:

First perceive the numbers within 3, and arrange the pictures according to the corresponding numbers.

1. Play animal pictures to guide children to observe.

Teacher: What's in the picture? How many are there in each animal?

2. Guide the children to arrange the pictures in order.

Teacher: Please line up the animals according to the number, with the least at the front and the most at the end.

3. Teachers and children collectively verify whether the cards are arranged in numerical order and guide children to talk about how the cards are arranged. (1 cat, 2 rabbits, 3 chickens)

Second, know the numbers 1, 2, 3.

1, Teacher: What number can we express 1 cat? (Show the corresponding number) What is this number? What does it look like?

2. Guide children to pair numbers for 2 rabbits and 3 chickens one by one, and guide children to observe the glyphs of numbers 2 and 3. (The method is the same as above)

Third, understand the actual meaning of numbers.

Teacher: What does the number 1 mean besides 1 cat? Besides two rabbits, what can the number 2 stand for? What about the number 3?

Fourth, game practice.

1, use fingers to represent numbers (what can our little hands do? Can you represent the number 1, 2, 3 with your little hand? )

I point my finger at you and you say it.

I tell you, you compare.

4. Look at the physical fingers.

Activity reflection

Through this teaching and research activity, children have a preliminary understanding of the numbers 1, 2 and 3, and can also correctly express the objects represented by the numbers 1, 2 and 3. In the process, we can appropriately slow down the speech speed, reduce the calculation amount of children, and use three numbers, which can shorten the calculation time of children, let children talk more in the evaluation process, and balance the language expression and observation ability.