Kindergarten small class "Find the Difference" lesson plan

As an excellent people’s teacher, it is possible to use lesson plans, which help students understand and master systematic knowledge. How should we write lesson plans? The following is the lesson plan of "Finding the Difference" for kindergarten classes that I collected and compiled. I hope it can help everyone. Kindergarten small class "Find the Difference" lesson plan Part 1

Activity goals:

1. Can find different objects based on certain external characteristics.

2． Learn to answer with words such as "the same" and "different".

3． Develop children's observation and spatial imagination abilities.

4． Actively participate in mathematics activities and experience the fun of mathematics activities.

Activity preparation:

"Find the Difference" courseware.

"Interesting Mathematics" Operation Book

Activity Process:

1. Show courseware and create situations

Teacher: Pangpangzhu I brought two photos taken while fishing and asked the children to take a look. What is in these photos?

(The teacher first shows the other half of the picture to guide the children to observe.)

Teacher: Look, what is this puppy doing? Let’s learn how a puppy sleeps!

Teacher: Here is another photo. What is the puppy doing in this photo? Let's sit on the small chair together and learn how the puppy runs.

Teacher: Are the puppies in these two photos doing the same thing?

2. Guide children to observe the wall charts in an orderly manner and learn to solve problems.

Teacher: Let’s take a look at these two wall charts and see what’s inside.

(Guide the children to observe from top to bottom)

Teacher: Let’s take a look at the photos of Pang Pang Pig fishing, let’s take a look at the photos of who else is in his family?

There are four pictures here. Which one is different? Circle it.

3. Children’s operations, teachers’ tour guidance.

Pay attention to guide children who cannot draw circles to draw circles.

Activities extension:

1. Look for different kinds of things in life.

2． The teacher prepared a set of "find the differences" cards and put them in the regional activities. The children can continue to "find the differences" during the regional activities. Kindergarten small class "Find the Difference" lesson plan Part 2

Activity objectives:

1. Observe carefully and find the 8 differences between the upper and lower pictures.

2. Consolidate the methods and habits of observing in a certain order and area.

3. I am willing to share my experience of finding differences with everyone.

Activity preparation:

1. Display pictures.

2. Children’s books and teaching wall charts 60-52.

Activity process:

1. Simple difference finding to accumulate experience for later complex difference finding.

2. By finding differences, consolidate children’s methods and habits of observing in a certain order and area.

(1) Open the page of the children’s book. Please find the 8 differences between the upper and lower pictures. List them all and talk about the differences.

(2) In the observation room, please observe from top to bottom, from left to right, and then observe area by area. Do not look here and look there, as that will make the search slower. And easy to miss.

(3) The teacher will inspect the children's operation and remind the children not to tell the answer after they find it or find it completely, so as not to interfere with their peers' answering questions.

(4) Children check each other’s operation results and make corrections.

(5) Verify the answers collectively.

3. Ask children to share their experiences of finding differences with each other.

(1) How did you find the answer so quickly? What are your tips?

(2) What do you think when you look for differences?

(3) Whose method do you think is better? Why?

(4) Who do you want to learn from? Why?

The teacher summarizes and praises the children who have performed positively or made progress in other aspects today. Kindergarten small class "Find the Difference" lesson plan Part 3

Activity goals:

1. Learn the first and second sets of addition and subtraction questions of 9, and be able to correctly list the addition and subtraction equations.

2. Understand the rules of exchange and be able to reflect a certain degree of thinking agility in activities.

3. Cultivate children’s interest in calculation and the accuracy and agility of their thinking through various sensory training.

4. Interested in participating in mathematics activities.

Activity preparation:

1. Pictures of summer fruits (including 2 different characteristics)

2. Cards for arithmetic questions: 8 + 1 = 9, 9-1=8, 1+8=9, 9-8=1, 7+2=9, 9-2=7 2+7=9, 9-7=2

　3 ."Theme Mathematics" Exercise P16-17 Activity Process:

1. Review and Consolidation: Ball Touch Game Let's play a game. The teacher's ball and the child's ball add up to 9. (Show the number 9) Children, listen carefully, how many balls does my 2 ball touch?

Teacher X, tell you, my 2 ball touches 7 balls.

(speed from slow to fast, group, group, individual)

2. Situation awareness. Show pictures and ask children to find the differences:

What are some summer things? What about fruits? What are their differences: (requires complete description)

3. Experience and understanding

1. Today, we will look at these pictures of fruits to learn the application questions of 9. When editing, make it clear what you are editing according to, parallel type.

(Children prepare questions and list calculation formulas, and the teacher shows the calculation questions) 8十1=9 9-1＝81十8＝9 9-8＝17十2＝9 9-2＝72十7 ＝9 9-7＝2

2. The children made it up really well, let’s read it together.

3. What did you find when you saw these calculation questions?

Summary: 8+1=9, 1+8=9. The numbers are the same, but the locations are different. But the total number remains unchanged, so when you see 8+8=9, you immediately think of 1+8=9. When I see 9-1=8, I immediately think of 9-8=1.

4. Internalization Transfer We have learned new skills, and it’s time to practice them.

Please find out their differences and list the calculation questions. "Children Learn Mathematics" P16--17 5. Extended game: Make rubber balls. Children hold hands and form a large circle. They chant children's songs while walking: "Big rubber ball, small rubber ball, where do round rubber balls come from? The worker uncle made them." Then, the teacher shows the calculation question: 7+2=, and the children quickly form a small circle with 9 people according to the designated answer, and the teacher checks. The game is repeated.

Post-class reflection:

This lesson enables students to experience and perceive the meaning of addition through familiar situation observation, language communication and demonstration, and other activities. The sum of the two parts is abstracted into the process of addition. It is a preliminary understanding that many problems in life need to be solved by addition and subtraction. Kindergarten small class "Find the Difference" lesson plan Part 4

Activity goals

1. Be able to understand the story "Before it Rains".

2. Know that many animals and plants have the ability to predict weather.

3. Understand that there is a certain connection between meteorology and the behavior of animals and plants.

Activity preparation

Teaching wall chart "Before it Rains", children's book "Find the Difference".

Activity process

1. Listen to the story "Before It Rains"

1. The teacher showed the flipchart and told the story "Before It Rains".

2． Question: What animals are mentioned in the story? How do they know the weather has changed? When we see what kind of dynamics they have, do we know that the weather is going to change?

2. Discussion

1. Teacher: Do you know which animals can predict the weather? How are they forecasted?

2． Teacher: Can plants predict the weather? Which plants do you think can predict the weather? Why?

3． Teacher: How will these plants react when the weather changes?

Three. Compare

Teacher: There are 4 differences between the left and right pictures. Please look for them and circle them. Kindergarten small class "Find the Difference" lesson plan Part 5

Activity goals:

1. Through activities, we can correctly understand the names and characteristics of cubes and cuboids.

2. Able to develop one’s observation skills and preliminary spatial imagination during activities.

3. Increase interest in understanding three-dimensional figures during exploration activities.

Activity preparation:

Several pieces of paper for making cubes and rectangles, and several pieces of cube and rectangular building blocks.

Activity process:

1. Group activities.

Observe the two production materials and describe the similarities and differences. "Children, look at the teacher bringing two pieces of paper. Please observe carefully what are the similarities and differences between them? (Similarity: Both are composed of 6 figures. Difference: Each piece of paper is a square of the same size. There is also a piece of paper composed of squares and rectangles)

2. Children's operation activities

"Today the teacher will ask the children to use these two pieces of paper to do magic. How to do it? ”

(1) Introduce the method of making the shape.

Show the schematic diagram, and the teacher briefly explains the making method.

(2) After making, talk about the similarities and differences, and introduce the shape Name. (Cube, cuboid.)

"What do the two things you make look like? "(Building blocks, boxes)"Are they the same? "(different)" Why is it different? "(Some have squares on them, some have squares and rectangles on them.

The teacher points to one side of the cube, which is called a face. Let's count how many faces it has. (6) "What do these six faces look like?" (Squares of the same size.) The name of a shape surrounded by six squares of the same size is a cube. "Please find the cube you made and talk about it. What does it look like? "Now please take out another shape you made and count how many faces it has? Are each face the same? (Not the same.) Why are they different? (There are squares and rectangles among the 6 faces. .) It also has a name, called a cuboid.

Summary: Some of the 6 faces of a cube are rectangles (the faces facing each other are the same size); 4 faces are rectangles (the same size when facing each other), and 2 faces are squares.

3. Classify cubes and cuboids according to their characteristic marks.

Show the signs of cubes and cuboids. There are two baskets. "There are two baskets here. What kind of marks are on the baskets?" (cube, cuboid.) Please put the various shapes on the table into the baskets with characteristic marks, and talk about them. What shape did you give me?

4. Building block game

Count how many blocks I used to build it. When counting, you must take into account the invisible blocks. , improve observation ability and spatial perception ability

Mathematics for large classes: Cat and Mouse

Activity goals:

1. Review addition and subtraction within 10, and be able to do so. Perform calculations accurately and quickly

2. Develop children's sensitivity and cultivate good game order in children.

Activity preparation:

Mouse (with questions on the back), kitten headdress, arched door, ocean ball (with calculations on the ball), and pitching box (the numbers on the box are 1-10), calculation questions (both for children and teachers), colorful flags (with numbers on the flags), scene layout, a tambourine, and snowflakes

Activity process:

1. The teacher plays the role of mother cat, and the children play the role of baby cat

Teacher: Babies, mom will take you out to play today, okay? Come on, get on the train and let’s go! (train music)

Take a circle after entering the venue

2. I accidentally discovered rat traces

Teacher: Yeah, it’s so beautiful here. Find a friend and play for a while!

Baby, come and see, why is this place such a mess? Who did it? Look, there are mouse footprints here!

Child: Mouse

Teacher: Oh. It turns out that mice did bad things, let’s clean them up (lead the children to pick up the garbage)

Teacher: Baby, come on, let’s sit down and think about how to deal with them, okay?

After the children sit down

Teacher: Babies, what method do you want to use to deal with them?

Children discuss and answer.

Teacher’s summary: The children just came up with so many ideas. Now mommy is here to teach you some mouse-catching skills, okay?

3． Teacher’s teaching skills

A. Let’s see who has the fastest brain (look at the equation and tell the answer)

Teacher: Mom, let’s see which baby has the fastest brain, okay?

Give out the formula and the child will tell the answer

B. Code pairing (review of the logarithm game)

Teacher: Just now, the babies’ brains were moving so fast. Now mommy is here to test you. Mommy will keep in touch with you when we catch mice later. Secret code, our secret code is to look at the number on the little flag of mother, listen to mother stamping her feet, you continue to stamp, and the number of times your mother stamps her feet and the number of times you stamp your feet add up to the number on the flag, okay?

C. Let’s see who has the best ears (who can hear the numbers and calculate the formulas)

Teacher: Now mommy is going to test your hearing to see who has the best hearing, okay? Please take out the card from under the small chair. Mom hits the tambourine. You listen for a few times and calculate the answer from the calculation on your card. If the answer is the same as the sound of mom's tambourine, then stand up, okay?

D. Target shooting (comprehensive exercise)

Teacher: Now, mommy, let me ask you to play a game. Put your little chair and cards in front, okay?

After the child has set up the chair

Teacher: Baby, look, what is here, do you know how to play? Who can tell me?

The teacher explained the requirements. The children practiced throwing. After playing, the teacher checked whether they were right or wrong.

4． Performing tasks

Teacher: Baby, you have practiced your skills very well. Now let’s set out to catch mice! Come and follow mommy

Play music, walk around, stop

Teacher: Babies, mommy is going to test it out first, and we will use code to communicate later, okay? ?

The teacher walked over quietly, waved a small flag, stamped the signal, and the children answered.

A. First send a child to catch it.

Teacher: Look, the mouse is so cunning. There are also questions that the child must answer correctly to really catch it. The baby figures out the problem, grabs one and comes to his mother to claim the prize.

After the children calculated, they went to the teacher to get the snowflakes (the teacher checked whether the children’s questions were correct and gave them the snowflakes if they were correct).

Teacher’s summary: Are you happy today? Who caught the most mice?

5. Ending

Take the child to drive the train home. Kindergarten small class "Find the Difference" lesson plan Part 6

Activity goals:

1. Be able to distinguish subtle differences between similar patterns and correctly judge the similarities and differences between patterns.

2. Arouse children’s interest in participation through interesting game scenarios, thereby developing children’s subtle observation abilities and improving children’s ability to judge graphics.

Activity preparation:

Hand puppet monkey, magic hat, 12 large yellow-edged cards (4 groups, 3 cards in each group), 2 magic bags

1. Rhythm before class, children's song "Five Little Monkeys on the Swing".

2. Introduction of activities: introduction of storyline.

1. The teacher plays the role of the magician "Migu" to stimulate children's interest.

a. The magician "Migu" appears.

Teacher: I am the magician "Migu". Today I will perform magic tricks for the children in the Penguin class. I like to change things around the children.

b. The magician Migu conjured a pencil.

Teacher: Jili Gulu, Jili Gulu, Jili Gulu.

c. The teacher shows the pencil card and puts it on the blackboard.

Teacher: What is this?

Children’s feedback.

2. Show the little monkey hand puppet.

a. Teacher: It’s not fun at all for me to do magic alone.

b. The little monkey appears.

The teacher said in the tone of a little monkey: I, little monkey, are here.

The teacher said in the tone of a little monkey: My little monkey can also do magic. I want to compete with "Migu" to see who is better. The teacher said: Jili Gulu, Jili Gulu, Jili Gulu changes.

3. Teach children how to observe and find different cards. (Show pencil)

a. The teacher shows the pencil card.

The teacher said in the tone of a little monkey: However, my little monkey is not good at magic. The pencil I turned into is different from the other two.

b. Let the children find the picture card that is different from the other two among three similar picture cards.

Teacher: Ask the children to observe the colors and patterns from top to bottom and left to right. The pencils that are different are the little monkeys. Teacher: Which pencil was transformed by the little monkey? (1 person)

Teacher: So-and-so, you are great! (The teacher and the whole class encourage the children who answer the questions correctly.)

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4. Child operation.

(1) Game: Find little monkey 1 (find the difference). (Show your hat) (1 person)

a. Show your hat card.

Teacher: Jili Gulu, Jili Gulu, Jili Gulu.

Teacher: The things the little monkey and I transformed were hidden behind the blackboard, and I pulled them out. Black, dark, dark, I pulled it out. ——The teacher pastes 3 hat picture cards on the blackboard.

b. Guide children to observe the picture cards and find the different ones.

Teacher: Let’s carefully look for hats with different colors and patterns from top to bottom, left to right, which are the monkeys.

Teacher: Which cup was transformed by the little monkey?

Teacher: What is the difference between the cups transformed by the monkey?

c. Find the different hats Finally, the whole class of children imitated the movements of the little monkey.

(2) Game: Find the little monkey 2 (find the differences). (Show the rag doll and chair) (8 people)

　a. Show the Tuka doll and chair.

The teacher took out the magic bag and performed magic.

——The teacher asked the children to observe the side of the magic bag that did not contain anything.

b. Convert a rag doll.

Teacher: Jili Gulu, Jili Gulu, Jili Gulu. Show the ragdoll picture card.

It is to paste the picture card on the blackboard.

c.Conjure a chair.

Teacher: Jili Gulu, Jili Gulu, Jili Gulu. Show the chair chart.

d. The teacher invites 6 children to get the dolls and chair pictures.

e. Guide children to observe the 6 picture cards and find the different ones.

Teacher: What is on the picture card? (Chair, rag doll)

Teacher: Children, look carefully, which rag doll is different from the other rag dolls?

Teacher: Why?

——Teacher encourages children who answer correctly.

Teacher: Children, please observe carefully which chair the little monkey conjured.

Teacher: Why?

——After finding a different chair, the whole class of children imitated the monkey’s movements.

——The whole class of children set off firecrackers to encourage themselves.