8 Lesson Plans for Kindergarten Mathematics 7

Lesson Plan for Kindergarten Mathematics 7 1

Activity requirements:

Recognize and compare the thickness of objects, and understand the meaning of "thickness" "The comparison is relative.

Activity preparation:

The teacher demonstrates 4 kinds of objects of different thicknesses (sticks, toothpicks, crayons and watercolor pens). Each child has one copy of the marked materials (those with strong abilities will 7 objects of different thicknesses, 5 objects of different thicknesses for those with medium abilities, 3 objects of different thicknesses for those with poor abilities) (toothpicks, small sticks, crayons, markers, watercolor pens) Activity process:

1. Understanding Thickness

Invite children to use objects in their own boxes to thread wooden beads and ask: What did you discover while playing with wooden beads? (Toothpicks and small sticks penetrated, but crayons did not.) 2. Search for the original meaning. Why is this happening? (Because small sticks and toothpicks are thin, and crayons are thick) 3. Summary: It turns out that things are divided into thick and thin.

2. Compare the thickness

1. Show the little stick master: Just now we played the game of threading wooden beads. Some things went in, but some things did not. So the rod has just been inserted, is it thick or thin?

(1) If the answer is thin, show the toothpick and let the children compare. (2) If the answer is thick, show the crayon and let the children compare whether the pen is thick or thin.

2. Come to the conclusion: It is impossible to compare the thickness of one thing. Two things are needed to compare the thickness and thickness.

3. Sorting by using objects of different thicknesses: The things in your box are thick and thin, so let’s help them line up

Children can arrange any order 2. Question ( 1) How did you arrange it? (From thick to thin, from thin to thick)

(2) How did you discharge it?

3. Teacher and student *** summary

(1) Find the thinnest one first, then find the thickest one, compare the remaining two and line them up in order .

(2) First find the thinnest one in the box and put it first, then find the thinnest one in the box and put it second. Use this method repeatedly to queue up 4. Please Children use the interchange method to compare one method of arrangement.

Lesson Plan for Kindergarten Mathematics 7 2

Activity Objectives

1. Review and consolidate the characteristics of various graphics.

2. Perceive the number of 6-10, and guide children to learn to arrange the quantities in order.

3. Guide children to actively participate in activities and cultivate their interest in mathematical activities.

Activity preparation

1. 15 "queer" drink bottles in three colors with numbers 6-10 written on them.

2. There are 5 graphics each of red, yellow and blue colors.

3. Some glass balls and 2 baskets.

4. 15 sticky notes with red, yellow and blue graphics.

5. Recorder.

Activity process

1. Find a figure on the carpet that is the same as yourself and sit down.

"Ask the children to find a figure that is the same as themselves and sit down."

"Let's see together, are you right?" (The child answered "What color am I?" Please help her if she doesn’t find the right shape.)

2. Show a bottle baby.

(1) Teacher: "Today, Graphic Baby introduced us to a new friend, do you think who it is?"

"Do you want to work with Bottle Baby?" "Game?"

"Today the teacher has prepared a lot of bottle babies for the children. Children can go to the basket in front and choose their favorite bottle baby." (Every child has a drink bottle)

(2) Teacher: "Who will introduce your new friend?"

(3) Teacher: "Let's see what is missing from the bottle baby?"

( 4) Teacher: "Let's help the bottle baby find the cap."

3. The children look for the drink bottle cap and tighten it.

(1) Teacher: "Look at the hat you found, are it the same as someone else's?"

"What's the difference?" (There are words on the hat, words on the hat Color)

(2) The bottle baby plays with us, how to play?

(3) Teacher: "Bottle Baby praised our baby for being so capable. Now, it wants to have a dance party with our children!"

"Let's help it first Find a friend! ”

4. Show the glass ball and make a request.

"Just now we found out that each bottle baby's hat has a number, now we will put the glass ball according to the number on the bottle baby's hat"

"On the bottle baby's hat Whatever the number is, just put it." (Perceive the number of 6-10)

Children operate by themselves.

Question: "Put the children down and sit on their own ideas."

5. Line up in groups as required.

Teacher: "If a bottle baby wears a yellow hat, he will stand on the yellow line; if he wears a red hat, he will stand on the red line; if he wears a blue hat, he will stand on the blue line."

"And Stand in the order of the numbers on the hats"

"Stand in order from least to most, with 6 standing at the front and 10 at the end."

(Check for each team) < /p>

6. Dance out of the classroom.

"Now let's dance to the music!"

Activity Analysis

This is a math activity where children experience math activities in the game fun. The activities in this section are mainly children's game activities. Children have strong interest, focus, actively participate in activities, and interact well with teachers. The atmosphere of the activities is active, and teachers pay attention to guiding children to think. However, when the children line up in order, the teacher's requirements are too restrictive and the children cannot perform better.

Lesson Plan for Kindergarten Middle Class Mathematics 7 Chapter 3

Activity objectives:

1. Observe and remember the route to the guest, and learn the method of reverse sorting.

2. Express your findings boldly and try to use reverse thinking.

Activity preparation:

1. Multimedia courseware

2. One set of operating materials for each person

Activity process:

1. Introduce the situation and introduce the topic.

Teacher: The teacher has moved to a new home today. He invited us to visit his home together, but his home has moved away. Let’s take a look together.

2. Observe, create routes, and boldly express your findings.

(1) Observe the route and boldly state the experience 1:

(1) Where should we pass first (toy store), how do you know it is a toy store? ?

(2) Where will it pass next? (Dex), where did you see that? (French fries, burgers, chicken legs)

(3) [The picture shows a turn] What are we going to do (turn), ah, what did you see when you turned the corner? (Supermarket), how did you know?

(4) Then where did we come (ice cream shop), what was the place next to the station? (Teacher’s home)

2. Teacher-child summary: Teacher: The kids are great, they can carefully observe where we are going to pass. (Toy Store Dicos Supermarket Bus Stop)

(2) Teachers and children *** memorize the route together

1. Now I want to hide the route map and ask the babies to think about it. What places should we pass when we go to the teacher's house? Let's see if the children remember it?

2. Teacher: The kids are awesome. They can remember the route. Let’s go to the teacher’s house together.

3. Situational experience.

(1) Recalling the route

1. Organize the children to play the finger game "Xiaobai goes up the stairs".

Teacher: The teacher’s house is so fun. We are so happy. Let’s play a finger game together.

2. Teacher: It’s getting dark and we should go home. Let’s first think about the places we passed when we came to the teacher’s house.

The first place is... the second... the third...

(2) The method of learning reverse sorting through operations.

1. Find the route home based on the route you came from.

(1) Teacher and child route guide: So we are going home now, where is the first place we pass? (Ice cream shop) Where is the second place you pass? (In order: supermarket, Dicos, toy store)

(2) Verify the route home based on the route you came from. Teacher: Let’s see if we can get home if we go this way.

2. Summary: Route home: ice cream shop, supermarket, Dicos toy store 4. Group operation and collective verification.

1. Teacher: The route home is a bit difficult to remember. Let’s make a road map together. The teacher has prepared materials for everyone, and now asks the children to make a road map according to the route home.

2. Organize children to make road maps, and teachers will provide tour guidance.

3. Sharing Verifier: Good job, baby, please post the road map on the blackboard, and let’s take a look to see if everyone got it right.

5. End of the event *** Experience Home Route Master: The route map is ready, let’s go home together. When we go home, take a closer look at where we have passed when we went home. .

Lesson Plan for Kindergarten Mathematics 7 4

Middle Class Mathematics Game: I Want to Find Him

Activity Goals

1. Able to describe two or more characteristics of a character and find the corresponding character based on the characteristics.

2. Develop the ability to observe and compare in games.

Activity preparation

6 pictures of people; pictures of "watermelon", "apple" and "banana"; one picture each of stripes and plaid; some homemade small red flowers.

Activity process

1. Story introduction to attract children’s attention

Teacher: “Children, do you all know Pleasant Goat?” (Yes)

Teacher: "Pleasant Goat is my good friend. Yesterday, he came to me and told me that he heard that the children in Class 2 are smart and cute, and I hope they can do him a favor. Children, are you willing? "Will you help Pleasant Goat?" (Willing)

Teacher: "Pleasant Goat said, I have a best friend in Yangcun. His name is Lazy Goat. Since Lazy Goat got super powers, He is even more lazy. Big Fat Sheep School has to be cleaned at the beginning of the school year. He is unwilling to do the work and actually turned into a little boy and hid."

Teacher: "Pleasant Goat and the others spent a lot of effort to find out. Lazy Sheep has turned into a little boy wearing a striped top and bending over."

Teacher: "Pleasant Sheep hopes that the children can help find him! Children, are you willing to help him?" (Yes)

Teacher: "Okay, please insert the small stool and do the bending action with me. Great! Let’s see, does anyone recognize the pattern on my hand? (The teacher shows the striped pattern) Children, look at who is wearing a striped top today (someone is wearing a striped top)”

Teacher: "Pleasant Goat brought some pictures, and Lazy Goat turned into one of the little boys. Can we take a look at it together? (Okay)"

2. Guide the children to observe the pictures and talk about them their findings.

Teacher: "Today, I also want to see if the children in Class 2 are really that good! The teacher divided you into three groups: 'watermelon', 'apple', and 'banana' groups.

Let’s see which group of children can answer my questions the fastest! Do you dare to compare? (Dare)”

Teacher: “Well, kids, let’s look for it together! Let’s look at these pictures first (show three pictures). Who can tell me if there is that little boy here? "(No)

Teacher: "Why not? Do you see that they are all the same? In what ways are they different? (There are boys and girls; the clothes have different patterns; the hair colors are different; some have long hair and some have short hair; some wear shorts and some wear skirts...)

(The teacher guides the children from top to bottom. Observation is carried out next, so that children can gain knowledge and happiness in the process of exploration. The teacher gives some encouragement to the children in a timely manner and adds little red flowers to the group of the children who do well.)

Teacher: "Who is that? Can you tell me, is there that little boy here? "(No)

3. Game: I want to find him

Teacher: "Children, Pleasant Goat has his good friends. , do you have your own good friends? (Yes), let’s play a game together?

Teacher: “Children all have their own good friends, so let’s think about it first. Is your best friend different from other children? Children who have thought about it, raise their hands and tell me! I will ask him to come up and let other children guess. Similarly, if the child speaks well, their group will get a small red flower. ”

Ask 3 to 4 children to describe the characteristics, and other children will find “friends” based on the description.

Lesson Plan for Kindergarten Middle Class Mathematics 7 Chapter 5

Design Intent:

The "Outline" points out that children are active participants in educational activities rather than passive recipients, and the content of activities must be consistent with children's interests, needs and receptive abilities, and kindergarten mathematics is a logical subject. It is a highly systematic subject with its own characteristics and rules. It is closely related to children's lives and designs mathematical activities based on children's actual life and experience. This will easily arouse children's emotional experience and make them easy to accept. I think, as a teacher, we should do this. Based on the interests, needs and original experiences of children, the middle class mathematics - "Interesting Numbers" was born. Children should be able to understand the eight numbers 8, and guide children to sort objects according to their size and correctly perceive and judge quantities within 8. Children's thinking has the characteristics of intuition and image, but number is an abstract concept. Limited by children's psychological characteristics and knowledge level, it is often difficult to mobilize children's enthusiasm for learning with a single picture and teacher's explanation, and it will be more difficult for children to understand and master. Therefore, we have produced whiteboard courseware through a multimedia computer-assisted teaching system to fully Mobilizes children's senses and enables them to actively learn in a relaxed state.

Activity goals:

1. Consolidate the understanding of numbers within 8 and perceive the quantitative relationship within 8. .

2. Perceive the order of numbers from small to large or from large to small

3. Actively and happily participate in the game of finding, identifying and perceiving numbers

4. Interested in participating in mathematics activities.

5. Experience the joy of mathematics collective games.

Activity process:

1. Scenario introduction and arousal. Children's interest in learning.

1. Click on the screen to start the conversation.

Teacher: Today a child named Liangliang invited us to visit his new home. Do you want to go? (I want to go) But after entering, use your eyes to observe carefully. There are many digital friends hidden in his new home. See if you can find it? "

2. Display the courseware" "Bright new home", collectively review and recognize numbers within 8.

1. Courseware presented: Liangliang’s new home (numbers 1-8 are hidden in the room)

2. Observe, discover, and look for numbers.

Operation tips: The child says a number, and the teacher clicks on the corresponding number icon to change the number from its original color to black.

3. Courseware presentation: Bright New Home (Dark Home) Teacher: "Oh, there's a power outage. Quickly find where the numbers have gone?" (Operation tip: Teacher uses the spotlight function , looking for numbers) After finding 5 numbers, ask the children to find the corresponding numbers from the operation box around them and paste them on the first 5 spaces of the operation board.

Teacher: What numbers did you see in this room just now? Please find them and paste them on your work paper.

4. Courseware presentation: Liangliang’s new home. (There are numbers 3, 4, 5, 6, and 8 in the room) The teacher verifies.

5. Guide the children to observe and operate, and subsidize the numbers with fewer numbers (1, 2, 7). Teacher: "Hey, why are there only 5 numbers here? What numbers are missing?" Let the children operate by themselves. , paste the corresponding numbers on the last three spaces of the operation paper. (Operation tips: Children’s introduction, the teacher uses a whiteboard pen to drag out the placed numbers 1, 2, and 7 from my resources according to the children’s introduction)

3. Children’s operation: queue up the numbers, courseware verification .

1. The teacher gives language tips and assigns tasks.

Teacher: "Look at the way these numbers are arranged. Do you like it? How should they be arranged?"

2. The children queue up again on the operation paper, and the teacher makes a tour of observation .

3. Children introduce the results of the operation. (Operation tips: The teacher uses a whiteboard pen to drag the numbers into the corresponding boxes based on the children's operations. If the children say something incorrectly, the numbers will automatically bounce back to their original positions when dragged to the box)

4. Courseware display: point matching.

Teacher: Now we give chocolates to these numbers. How many can they get?

Operation tips: For introduction to young children, the teacher clicks on the yellow vertical bar, and the corresponding brown dots will be displayed in the yellow vertical bar, and drag each brown dot with the whiteboard pen to achieve the purpose of confirming the number of points. .

5. Through observation of the courseware, guide children to discover the order of numbers (from small to large) Teacher: Look at this row of chocolates, what did you find? Operation tips: The teacher drags out the placed size markers from my resources.

Teacher summary: It turns out that our numbers are arranged in order from small to large.

Teacher: So besides sorting from smallest to largest, how else can we sort them? (Operation tips: For introduction to young children, the teacher drags out the arranged numbers from my resources and arranges them from large to small)

4. In group competition games, help children consolidate their understanding of quantity and ordering.

Game: Find friends.

The teacher shows the display board and introduces the rules of the game.

1. Review the understanding of number-object matching.

Operation tips: Find the missing numbers and match the corresponding items.

2. Consolidate the understanding of number arrangement.

Operation tips: After the numbers have been arranged, look for the missing numbers.

3. The teacher will verify one by one and issue prizes. Let every child experience the fun brought by digital games.

Teaching reflection:

Compared with other activities, mathematics activities in kindergartens are boring and monotonous, which can easily cause children to lose interest in learning. Because children in this period are young and their logical thinking has not yet developed, in this activity I created an environment with rich and operable materials for the children, and created a selective and operable space for the children. Enable children to operate materials independently and express their ideas boldly. Children's autonomy, selectivity, and independence are fully reflected. Through a series of game activities, the preset requirements of the overall theme goal were achieved.

Encyclopedia: Numbers: The earliest tools humans used for counting were fingers and toes, but they could only represent numbers within 20. When the number was large, most primitive people used pebbles and beans to count. Gradually, people were not satisfied with counting in grains, and they invented methods of tying knots and carving numbers on animal skins, bones, trees, and stones. In ancient China, small sticks made of wood, bamboo or bones were used to keep count, which were called calculation chips. These counting methods and counting symbols slowly transformed into the earliest numerical symbols (digits). Today, countries around the world use Arabic numerals as their standard numbers.

Lesson Plan for Kindergarten Mathematics 7 6

1. Activity goals:

1. Be able to happily participate in mathematical operation games and experience the fun of mathematical activities .

2. Able to correctly perceive the position of objects in the sequence, and use the first to fifth ordinal numbers to indicate the position of the object in the sequence.

3. Able to find the corresponding position represented by the given ordinal word.

2. Activity preparation:

1. Teaching aids: There is a background picture of a 5-story building and 5 pictures of small animals familiar to children: puppies, kittens, small Rabbit, piglet, monkey.

2. One set of operating materials for each child:

5 different small animals (pasted with double-sided tape), and a picture card with a 5-car train.

3. Activity process and guidance:

(1) Introduction of conversation to stimulate children’s interest in activities.

(2) Use the activity of "small animals living in new houses" to learn ordinal numbers within 5.

1. Show pictures of buildings to guide children to observe.

Question: What is this? Count how many floors does this building have? (Guide the children to count and paste the numbers from 1 to 5. Use your fingers to tell the different floors of the building and let the children tell them which floor they are.

) 2. The teacher helps the small animals divide the houses. After sorting, ask the children to talk about which small animals live in the building and which animals live on which floor.

3. The children help the small animals divide their houses (after the teacher takes down the pictures of the small animals, ask individual children to come forward and divide the houses for the small animals again.

) After the division is completed, together Tell me which little animals live on which floor.

4. Teacher summary: To know where each small animal lives, you can count them. The number you count is the floor.

5. Game "Find Small Animals"

Children are required to say "xx animals live on the x floor" correctly and quickly

(3) Children can operate the game and find the corresponding position represented by the given ordinal word.

1. Introduce the materials and methods of operating the game.

Taking the train: The little animals are going to travel. Can we send the little animals to the train together?

——The teacher tells the location of each small animal, and the children find the location for the small animals.

After finding it, tell which little animal sits in which carriage.

(xx small animals are sitting in the Tell which car the little animals sit in.

2. The teacher will guide the children.

Please give the introduction to the individual children. Your own operation method.

(4) Game "Queue"

How to play: The music starts, all the children move freely, the music stops, and the 5 children quickly stand together hand in hand. , count the number of children in the group, and then start with one child, the children observe their position and say "I am ranked x"

(5) The activity is over.

Lesson Plan for Kindergarten Math 7

Activity goals:

1. Learn to classify objects according to their two characteristics

2. Try to formulate your own. Classification standards, classification.

3. Cultivate children's observation, judgment and hands-on ability.

4. Cultivate children's ability to compare and judge. p> 5. Guide children to actively interact with materials and experience the fun of mathematical activities.

Activity preparation:

1. Large and small red, yellow, blue, and green circles. Several pieces of cards, triangle cards and square cards.

3. Classification prompts:

< p> 1. Show the shape cards and ask the children to describe their color, size and shape.

2. The teacher first puts two classification reminder signs on a small basket, and asks the children to put the qualifying cards into the basket according to the sign requirements.

3. Place other classification signs on each small basket in pairs, and ask the children to classify them according to two criteria of shape, color, and size.

4. Invite children to try to formulate their own classification standards that include two characteristics, and put the corresponding classification prompt signs on the small basket to classify the cards.

Activity evaluation:

1. Can classify objects according to two characteristics.

2. Able to classify according to two classification standards established by oneself.

Teaching reflection:

Mathematics activities are a very enjoyable course for children, because there is a lot of game time in the whole activity, and there are more opportunities for children to do hands-on operations, but it needs to be It is not so easy for children to truly understand the content of this teaching activity, master it proficiently, and use it flexibly.

Lesson Plan for Kindergarten Mathematics 7 8

Activity goals:

1. Learn the composition of 3 and know that there are two ways to divide 3 into two parts .

2. During the activity, correctly record the separation and closing formulas, and be able to organize your own operating materials.

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

4. Cultivate children’s habit of telling while operating.

Activity preparation:

1. Each child has a picture with a quantity of 3.

2. ppt courseware, one kitten headdress and two circles.

3. Each child holds a digital baby card and puts it in his pocket.

Important and difficult points of the activity

1. Know which two numbers add up to 3, and be able to express the process of division and combination in clearer language.

2. Learn the composition of 3 in the game and experience the joy of partner cooperation.

Activity process:

(1) Import activities.

The teacher showed the kitten headdress and said, "Look, who is coming?"

(2) Learn the composition of 3.

1. Teacher: Today the kitten wants to invite its good friends, the rabbit and the monkey, to the house as guests. It also prepared a lot of delicious food for them. It wants to put these delicious food separately. It is on 2 plates, but it doesn’t know how to divide it. Are you willing to help the kitten divide it?

2. Show the ppt courseware and let the children learn the division of 3 independently.

Teacher: Let’s see what’s delicious first? How many are there?

Young: 3 peaches.

Young: 3 mushrooms.

Young: 3 small fish.

So how to divide the quantity of 3 into two parts? Please use your brain to see who can think of more ways, and record each division method with numbers.

(Comment: By letting the children help the kitten give out delicious food to its good friends, the "task" of giving the good friends rabbit and monkey, the role of the children is established at the beginning of the activity. It suddenly changed, stimulating children's interest in learning and arousing children's enthusiasm for participating in activities)

3. Children operate, teacher guides.

4. "How did you divide it? Please use a nice word to say it." (Show the children's dividing method on the ppt) Child: I divided 3 peaches and 1 peach. Little rabbit, 2 points were given to the little monkey.

Young: I gave 3 small fishes, 1 small fish to the little rabbit, and 2 small fishes to the little monkey.

The teacher records with the children that 3 can be divided into 1 and 2, and the children learn the words together.

Teacher: "Is there any other way to divide it?"

Younger: I gave 3 mushrooms, 2 mushrooms to the little rabbit, and 1 mushroom to the little monkey. .

Young: I gave 3 small fishes, 2 small fishes to the little rabbit, and 1 small fish to the little monkey.

"Is there any other way to divide it?" (None)

(Comments: The specific image of small animal characters allows children to have something to say and try to operate by themselves. It is easier for young children to grasp and express things.

According to their own preferences, they divided the food amounting to 3 to the rabbit and monkey, thereby mastering the two ways to divide 3 into 2 portions. This link fully reflects the children's autonomy. )

Teacher summary

Teacher: There are two ways to divide 3 into two parts. Children read the two divisions together.

(Comment: After the children discovered the two ways of dividing 3 after the operation, the teacher summarized it, which fully reflected the new concept of "children first, teachers behind" with children as the main body.)

Teacher: "Please tell everyone, what number baby are you, and who are the good friends you have found?"

Younger: I am number baby 1, and what kind of good friend have you found? Digital Baby 2, we passed through the magic cave together.

Young: I am Digital Baby 2, and what I found is Digital Baby 1.

The teacher or child records that the sum of 1 and 2 is 3, and the sum of 2 and 1 is 3. Everyone learns together.

(Comment: By creating the situation of "Crossing the Magic Cave", children can become digital babies and go to find good friends to cross the Magic Cave. This once again aroused children's interest in learning and played a vital role. The role of interaction. Through the game, children will know which two add up to 3, and they will try to express it in a nice sentence. The transitions in this link are natural and coordinated, and they fully pay attention to the alternation of movement and silence, which will not make children feel boring. It allows children to experience the joy of success and the joy of cooperation with peers)

Activity extension:

Practice the composition of 2 and 3 in the corner activities.

Reflection on the activity:

This activity changed the teaching model of "teachers teach, children learn" in previous mathematics activities, and created "distribute food to small animals" Game situations such as "Crossing the Magic Cave with Good Friends" allow children to learn through play and learn happily, fully stimulating their interest in learning. Throughout the activity, children were allowed to try and explore on their own, thereby learning that there are two ways to divide 3 into two parts, knowing which two numbers add up to 3, and being able to express the process of division and combination in clearer language. During the activities, the children showed strong interest and experienced the joy of success, which fully reflected the new concept of "children first, teachers behind" with children as the main body, and created a better environment for interaction between students and students. , the activity effect is better.