Kindergarten small class "Knowing 9" lesson plan

Activity goals:

● Understand the number 9 and perceive its formation and practical significance.

● Able to match the number 9 with the corresponding object.

● Guide children to actively interact with materials and experience the fun of mathematical activities.

● Be able to think actively and improve understanding and computing skills.

Activity preparation:

● Teaching aids: two theme pictures, two operation pictures, and number cards from 5 to 9.

● Learning tools: operating materials.

Activity process:

●Exploration activities

1 The formation of perception 9. Show the theme picture 1: "How many horses are there on the picture? How many numbers can you represent?" The teacher adds another horse, "How many horses are there now? How many numbers can you represent?" Show the number 9, "What does 9 look like? What does it look like? How much do they look like?" Guide children to compare the differences between 9 and 6. Talk about what else 9 can mean?

2 Show the theme picture 2. "What is on the picture? What is there? What else is there? What graphics are they composed of? How many of each are there? Use numbers to represent them?" (8 triangles, 8 circles, 8 rectangles. Use the number 8 ) The teacher added a tree and a butterfly, "Can the object in the picture be represented by 8? Why? Tell me how 9 is formed?" Guide the children to say that 8 plus 1 is 9.

3 Show the number cards from 5 to 9 and ask the children to arrange them in order from smallest to largest. Tell them while arranging, and inspire the children to talk about why 5 is ranked first?

● Operation exercises for young children.

1 Count how many chickens there are and circle the numbers that represent the number of chickens.

2. Connect the numbers with the corresponding number of physical objects by drawing lines.

● Review activities

● Children talk about their findings during their operations.

Teaching reflection:

Through this activity, I felt: to organize a good mathematics activity, we must try our best to make it entertaining, lively and interesting, and fully mobilize Children's enthusiasm and initiative can be focused on the individual differences of children and put forward different requirements, so that each child's knowledge and ability can be improved at the original level. Secondly, teacher-guidance strategies are particularly important. Teachers must always clarify the goals of the activities during the activities. Since they create learning situations for children, they must focus on the teaching goals and problems that arise in the classroom, and appropriately guide children to explore , thinking and solving these problems to serve young children in learning mathematics.