Looking for Numbers in Kindergarten Mathematics Teaching Plans (7 Selected Articles)

As an excellent kindergarten teacher, part of my job is to write lesson plans. In order to enhance students' interest in learning, teachers will prepare teaching plans before class, which will help teachers communicate with students better in class. What aspects should be paid attention to in the compilation of kindergarten teaching plans? Maybe the following "Looking for Graphics in Kindergarten Mathematics Teaching Plan" is just what you want! Welcome to learn the reference, I hope it will help you.

Kindergarten mathematics teaching plan to find graphics 1 design intent;

Graphics can be seen everywhere in children's real life, and all kinds of objects in the world are composed of various shapes and their variants. When children are in small classes, they know circles, triangles, squares and rectangles. When we show children all kinds of graphics, they can spontaneously spell out many objects with childish hands. In order to satisfy children's strong desire for exploration and knowledge, this activity is specially designed for children to better grasp the basic characteristics of graphics and develop their imagination.

Goal:

1, consolidate children's grasp of the basic characteristics of circular triangle, square, rectangle and trapezoid.

2. Cultivate the flexibility of children's thinking, and develop their hands-on operation ability and unity and cooperation ability.

Prepare:

1, learned various graphic features.

2. Graphic cards of various sizes, the number of small baskets is the same as the number of children, chopsticks, wool, pens and drawing paper.

3. Self-made "paths", carved with graphic "pits" of different sizes, and turned the carved graphics into paving "stones".

Process:

First, "Finding Friends" music enters the activity room, and when you find a friend, put your shoulders on it.

Second, introduce scenarios to stimulate children's interest in activities.

1, let's travel to the graphic kingdom together, get on the bus and go!

2. Here we are. What is the sign? What are the numbers? How many shapes are there?

3. The graphic kingdom is here, get off! Look! There are many colored stones over there. Let's pick one we like best.

4. Guide children to observe, encourage children to communicate while operating, and boldly introduce their favorite stones (colors and shapes).

Third, paving stones

1. There is a road ahead. Why are there so many pits? What shall we do? Let's fill the hole with the stones we picked up!

2. Children can operate freely and embed the "stones" they find into the corresponding shaped "pits" one by one.

3, found the problem-the stone is almost gone, but there are still pits not paved, what should I do?

4. Children undergo reoperation

5. "The teacher found that this stone is very special, and it is put together with stones of two colors." Ask individual children to introduce their own methods.

6. Guide children to find ways to cooperate and pave all the "pits" with their own "stones".

Summary: Several numbers can spell a new number.

Fourth, play games with graphic babies.

(a) children's operation, put all kinds of graphics.

"The graphic baby has prepared chopsticks and thread for the children. Please choose the materials you like and spell out your favorite graphic baby. "

(2) Collage painting

1, Teacher: "Children choose several figures they like on the plate and put them together to make beautiful patterns. After piecing together one, draw it and see which child is the smartest and what changes are different from others. "

The teacher photographed the children's works with a camera and projected them on the background wall for the children to appreciate each other.

2, children introduce each other, ask individual children to say: "I use * * graphics and * * to transform into * *"

The conclusion part of verb (abbreviation of verb)

1, Teacher: We still have things with graphics in our lives. Go back and look for it with mom and dad and draw it.

2. Go home by train.

Looking for the goal of Figure 2 (1) activity in kindergarten mathematics teaching plan;

1, consolidate children's understanding of triangles, squares and circles through games.

2. Initially cultivate children's interest in mathematics activities.

(2) Activity preparation:

1, venue.

2, tape recorder, recording tapes of various sounds.

3. Various graphics and cookies with various graphics (round, triangular and square, with additive and green colors), and several baskets.

4. Ask a teacher to be a mother cat, with several ducklings' headdresses and a mother duck's headdress.

(3) Activity process:

1, the teacher plays the mother duck and the child plays the duckling, which arouses the child's interest.

(1), lead the duckling to sleep in the classroom.

Teacher: Ducks, wake up!

Yang: Oh! Mom, how soundly I slept!

(2) Guide children to follow music, brush their teeth, wash their faces, comb their hair, do morning exercises and play games.

Morning exercise content:

The air is really good today. Let's all do exercises. Stretch your arms, stretch your arms, bend over, bend over, kick your feet, kick your feet, grunt and drink water, swim, swim, and then twist your ass, twist, twist beautifully.

Game content:

Give each child a graphic doll and help the graphic doll find a home.

The home of the graphic doll is in the cave. Wear different caves according to different patterns and send the dolls home.

2, children send cookies game

(1), received a phone call to arouse children's interest.

Teacher's language reference: Mother Cat called and said that she was too busy at the cat food store. She wanted our duckling to help her get cookies from the food factory, okay?

(2) Take the children to the food factory to get cookies.

The children followed the musical duckling to the food factory.

(3) Send cookies to the cat food store to consolidate the understanding of triangles, squares and circles.

Say hello to mother cat.

(2) Help mother cat put cookies in the box and classify them into triangles, squares and circles.

Goodbye, mother cat. Mother cat sent cookies to the children to remind them to say, thank you, mother cat.

(4) Send cookies to the children, and the children say: What shape cookies did I take?

(5) The baby is crying and hungry. Encourage children to eat cookies for their babies.

Send it in three times. Ask the doll what shape and color cookies she wants to eat, and ask the children with what shape and color cookies to send cookies. At the same time, carry out moral education for children: the doll is too picky, but she is still young, so meet her requirements! Let's not learn from her!

3. At the end:

Teacher's language reference: Today, the ducklings did really well. They gave cookies to the cat and then to the little doll. Mom really wants to praise you and give you a thumbs up. Now, will mom take you out to play?

Take the children out of the classroom with the music and end the activity.

The third topic generation of kindergarten mathematics teaching plan to find graphics

Children have a certain understanding of simple geometric figures, how to improve their understanding of geometric figures on the basis of collection? I know that the two abstract concepts of "on" and "off" are difficult for children. Can children correctly understand the two graphic features of "opening" and "closing" and try it through audio-visual education? So this topic came into being.

moving target

1, let children understand the characteristics of open graphics and closed graphics.

2. Learn to classify according to the characteristics of open graphics and closed graphics.

3. Use multimedia to arouse children's enthusiasm and cultivate children's learning.

Activities to be prepared

1, a multimedia computer and a projector.

Everyone has two baskets and a set of cards.

3, a set of courseware, two small houses.

Activity process

1, learn about open graphics.

Teacher: Today, the teacher told the children a story "Sweet Honey and Chicken".

(Note: Typing questions on the computer and introducing them in the form of stories are in line with the age characteristics of small class children and fully arouse their learning enthusiasm. )

The teacher tells a story, operates the computer and shows the corresponding pictures one by one.

(1) Sweet family keeps many chickens.

(2) These chicks are naughty and run around.

(3) What should we do? Sweetness was in a hurry: she thought and thought, and came up with a way to put her hands around.

(4) The children saw Tian Tian circling the chicken like this. You think the chicken's horns have come out? Why? Children's discussion.

Let's see if the chicken has escaped. (Running out) Jiang is out. Question: Where did the chicken come from? Children's discussion.

(Note: Let the children fully discuss and express their opinions, and then demonstrate the effect with animation. )

Teacher: The line in this place is broken, and there is a hole missing, which is called a gap. "A small crack appeared."

(6) Definition: A figure with a gap like this is called an open figure (flash edge shape).

(Description: Flash graphics can stimulate children's vision and help children's memory. )

Teacher: The line on the edge of the open figure is broken, and there is a gap through which the chicken can come out.

(7) Imitation: The teacher shows the open graphics to the children one by one to imitate.

Look, children, is this figure an open figure? What about the square?

Description: Imitation follows the method from point to surface, from individual to universal, and develops children's logical thinking ability. )

(8) Teacher's summary: Graphics with gaps on the sides are all open graphics.

(9) Let the children see if there are any open graphics in your basket. Find a card for all the children.

Teacher: Sweets, circle the chicken like this. Will the chicken run out of the gap? Who can help Britney find a way? Children's discussion.

2, know the closed graphics.

Teacher: The children are so clever. They have come up with many good ideas. Now let's get up.

(1) The teacher demonstrated the gaps one by one.

Use computer animation to fill the gaps one by one, so that children can see at a glance.

Fill in two blanks and ask: See if there are any blanks here.

Teacher: There is still a gap where chickens can escape. As long as there is a gap, put the picture. Let's make it up again, and then ask: There are chickens that can run, why?

Teacher: Because the lines on the side are connected together, there is no gap, so just close them and seal the chicken inside, and the chicken will never come out again.

(2) Let the children look at the picture: this figure without gaps on the side also has a good word closed figure. (Blinking closed figure)

Children say "closed graphics" individually and collectively.

(3) Teacher: The lines on the edge of the closed figure are connected together, and there is no gap, and the chicken runs out.

(4) Imitation: displaying closed graphics. Question: Are there any closed figures next to these figures?

Teacher: They are all closed figures with no gaps on the side. (flashing)

(5) Let the children find a closed figure from the basket and lift it up.

(6) Teacher's summary: We know that the graphics with gaps are open graphics and the graphics with openings are closed graphics. Children help donut chicken, we children. At this time, children have the joy of small achievements and their psychological needs.

3. All children have cards. (open graphics)

Teacher: Sweets, circle the chicken like this. Will the chicken run out of the gap? Who can help Britney find a way? Children's discussion.

Looking for Figures in Kindergarten Math Teaching Plan 4 Large Class Math Teaching Plan "Toothpick Placement Figures"

moving target

1, initially perceive the cube, and know its name and the most remarkable shape features.

2. Feel the different shapes and develop a sense of space.

3, willing to concentrate on the operation, improve the ability to use your hands and brains.

Activities to be prepared

Expanded soybeans, toothpicks (canned), square paper, white paper for recording and masons' board.

Activity process

First look at the toothpicks to stimulate interest.

Teacher: Look what's in your jar. How many toothpicks are there?

(Comments: This link makes children familiar with teaching AIDS and perceive the number of toothpicks, laying the foundation for spelling and perceiving the square structure behind it. )

Second, pose and use your imagination. (spell it yourself)

1, Teacher: Please make a square with a 12 toothpick. Divide the squares and see how many squares you can make.

2. Children's first operation.

How many squares did you draw when the children told you the calculation results? (12 toothpick can make 3 squares)

(Comment: In this session, children learn to spell a square with a 12 toothpick and feel the structure of the square-the four sides are equal in length and the shape is square. At the same time, we know that 12 toothpicks can be put together to form three independent squares. )

Third, fight together to stimulate thinking and exploration.

1, Teacher: Now the teacher asks you to still use these 12 toothpicks and try to build a different square. (Teacher Qu) Can you spell the square that stands up?

2. Secondary surgery for children.

3, children say the result of the operation (up to 4 boxes). Which plane square do you like best? Lying or standing?

(Comments: This link allows children to know through operation that if they share an edge, they can spell out the same number of squares with fewer toothpicks. In this session, the children proved that four squares can be spelled with 12 toothpicks. )

Fourth, hitch a ride and encourage creative imagination.

1, Teacher: Now please find a way to see if you can put more than four squares.

2. The child's third operation.

Children show their works (put a cube consisting of six squares. )

4. Know the cube and know that all six faces of the cube are squares. (Symmetry number and ring number)

(Comment: If we say that in the last link, children spelled out more squares by combining methods, then in this link, children are encouraged to combine squares in a three-dimensional way, and the material we use is soaked soybeans. Some children may have the experience of a cube and can figure it out by themselves. Some children may not be able to spell it themselves. It doesn't matter. The teacher prepared assembled cubes for the children to imitate. The key is to let children really feel the structure and characteristics of the cube after spelling it out. This is the most important link in this activity. For a cube composed of six square faces, the teacher uses colored paper to solve it, which is a very effective method. )

Fifth, evaluate and maintain the interest in exploration.

Teacher: Today, the children are very capable. They used 12 toothpicks to spell out three squares, four squares and a cube. Next time, let's use our brains and put up more and better-looking graphics, shall we?

Kindergarten Mathematics Teaching Plan Looking for Graphics Part 5 Activity Background

In a math activity of looking at pictures and puzzles, I provided the children with patterns and asked them to put together puzzles as usual. Because it is an operational activity, children are very interested in it and can spell it as required. After spelling, I asked the children to tell me how to spell, using a few pictures and texts, and then recording them. At this time, a child named Wang Zhipeng in the class asked, "Teacher, the villain I spelled is different from the one in the picture, is it ok?" It turned out that the feet of the villain he spelled out were rectangular, and the pattern was spelled out with triangles. At that time, I thought: Yes, why do you have to use triangles? So I had the following activities.

Activities to be prepared

All kinds of graphic film, recording paper, pen.

Activity process

1, looking for graphics (putting all kinds of graphics with different colors, shapes and sizes together)

(1) One group is red square, the other group is green rectangle, and the third group is yellow.

Color triangle, the fourth group of blue circles, the fifth group of red trapezoid and the sixth group of green semicircle. Let's see which group is correct and fast.

(2) Please take five red circles, six yellow squares and eight green ladders for each group of children.

Shape, 7 blue triangles, 4 red semicircles. When one child in each group takes it as required, other children should help him count it after he finishes, and see if he counts it correctly. The children are very motivated and quick, and there is another group that has been at the end, but all the members in the group are helping, helping to find and count pictures. )

This arrangement is mainly based on the fact that there are new children in this class this semester. Some children will find the same figure according to the figure, but if the teacher asks him to bring a figure, it may take a long time to find it, especially the rectangle and square will be mixed together, and the trapezoid can't be found quickly. Through these two operation activities, one is to help children review graphics, and the other is to help children review and count objects correctly. )

2. Spell, speak and record.

The teacher provides pictures and movies for the children. The teacher said something for the children to spell. When you're done, tell me how to spell it. How much do you use for each pattern? Write it down.

(1) Let the children spell a villain.

When I was on patrol, a child named Wang Zhipeng said to me, "Teacher, I had a fight."

I met a woman. "I just looked at it and casually said' yes', but I thought: Why is it a woman? Then I went to see other children fight. At this time, inspired by the children in Wang Zhipeng, I paid attention to the spelling of other children and found that the little people spelled by children were all different. Only a few children in the class spell the same as others, but everyone else is different.

After spelling, I will ask Wang Zhipeng to tell me how he spelled it. Wang Zhipeng said:

"I put this girl's head into a circle, her body into a square, her hands into a rectangle, and her skirt into a trapezoid ..." Jason said, "I also put together a girl with a circle, a triangle for her hands and body, a trapezoid for her skirt, and her legs were blocked by her skirt." There are also many girls who can spell, but not on skirts, but on their heads. For example, Zhao Lei uses two semicircles to spell girls' braids, and Guan Ye uses two circles to spell braids. ...

(Just spell a villain, children will spell different girls with different graphics, and each child can express his spelling process in his own language. If the child doesn't tell you, you may not understand it at first sight, but after the child's explanation, it was really an epiphany. As Reggio said, children have one hundred languages, one hundred hands, one hundred thoughts and one hundred ways of thinking, playing and speaking. )

(2) spelling a house

Some children have triangular roofs, some have trapezoidal roofs, some have rectangular roofs … some have a window, and some have two new windows; There are single doors, double doors ... all kinds of houses are in front of us.

At this time, I'm not telling my children what graphics to use to spell the house, but what to spell with them. Because of this, there will be such a result. Children are like architects. They have created all kinds of beautiful houses, and their imagination and creativity have been fully exerted. )

Extended activity

Work in groups to spell "Our Kindergarten". After the spelling, each group can communicate.

Reflection after the activity:

1, I really realized Reggio's "there are actually one hundred kinds" and there are one hundred kinds of children.

Language, 100 hands, 100 ideas ... We should give children enough time and space and give them a chance to fully demonstrate.

2. Children should also be given more opportunities for communication and cooperation in math activities. Group-oriented

The unit conducts business activities to create cooperation opportunities for children. A child with strong ability can help a child with poor ability. For example, Yin Tao, a child in the sixth group, came this semester and has poor abilities in all aspects. He can't count, and the names of all kinds of people are not clear. Through group activities, other children help him count and recognize numbers.

3. Mathematics activities also pay attention to the cultivation of children's language expression ability. Pinwanrang

Children talk about their own spelling process, because it is really their own operation, children will also say, and they can't wait to say, very good and very organized.

4. Children's imagination and creativity can be cultivated by hands-on operation.

Spell villains, some use triangles as their bodies, some use rectangles, some use squares … In order to spell a girl, some use trapezoids as skirts; Some braid with semicircles, some braid with circles ... Some spell houses with spires, domes and trapezoidal tops. ...

Looking for graphics in kindergarten mathematics teaching plans Part VI Design intention;

Middle-class children have a superficial concept of geometry. At this stage, children can correctly understand circles, triangles and squares, but they are not recognized from the characteristics of these shapes, but compared with familiar objects in daily life. So I designed the activity "Graphic Kingdom" to make children interested in graphics in game exploration, and to perceive the different characteristics of different graphics through observation, comparison, imagination and hands-on.

Activity focus: Know the semicircle.

There is little activity: use geometric figures to spell out figures.

Activity objectives:

1. Consolidate circles, squares, rectangles and triangles, and know semicircles.

2. Stimulate children's desire to explore.

3. Spell out figures with different geometric figures.

Activity preparation: PPT, geometry

Activity flow:

(a) at the beginning:

"Today, the teacher found an envelope. Let me see what it says. "

The teacher read the letter, "dear children, I am the king of the graphics kingdom." I invite you to be the king of our graphic kingdom. I invite you to join our graphic kingdom. There are many beautiful figures here. Would you like to come?

The teacher let the children sit in their seats, and the teacher sat in the front and drove the train to the graphic kingdom.

"Children, let's drive the train to the graphic kingdom." The teacher played the music "Train Fast".

Second, the game: touch the "magic box".

Teacher: "children, the kingdom of graphics has arrived." There is a wonderful box in the graphic kingdom. Look, this is the magic box. (showing the box) Do you want to know what secrets are hidden in it? Ok, let's see what interesting things this box will change for children.

The teacher reads children's songs: "There are many things in the magic box. Let me touch it first and see what it is? "

Touch the squares and ask, "What shapes are they? (Square) "

Q: What else is square in daily life? (Inspire children to say)

Read the children's song again: "There are many things in the magic box, please let the children touch them."

When children touch it, they are asked to tell what other such things are in their lives. The game is repeated.

The teacher concluded: Some things in the magic box are round, some are triangular and some are square.

How do you know it is a triangle/square/circle/trapezoid?

⑤ Teacher's summary: Round: Round, without horns, rolling around can really run; Triangle: Trilateral triangle, standing like a mountain;

Square: the four sides are equal in length, the four corners are equal in size, and the squareness is good.

Trapezoid: four sides and four corners. The top and bottom are flat and the sides are inclined. The four corners are different in size, just like a slide.

Third, show a semicircle.

"Son, have a look. There are many watermelons in the graphic kingdom. What shape is watermelon? If the teacher cuts them off, what shape will they become? "

"This is a semicircle. The teacher cut it horizontally just now. Now the teacher has to cut it vertically to see if it has become a semicircle. "

"What is the semicircle in life?"

"Children, let's see what graphics the teacher can spell with a windmill."

Show PPT, windmill turn.

Fourth, the game: small animals find homes.

"Kid, there are many interesting things in the graphics kingdom. You see, this is a magic wand, and it will produce many things. Change! Change! Change! Hey! What happened to the wand? (Four kinds of small animals transform) What kind of animal do you think he is, kid?

"ah! These three little animals seem to be crying. Let's ask them what happened. " Puppy, what's the matter? "

(The teacher imitates the voice of a small animal) "We can't find our home, and we can't see our mother!"

"Children, let's help small animals find their homes! Will you? "

Teacher: "Look, these are the houses of small animals. Now let's help small animals find their homes. "

The teacher asked a child to spell out the house on the blackboard.

The dog said that the main body of the house is square, the roof is triangular, the door is rectangular, and the windows are semicircular and round. "

(5) Game: Who has the greatest skill?

The teacher "changed" a picture composed of circles, triangles, squares and semicircles with a magic wand. Ask the children to find the baby figures and count how many there are in each figure.

Teacher: "children, there are many interesting things in the graphic kingdom." You see, this is a magic wand, and it will produce many things. " Change! Change! Change! Hey! What happened to the wand? (Showing one of the pictures while talking) It turned out to be a beautiful picture. Now, children, let's find out which shapes this picture is made of and count how many there are in each shape.

(2) Teachers use magic wand to "change" other pictures in turn, so that children can find out all kinds of pictures respectively and count how many there are in each picture.

Six, the operation practice

"Children, please go back to your seats now. Children in each group have to spell out different patterns. "

Conclusion: Let students consolidate their understanding of four kinds of geometric figures.

Teacher: "children, today we met many graphic babies in the graphic kingdom." Who are they, children? " Let the children name the picture.

Teacher: "There are many wonderful things in the graphic kingdom. The teacher will take you next time, ok? "

Design intention of finding figure 7 in kindergarten mathematics teaching plan;

Graphics can be seen everywhere in children's real life. All kinds of objects in the world are made up of various shapes and their variants. In small classes, children know circles, triangles, squares and rectangles. When we show children all kinds of graphics, they can spontaneously spell out many objects with childish hands. In order to satisfy children's strong desire for exploration and knowledge, this activity is specially designed to let children better grasp the basic characteristics of graphics and develop their imagination, hands-on ability and language expression ability.

Activity objectives:

1, consolidate the understanding of circle, square, rectangle, triangle, semicircle, trapezoid and ellipse.

2. On the basis of understanding the basic characteristics of these graphs, we can creatively combine graphs.

3. Encourage children to imagine boldly and develop their hands-on ability, imagination and thinking ability.

Activity preparation:

Cut out a number of circular, square, rectangular, triangular, semi-circular, trapezoidal and oval pictures with waste colored paper. Children have a set of pictures, glue and white paper.

Activity flow:

(A review of the understanding of graphics

Show all kinds of graphics. Q: What kind of graphics is this? After the child answers, paste it on the blackboard, and the teacher consciously combines the displayed graphics into a picture for the child to observe. Now the teacher has become a magician, combining graphics into the sun, house, mushrooms and other graphics.

(B) to consolidate the understanding of graphics

Click on the house. Guide children to observe. Q: What is this? What figure is it made of?

2. Click on chicken, sun, house and mushroom as above.

(3) Using graphics to freely combine objects

The teacher wants to give this picture to our children. Do you like it? Do you want to be a magician like a teacher, combining graphics into a picture or an object for your closest and favorite people? Children can spell objects freely and encourage them to imagine boldly, which is different from the spelling of teachers.

(4) Use the object combination screen

Demonstration multimedia courseware [its content is to combine objects into a picture on the basis of spelling objects. ]

1. Show pictures (1) Question: What is this painting made of? The teacher encouraged the children to make this picture into a story with their own understanding.

2. Children can freely combine pictures with graphics in their hands, and encourage children to boldly combine items or pictures according to their own ideas and give them to their closest relatives and favorite people.

3. Ask some representative children to bring their works to the front, and let him tell you what graphics his pictures are made of and why.

Teachers gave positive comments, and the activity was over.