6 Lesson Plans for Number 11 for Small Classes

Small class number 11 lesson plan 1

Purpose of the activity:

1. Recognize the number 5 and be able to count the number of 5.

2. Learn one-to-one numbers within 5.

3. Cultivate children’s observation skills.

Activity preparation:

1. Homemade large wall chart (meadow and creek) mother chicken, baby chicken, butterfly, frog, fish blowing bubbles, hedgehog pictures, number cards 1- 5.

2. Mother chicken, baby chicken, butterfly, frog, fish blowing bubbles, hedgehog (big picture).

3. Practice, pencil.

Activity process:

1. Introduction: elicit the number 5 and initially perceive the number of 5

Teacher:

1: Tell the children A piece of good news! Today (show the picture of the chicken mother) the chicken mother is very happy because she gave birth to (show the picture of the egg baby) egg babies. Ask the children to help the chicken mother count how many egg babies she gave birth to? So what number should we use to represent it? (Number card 5) What does 5 look like? Five eggs are represented by the number 5. Ask the children to tell the teacher 3 times, 5 eggs.

2: The mother hen worked very hard every day to incubate the eggs in the henhouse. Finally one day, she found that the egg baby was moving, the egg shell was broken, and the chick came out of the egg shell (operating the egg (shell), ask the children to count, how many chicks are there in a day? (Number card 5) Five chickens can also be represented by the number 5. Then the teacher needs to ask the children, what else can 5 represent?

Our left hand can represent 5, and our right hand can also represent it. Ask the children to stretch out their left hands.

Let’s count the left hands. Now stretch out your right hands, we Count again.

2. Through the flipchart, the chicken goes to catch insects and counts the numbers within 5.

Teacher: 1: Mother Chicken is so happy! She took the chicken baby to catch insects. When they came to the grass, who did they see? I saw beautiful butterflies dancing. Children, count how many butterflies are there? (Ask individual children to answer, then count all the children) How many numbers can we use to represent 5 butterflies? 5 butterflies can also be represented by the number 5 (show the number card 5). The butterflies are so happy that we join them and learn to fly 5 times.

2: The mother chicken took the chicks to the small river and saw the small fish in the river swimming around, playing games and blowing bubbles. How many fish were there? (Individual children answer, then the whole number) Then what number should we use to express it? We will use the number 2 to represent 2 fish (show counting card 2). How many bubbles did they blow? (Individual children come back, and then count them all) Then what number should we use to express it? (Show counting card 4) Let’s also join the little fish game. We swim 2 times and blow 4 bubbles. Children, look, besides the small fish, who else is there in the river? How many little frogs are there? (Individual children answer, then count as a whole) How many numbers should we use to represent the 3 frogs? The little frog is singing, and it’s so beautiful. Let’s sing too and dance three times while singing.

3: They continued walking forward, walking and walking, who did they meet? How many little hedgehogs are there? (All answers) How many numbers are used to express it? (Show counting card 1) The little hedgehog told the mother chicken and the baby chickens that the fruits in the orchard are ripe and he is going to harvest the fruits. The sun is going down soon, and the mother hen is going to take the babies to harvest more bugs. Let’s cheer for them together, let’s shout 5 cheers together!

Lesson Plan for Number 11 for Small Classes Part 2

Activity Goals

1. Learn the formation of 6 in game activities, recognize the number 6, and understand the actual meaning of 6 .

2. Stimulate interest in learning and develop children's operational and thinking abilities.

3. Cultivate children’s ability to compare and judge.

4. Develop children’s logical thinking ability.

Activity preparation

1. 6 radish, green vegetables, and mushroom cards each, and 1-6 number cards.

2. Carrot pictures (the number is three times the number of children), with various graphics on them; prepare several graphics with the same shape as those on the radish.

3. Rabbit puzzle (half the number of children), divide the back into 6 squares, write the numbers 1-6 respectively and cut them.

The floor plan of the same size is also divided into corresponding 6 grids, and dots 1-6 are drawn on them.

Activity process

1. Pull radishes, vegetables, and pick mushrooms (learn to count 6 and recognize the number 6)

(1) Rhythm: teachers and children Pretend to be a bunny and "bunny hop" to the music.

(2) Tell me what do you (rabbit) like to eat?

(3) Prepare food for winter: pull radishes, vegetables, and pick mushrooms.

(4) Count: How many radishes, vegetables, and mushrooms are there. Show the number 6 and read the number 6.

2. Divide radishes: learn the formation of 6 and count.

There are too few radishes to eat. Please divide each radish into 6 points.

The teacher demonstrated how to paste 6 shapes on a radish. First paste 5 red circles, and then paste 1 green circle. 5 circles plus 1 circle make 6 circles. shape, divide the radish into 6 parts.

Children’s operation: Find graphics and paste them on the radish.

3. Pin Bunny: Review the numbers 1-6 and counting within 6.

The teacher introduces how to play:

Show the puzzle base board, which is divided into six grids, and dots are drawn on each grid. Let's count them together. Show the 6 pieces of the puzzle (count them and identify the numbers 1-6 behind them) and ask the bunny to stick the six puzzle pieces to the corresponding positions on the bottom board.

Children’s operation, teacher’s tour guidance.

Teaching reflection:

After the activity, most of the children completed the activity well. Several children recognized the number 6 and made mistakes when taking out the same toys. I slowly guided them step by step and finally completed it well. As long as you give the children time, they will definitely get better and better. Come on, babies!

Lesson Plan for Number 11 for Small Classes 3

Activity Goals:

1. By visiting the digital exhibition area, children will gain Experience in categorizing digital content.

2. Experience the fun of various numbers in life.

3. Cultivate children’s ability to understand numbers.

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

5. Experience the integration of mathematics into daily life and experience the fun of mathematical games.

Activity preparation:

Children have already searched for numbers on the road. In the digital exhibition area are digital photos, recording papers, and other materials found by children, including scissors and double-sided tape.

Activity process:

Visit the digital exhibition area

1. Memories

1) Where did you see these digital babies?

2) What are their different meanings?

2. Classification

1) We find so many numbers in life, which of them are the same? What are the differences?

2) There are so many numbers pasted together that I can’t see them clearly. What should I do?

Preschool teacher discussion

Summary: According to the phone number and house number, the same content can be clearly seen together.

3) Children's operation: Paste materials with the same content together.

Reflection on the activity:

Numbers are closely related to our lives. Without numbers, our lives would be disrupted or cause a lot of inconvenience. Therefore, this "Numbers in Life" is based on numbers that can be seen everywhere in our lives, allowing children to discover numbers in life, initially understand their different uses, and learn to use numbers to solve some practical problems in life and experience them. Activity fun. This not only stimulates children's interest in numbers, but also cultivates children's emotional attitude of actively paying attention to things around them.

Lesson Plan for Small Class Number 11 Chapter 4

Activity Preparation

Environment layout: Use items to surround a small pond in the classroom.

Teaching aids: computer, some pictures, one mother duck ornament, five duckling ornaments, one small basket, and five small fish.

Activity objectives

Recognize and be able to find 1 and many.

Know the relationship between 1 and many.

Cultivate children’s interest in numbers.

Activity process

1. Arouse motivation

The teacher played the sounds of many animals and aroused the children's interest with the story of many animals attending the kitten's birthday party.

2. Computer demonstration

(1) The teacher lets the animals appear one by one, and then puts them all together to help the children initially understand "1" and "many".

(2) The teacher shows pictures to help children further understand "1" and "many".

(3) Children operate pictures to find objects with "1" and "many".

(4) Let children know the relationship between "1" and "many" in the form of games. That is, many can be divided into one, and each one together is many.

1. Provide many "duckling" ornaments to stimulate children's interest in the game.

2. Distribute "duckling" headdresses to let children understand that "many can be divided into one."

3. Let the children further understand the relationship between "1" and "many" through the game of "duck catching fish".

Teacher: A mother duck took many ducklings to the pond to catch fish. How many small fish are swimming in the pond?

(Many) The mother duck asked each duckling to catch a small fish, and then asked the ducklings to put the caught small fish one by one into their mother's basket.

4. Use the game form of "duck swimming" to allow children to deepen their understanding of the relationship between "1" and "many".

Teacher: After catching the small fish, we now start learning to swim. Whichever duckling the mother duck takes, that duckling jumps into the pond and swims. The mother duck patted the ducklings one by one, and the ducklings jumped into the pond one by one. How many ducklings are there in the pond now? (Many only) It’s dark and we’re going home. The mother duck patted the ducklings one by one, and the ducklings landed one by one. There were many ducklings on the bank.

3. Ending

Teacher: We caught a lot of small fish today. Now let’s go home and cook the fish together.

The mother duck took her ducklings home and sang a song: "One after another, many little fishes swim in the water. One after another, many little ducks catch small fishes. Caught Go home and cook the little fish, go home and cook! "

Lesson Plan for Number 11 for Small Classes 5

Activity Goals:

1. Through counting and recognition. , look, play, talk, stick, place and other forms to perceive quantities within 3 and develop children's thinking ability.

2. Let children know that 2 plus 1 is 3, learn the correct counting of 3 objects with hand and mouth, and tell the total number of 3 objects.

3. Create game situations to stimulate children’s interest in mathematical activities.

Activity preparation:

Preparation of teaching aids and learning aids: courseware pictures with three eggplants, three apples, etc.

Students prepare: 3 pencils, 3 round pieces of chalk,

Teaching method: Guided reading game

Teaching tutorial:

1) Count from 1 to 2.

2) The composition of 1 and 2.

2. New Lesson

1. Count the objects whose quantity is 3.

(1) Show 3 eggplant courseware pictures and guide students to observe the pictures carefully.

Question: "What is this picture about?" puppy.

Count how many are there in one ***? Let the children tell the quantity.

Add one more and count them together. How many are there? ,

After the students answered, the teacher said: 2 plus 1 make 3. 2 plus 1 is 3, which is the number of eggplants. Lead children to read.

Can be represented by the number "3". Today, we will learn "3". ,

Writing on the blackboard: "3". Read the number 3.

Explanation: The word "3" is like an obedient ear. It is written in two strokes. The first stroke is a semicircle, and the second stroke is a semicircle.

(2) Take out 3 apples and demonstrate counting.

Teacher asked: Show apples, "How many are these?" Count one by one first, and then ask how many overall?

(3) Show the eggplants and let the children come on stage and count 3 eggplants.

(4) Show the children and let them come on stage and count 3 children.

(5) Name the objects whose quantity is 3 in life?

Inspire children to say: three oranges, three pencil boxes, three erasers)

3. The composition of teaching 3.

(1) The students took out 3 apples and arranged them into two piles. Teachers make rounds.

(2) Let students talk about different placement methods

(3) Guide students to summarize and organize, focusing on explaining that 2 and 1 form 3, and 1 and 2 also form 3. In fact, the The two piles of small sticks changed their positions.

So when you see 2 and 1 forming 3, you can think of 1 and 2 forming 3.

Teacher-student activities: Invite three children to come on stage to practice the composition of (3) Exercise 3.

a. Let’s talk about the composition of 3. (2 and 1 form 3, 1 and 2 form 3.)

b. The teacher asked: "2 and 1 form 3, what else can you think of?"

Writing on the blackboard: 3 of shares.

4. Teacher-student interactive games:

1. Ask the children to stretch out their hands and count how many legs their stool has?

2. How many words are there in the slogan "Study Hard" on the wall of the counting classroom?

3. Slap the table 3 times with your hands.

4. Find a friend and place learning tools under the pasted number cards. (Show the courseware),

5. Summary: A lamb has four legs, a kitten and a puppy have four legs, and 4 can be used to represent their number.

5. Guidance in writing.

1. Talk about how to write 3.

2. Do you have any good ways to remember 3? Summarize after the exchange.

3. Communication.

4. Children practice writing.

6. Activities and expansion exercises, and games to consolidate the understanding of 3.

Lesson Plan for Small Class Number 11 Chapter 6

Activity goals:

1. Teach children to recognize the number 1 and know that it can represent the number of objects.

2. Cultivate children to listen quietly to teachers and peers.

Activity preparation:

Teaching aids: Magnetic teaching aids: a rabbit. Image: A radish. Number card 1.

Learning tools: pencils, notebooks.

Activity process:

1. Introduction activities

1. Today the teacher invited a small animal to our class as a guest, (show the rabbit) it Who is it? How many bunnies are there?

2. Let’s all see what else the little rabbit has brought to us? (Show the picture, a radish.) How many radishes are there?

(Guide children to correctly and quickly perceive quantity)

Teacher summary: A little rabbit took a carrot.

2. Show the number 1 on the card and guide the children to perceive the concept of number 1.

1. Lead to the number 1.

Teacher: We know that a little rabbit and a radish can both be represented by a dot. So today, Teacher Zhu is going to test the children. How many numbers can a little rabbit be represented by? (Number 1) What about a carrot? (Number 1)

Teacher summary: The number 1 can represent all objects with a quantity of 1.

2. Guide children to use the number 1 to represent the corresponding number of objects.

Teacher: We just learned that the number 1 can represent all objects with a quantity of 1. For example: the number 1 can represent a little rabbit, and the number 1 can represent a carrot.

So what else can the number 1 mean? You can take a look at our classroom. Is there anything that can be represented by the number 1? You have to use complete language. What does the number 1 mean?

(Ask the children to describe in an orderly manner and express their thoughts completely. After talking about things in the classroom, you can ask the children to talk about things at home and outside. Try to let the children say as many things as possible. Objects with a value of 1 can be associated with the number 1)

3. Let children memorize the appearance of numbers.

Teacher: The number 1 can represent so many things, what a great ability! Do you know what the number 1 looks like? What does the number 1 look like to you? (Pencils, wooden sticks...)

(Guide bold imagination, so that children can better memorize the appearance of the number 1)

4. Guide children to write with their fingers in the air with their right hand Get the number 1.

Teacher summary: The number 1 looks like a slightly slanted vertical line.

3. Let children learn to write the number 1 correctly.

1. The teacher correctly demonstrates how to write the number 1.

2. Remind children to sit upright and write, and to take good care of their belongings.

3. Evaluate children’s writing.

Note: Teachers inspect children’s writing, discover and guide children’s writing in a timely manner.

4. Pack up the teaching aids and end the activity.

1. Children put away their school supplies in an orderly manner.

2. Teachers evaluate children’s class status and writing status.