As an excellent educator, you usually need to prepare a lesson plan, with which you can better organize teaching activities. How to focus on lesson plans? The following are nine math teaching plans for small classes in kindergartens that I collected for you. Welcome to reading. I hope you will like them.
Small class math teaching plan in kindergarten 1 [design intent]
Abstract mathematics knowledge makes children learn very boring. In order to cultivate their interest in mathematics, I tried to design the theme of "visiting the bear's house" in the "Pearl Change" activity in thinking the game. Through games such as "stringing candied haws for the bear" and "putting on a necklace for myself", children learned to count the number of objects with their hands and mouths during the hands-on operation, which really made them feel "learning by playing".
[Activity objective]
1. Guide children to count and say the total with their hands and mouths, establish a preliminary concept of number, and cultivate children's interest in counting.
2. Wear beads through hand-eye coordination to cultivate children's habit of concentrating on operation.
[Activity preparation]
1, one envelope: one set of materials for each child (25 colored beads, 1 2 beads).
2. Website layout: rivers and caves.
3. Decorate the bear's home: a bear toy, a bear headdress, and some various foods.
[Activity Flow]
1. Import activity.
(1) The teacher took out Bear's letter and read it to the children: "Dear children, the new year has come. My family has prepared many delicious things for you. Welcome to my home. The bear is stupid. " "Let's go to Bear's house and bring him some presents?" "Hey, by the way, little bear loves sweets. Let's buy him a bunch of candied haws! "
(2) Teachers lead children to cross the river and drill holes, and instruct them to count the number of stones and caves.
2. Open activities.
(1) string of sugar-coated haws.
The teacher took the children to an open space and found many "treasure boxes" (children's activity materials). The teacher said, "Let's see what we can find from the treasure chest." Guide children to say "Sugar-Coated Berry" made of sticks and colored beads.
Children choose their favorite beads and put them on a stick one by one to make a "Sugar-Coated Berry".
After the children make candied haws, the teacher guides the children to count their hands and mouths repeatedly in a certain order and tell the total.
(2) wear a necklace.
(3) The teacher said, "To be a guest at the bear's house, we have to dress up beautifully. How can I make myself more beautiful? " Guide children to make necklaces, bracelets and waist chains for themselves according to the ropes and beads in the "treasure chest".
Children wear beads into necklaces, bracelets, waist chains, etc. Use a bead string, put it on and count it with your hands and mouth.
Teachers help children tie knots, and children wear necklaces, bracelets and waist chains.
3. End the activity.
The teacher took the children to bear's house and gave Sugar-Coated Berry to bear.
The teacher dressed as a bear: "Welcome children to my home. Thank you for giving me candied haws. I will also give it to you. "
Many delicious foods have been prepared. "Guide children to find out the corresponding amount of food and taste it.
How many times did the tambourine ring?
How many times did the tambourine ring?
Useful learning experience:
1 can quickly identify the number of 1, 2,3 objects.
2. Understand the arithmetic relationship of 1, 2,3.
3. Know the basic arrangement order of 1, 2, 3.
Prepare:
1, each child 1 card, 6 Zhang Xiaoguang plates.
2, velvet map: 6 chickens.
Activities and guidelines:
Click on the cards of 1 and 1, 2 and 3, and let the children put out a corresponding number of small plates on the table, and count them loudly to check whether the plates put out are correct.
2. Put the pictures of chickens in 1 row 1, 2 rows and 3 rows, and compare them accordingly, so that children can feel that the adjacent number of 1, 2 and 3 is greater than 1 or less than 1.
The teacher knocked on the tambourine and asked the children to hold up the corresponding cards. The teacher said, "I played the tambourine more than once." Or "I knocked 1 tambourine more than twice." Children should analyze the teacher's words, hold up the corresponding cards, and then let the children count the dots on each card loudly, and tell which of these cards is in front, which is behind and which is behind, so that the children can arrange the cards on the table from small to large.
4. Guide children to practice.
(1) Let children intuitively compare the number of two groups of objects, and use more than 1 or less than L to clarify the relationship between them.
(2) Count and say the number of apples, and draw three balloons and 1 watermelon in the blank.
Small Class Math Teaching Plan in Kindergarten Part II Activity Objectives:
1, perceive the number of objects within 4, count the objects within 4 with your hands and mouth and say the total number.
2. Be able to talk while operating, and organize the operation data in an orderly way.
3. Enhance the interest in mathematics activities,
Activity preparation:
1, grassland background. There are several cards (No.1-4) such as chicken, duckling, kitten, puppy and rabbit, and some pictures such as bugs, small fish, bones and radishes.
2, a number of small disks.
Activity flow:
1, counting small animals: encourage children to say the number of animals on each card one by one. The basic way to help children get the number of confirmed objects is to count them by hand and mouth, and further experience that the last number represents the total number of counted objects.
Teacher: There are many small animals on the grass. See how many they have.
Children count and say that there are 1 little yellow chickens and 2 little black chickens on the grass.
Teacher: What do you mean by how many small animals there are?
Children use cards to indicate the number of small animals.
2. Small animals find friends
Teacher: Small animals want to play with friends. Who are they looking for? Small animals should make friends with as many animals as themselves.
Children operate and put as many small animals as possible together.
The teacher guides the children to find out, to sum up: they are all four small animals.
3. Feed the chickens.
* Feed the chickens.
The teacher showed the bug.
Teacher: The chicken is hungry. What does it like to eat? Every chicken eats a bug. Who wants to feed them?
Ask individual children to demonstrate feeding one, and encourage them to say: 1 chicken eats 1 worm, and two chickens eat two worms.
* Children can choose their own activities;
The teacher encourages the children to count the number of small animals on each card first, and then feed them, for example, four chickens eat four bugs.
* Send the chicken home. Cultivate children from an early age to develop good study habits of orderly placing learning tools.
Teacher: We have to feed the chickens and then go home. Let's put the worms in a small plate first, and then put the chickens in the plate.
3. change groups.
The activity of singing children's songs is over.
Children's song: counting chickens
Mother hen counts chickens, one two three four five six seven. One chick is eating rice, two chicks are grabbing things, and four chicks are chattering and hiding in their mother's arms.
The third part of the kindergarten small class math teaching plan activity intention:
Mathematics is abstract and difficult to understand, while gamification and life-oriented mathematics are easy to understand and children like it. Therefore, a kindergarten lesson plan of "entertaining guests" is specially designed to infiltrate mathematics into daily life, so that children can learn mathematics imperceptibly and stimulate their interest in mathematics.
Activity objectives:
1, which can correctly represent the number of objects within 7 by numbers, and consolidate the understanding of numbers within 7.
2. Love home and be willing to help parents entertain guests.
3. Cultivate children's good operating habits of cooperative and orderly operation.
4. Know that sorting according to different characteristics of things will have different results, and initially understand the reversibility of sorting.
Activity preparation:
1, a number of pairs of chopsticks, a tray (containing a number of cakes in small packages), and 3-5 plates (each side is affixed with a number plate within 7);
2, physical display instrument, children's books, children have pens;
3, 1-7 digital seal, inkpad.
Activity flow:
First, I help my mother pick peanuts.
1, Teacher: Mom and Dad invited friends to visit us today. You are the little master of the family. What can you do for mom and dad?
2. Encourage young children to take the initiative to help their parents organize things at home and entertain guests.
3. Teacher (showing a plate with a number plate): When guests come, mom and dad will treat them to snacks. Do you know how many snacks the guests want to eat? how do you know
4. Teacher (showing the tray with peanuts): Who wants to help the guests with snacks? Please show individual children how to take snacks, and encourage them to read the numbers on the cards and count them as they take them.
5. The teacher puts the children's snacks under the video display, and the teacher and the children check whether the number of peanuts is consistent with the number of cards.
Second, children's operational activities.
1, send snacks to guests. Carefully observe how many snacks the guests want to eat in the picture, think about how many snacks to put in each box, and connect them to the guests.
2. Add some peanuts. Look at the picture and say how many peanuts the guests want to eat. There are already some peanuts in the box. Put some peanuts in each box, so that there are as many peanuts in the box as the guests want to eat.
Three. Evaluation activities.
1, the teacher showed the children the operation information and asked them to say: Do you know how many peanuts the guests want to eat? How many trees have you added to the box? How many peanuts are there in the box now? Are they as many?
2. Praise the children who can complete the activities independently and end the teaching activities.
Teaching reflection:
Mathematics activity is a very enjoyable course for children, because there are more games and more opportunities for children to operate, but it is not so easy for children to really understand the content of this teaching activity and master it skillfully and flexibly.
Kindergarten Small Class Mathematics Teaching Plan 4 Activity Objectives
1, know 1 and many others, and understand their relationship.
2. Learn to roll big balls.
Activities to be prepared
1, the number of kitten headdresses is equal to the number of children.
2. Two children and a big ball.
Activity process
1. Learn about 1 and many things and their relationships through the game "Cat Learning Skills".
(1) Show a mother cat's headdress and inspire the children to say that it is a mother cat.
(2) There are many headdresses of Xiaohua Mall on the table, which inspires children to say that these are many Xiaohua Mall.
(3) Please put a Xiaohua Mall headdress on each child's head to inspire children to say that many have become one.
(4) The mother takes the kitten to play with the ball and inspires the child to say more than one.
2. Kittens learn the skills of catching the ball by rolling their hands forward.
(1) 1 kittens learn skills. (2) Many kittens learn skills. (3) Two kittens roll a big ball.
Activity expansion
The calculation angle provides a lot of 1 and many objects or pictures, and the teacher consciously guides the children to continue to learn from kittens to catch fish.
Small Class Mathematics Teaching Plan "The Formation of Learning 2"
Small class teaching plan in kindergarten
moving target
1. Stimulate the interest of counting in activities.
2. Cultivate the ability to take things by number.
3. Understand the actual meaning of "2" and try to express the formation of "2" in language on the basis of operation.
Activities to be prepared
1. Courseware: tree, bird;
Put a lot of rabbits (equal to the number of children) in the classroom.
Activity process
First, import
The tone of being a guest with rabbits aroused children's interest.
Teacher: "little friend, a small animal came to visit our class today." Who is it? " Where is it? Please find it quickly! "
Second, expand
1. The formation of experience 2
(1) Let the children find 1 rabbit from under the chair.
Teacher: The rabbit is hiding under the children's chairs. Every child finds a rabbit.
-How many rabbits did you find?
I found a rabbit.
(2) Let the child find another rabbit.
Teacher: This little rabbit is a little lonely. Can you find another partner for it?
Rabbit's little friend is hiding in our classroom. Let's find it!
The baby found another rabbit.
(3) How many rabbits do you have now?
(Now I have two rabbits)
Teacher: First you find 1 rabbit under the chair, and then you find 1 rabbit in the grass, and it becomes two rabbits. What is 1 plus 1?
(1 plus 1 equal to 2)
(4) Ask the children to repeat: 1 plus 1 is 2.
2. The formation of courseware perception 2
Rabbit is a guest of our class. We should prepare carrots and vegetables for rabbits.
(1) courseware playback:
Please give one rabbit 1 radish first, and then another rabbit 1 radish.
1 radish plus 1 radish How many radishes are there? What is 1 plus 1? (1 plus 1 equal to 2)
()
(2) Teachers use velveteen teaching AIDS to demonstrate the formation process of 2:
Invite 1 rabbits to eat 1 vegetables first, and then invite other 1 rabbits to eat 1 vegetables.
1 qingcaijia 1 qingcaijia. How many green vegetables are there? What is 1 plus 1? (1 plus 1 equal to 2)
Step 3 read the number 2
What are the numbers of two rabbits, two radishes and two vegetables? (indicated by the number 2)
What do children look like when they read numbers 2 and 2? (Like a duckling swimming in the water)
4. Understand the practical significance of 2.
(1) Q 2 can mean two rabbits, two radishes and two grasses. What else can it mean?
Summary: 2 can represent all objects with a quantity of 2.
(2) Courseware plays some pictures to help children understand the practical significance of 2.
Third, the end.
Play the music and let the children look for objects that can be represented by 2 in the classroom.
Teacher: There are many objects in our classroom that can be represented by 2. Please listen to the music and look for them.
When the music stops, come to the teacher and tell your friends, and it will naturally end!
Small class math teaching plan: 10 adjacent number
Activity objectives:
1, know the concept of adjacent number, master the adjacent number of 1- 10, and understand and tell the relationship between adjacent numbers.
2. Cultivate children's comparative ability and thinking flexibility.
Activity preparation: Fill in the blanks with adjacent numbers, and hold a drawing and a digital headdress of 1- 10.
Activity flow:
1, import activity
"Some children are very happy today. Do you want to know who they are? " "They are digital children because they have a new home today. Do the children want to see it? "
Step 2 show pictures
(1) Teacher: "Is this house beautiful? Do the children want to live in such a house? "
(2) "Now let's go into this house and see how these characters live."
(3) Introduce the concept of neighbor number by introducing new digital neighbors to children.
Teacher: "The figures are very happy to see the children coming, so they all put on colorful clothes to welcome our children." Now let's meet their new neighbors. "
(4) Introduce digital "neighbors" to children one by one, so that children can intuitively understand the concept of "neighboring".
(5) Ask the children after the introduction, so that the children can initially grasp the adjacent numbers of each number.
3. Send a form to the children, let them draw geometric figures according to the numbers, and get a preliminary understanding of the relationship between adjacent numbers.
(1) Teacher: "Now there are four figures who want to ask our children a favor. I want our children to draw as many triangles, circles or other figures as you like for them. Now I invite these characters to our children's desks. Please pick up the brush in your hand and help them. "
(2) After painting, the classroom hangs a large wall chart on the blackboard and demonstrates it in person. After the demonstration, let the children count together and guide them to find the relationship between adjacent numbers.
4. Show the adjacent numbers to fill in the blanks and have a small competition.
"Now digital wants our children to have a small competition to see who can tell the neighbors quickly and accurately whether they are one more or one less than their neighbors."
Small Class Math Teaching Plan in Kindergarten Part V Activity Objectives:
1. Use locative words such as "up and down, inside and outside, front and back" to describe the spatial position.
Sing within 2.20 minutes.
Key points and difficulties:
Emphasis and difficulty: within 20 minutes.
Activity preparation:
1. My Mathematics, Page 4-5.
2. Some teddy bears or other plush toys.
Activity flow:
First of all, the children play the game of "hunters looking for bears" in groups.
1. Some children are hunters. Close your eyes and count from 1 to 20. Others help count and supervise hunters together. They are not allowed to open their eyes.
Other children use this time to hide teddy bears. After the hunter counts to 20, he can open his eyes and look for the teddy bear.
3. The rest of the children can't tell where the teddy bear is hiding, but they can hint at the hunter by clapping their hands-clapping when the hunter approaches the target; Clap your hands gently when you are away from the target.
Please describe the hiding position of the bear with directional words such as "up and down, inside and outside, back and forth", such as "hiding under the cloth", "hiding behind the cupboard" and "hiding in the drawer". ......
Third, please turn to my math page 4~5 and circle the things under the table and the things outside the basket respectively.
Fourth, the activity is over.
Small Class Math Teaching Plan in Kindergarten Part VI Activity Objectives:
1, colors and shapes can be distinguished according to the requirements in the game.
2. Feel the fun of the game.
Activity preparation:
1, various colors and shapes of paper.
2. Cartons with various shapes of small animals.
Activity flow:
1, show all kinds of cookies and know the colors and shapes.
Children, have you eaten cookies? What kind of cookies have you eaten?
Look, teacher, there are all kinds of cookies here. See what they are like.
2, the game, see who can find it fast.
According to the teacher's password, quickly find the corresponding piece of paper. Red biscuits, triangle biscuits, etc. )
3. Show small animal cartons and demonstrate how to feed cookies.
Look at the shape of the rabbit's mouth. What kind of cookies does it want to eat? Ask the children to demonstrate.
Children's operation, please check each other.
Kindergarten small class math teaching plan 7 i. Activity objectives
1, perceive the changing law of alternating arrangement of three colors, and continue to arrange.
2. Willing to participate in operational activities and experience the fun.
Second, the activity preparation
1, teaching aid: Little Sun smiling face, red, yellow and blue round cardboard.
2. School tools: operation cards and tricolor mushroom toys.
Third, the activity process
(A) collective learning, "small sun braid" into a topic.
1, to guide children to observe and perceive the changing law of alternating sorting of two colors.
(1) (showing the first and second braids)
Question: How many colors does this braid have?
In what order are they arranged?
What color comes first? What color is the back?
(2) found the law, and then go down.
(showing the third braid)
The question is the same as ①.
2. Guide children to observe and perceive the changing law of alternating arrangement of three colors and continue to arrange them.
(Show the fourth and fifth braids in turn)
"Little Sun wants to knit a more beautiful tricolor braid, so be it!"
Question: What are the three colors of this braid? In what order?
What color comes first? What color is in the middle? What's the last color?
What color should I draw next?
(2) Business activities
The rabbit got up early today. She wants to do one thing-grow mushrooms. Please help the rabbit plant these three different colors of mushrooms in the order of the first color, the middle color and the last color, just like braiding.
Fourth, the end of the activity
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2、
Kindergarten small class math teaching plan 8 goal:
1, learn the composition of numbers within 5, and preliminary experience shows that "the larger the number, the more combinations".
2. Develop children's ability to transfer and organize existing experience in activities, and gradually promote the profound development of children's thinking.
3. Experience the fun of math group games.
4, preliminary training observation, comparison and reaction ability.
Key points:
Know the symbols that represent division and combination of numbers, and understand the meaning of composition.
Difficulties:
Summarizing the composition of each number within 5, the preliminary experience shows that the larger the number, the more combinations.
Prepare:
Teaching AIDS (for a big house, one room has two floors, three number plates "1", two "2" and one "3", and four symbols mean separation and integration).
Learning tools (10 sheets of recording paper and house drawings with different results when operating learning tools, 2 sets of 1-5 digital cards and hand-made stickers)
Process:
Focus on discussion-> children's migration and application-> collective communication-> end the activity.
1, focusing on
A. Objective: On the basis of the last operation experience, to know the symbol ""for division and combination of numbers and understand the meaning of composition.
B. guidelines:
A, show the house map, and guide the children to arrange the corresponding numbers, such as roof 2, two rooms below 1 and1;
B, take off the house, let the children talk about the relationship between 2, 1 and 1, how to pronounce it, and lead to the meaning of "separation" and "combination".
C. Learn the composition of "3" in the same way. The point is that there are two ways to divide experience 3.
2. Children's migration and application
Goal:
On the basis of previous operation experience, the composition experience of numbers within 5 is transferred and sorted out, and expressed by numbers.
Guide:
A, the teacher introduces the gameplay
B, children in the last operation experience, on the basis of digital reproduction in the house.
3. Collective communication:
Goal:
Organize the composition experience of numbers within 5.
Guide:
(1) The children introduced that the teacher orderly discharged the cards of each number within 5.
Focus on guiding children to understand that a number is divided into two parts, and these two parts add up to the original number.
(2) After the results come out, guide the children to observe and list the methods of recording each number.
Q: What changes have been made to the recording method of each number score from 2 to 5?
(experience: more and more records-> more and more division methods)
Step 4 end the activity
(1) Summarize some experiences about the composition of numbers to stimulate children's interest in the next activity;
(2) children who are sure to make progress in activities.
Teaching reflection:
Mathematics activity is a very enjoyable course for children, because there are more games and more opportunities for children to operate, but it is not so easy for children to really understand the content of this teaching activity and master it skillfully and flexibly.
Encyclopedia: number, Shu, from Lou, counting also.
(1) pictophonetic characters. From (pū), the sound of the building. Original meaning: points; Do the math.
(2) The original meaning is the same [Count] is an abstract concept for counting, marking or measuring, and it is a simple symbolic record form (or measurement) for things with the same quality or nature.
The Design Intention of Small Class Math Teaching Plan 9 in Kindergarten;
Computing activity is a relatively boring and abstract subject. In order to let children better master what they have learned, we must grasp their psychology and know what they like. What do you like? In an accidental animation activity, children became interested in Snow White and other animations, especially the castles and palaces where they lived, imagining that they could live in them, so I designed the activity of "Learning Addition 2" to let children talk while holding it, so as to realize their satisfaction and provide space for children to explore independently.
At the same time, group cooperation and learning can make children feel and experience the fun of computing, choose their favorite expressions, and protect their enthusiasm for independent discovery.
Teaching objectives:
1, create a situation for children to try to list the addition formula with the number 2 in the operation process and understand the meaning of the plus sign and the equal sign.
2. The quantitative relationship expressed by perceptual addition formula.
3. Experience the fun of games in activities and improve children's interest in learning mathematics.
Teaching preparation:
Material preparation:
1. A map of the castle (three floors) Floor 1: Fish pond Floor 2: Garden Floor 3: Fruit shop.
(1 tropical fish+1 goldfish = 1 tropical fish 1 goldfish) A picture.
2. Children's operation data (+,=40, number 1, 1, 2 is 40), several fruit utensils (two for each child), and 84 fruit shopping vouchers.
Knowledge preparation: children will make up 2 in the form of games.
Teaching process:
First, the train game: review the composition 2
"Children, today a king wants to invite us to his castle. Let's get on the No.2 train and start quickly. Boo-hoo, the train is coming! "
Teacher: "Hey, my train 1 leaves. What time does your train leave?"
Yang: "Hey, your train 1 leaves, and my train 1 leaves."
Second, climb the castle and look at the picture to learn the addition of 2.
1, create a situation (1) "Look at the castle kingdom, children. (Show the castle map) How many floors is the king's castle? (Third floor) Wang heard that all the children in Class Two of Senior High School are very clever. If we are to be tested, the problem lies in the castle. Let's go to the castle. "
"Look, the first floor of the castle, what's the matter? (Fish) How many fish are there? (1) Today we also brought 1 fish for the king. Let's put it in. How many fish are there in the castle now? (2) Oh, the original 1 fish was added to 1 fish, and our fish became two fish (the teacher's tone was slow). Who will talk about it again (please talk about 3-4 children)?
(2) Understanding "+,="
"Then we put them together with a symbol (show+). Do you know that?/You know what? (Children you know give praise)
+'is very useful. It wants to combine 1 fish with 1 fish. Let's put it in the middle. Who will find its position (please 1 children operate on the blackboard)? What does the plus sign mean? (After several children answered, the teacher and the children summed it up together. )
Summary: the plus sign combines the previous number with the following number, and the position is in the middle.
"Now there are several fish (2 fish) in front. We put the fish in front of this box and the fish in the back of another box. Look carefully, children. What little secret did you find? " (as much)
"That is, equality, we also use a symbol to represent it. Its name is' equal sign'. Who will find its location? (Let the children try) What do you mean by' ='? "
Summary: the result of the first two numbers of the symbol is equal to the number after the symbol.
"Now we use numbers to represent small fish, and we should also use"+"and" = ". Who will give it a try? He worked out a formula with figures. Can you explain the meaning of this formula? (Let the children talk)
(3) Children's hands-on operation
"There are too many children. Let's go and see the castle on the second floor. What happened? How many kinds of flowers are there? (1 planting flowers) In order to welcome us, the king sent someone to buy 1 planting flowers to decorate his garden. How many kinds of flowers are there in the garden now? Please use your head and tell me your result in a formula. There should be numbers 1, 1, 2 in the formula. Remember to use'+,=' to list the formulas and put them in place. "
(4) Sharing and communication
"Who said how you put it? (Please talk about individual children) Now the teacher will give you 2 minutes to talk to your friends next to you about how you put it. "
Third, internalized migration-game: buying fruit.
"The king said these little guests are really smart. Now the king wants to invite the children to come to me with fruit coupons on the table to buy fruit. Each little guest has two fruit coupons, one for each kind of fruit. Now the little guests can eat fruit. "