Mathematics teaching activities in kindergarten large classes 1
Activity objectives:
1. Willing to participate in mathematics activities and interested in mathematics.
2. Stimulate children's interest in exploring "0" in their surrounding life, and understand the position of "0" in the natural sequence and its different practical significance.
3. Experience the happiness of the number "0" in the game.
4. Cultivate children's ability to recognize numbers.
5. Stimulate children's interest in learning.
Activity preparation:
A digital doll of 1. 1-9 and a background picture of the garden.
2. Several corresponding pictures about "0" (thermometer, house number, license plate number, etc.). )
Activity flow:
First, situational introduction to stimulate children's interest in learning.
1. It's autumn, and the digital doll has come for an autumn outing. (Speaking and operating teaching AIDS) 1-9 Good digital dolls have been waiting in line since childhood.
Doll 0: Hey ... Wait for me! (Doll 0 is behind 9)
Doll No.9: No, you are younger than me. You can't be behind me. (Doll 0 is squeezed between 4 and 5)
Doll No.5: I have a 4 in front and a 6 in the back. You can't wait here (doll 0 is squeezed between 7 and 8).
Doll No.8: I have a 7 in front and a 9 in the back. You are not here (doll 0 is crying).
2. Question: Kid, where do you think the No.0 doll should be ranked?
3. Continue to watch the performance (know the position of "0" in the natural sequence)
Doll 1: Doll 0, you are the youngest among us. You should be ahead of me.
Doll 0 nodded, wiped her tears and stood in front of 1. This time, everyone agreed and lined up to start.
Second, discuss:
1. Why doesn't digital doll 9 put 0 in front?
Why does 2.0 come before 1?
3. Summary: 0 is the smallest in the natural sequence, so it should be ranked first.
Third, understand the meaning of "0"
1. The digital doll walked and came to a garden (showing the background). She doesn't want to make friends with flowers.
Which flower will Doll 2.2 find as a friend and why?
3. What about doll number five? (Let a child find it)
4. The teacher deliberately helped Doll 6 find the wrong friend and asked the child to correct his mistake.
5. The teacher pointed to the flower without petals: "Is this flower looking for that digital doll? Why? "
6. Nothing can be represented by "0", and "0" means nothing.
Fourth, "0" in life.
1. Where have you seen "0"?
Show me the thermometer and ruler: there is also 0 on the thermometer. Here, does 0 mean nothing? Then what does it stand for? What does the 0 on the ruler mean? (starting point)
3. What about the house number, license plate number and 0 on the phone? (representing a number)
4. Summary: There have been many "0s" in our life, and "0s" are indispensable in our life.
Verb (abbreviation of verb) game: the dance of "0"
Guide children to use their imagination and use various parts of the body to change the shape of "0". The teacher takes pictures with the camera and plays them to see who becomes the most alike.
The expansion of intransitive verbs;
1. Theme wall of layout "0"
2. Teachers demonstrate writing "0"
In Tian Zige, children write "0".
Mathematics teaching activities in kindergarten large classes II
Activity objectives:
1, correctly perceive the quantity within 10, and count by group intuitively.
2, you can put the two parts together and learn to count in groups.
3. Dare to tell your own operation process.
Activity preparation:
Teaching AIDS: 5, 6, 7, 8, 9, 10 6 physical cards.
Learning tools: books and pencils for children, one for each person.
Activity flow:
1, group activities.
(1) Visually check the number group, and feel the numbers within 10.
Teachers show physical cards respectively to guide children to observe pictures. Say: What's in the picture? How many/much? How did you see it? The teacher led the children to count one by one and kept talking about the objects.
(2) Learn to count in groups.
Teachers inspire children to tell the total through "combination" Think about it: Are there any other ways to quickly know how many there are? Say: Which of the following methods do you think is the fastest? Why? Organize children to discuss and draw a conclusion.
The teacher showed the children the physical cards of 5 and inspired them to say the total through "combination". The teacher guides the children to observe the physical cards of 6-7 and encourages them to say the total number by themselves in this way. With the help of gestures, the teacher inspired the children to express the total with hand-drawn circles.
2. Operational activities.
(1) Look at the connection between objects and points. The teacher guided the children to observe the number of objects and dots carefully. Say, what's in the picture? What's the quantity on each card? Inspire children to connect the numbers with the corresponding cards.
Compare the number of objects in two groups. Please tick the extra groups and write the numbers.
(2) Statistical activities.
Look at the picture and say: What animals are there in the picture? Please circle the same kind of animals. Inspire the children to write the corresponding numbers in the grid according to the marks.
3. Activity evaluation.
(1) Key evaluations: "Look at the picture and connect the lines" and "Write the numbers according to the marks". Let the children tell the operation process by themselves.
(2) Give praise to the children who operate correctly and can speak while operating.
Mathematics teaching activities in kindergarten large classes 3
moving target
1. Explore various methods of object bisection and stimulate interest in bisection.
2. Learn to divide an object into two equal parts and learn to perceive two equal parts.
3. Cultivate observation ability and comparative ability.
Activities to be prepared
Some various graphics, some various pictures, some clips, two arches, and a recording card holder.
Activity process
First, visit the store to lead in, arouse interest, and initially perceive two halves.
1, Introduction: "What a nice day today! Shall we go shopping together? "
Children can visit freely.
3. Summary: "What do you see?"
4. Free exploration of dichotomy.
5. Requirements: Please fold what you like into two parts with the same size by folding.
6. Summary: Dividing an object into two equal parts is called dichotomy.
Second, children's operation exploration and further perception of dichotomy.
1, demo.
2. Operating requirements:
(1) Please divide the drawing into two equal parts by folding and complete the record card.
(2) Pay attention to your sitting posture and pen holding posture when operating.
Third, summary and evaluation.
Fourth, the game: "Looking for Friends" consolidates binary learning.
Mathematics teaching activities in kindergarten large classes 4
Activity objectives:
1, through the activities of buying gifts, try to arrange coins reasonably.
2. Experience the fun of shopping.
3. Cultivate children's ability to recognize numbers.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Stimulate children's interest in learning.
Activity flow:
1, dialogue introduction: It's almost the Spring Festival, and Grandma Panda invited us to be a guest.
2. When the bank withdraws money, it should explain the requirements: the received money should be spelled into four numbers (circle, square, triangle and trapezoid), the colors of the four numbers should be different, and the numbers on the two and a half numbers should be spelled as 10.
Step 3 buy gifts
4. Share: What gift did you buy and why? How much is a * * *?
5. Teacher's summary: When we buy things, we must arrange coins reasonably, and how much money we have, don't overspend.
Mathematics teaching activities in kindergarten large classes 5
Goal:
1. Learn number-shape pairing, distinguish 6 from 9, and review the numbers within 9.
2, preliminary understanding of different numbers can form different phone numbers.
3. By coding the telephone number, feel the rich changes of numbers and experience the convenience and happiness that numbers bring to life.
Prepare:
1, geometric figure combination drawing 3.
2. A photo of a monkey, a photo of a bear and a photo of a rabbit.
3. Two copies for each child. Figure 4. A pencil hand. 5. A process of toy phone:
First, look at the picture and make up the phone number.
Teacher: Tell everyone a good news. Next week, two children in our class will come to celebrate their birthdays. Shall we invite some small animals to share the birthday cake? Ask the child to help find a way and how to inform. Write letters, make phone calls, invite family members, surf the Internet, send emails, etc. ) teacher: you really use your head and think of many ways. What do you think is the fastest of these methods? Teacher: Then let's call them and invite them! We need to check the phone number of the small animal first. Let's check the phone number of the little monkey's house first. (showing pictures of little monkeys, geometric figure combination) Huh? How come there are only figures and no numbers? Don't worry, the numbers are hidden in these numbers! (Guide children to observe the figure and record the number 583469. Please let six children demonstrate together) This is the phone number of the little monkey's house: 583469 (read it to the teacher twice), (please ask a child to come up and call the little monkey: Hello! Is it a monkey? I am a child of Moon Class. Next week, we will have a child's birthday. May I treat you to a cake? Ok, bye! ) teacher: the phone of the little monkey's house is finally connected. We need to check the phone numbers of Bear and Rabbit. (Show pictures of bears and rabbits, combined geometric figures) Their phone numbers are also hidden in these figures, but I'm going to invite children to find them and write them on the note sent by the teacher to see who can find them quickly and correctly. (Two groups can also be considered to operate at the same time. After the operation, please write down the correct numbers on the blackboard: 583496, 582734. ) A representative of each group calls to invite the bear and the rabbit.
Second, the change of perception number.
Teacher: The phone finally got through. Our children are really capable. We applaud ourselves. (Children clap their hands) Did the children find a few numbers in the number of the little monkey's house? What about the bear family? What about the rabbit's? These figures are all six figures. Why are the phone numbers different? Observation: What's the difference between these three numbers? (The numbers of the little monkey's house are 6 and 9, the number of the little bear's house is 9 and 6, and the rabbit's house doesn't have these two numbers, but some are 2 and 7) What is the same? (All three numbers are 6 digits, and the first two digits are 5 and 8) Teacher: Teachers often make mistakes between 6 and 9. Please help me remember 6 and 9. (Let the children say that the circle of 6 is at the bottom and the circle of 9 is at the top) Teacher: Baby, which one of these three numbers is used? (The child says one, and the teacher shows a digital card) Which digital baby hasn't come out yet? (1) displays 0: Do you recognize this number? The teacher lined up the digital babies in the order of 0-9: these interesting digital babies also have a nice nursery rhyme! Let's read it together: 1 It's as thin and long as a pencil, 2 as a duckling floating on the water, 3 as an ear for listening to sounds, 4 as a flag swaying with the wind, 5 as a scale hook for weighing, 6 as a grinning bean sprout, 7 as a sickle for mowing grass, 8 as a twist, 9 as a spoon for holding rice, and 0 as an egg for making cakes.
Third, exchange the collected phone numbers.
Teacher: Our telephone number is made up of interesting numbers from 0 to 9. Children also have telephones at home, but they are all different. Let's ask each child to take the train and read aloud the numbers they bring you. You can call each other if you have anything in the future.
(1) Ask your child to read out the phone number he brought. Read and talk about how many numbers are imaginary.
(2) Summary: The telephone number and PHS number of our family in Shanguan area are all composed of 8 digits, and the mobile phone number is composed of 1 1 digit. The commonly used special telephones, such as 1 19, have only 3 digits.
Fourth, give the animal a phone number (which can be used as a promotion activity).
1, Teacher: These figures are really interesting. Many owners of small animals don't have telephones yet. Let's do a good deed. Let's use numbers to help them make up a phone number for everyone to contact. What did you say?/Sorry? Children make up their own numbers and consciously ask several children to read them.
2. Make the phone number made up by children into a phone book. Conclusion: A telephone book was compiled. Let's go out and tell other animals that they will be very happy.
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