In life, children often say 1, 2, 3, 4, 5 casually. . . . . . However, when children actually count something, the number in their mouths does not match the actual number. In order to let small class children perceive and know the numbers 1, 2, 3, this activity is designed to cultivate children's logarithmic perception, imagination and awareness of peer cooperation, and to exercise children's small hand flexibility.

Second, the teaching objectives:

1, let children perceive and know the numbers 1, 2, 3.

2. Children learn to show the numbers 1, 2, 3 with their fingers.

3. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.

4. Know that sorting according to different characteristics of things will have different results, and preliminarily understand the reversibility of sorting.

Third, the difficulties in teaching:

Perceive and recognize the numbers 1, 2, 3.

Fourth, teaching preparation:

1, cartoon number 1, 2, 3.

2. Big cards with numbers 1, 2 and 3 and corresponding pictures.

3, magic pocket, a variety of plastic sticks, triangles, circles, squares.

4, each color number 1, 2, 3, a set of small cards.

5, digital nursery rhymes tape.

6. Three self-made digital boxes.

V. Teaching methods

Game method, situational method, practice method and appreciation method.

Sixth, the teaching process

1, import the theme, and recognize the numbers 1, 2, 3.

Listen to the number nursery rhymes and draw the numbers 1, 2, 3.

Children's songs:

1 Write like a pencil, swim like a duckling, listen to sounds like ears, float like a red flag with the wind, weigh vegetables like a scale hook, whistle like a toot, cut grass like a sickle, hang yourself like a gourd vine, hold soup like a spoon, 10 Add eggs like chopsticks.

Today we invite digital babies 1, 2, 3. Let's see what they sing in their songs, like pencils, ducklings and ears. (Show the cartoon numbers 1, 2, 3 respectively for children to observe the shape of the numbers).

2. Let the children boldly imagine what the numbers 1, 2 and 3 are like, and perceive the glyphs. Encourage children who are bold in imagination and answer positively.

3. Perceived numbers 1, 2, 3.

Say the big numbers baby 1, 2, 3 respectively, and match the numbers with the cartoon pictures, so that children can see if the numbers are like the songs.

4. Use your fingers to represent numbers.

Teacher: Now, please hold out your dexterous little hand and tell me what skills your little hand has. "bend; Teacher. Teaching, the source of the case network "(children are free to answer) So will you use your little hand to express 1, 2, 3? Teachers show different numbers of objects, let children count and use their fingers to indicate the number of objects 1, 2, 3, and correct children's gestures.

The teacher speaks the numbers, and the children indicate them with their fingers. At the same time, children can also be chosen as small teachers.

Game: Look at the real thing and show your fingers.

The teacher took out the corresponding number of glue sticks, triangles, squares and circles from the magic pocket for the children to count. Say the number, and at the same time indicate the number with your fingers.

VII. Extension of activities:

1, game: digital baby goes home (to strengthen the perception of glyphs).

The children are great. Now Digital Baby asks the children to play games with them. Lead the children out of the activity room with the music, and sprinkle small cards with numbers of 1, 2 and 3 on the grass, so that the children can pick up the numbers of 1, 2 and 3 and send them back to their homes.

2, the number to find a friend competition (there are three on the lawn: building blocks, cups, basins; The quantity is 2: apples, pears and bananas; The quantity is 1: hats, shoes and clothes. ) Divide the children into two groups to compete, and put their digital cards under the objects to see which group is fast and correct.

Eight, activity reflection:

Pair 1, 2, 3. . . . . The combination of number perception and game not only cultivates children's ability to count, but also achieves the purpose of children's game, and the whole activity is in high spirits. Now, by exerting the imagination of children's perception, the number is figuratively compared, which deepens the memory of the number. Use the magic pocket to change cards with different shapes, practice letting children indicate the number with their fingers, and slowly let the meaning expressed by the number go deep into children's psychology. Finally, the games of "Digital Baby Going Home" and "Numbers Finding Friends" are used to further help children understand that a number represents the number of objects. At the same time, it also exercises the flexibility of children's small hands and the understanding of cooperation between peers.

Excellent Teaching Plan of Small Class Mathematics and Reflection (Part 2) Activity Objectives

1. can arrange five gift boxes of different sizes in the order from small to large.

2. Perceive the transfer relation of object size.

3. Stimulate children's interest in boldly expressing and communicating in front of the group.

4. Teach children to develop a careful and serious learning attitude.

Activities to prepare

Gift box card, bottom plate, a set of hands.

Activity process

1. Active import.

(1) Teacher: Today is Baby Bear's birthday. He received a gift. Let's see what he received as a gift.

(2) Teachers and children read picture books and found gift boxes of different colors and sizes.

Teacher: How many gift boxes does Yi * * * have? Source kuaisi teacher's lesson plan network; What color are these gift boxes?

2. Line up the gift boxes.

(1) Leave the home of the gift box, and ask the children to find a suitable home for the largest and smallest gift boxes.

Teacher: Who can find a suitable home for the biggest and smallest gift boxes?

(2) Ask individual children to send the gift boxes home in the order from big to small.

Teacher: Other cartons also hope to have a suitable home. Please find a suitable home for all cartons.

3. Children operate in groups, help with gifts and find a suitable home.

(1) The teacher reminded the children to look at the mark on the bottom plate before giving the gift box.

(2) Teachers remind children to ask teachers or good friends to check after finding all the gift boxes.

Teaching reflection

This lesson is well designed in grasping the teaching materials. The link is suitable for children's age characteristics. In the interaction between teachers and children, children are fully engaged and have high interest. Mathematics is to serve life. Children have mastered the method of distinguishing length in operation and game, and understood the relationship between length and order.

In the operation of children's grouping, the individual differences of children are ignored, and the children who are slow to accept are not given timely support and help. In the future teaching activities, the individual differences of children are paid attention to and key attention is implemented;

If I take this class again, I will find the children who can't master it well in the operation and focus on the strategy in the game, so that all children can master it well. In addition, one-day activities will extend this activity to all links, random education and guidance.

Excellent Teaching Plan of Small Class Mathematics and Reflection (Part 3) Design Intention;

Small class children are easily dominated by external things and emotions in the cognitive process. Inadvertent memory is dominant, and people often remember things unintentionally. Games and operations are children's favorite forms of activities. If children simply know the circle, children will feel very boring, their interest is often not high, and the effect will be bad. Therefore, when designing this teaching activity, let children know some common round objects and characteristics in the game operation, so as to stimulate children's interest in observing and exploring the surrounding things and develop children's perception, observation and imagination.

Activity objectives:

1, can master the characteristics of circle in cognition, operation and game activities.

2. Be able to find round objects in the surrounding environment and perceive the application of circles in life.

3. Cultivate children's observation and imagination.

Activity preparation:

1, the activity room is decorated with some round items.

2. A circular piece of paper and a number of circular items (such as mirrors, bottle caps, tambourines and plates).

3, slides, boxes, boxes with a variety of different round items, a number of operating paper, a marker hand.

Activity process:

First, create a situation and know the round objects.

Teacher: (with mysterious tone and eyes) Listen carefully. What is this noise? The teacher beat the snare drum.

Children: drums.

Teacher: Look, it's really a small drum. What does the snare drum look like?

Children: round.

Teacher: Let's touch it. What do you feel?

Teacher: Ask the children to touch along the surface and edge of the drum and exchange their feelings with each other.

Young: round and slippery.

Young: round, young: the edge is smooth, young: there are no edges and corners ... (children communicate and fully express their views).

Teacher: It's round and slippery like a small drum, and it's round without edges and corners. (Bring up the topic of circle. ) Teacher: (shows a round piece of paper) Question: What is it like?

Young: It's like a plate, young: It's like the sun, young: It's like ... Teacher: Tell me, what else have you seen that is round? (Encourage children to say round things they see at home or in other places)

Second, let's look in the activity room together. What things are round? (The child is searching in the room. )

Third, exchange your findings.

Fourth, observe the circular object on the slide and perceive the characteristics of the circle.

Fifth, further perceive the characteristics of the circle.

1, show the blackboard with geometric figures on it, and take a closer look. Which figures are round? Pick them out and let them stand in a row.

2, children start to choose.

Sixth, practice and add pictures.

1, children, do you know what a circle can make? The teacher showed the children a magic trick.

One circle turns into a big sun, two circles turn into lovely chickens, three circles turn into delicious candied haws, and four circles turn into lovely caterpillars.

2. Prepare some paper with a circle for children, inspire children to add a few strokes on the circle and turn it into another pattern (such as the sun and apples), and encourage him to draw as many as possible.

3. Watch the graphics of the circle in the slide to stimulate children's imagination.

Extension: Children, there must be many round things in your's home. Go home and look for them carefully. And then do a magic trick with a circle, okay?

Teaching reflection:

Through the activities of this lesson, children can distinguish circles from many objects and find the round objects in life through observation.

Excellent teaching plans and reflections on small class mathematics (Part 4) Activity objectives;

1, create a toy city situation to stimulate children's interest in math activities and experience the happy mood of learning with their peers.

2. Perceive the quantity within 4 by looking, talking and sticking, and develop thinking ability.

Activity preparation:

One toy car for children, one operating material for children, and one set of demonstration teaching AIDS for teachers.

Activity process:

First, stimulate interest in going to the toy city

1 Do we children like playing with toys? What toys do you like to play with? (Children speak freely)

2. Follow the rhythm of "Driving a Train" and enter the activity room.

Second, play with toys, and initially perceive the number within 4.

1, children play with toys for the first time, feel the rolling characteristics of wheels, and initially learn the number of points within 4.

Summary: It turns out that all wheels can roll, and they are all different.

2. Children exchange toys for the second time, perceive different numbers of wheels, and consolidate their understanding of the number.

3, send toys home, children click to send things.

Third, help the toy baby count the wheels

1 Toy babies are going to take part in the wheel-loading contest, but they don't know how many wheels they should install. What should they do?

2. Show examples to guide children to think.

What kind of car is this? How many wheels should it have? (Paste one according to the children's description, and ask the children to think about the others and tell the teacher gently.)

3, children's operation,

Teachers tour to guide children to verify each other and appropriately inspire individual children with weak ability.

4. Collective verification

Guide the children to say how many wheels have you installed for what car? Does every toy baby count his own wheels?

Fourth, let's make a change.

1, do we children want to go to the competition with the toy baby?

2. Please use your brains and make a change. What kind of car do you want to be?

3, children with music out of the activity room

V. Extension

1, put corresponding materials in the math area for children to consolidate.

2. Guide children to freely become toy cars with different numbers of wheels in daily activities.

Teaching reflection:

Compared with other activities, mathematics activities in kindergartens are boring and monotonous, which easily makes children lose interest in learning. Because the children in this period are young and their logical thinking has not yet developed, I created an operable environment with rich materials and a selective and operable space for children in this activity. Enable children to operate materials independently and express their ideas boldly. Children's autonomy, selectivity and independence have been fully reflected. Through a series of game activities, the preset requirements of the overall goal of the theme have been achieved.

Excellent teaching plans and reflections on small class mathematics (Part 5) Activity objectives;

1, guide children to observe their hands and know that everyone has two hands and each hand has five fingers.

2. Use games to guide children to master the names of five fingers.

3. Cultivate children's habit of speaking boldly in front of everyone and learn Mandarin.

4. Cultivate children's spirit of trying.

Activity preparation:

Slides on the function and protection of hands

Activity process:

First, part of the teacher: Please put your little hand out and play games with the teacher. Game: Listen to me, clap your hands with me, and I'll raise my hands. Clap your little hands, and I'll put my little hands down. Small hand clap, I put my small hand forward. Small hand clap, I put my small hand back. Clap your little hand, and I'll pick it up. Small hand clap, I hide my small hand.

Second, the basic part

1, know that people have two hands, both hands are the same size, also called a pair of hands.

(1) Teacher: Just now, our children played games with their little hands. Now please count how many hands you have. The teacher asked the children to count how many hands they had.

(2) Know that two hands are also called a two-handed teacher: Children have two hands. Are they the same size as yours? Think quickly. How do you compare the source of teacher, teacher and case network? (Ask children to explore the method first, and then teach them the method of comparison. Put your palms together and point to point.) Summary: Children have two hands. Both hands are the same size, so it has another name called a pair of hands.

(3) Hands-up game: The teacher said one hand, two hands and one hand, please raise your hand.

2. Count how many fingers are there in one hand. (Start with your thumb, and count in sequence, with your mouth and hands consistent, and then count with your other hand. Teacher: The children are great. Now please count how many fingers there are in one hand: there are five fingers in each hand.

3. Learn the names of five fingers.

(1) Teacher: Our five fingers have their own names, just as each of our children has their own names. Now let's get to know them together. Please have a look at the children first and compare them. Are your five fingers the same length? (Let the children speak freely) Find your longest finger and hold it. Teacher's introduction: This finger grows in the middle, so it is called middle finger. The teacher stretched out his thumb and little finger and asked the child, which is bigger and which is smaller? (Guide children to say thumb and little finger) The teacher puts out a finger to order something. Teacher's introduction: There is another finger without a name. We call it the ring finger.

(2) Summary: Just now, we got to know our five fingers and their names. The longest finger is called the middle finger; The big one is called the thumb; Small and thin is called little finger; The finger that orders something is called the forefinger; A finger without a name is called a ring finger.

(3) consolidate in the form of games. Rest: Now we have to rest our fingers. Thumb fell asleep, forefinger fell asleep, middle finger fell asleep, ring finger fell asleep, little finger fell asleep, and we all fell asleep. Get up: the thumb wakes up, the index finger wakes up, the middle finger wakes up, the ring finger wakes up, the little finger wakes up, and the small hand pats up.

Third, the end part uses slides to help children understand the role of hands and protection methods.

(1) the role of the hand. Teacher: We all have a pair of hands, so what's the use of hands? (Guide children to think in many ways) Our little hands can take things, wash their faces and brush their teeth. (Children tell stories according to their life experiences and then show slide summaries)

(2) protect your hands. Teacher: Hands are very capable and can do many things for us, so we should pay attention to protecting our hands. Slide Tip: Don't break your hand with a knife or scissors, don't bite your fingers, cut your nails frequently, wash your hands frequently, and wear hand cream and gloves in winter.

Activity reflection:

Hands are always touched and used by children in their daily activities. The children who are about to enter the middle class are in the first period of self-reliance. Doing it yourself is both a requirement for them and their own needs. Children in this period always want to get rid of the care of adults, but they lack a real understanding of their hands and the knowledge and ability to protect their hands. The purpose of the activity is to let their homes cooperate to cultivate their self-reliance and self-care ability through theme activities.

Excellent teaching plans and reflections on small class mathematics (Part 6) Activity objectives;

1, review and consolidate circles, squares and triangles in the form of games, correctly name the figures, and learn to classify them according to the shapes and sizes of different figures.

2. Cultivate the accuracy of children's thinking and their interest in mathematical activities.

3. Cultivate children's ability to think, solve and respond quickly.

4. Children can actively answer questions and enhance their oral expression ability.

Activity preparation:

1, two pictures of rabbit, pig and kitten.

2, a variety of graphic biscuits.

3. A number of tickets with numbers written on them (circle, triangle, square).

4, a tape.

Activity process:

(A) in a game tone, arouse the interest of children.

1, Teacher: Look, children, who is a guest in our class today?

Teacher: Oh, it's mother rabbit with baby rabbit, mother pig with baby pig, and mother cat with kitten.

Are you happy that the baby is here? Well, let's say hello to the animals. Hello, animals! )

2. Teacher: Small animals come to visit. What gifts do you like to give them? (The child answers)

(2) Review the understanding of circles, squares, triangles,

1, Teacher: Look, the teacher has prepared a plate of biscuits. (The teacher shows a plate of biscuits with various shapes.)

2. Teacher: Hey, what are the biscuits on the plate? What are the differences between them?

(Teacher: Oh, I have prepared big and small round biscuits; There are big and small square biscuits; There are big and small triangle cookies)

3. Teacher: The small animals are very happy to see these cookies. They all say that they like to eat one of the graphic cookies. Which one do they like to eat? Then please have a look and think about it. I have prepared a plate of biscuits for each of you. Now, please look at the biscuits with shapes on the plate and think about which small animal to give them to. Ok, children, let's send cookies to the animals together, and send them to the animals' plates.

4. Teacher: We sent so many cookies to the small animals. I wonder what the small animals would say. Let's listen, shall we?

(Recording: Hello, children! Thank you for sending us so many delicious cookies, but some cookies sent by children are not our favorite. ; Source: Teacher Kuaisi teaches. Case network; So, do you want to know what kind of cookies we like best? Ha ha! The question is simple, just look at our mouths. )

5. Teacher: What do small animals say? Small animals told them that if they want to know what kind of cookies they like, they just need to look at what.

So what kind of cookies does mother rabbit like to eat? (likes to eat big round cookies)

What kind of cookies does Bunny like to eat? (likes to eat small round biscuits)

What kind of biscuits does mother pig like to eat? (Like to eat big square cookies)

What kind of biscuits does baby pig like to eat? (Like to eat small square cookies)

What kind of cookies does mother cat like to eat? (Like to eat big triangle cookies)

What kind of cookies does the cat baby like to eat? (I like to eat small triangular cookies)

6. Teacher: Did we send the wrong cookies just now? Well, let's quickly replace some of the wrong ones and send the little animal his favorite cookies.

Teacher: Oh, let's see if it's delivered correctly. They are all delivered right. You are really capable. Let's praise ourselves! )

(3) The game "To the Forest Park"

1, Teacher: The little animals got their favorite cookies today. It's so happy. To show our gratitude, we invited our children to play in their home forest park. However, the small animals say that the forest park is far from here and needs to go by train. What should we do? Don't worry! You see, they have sent us train tickets. These train tickets are really interesting! They are all painted with different figures and written with numbers. Look, what graphics are there on this train ticket? What is the number? What about that one? And they also told us not to get on the wrong car. If you get a train ticket with a circle and the number 1 written on it, you should get on the round car and sit in the chair with the number 1. If

2. Teacher: Now, please let the children get on the train! (Children get on different carriages with tickets), the conductor is going to check in. Please lift the train ticket! (Teachers check children's right and wrong)

3, teacher: children! Our train is leaving! (Play the music children out of the classroom)

Activity reflection:

The use of games to carry out mathematical activities conforms to the age characteristics of children in small classes. In the whole activity, children are always immersed in the joy of games and have a high interest. Children have further consolidated their understanding of the graphic characteristics of circles, triangles and squares unconsciously, which truly reflects their subjectivity, hands-on ability and language expression ability.