The Teaching Plan of Numbers in Life for the Middle Class in Kindergarten 1 teaching material analysis;
Life is inseparable from numbers, such as license plate number, street number, mobile phone number, traffic light time, clothing number and so on. Numbers play different roles in different places, attracting children's attention and making them curious and curious. Based on children's existing life experience, this activity leads children to observe and compare, discover the different information that numbers convey to people in life, explore the different functions of numbers, perceive the close relationship between numbers and people's lives, and experience the convenience that numbers bring to our lives.
Activity objectives:
1. Understand the relationship between numbers and people's lives, and understand the different functions of numbers in life.
2. Be able to tell the different meanings that the numbers you know represent in your life.
3. Feel and experience the convenience that numbers bring to life.
Activity preparation:
1. Before the activity, guide the children to find and draw objects with numbers in their lives, and bring the objects or pictures to the kindergarten.
2. Place digital objects in the classroom, such as food bags, coins, clocks, thermometers, remote controllers, platform scales, shoes and clothes of different sizes.
3. "Children's quality development course? Multimedia teaching resource package courseware 27, Happy Story of Children's Learning Materials. Activity suggestion:
First, organize a dialogue and let the children talk about the numbers they found and what they mean.
1. Q: Where did you find these figures?
Summary: Children found numbers on house numbers, clothes, mobile phones, coins, remote controls, calendars, clocks, telephones and other items.
2. Guide children to discuss and understand the different meanings of numbers.
Q: What do you mean by these figures?
Summary: It turns out that the numbers we found represent different meanings, some represent telephone numbers, some represent time, some represent size, and some represent address.
Second, guide the children to look for the numbers on the items in the class to further understand the different functions of numbers.
1. Tijian: Is there anyone in our class? Where is it? What has numbers on it? What do these numbers mean
2. Randomly guide children to compare and discuss according to their communication.
For example, the child said that there were numbers on the shoes, and the teacher randomly asked: What is the difference between the numbers on the shoes? Which size shoes are bigger and which size shoes are smaller? What other clothes have numbers on them? What's the difference between these figures?
Summary: The bigger the numbers on shoes and clothes, the bigger the shoes and clothes.
3. When a small number is mentioned, the teacher can use the projector to show it and guide the children to discuss the number in a targeted way.
What's the number on the food bag? What does "shelf life: 20xx65438+February 22nd" mean? What do the numbers on the thermometer mean? What's the difference between the numbers on coins and paper money?
Summary: Numbers can represent temperature, clothing size, coin face value, shelf life, item weight and nutrition. 3. Let the children read pages 22-23 of Happy Story, and find and talk about the numbers in life.
Question: What do the numbers in the book mean? What does "120" mean? What other special numbers are there in life? Fourth, play courseware to guide children to further perceive the wide application of numbers in life.
Question: Can there be no numbers in life? Why?
Summary: Numbers really play a big role! It can tell us the time, place, license plate number, clothes size, shelf life of food, price of goods, length and weight of objects and special numbers. We can't live without digital friends.
The goal of digital classroom activities in kindergarten life;
1, initially understand the relationship between numbers and our lives, and accumulate perceptual experience about numbers.
2. Knowing that numbers represent different meanings on different occasions, children are interested in their shapes and are willing to imagine them.
3. Stimulate children's curiosity and desire to explore.
4. Be able to express your views boldly and clearly and experience the happiness of success.
Activity preparation:
Ppt courseware
Activity flow:
One: Import
1. Display the grid on the big screen. Q: Count. How many squares do you see?
Sub: 10 grid division: each grid has a different number. Please find out and guess what these numbers are.
2. Display incomplete graphics on the big screen for children to observe and ask questions;
Teacher: How many figures have you found? ; This article. Source: Qu, Lao and Shi. Lesson plan network; What color is it?
Child: I found the number 1, in the black box.
I found the number 8, the numbers 3 and 2 in the yellow grid, the number 3 in the orange grid, the number 4 in the red grid, the number 0 in the purple grid, the number 8 in the pink grid, the number 9 in the yellow grid and the number 6 in the white grid.
Question: Where do you often see these figures?
Child: On the license plate, on the alarm clock, in the elevator, telephone pilot: Where is the license plate?
Young children: the front and back of the car
Third, let the children understand the meaning of these numbers by combining the numbers in life. The teacher shows different objects in PPT.
(1) Calendarist: What do the numbers on the calendar do?
Children: Sunday, Monday and Tuesday ...
(2) Remote control: What's the use of remote control?
Young children: The remote control can help us find the TV we want to watch.
(3) Thermometer: What does a thermometer do?
Child: Take your temperature. Do you have a fever? Teacher: The normal temperature of a person is between 36 and 37 degrees. Summary: There are numbers everywhere in our lives. Some tell us the numbers (such as the numbers on medicine bottles), some tell us the order (such as the numbers in calendars and house numbers), and some tell us the location (such as the page numbers in books), so the numbers are there.
Four: display 0 123456789 on the big screen, and combine these numbers to let the children observe what has changed.
(1) Show the first picture with numbers-chicken. Put the numbers 0, 3 and 2 in the middle, and the number 3 becomes chicken wings. The number 3 will shrink and become chicken feet. The number 3 will turn upside down into a chicken mouth. The number 3 will be long, and the head and back will be upside down.
(2) Show ice cream composed of numbers, the numbers are 3, 6,
The expansion of verb (verb's abbreviation);
Refer to the digital pictures in the big screen, which digital picture do you like, and then draw a picture. You can also innovate, choose your favorite number and draw a picture.
Teaching reflection:
In the process of preparing lessons and teaching, I teach with the main purpose of cultivating students' interest in learning mathematics, so that students can know that mathematics is inseparable from our lives, and let students feel the relationship between numbers and our lives in activities, thus guiding students to grow, discover, learn and use numbers.
The goal of digital teaching plan 3 in kindergarten junior high school life;
1. Interested in numbers.
2. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
Prepare:
1. Pictures of life scenes and objects related to numbers are stored in digital cameras.
2. White paper, pen.
Process:
First, observe the physical photos of numbers used in life, and initially perceive the use of numbers.
Teacher: I brought a lot of photos today. Let's see what they are and what else you found.
You have a phone, a car license plate, a TV remote control and a clock.
Teacher: What's on them?
Yang: Numbers.
Teacher: What graphics are there? What are these numbers for? (The teacher plays the photo again)
Baby: 1, 2, 3, 4, 5, 6, 7, 8, 9, 0. The phone number is used to dial the phone number.
Yang: 57538 is the license plate of this car. Every car has its own license plate.
Teacher: What about the numbers on the TV remote control and the clock?
Young: the numbers on the TV remote control are used by channel; The numbers on the clock are used to indicate the time.
Second, recall the relevant numbers in life and further perceive the use of numbers.
Teacher: Where else in our life are there numbers? What's it all about?
Yang: Mom and Dad also have numbers on their mobile phones, which are used for making phone calls.
Yang: There are numbers on my door, too. They are house numbers.
Yang: There are numbers in my notebook, which is my student number.
Yang: I also have numbers on my calendar, indicating the month and date.
Teacher: You really have the ability to come up with so many ideas (showing photos of coins, house numbers, newspaper boxes, bus signs, music scores and other items). Do you know what the numbers on these things do?
Third, look for the numbers around you and feel the relationship between them and your life.
Teacher: Do we have numbers on us?
Yang: There are numbers on shoes and numbers on clothes.
Teacher: What's the number on your shoes?
Young: 13, 14, 15.
Teacher: The size of the teacher's shoes is 35. Let's see whose shoes are bigger.
Yang: The teacher's shoes are big.
Teacher: Why?
Yang: Because your feet are bigger than ours and your shoes are bigger than ours.
Teacher: Oh, the bigger the size of the shoes, the bigger the shoes.
Teacher: Are there any numbers on the clothes?
Yang: There are numbers on the collar.
Teacher: What does this mean?
Yang: It's the size of the clothes.
Yang: The bigger the clothes, the bigger the numbers.
Teacher: Are there any numbers in our classroom? What are they for?
Yang: There are numbers on the electric fan to adjust the wind.
Yang: I have a number in my drawer. It's my student number.
Yang: There are numbers on the thermometer indicating the current temperature.
Fourth, try to use numbers to design an article description.
1. Let the children draw an item on white paper, and then use the numbers next to the item to indicate usage, quantity, etc.
2. Guide children to walk together freely, guess and exchange the meaning of "instruction" numbers.
The design background of the fourth class activity of Numbers in Life in kindergarten and junior high school.
The Guiding Outline of Kindergarten Education (for Trial Implementation) points out the direction for kindergarten curriculum reform, which makes us have a new understanding of kindergarten curriculum-kindergarten curriculum needs to be life-oriented, and curriculum should follow children's life and experience. In the syllabus, the value orientation of the scientific field is clearly visible: we can feel the quantitative relationship of things from life and games, experience the importance and interest of mathematics, let children know the close relationship between mathematics and human society, appreciate the value of mathematics, and enhance their understanding of mathematics. At present, the society has entered the digital age, where numbers can be seen everywhere and show its infinite power more and more. Children living in this era will be exposed to numbers that appear in different places and play different roles every day.
moving target
1. Discover the numbers in life and know that numbers are everywhere.
2. Play games with numbers and experience the fun of activities.
3. Stimulate children's interest in numbers and cultivate children's emotional attitude of actively paying attention to things around them.
4. Develop visual perception and judgment.
5. Cultivate children's habit of speaking while operating.
Teaching emphases and difficulties
Activity focus: initially perceive the relationship between numbers and things, and help children accumulate perceptual experience about numbers.
Activity difficulty: Learn to use numbers to solve some practical problems in life.
Activities to be prepared
1. Collect and sort out all kinds of digital items in life in the activity room.
Stick a set of numbers from 0 to 9 on the teacher's clothes.
3. Draw pictures of small animals with numbers.
4. There are no digital clock faces, digital scales, telephones and other pictures.
5. Pictures with special numbers (1 10, 120, 1 19)
6. Pictures of articles with numbers.
7. A doll.
Activity process
First, teachers guide in children's songs.
1 thin and long like a pencil 2 floating on the water like a duckling 3 listening to the sound like an ear 4 floating like a flag in the wind 5 buying food like a scale hook 6 whistling like a sickle 7 mowing grass like a twist 9 holding rice like a spoon 0 making cakes like eggs.
Second, show digital babies aged 0-9 to arouse children's interest.
1. Today, the teacher wore a strange dress. Have you seen what's on my skirt? (0-9 years old digital baby)
2. What digital treasures are there? The children say the numbers 0-9, and the teacher sticks them on the blackboard. )
Third, enjoy the "digital world". Find and talk about the numbers in life. )
1, Teacher: Kid, today the teacher took you to the digital kingdom. Are you happy? Get in my car and set off. (Playing the music "Cars")
2. Teacher: The digital kingdom has arrived. Look at so many things here. What are they? (Children watch and say: calendar, clock, spring scale, ruler, book, telephone, remote control ...)
3. The teacher asked:
(1) If you find something with numbers on it, please tell your good friends nearby.
Who wants to tell you what you found?
Fourth, guess the numbers. (Guess the use of numbers on objects)
1, Teacher: After visiting the digital kingdom, we learned a lot of things with numbers here. Now we're going to drive back to our seats. Get in the car quickly. (Playing the music "Cars")
2. Teacher: Just now, we visited the digital kingdom and found that everything here has numbers on it. Please think about it. What are their uses? Teachers take out clocks, calendars, telephones, cars and other items one by one, and ask children to talk about their uses respectively.
The numbers on the clock tell us what time it is and do our own thing according to the time.
Numbers on the calendar: It tells us the month and date.
Number on mobile phone: used to dial telephone number.
3. Teacher's summary: Numbers are everywhere in our life. Besides quantity, they can also represent numbers, orders, dates, times, prices and so on. With numbers, many things in life will be orderly, convenient and accurate.
4. Some special numbers that are often used in life are 1 10 (alarm telephone)19 (fire telephone) 120.
(Emergency call) Children must remember. (Show special number card)
5. Find the numbers. Recall more numbers in life. )
The teacher said, "The original numbers are so useful! Then, in our lives, in addition to the numbers on these items we collected today, what other items also have numbers on them? " Let the children speak freely and talk about the usage of the numbers they see there. (Look at the courseware: serial number, clothes, refrigerator, microwave oven, electric fan, car gear ...)
Sixth, visit the kingdom of carelessness.
The teacher said, "Today, the teacher will take the children to the unintentional kingdom. Please have a look and think about it. What are the items missing in the kingdom of carelessness? "
"Their life is convenient? Why? "
"Children, please help them and add numbers to these items to make their lives more convenient, ok?" (Paste the missing numbers)
7. Appreciate pictures spelled with numbers.
Teacher: The careless king regretted it, because his carelessness brought constant life. I want to get rid of the bad habit of carelessness. Children, thank you for your help and the gift I gave you. (Show pictures spelled with numbers)
Eight, the end. (As the music leaves the classroom)
Teacher: Please put the children in my car and go outside to find the numbers.
Activity reflection
Numbers are everywhere, and their existence also brings a lot of convenience to our lives.
Encyclopedia: Numbers are written symbols used to represent numbers. Different counting systems can use the same number.
The activity goal of the fifth lesson of numbers in kindergarten junior high school life;
1, interested in numbers;
2. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
Activity preparation:
1, the questionnaire "Numbers I Found"
2. Slide courseware of life scenes and objects related to numbers.
3, white paper, pen
Activity flow:
First, observe the physical slides that use numbers in life, and initially perceive the use of numbers.
Q: What did you find? What numbers are there on it? What are these figures for? The numbers on the phone are used to dial the phone number, the numbers on the TV remote control are used to press the channel, and the numbers on the clock are used to indicate the time.
Second, communication & gt questionnaire guides children to recall the relevant numbers in their lives and further perceive the use of numbers. Q: Last time we looked for numbers in our lives together. Now, where do you find these figures, and what are their uses?
For example, the number on the door is the house number, and the number on the calendar indicates the month and date. )
Third, look for the numbers around you and feel the relationship between numbers and life.
Q: Do we have numbers on us? Are there any numbers in the classroom? What are they for?
Fourthly, try to design the description of an article with numbers.
1. Let the children draw an item on a piece of white paper, and then use the numbers next to the item to indicate usage, quantity, etc.
2. Guide the children to get together freely, guess and exchange the meanings of the numbers in the "explanation".
The activity goal of number lesson 6 in kindergarten junior high school life;
1, initially understand the relationship between numbers and life, and feel the importance of numbers in life.
2. Cultivate children's observation and deepen their understanding of numbers.
Activity preparation:
1, knowledge and experience preparation: children know the number 1- 10, and have already practiced smart tiger counting.
2. Material preparation: put pictures and articles containing numbers in the classroom. Such as coins, clocks, thermometers, remote controllers, calendars, shoes, etc.
3. 1- 10 digital card.
Activity flow:
First of all, teachers and children perform "Qiao Hu Digital Songs" import activities.
Guess and play, let the children feel the beauty of numbers.
Teacher: This number looks like a pencil. who is it?
Teacher: What's the number that looks like a sailboat?
……
Second, recognize the numbers.
1, the teacher shows the number 1- 10 to guide the children to identify quickly.
Teacher: We felt so many numbers just now, and now the digital babies are hiding behind me. Please recognize them as soon as possible.
2. Guide children to combine life experience and reproduce the numbers in life.
Teacher: You have seen these figures somewhere in your life.
Third, observe objects with numbers and look for numbers in life.
Teacher: Today, we collected many items with numbers with our parents. Let's go and see where there are numbers in life.
The teacher concluded that there are numbers everywhere in life. There are numbers on coins, thermometers, calendars, alarm clocks, shoes and telephones.
Fourth, discuss with children and sort out the meaning of numbers in different places.
1, the teacher shows the weather forecast pictures cut from the newspaper and guides the children to discuss what the numbers above represent.
Teacher: Today, I brought the picture in the newspaper. What does 25 to 38 mean here? What does it represent today?
Division; What's the lowest temperature? What's the highest temperature?
2. Guide children to observe and discuss the numbers on the physical clock.
Teacher: Where are the numbers on the clock? What does it stand for?
3. Guide children to observe and discuss the numbers on the thermometer.
Teacher: What's this? When can I use it? What do the numbers above mean? Baby's temperature is 39 degrees, which means what's wrong with him?
3. Guide children to observe and discuss the meaning of numbers on supermarket drinks.
Teacher: The number 4 is written on the shelf where the nutrition express line is put in the supermarket. What does this mean?
4. Guide the children to observe and discuss the meaning of the numbers on the shoes.
Where are the numbers on the shoes? What does it stand for?
Teacher: There are numbers in many places in our lives, and numbers in different places represent different meanings. What would our life be like without numbers?
Fourth, the teacher issued "tickets" to guide the children to ride.
Teacher: I have prepared a ticket for each child. Please look at the number you got and the number on the back of the chair. Please find a chair with the same size as your hand. You can start when you find it!
The teacher and the children finished the activity by driving the train.