7 Small Class Teaching Plan No.5

Small class teaching plan No.5 1

Activity objectives:

1. By visiting the digital exhibition area, children gained the experience of classifying digit

Small class teaching plan No.5 1

Activity objectives:

1. By visiting the digital exhibition area, children gained the experience of classifying digital content.

2. Experience the fun of all kinds of numbers in life.

3. Cultivate children's ability to recognize numbers.

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

5. Experience the life of mathematics and the fun of mathematics games.

Activity preparation:

The children have been looking for numbers on the road. The digital exhibition area is full of digital photos, recording paper and other materials found by children, such as scissors and double-sided tape.

Activity flow:

Visit the digital exhibition area

1, memories

1) Where did you see these digital treasures?

2) What are their different meanings?

Step 2 classify

1) We find so many numbers in our lives, which ones are the same? What is the difference?

2) What should I do if so many numbers are stuck together and I can't see them clearly?

Preschool teacher discussion

Summary: According to the telephone number and house number, you can read them clearly together.

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

Activity reflection:

Numbers are closely related to our lives. Without numbers, our life will be disrupted or bring a lot of inconvenience. Therefore, this "Numbers in Life" is based on the numbers that can be seen everywhere in children's lives, so that children can discover the numbers in life, get a preliminary understanding of their different uses, and learn to use numbers to solve some practical problems in life and experience the fun of activities. This not only stimulates children's cognition of numbers, but also cultivates their emotional attitude of actively paying attention to things around them.

Lesson plan for small class 5 2

Activity purpose:

1, knowing number 5, energy point 5.

2. Learn one to one, and the number is less than five.

3. Cultivate children's observation.

Activity preparation:

1, self-made large-scale wall chart (grass' river'), mother hen, baby chicken, butterfly, frog, fish spitting bubbles, hedgehog picture, number card 1-5.

2. Hen, chicken, butterfly, frog, fish spitting bubbles, hedgehog (big).

3, practice, pencil.

Activity flow:

First, import: export the number 5, and initially perceive the number 5.

Teacher:

1: Tell the children a good news! Today (showing pictures of mother hen), mother hen is very happy because she gave birth (showing pictures of baby eggs). Please help the mother hen count how many eggs she has given birth to. How many numbers shall we use? (Counting 5) What does 5 look like? The number 5 stands for five eggs. Please tell the teacher three times, five eggs.

Hens work very hard to hatch eggs in the henhouse every day. Finally, one day, she found that the baby's egg was moving, the eggshell was broken, and the chicken was coming out of the eggshell. Please count the children. How many chickens are there? Five chickens can also be represented by the number 5. Then the teacher will ask the child. What else can 5 stand for?

Our left hand can represent 5, and our right hand can also represent 5. Please hold out your hand.

So left hand, let's count it, then extend your right hand, and let's count it again.

Second, through the wall chart, the chicken catches the worm, and the number is less than 5.

Teacher: 1: Mother hen is so happy! She takes chickens to catch insects. They came to the grass. Who did they see? Seeing beautiful butterflies dancing, the children count how many butterflies there are. (Please answer individual children, and then count all children) How many numbers can five butterflies represent? Five butterflies can also be represented by the number 5 (show the number card 5). Butterflies are very happy. We joined them. Let's learn how to fly butterflies, flying five times.

2. The hen came to the river with a chick and saw the little fish swimming around playing games and blowing bubbles. How many fish are there? (Individual children answer and then count all) How many numbers shall we use? Let's use the number 2 to represent two fish (show the number card 2). How many bubbles did they blow? When individual children come back, count them all. ) How many numbers shall we use? (Show number plate 4) Let's join the game of small fish. We swam twice and blew four bubbles. Look, children, there are small fish in the river. Who else? How many little frogs are there? (Several children answer, and then count them all.) How many do we use to represent three frogs? Little frog is singing. It's really good. Let's sing and dance three times.

3: They keep walking, walking, walking. Who did they meet? How many hedgehogs are there? What's the number? (Show number plate 1) Little Hedgehog tells mother hen and baby chicken that the fruit in the orchard is ripe and he is going to harvest the fruit. The sun is going down soon, and the hen will take several seven babies to harvest more bugs. Let's cheer for them together. Let's cheer five times together!

Lesson 3 in the fifth small class

Activity objectives:

1, teach children to know the number 1 and know that it can represent the number of objects.

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

Activity preparation:

Teaching aid: magnetic teaching aid: a rabbit. Picture: A radish. Digital card 1.

Learning tools: pencils, notebooks.

Activity flow:

I. Import activities

1. Today, the teacher invited a small animal to visit our class. (shows the rabbit) Who is it? have

How many rabbits?

Let's all look at what the rabbit has brought us. (showing pictures,

Root radish. ) How many radishes are there?

(Guide children to perceive quantity correctly and quickly)

The teacher concluded: A rabbit took a radish.

Second, show the card number 1 and guide the children to perceive the concept of number 1.

1, front derivative 1.

Teacher: We know that both rabbits and radishes can be represented by a point. So today

Teacher Zhu is coming to test the children. How many numbers can a rabbit represent? (No.1) Where's the radish? (No.1)

Teacher's summary: The number 1 can represent all objects with the number 1.

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

Teacher: Just now we know that the number 1 can represent all objects with the number 1. For example, the number 1 can represent a rabbit, and the number 1 can represent a radish. 1 This number can also represent

So what? You can see if there is anything in our classroom that can be represented by the number 1.

And then what? You must say it in complete language. Oh, what does the number 1 mean?

Ask the children to describe in an orderly way, express their ideas completely, and finish what is in the classroom.

After that, you can let your children talk about things at home and outside, and try to let them talk as much as possible 1.

An object can be associated with the number 1

3. Let children remember the appearance of numbers.

Teacher: 1 This number can represent so many things. What a good skill! Do you know what the number 1 looks like?

Really? What do you think of the number 1? (pencil, stick)

(Guide bold imagination and let children remember numbers better 1)

4. Guide the child to write the number 1 in the air with the fingers of his right hand.

The teacher concluded: 1 This number is like a slightly inclined vertical line.

Third, let children learn to write the number 1 correctly.

1, the teacher correctly demonstrated the number 1.

2. Remind children to sit up straight and write, and take care of their belongings.

3. Evaluate children's writing.

Note: Teachers patrol children's writing, find and guide children's writing in time.

Fourth, pack up the teaching AIDS and end the activities.

1, the children packed up their school tools in an orderly manner.

2. The teacher evaluates the children's class and writing.

Lesson 4 in the fifth small class

Activities to be prepared

Environmental layout: enclose a small pond with things in the classroom.

Teaching AIDS: computer, pictures, a mother duck pendant, five ducklings pendants, a small basket and five small fish.

moving target

Understand and find out 1 and many more.

Know the relationship between 1 and many.

Cultivate children's interest in logarithm.

Activity process

First, cause motivation.

The teacher plays the sounds of many animals and arouses children's interest with stories of many animals attending the kitten's birthday party.

Second, computer demonstration.

(a), the teacher let the animals appear one by one, and then put them all together to help children understand "1" and "many".

(2) Teachers show pictures to help children further understand "1" and "many".

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

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

1. Show many "ducklings" ornaments to stimulate children's interest in games.

2. Distribute the "Duckling" headdress to let the children understand that "more can be divided into one".

3. Let children understand the relationship between "1" and "duo" in the form of "duckling catching fish".

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

Mother duck asked each duckling to catch a small fish, and then asked the duckling to put the caught small fish into her mother's basket one by one.

4. Let children understand the relationship between "1" and "many" in the form of "duckling swimming".

Teacher: After catching the small fish, we are now learning to swim. When the mother duck photographed it, the duckling jumped into the pond to swim. 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? It's getting dark We're going home. Mother duck patted the ducklings one by one, and the ducklings landed one by one. There were many ducklings on the shore.

Third, the conclusion part.

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

Mother duck sang a song with her duckling home: "One by one, many small fish swam around in the water. Many ducklings catch small fish one after another. Catch a small fish and go home to eat! "

Lesson 5 Small Class 5

I. Activity objectives:

1, learn the formation of 6 in game activities, know the number 6, and understand the practical significance of 6.

2. Stimulate learning interest and cultivate children's operation and thinking ability.

Second, the activity preparation

1, 6 cards for radish, vegetables and mushrooms, 1-6 digital cards.

2, radish picture (triple number), there are various graphics (as shown in the figure), and there are several graphics with the same shape as radish.

3, rabbit puzzle (half of the number of children), the reverse side is divided into 6 squares, written as 1-6 respectively.

Number and cut. The plan of the same size is also divided into 6 grids, and 1-6 points are drawn.

Third, the activity process:

1, pull out carrots, vegetables and pick mushrooms (learn to count 6 and know the number 6)

(1) Rhythm: Teachers and children dress up as rabbits and dance to the music.

(2) What do you (rabbit) like to eat?

(3) Preparing food for winter: pulling carrots, vegetables and picking mushrooms.

(4) Count: How many radishes, vegetables and mushrooms are there? Display the number 6 and read it out.

2. Divide the radish: learn the formation and counting of 6.

Eat too little radish. Please divide each radish into 6 points.

The teacher demonstrated pasting six numbers on a radish. Stick 5 red circles first, and then stick 1 green circle. Five circles plus 1 circle is six circles, and radish is divided into six parts.

Children's operation: find a figure and stick it on the radish.

3, spelling rabbits: review the number 1-6, the number within 6.

The teacher introduced the game: show the puzzle board, which is divided into six squares, and each square is painted with dots. Let's count them together. Show 6 puzzles, (count them and recognize the number 1-6 at the back) and ask Tutu to stick 6 puzzles to the corresponding positions on the bottom board.

Children's operation, teachers' tour guidance.

Small class teaching plan No.5-6

Activity objectives:

1. Perceive numbers within 3 by counting, recognizing, watching, playing, speaking, posting and posing, and develop children's thinking ability.

2, let the children know that 2 plus 1 is 3, learn the correct number of hands, 3 objects and say the total.

3. Create game situations to stimulate children's interest in math activities.

Activity preparation:

Preparation of teaching AIDS and learning tools: draw three pictures of eggplant and three pictures of apple.

Students prepare: 3 pencils, 3 circles and 3 pieces of chalk.

Teaching methods: guided games with reading.

Teaching courses:

First, review.

1) Count from 1 to 2.

2) 1 and 2.

Second, the new lesson

1. Count objects with number 3.

(1) Show three drawings of eggplant courseware, and guide students to observe the drawings carefully.

Q: "What is the purpose of this picture"? Puppy.

Count, how many are there in a * * *? Let the children say the numbers.

Add one, and let's make a * * *? 、

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

It can be represented by the number "3". Today, we will learn "3". 、

Write "3" on the blackboard. Read the number 3

Description: The word "3" is like a listening ear. There are two strokes, the first is a semicircle, and the second is a semicircle.

(2) Take out three apple demonstration numbers.

The teacher asked, "Show me some apples."? Count them one by one, and then ask how much?

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

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

(5) Tell me which objects in my life have the number 3?

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

Third, composition teaching.

(1) Students take out three apples and put them in two piles. Teachers patrol.

(2) Let the students say it in different ways.

(3) Guide students to summarize and explain that 2 and 1 constitute 3, and 1 and 2 also constitute 3. Actually, it's just two piles of sticks.

So when you see that 2 and 1 make up 3, you can think that 1 and 2 make up 3.

Teacher-student activities: Ask three children to practice on the stage (3) Exercise 3.

First, the composition of Strange Theory 3. (2 and 1 constitute 3, 1 and 2 constitute 3. )

B, the teacher asked: "2 and 1 make up 3, what else can you think of?"

Writing on the blackboard: division of 3.

Fourth, interactive games between teachers and students:

1. Please reach out and count your stool legs.

2. What is the slogan "Study hard" on the classroom wall?

3. Pat the table three times with your hand.

4. Find a friend and put the school tools under the posted number plate. (showing courseware),

5. Summary: A lamb has four legs and a kitten has four legs, both of which can be represented by 4.

Fifth, guide writing.

1, the method of speaking and writing 3

2. Do you have any good ways to remember 3. Summarize after communication.

3. communication.

4. Children practice writing.

Six, activities to expand practice, compile games to consolidate understanding 3.

Lesson 7 Small Class 5

moving target

1. Discover the numbers in life and know that numbers are everywhere.

2. Play digital games to stimulate children's interest in numbers.

3. Experience the fun of math group games.

4, preliminary training observation, comparison and reaction ability.

Activities to be prepared

1, Courseware-Fun Exercise: Looking for Numbers in Pictures

2. Courseware-Interesting Exercise: Finding Numbers

3. Courseware-Animation: What's your favorite number?

Activity process

First, the demonstration courseware stimulates children's interest in finding numbers.

1, interesting picture-find numbers in the picture

Children, these pictures are very interesting. Look carefully. What can you find in the picture?

* You can find the number 1 in the Woods.

* Ducks can find the number 2 in the picture of swimming in the pond.

* The number 3 can be found in the picture of seagulls flying on the sea.

2, fun exercise-looking for numbers

(1) Can you see how many pairs of shoes are in each box in this picture?

The child observed and said.

1 Yes, 2 pairs, 3 pairs, 4 pairs.

Please find the numbers 1, 2, 3, 4 in this picture.

Second, find the numbers in life.

1, to stimulate children's desire to explore actively.

(1) In our life, numbers are everywhere. Do you want to find them?

(Encourage children to talk about their findings)

(2) What do you find the numbers on? Tell the children.

(3) Who is willing to boldly come to the front and tell everyone what you have found?

2. Inspire children to think differently and look for more numbers.

(1) The original number is right around us. Besides these, where have children seen numbers and what numbers have they seen?

(2) Children say the numbers found around them.

Third, favorite number.

1. Numbers are everywhere in our lives and have a close relationship with our children. So what do you think is the most interesting and favorite number?

Please tell some children their favorite numbers. )

2. Comics: What's your favorite number?

Let the children watch a very interesting cartoon and see how many balloons there are in their hands. Be sure to look carefully!

(After reading, the children communicate with each other)

Fourth, the end.

Did you have a good time today? Let's go out and find the digital baby, shall we?

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.