As an unknown and selfless educator, it is often necessary to compile teaching plans, which are the basic conditions to ensure the success of teaching and improve the quality of teaching. How to write a good lesson plan? The following are six math teaching plans carefully arranged by me for reference only. Let's have a look.

Mathematics teaching plan for kindergarten middle class 1 activity goal

1, review the ordinal number of 1-5, and use ordinal number to indicate the order of objects within 5, so as to deepen the understanding of ordinal number meaning.

2. According to the directions card, you can sort the objects in different directions.

Activities to be prepared

Situational wall charts, animal magnetic cards, two sets of 1-5 digital magnetic cards, direction indicator cards, red, yellow and blue locomotive cards and matching digital cards.

Activity process

First, situational introduction and intuitive perception.

Teacher: Today, the teacher wants to take the children to a place with a small train, a Ferris wheel and a roller coaster ... Guess where it is? (Children's playground) Come on, let's get on the train together. Let's go! Boom, boom, boom, boom, boom-

(2) (exhibition wall chart)

Teacher: When the playground is here, the children talk to each other. What do you see? After the children communicate with each other, please talk alone.

1, ask questions:

What color is the locomotive? (change the way of asking questions and guide children to think in many directions)

② What color is the first car counted from the direction of the locomotive? Who's sitting in it?

(3) Which section is the blue car?

What color is the fifth car?

There is no one in the third carriage. Where did it go? (Fat pig on the roller coaster), lead to the next link.

Step 2 ask questions:

① Which seat does the fat pig sit in from bottom to top?

② Where is the seat of Beibei Sheep?

Which seat is empty if you count from top to bottom?

(4) Where are the fat pigs?

Teacher: A good friend of mine is called Xiaomei. She is wearing a beautiful yellow skirt and holding a red balloon in her hand. She is playing in the playground, too, but I can't find her now. Can the children help me find her?

Ask questions:

From the direction of the ticket booth, where is "Little Beauty"?

Who ranks first?

Second, use teaching AIDS to demonstrate.

1, Teacher: There are several small animals playing games with children. Who are they? The teacher showed chubby pig, bunny, dodo cow, Beibei sheep and Lele turtle one by one, and put them on the magnetic board in disorder. Let the children line them up. )

2. Show the "→" sign and put the "→" sign on the left side of the small animal.

Question: Now we count from the direction of the arrow. Who ranks 1? (Find the corresponding digital card and put it under the small animals) Sort the other small animals in turn and send the digital cards.

3. Change the direction of the arrow and the position of the small animals, and practice two-way sorting.

Third, children's experience, consolidate and deepen the two-way sorting.

Please come to the front and stand in a row. The other children have a digital card in their hands.

Teacher: The teacher is going to do magic (standing on the children's left with the "→" card in his hand) Question: From the direction of the arrow, where is XX children ranked (No.2)? Please give the digital baby to the child with the number 2 below. Ask other children to hand out their digital cards.

2. Replace "→" with "↓" and select another group of children to practice bidirectional sorting.

Game: Little friend, how did you get here just now? (By train) Now we go home by train. Who wants to be a locomotive? Please take a taxi in front and hang different red, yellow and blue train signs.

Give each of the other children a train ticket, let the children get on the train in turn according to the color and number, and let the children check each other correctly. "Let's go!" Drive away with the music.

The second part of the activity goal of the math teaching plan for the middle class in kindergarten

1, can judge and compare the thickness and width of an object by visual inspection, and perceive its relativity.

2. Speak the results of the comparison boldly and get the pleasure of exploration.

Activities to be prepared

Material preparation:

1. Arrange some items with different thicknesses and widths in the class environment, such as ropes, balance boards, cylindrical building blocks, etc.

2. Courseware, children's photo album.

Knowledge preparation: be able to tell the characteristics of different things.

Important and difficult

Key point: express your ideas boldly through comparison.

Difficulties: Can correctly judge and compare the thickness and width of objects.

Activity process

First, introduce dialogue to arouse interest.

Teacher: Children, the teacher brought you some good friends today. Let's see who they are.

Second, play the courseware and observe and compare.

1, Teacher: Is there a difference between an elephant and a giraffe? The child replied. Are our legs thick, too? What else is thick and thin in our classroom?

Summary: It turns out that some things are thicker and some things are thinner.

2. Teacher: The teacher also has a photo. Look at the difference between the two boards in the picture. The child replied. It's different to find out what else is in our classroom.

Summary: Some things are wide and some things are narrow.

Third, organize the operation and talk about it.

1, Teacher: Now I always give each child a piece of homework paper with several pictures on it. Please look at the picture carefully, find out the thicker or wider places in the picture and circle them with a pen. Is it okay? Then do it.

2, tour guidance, personal display and comments.

3. Teacher: Have you finished everything? The teacher selected some children's homework papers. Let's check whether we have found the correct answer.

4. Teacher: Look at your homework paper. Did you find it? Not everyone is right. Correct them.

Fourth, end the activity.

The children found many thick and narrow things in the classroom just now. Now let's go outside the classroom with our teachers to find them.

The third part of the kindergarten middle class math teaching plan activity goal:

1, in the activity, understand the actual meaning of 8 through the operation of actual items.

2. Perceive quantity by visual inspection and hands-on operation data. 8. Experience the happiness of math activities.

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

Highlights and difficulties of the activity:

Understand the practical significance of 8.

Activity preparation:

The digital card of' 8' invites eight large classes of children to set up a small supermarket-built-in books, boxes, toothbrushes, pens, (physical pictures), children's exercise books, teachers' pictures and so on.

Activity flow:

First, review any number within 7.

1. Introduce the supermarket to the children. They are here to invite everyone to participate in the activities of the supermarket. Requirements: Find out the quantity of any goods in the supermarket within the specified time, and display the counting results on the display board. Reward a star!

Second, share your findings and feel "8"

1, the children continue to talk about their findings-for example, three spoons, four clothes and five small bells-please tell the children how they found the numbers.

I found so many "8" goods in the supermarket. Who knows the' 8' in children?

Show me the number plate. Let's talk about what eight looks like first.

3. Summary: 8 Besides the items in the supermarket, can the children tell me other items? (You can also find it on yourself.)

4. The teacher shows the picture and lets the children observe the prototype on the picture intuitively-classify the graphics by color and produce eight graphics.

Third, use your own understanding, homework "8"

1, after perceiving and understanding the meaning of 8, please ask the children to complete the relevant homework exercises;

2. Teacher's comments, reminding children that all items with 8 kinds can be represented by' 8';

After the activity, you can find out what 8 stands for in the kindergarten.

Activity expansion:

1, according to the performance of children's ability in the class, set relevant homework and put it in the puzzle area for children to practice;

2. Home cooperation: the use of life and games. Help children fully understand 8.

Activity reflection:

In fact, children have many experiences of their own, but these experiences are fragmentary and lack of systematicness. The teacher's biggest task is to help children sum up these scattered experiences and improve them. But I made a mistake in this respect at the beginning of the class. I didn't summarize and improve the children's understanding of "8", and still left the children's experience in a fragmented state. In addition, this question itself can develop children's imagination, but because of my lack of guidance in language, I have lost its due value, which shows that I have not done a good job in guiding children and violated the purpose and requirements of the new syllabus. But in any case, I believe that through my constant reflection and improvement, these problems will be solved one by one, and I will try my best to prevent them before they happen.

The Design Intention of Math Teaching Plan 4 in Kindergarten Middle School;

After entering the middle class, children's mathematical logic thinking and ability have been further developed. In the early finishing activities, children showed strong interest and thirst for knowledge, but their cooperation ability was relatively lacking. Therefore, with the help of the cartoon Pleasant Goat and Big Big Big Wolf, which children love and are familiar with, I designed a math activity "Pleasant Goat Village", aiming at making children feel the joy of learning mathematics through games, mastering the regular sorting methods, and cooperating with their peers to complete the games and learning tasks.

Activity objectives:

1. Willing to communicate with peers in language and experience the happiness of playing and cooperating with peers.

2. Learn the classification rules of AABB, and classify items regularly according to their quantity or color.

3. Organize items regularly and cooperate with your partner to complete the game.

Activity preparation:

Experience preparation: children have already had the experience of sorting with AB and ABC arrangement rules.

Material preparation: the theme song of Pleasant Goat and Big Big Wolf; The footprints of wolves; Paths sorted by AABB law; Arrange seats regularly from AABB; Organize courseware regularly; Many rectangular bars of four colors; Set the fence scene; Arch door 4 pole; Some color films of different shapes.

Activity flow:

First, play music import activities to arouse children's interest.

Second, observe the footprints of wolves on the ground and review the arrangement law of ABAB.

Yangcun found the footprints of wolves (one big and one small, one big and one small ...) Third, observe the surrounding environment of Yangcun and explore for regular items.

1. Guide children to observe the arrangement of paths and seats.

Teacher: Building blocks and lollipops are arranged regularly. What are their regular arrangements?

2. Play the computer courseware and learn to sort according to the different searching rules of objects.

① Show photos of Pleasant Goat Toy Cabinet, and guide children to abide by the rules of placing items in the photos.

Teacher: Hey! The building blocks of Pleasant Goat House are in a mess. What's the difference between them? Let's take a look at how these building blocks were originally placed.

Ask the lamb to help restore, and tell the order of arrangement (tall building blocks, tall building blocks, short building blocks, tall building blocks, tall building blocks, tall building blocks, tall building blocks, tall building blocks, short building blocks, etc.). (2) Show photos of lazy sheep's food cabinets and guide children to abide by the rules of placing items.

Teacher: Hey! The lollipops in lazy sheep's house are in a mess. What's the difference between them? Let's take a look at the original cupboard of lazy sheep's house.

Ask the lamb to help you recover and tell the arrangement order (big lollipop, big lollipop, small lollipop, big lollipop, small lollipop ...) Fourth, children's operation practice: sort according to the law of finding objects of different colors.

1. Make a fence for Yangcun, and try to arrange items regularly according to colors.

The teacher designed rectangular strips of paper in various colors, focusing on guiding children to sort regularly and tell the rules. Such as: yellow, yellow, green, green, yellow, green, green ... or red, red, blue, red, blue, blue and so on. ) 2. Collective display, find fences that do not meet the arrangement rules and correct them.

3. Children are divided into groups to make door curtains, and learn to classify them regularly according to the differences in the number of objects and the free choice and cooperation of colors. Please make a curtain in groups of four children.

Look at the curtain you made. Are they arranged regularly? Tell me what rules you repeat.

4. Children communicate with each other, and children perceive regularly arranged items.

Ask a representative of each group to talk about the arrangement rules of making door curtains.

Activity comments:

More successful places in the activity:

1. This activity was carried out with the help of the children's favorite "sheep village" game scene, which stimulated and mobilized the enthusiasm and initiative of children to participate in the activity.

2. Interlocking. The whole activity always follows the age characteristics and development rules of children, from the perception and sequencing rules in ppt to the operation and communication of individuals, and then to the cooperation and communication of groups. Clear links, distinct levels and clear goals.

3. The operability is highlighted. In the activity organization, the teacher provided the children with rich and sufficient operation materials, which well met the needs of children's hands-on operation and exploration and research.

4. Break through the difficulties. It is important and difficult for children to make "sheep village fence" and decorate "door curtain" in groups according to BB's sorting rules. Under the ingenious arrangement and guidance of teachers, children are willing to cooperate, successfully complete the task through operation, and effectively achieve the preset goal of the activity.

Where improvements and adjustments are needed:

Teachers' language guidance and language need to be further improved, and the expression should be clearer and the direction should be clearer, so that every child can hear clearly and operate according to the requirements, which is conducive to improving the effect of the activities. In the activities, teachers should not only consider how to guide, but also pay attention to the children's reaction, and give timely guidance and suggestions to the children's problems in the activities.

The fifth part of the kindergarten middle class mathematics teaching plan activity goal

1. Let the children feel the thickness of the object through operation comparison, and experience the comparison of thickness to make it relative.

2. Cultivate children's ability to sort quickly and improve their agility in thinking.

3. Develop the flexibility of children's hand movements.

4. I like to participate in games and experiences.

Activities to be prepared

1, 3 sticks with different thickness and color.

Everyone has a bucket of plasticine.

Activity process

First, compare the thickness.

Show me two sticks and compare them. That one is thick and that one is thin. Show another stick, compare it with the two sticks just now, and guide the children to tell who is the thickest and who is the thinnest.

Second, experience the relativity of thickness.

1, the teacher took out a stick and asked: Is this stick thick or thin?

2. Guide children to discuss and come to the conclusion that the thickness can only be judged by comparison, and the thickness is relative.

Let each child stand up and classify the three sticks according to their thickness.

Guide children to sort sticks from coarse to fine or from fine to coarse.

Third, rub the stick.

Let the children take out plasticine and rub two sticks. After wiping, compare whether the two sticks are the same thick, which is thick and which is thin, and compare one with the children next to you to see who is thick and who is thin.

Fourth, the operation exercise: thickness sorting.

1, let the children rub out many sticks with different thicknesses, then sort them and tell the children next to them how they are arranged.

2. Let the children know the two methods of sorting by operation.

3. Summary: There are two ways to sort the thickness, from coarse to fine or from fine to coarse.

Activity background of math lesson plan 6 in kindergarten middle class;

Kindergarten mathematics is an abstract, logical and fragmentary subject. Only by combining children's life, children's life practice and knowledge and experience to design mathematics activities can children's emotional experience and interest in learning be stimulated.

Emphasis and difficulty of the activity

Key points: review and consolidate the numbers 5, 6 and 7.

Difficulties: Guide children to gradually and correctly perceive and judge numbers within 7, regardless of the size and display mode of the object.

Activity purpose:

1, correctly perceive and judge the quantity within 7.

2. Consolidate the numbers 5, 6 and 7 and their practical significance.

3. Guide children to gradually establish the concept of numbers.

4. Guide children to know how to share and help others.

5. Interested in participating in math activities.

Activity preparation:

PPT courseware, operation chart (print), children's operation learning tool (print), pen.

Activity flow:

Teaching plan and reflection of middle class mathematics last semester "Picking Fruit" includes PPT courseware.

(2) queue the fruits.

1. All the fruits in the orchard are ripe. The little monkey picked them one by one and picked three pots of fruit. (show PPT2)

Teacher: What kind of fruit is the first pot? (Peach) What fruit is the second pot? (Apple) What fruit is the third pot? (pear)

Teacher: How many peaches are there in the first pot? How many (five) peaches can a number represent? (exhibit 5)

Teacher: How many apples are there in the second pot? (6) How many can six apples represent? (Exhibit 6)

Teacher: How many pears are there in the third pot? How many pears can a number represent? (Exhibit 7)

The little monkey asked the children to help him arrange three pots of fruit from less to more. what should he do ？ (Children operating pictures) (Children are very skilled in operating 5, 6 and 7)

(Comments: This part is mainly for children to count and match the objects, understand that each number can represent the same number of objects, and can queue the objects in order according to the numbers. In this link, I designed to let children operate pictures instead of using courseware, which is more conducive to consolidating children's counting and sorting ability and letting children experience the matching of numbers and objects.

(3) Divide fruits

1, Little Monkey is a person who likes to make friends and share. He wants to share these fruits with his good friends so that everyone can taste them. (Infiltrating moral education)

Look! The little monkey came to the rabbit's house first. He wants to share the fruit with the rabbit.

Teacher: Let's see how many rabbits are in the rabbit house.

What kind of fruit should be given to rabbits, just one for each rabbit, neither too much nor too little? Who wants to help the little monkey score a point? (PPT shows 5 rabbits)

Let the children match the fruit with the rabbit in a one-on-one way. Hands-on operation is a very intuitive way for children to learn. )

Teacher: Why give rabbits peaches?

Yang: Because there are as many peaches as rabbits, there is only one for each rabbit.

2. Look! Whose house did the little monkey come to? He wants to share the fruit with the kittens. Look at some kittens, children.

Teacher: What kind of fruit does the monkey give the kitten, just one for each kitten, no more, no less? (PPT shows 6 kittens)

Let the children correspond the fruit to the kitten one by one, and let the children gradually perceive the collocation of things. And talk about why you give apples to kittens. I have already had the experience of splitting peaches, so the expression is complete. )

Teacher: Your grades are very good. Both kittens and monkeys should thank you! Timely encouragement and praise give children a sense of accomplishment, which is also conducive to mobilizing other children's enthusiasm for learning. )

3. Look! Whose house did the little monkey come to again? (Puppy's home) He wants to share fruit with the puppy. How many puppies are there?

Teacher: What kind of fruit should the monkey give the puppy, just one for each puppy, neither too much nor too little?

(same as above)

Teacher: Why do you give the puppy pears?

Yang: Because these pears are only for the puppy, neither more nor less. They are as many.

Teacher: You are great!

(Comment: This part allows children to have a one-to-one correspondence with the corresponding number of objects on the basis of further correctly perceiving the number group. In this link, I designed to let children use a one-to-one correspondence method to correspond the same number of objects and express them in words, which not only made children feel the fun of hands-on operation, but also improved their oral expression ability, helped them clear their minds and enhance their sense of accomplishment. )

(4) Practice in groups:

1, the little monkey is very grateful to the children for helping him divide the fruit. He thinks our children are too clever, so he still has many difficult questions to ask you. Would you like to help the little monkey? (Teenager: Yes) It seems that our children are all good children who are ready to help others. Hearing the teacher's praise, the children's interest increased greatly and they were eager to do the problem. ).

Group 1: I am the referee.

Add or delete points according to the numbers given on the horizontal lines (draw diagonal lines on the points).

Group 2: Fill in the blanks in order.

Draw the corresponding points in the box according to the order of the points in the horizontal line.

The third group: connecting animals.

Match the numbers given in the circle with the corresponding number of animals.

2, children's operation, teacher tour guidance.

(Comment: Group problem solving can not only cultivate children's cooperation ability, but also cultivate children's sense of collective honor. Children can deepen their understanding of numbers within 7 by solving problems directly. )

(5) Job evaluation

Teachers give timely evaluation and encouragement to children's homework and give appropriate guidance to children with difficulties, which greatly mobilizes their self-confidence and interest in answering questions. )

(6) After the activity:

Teacher: This is a gift from the little monkey. Thank you for your help. The children are very proud and have a sense of accomplishment when they get a big photo. )

Now that the problems are solved, let's dance and play games with the guest monkeys outside! The teacher lined up with the children to leave the classroom.

Activity reflection:

The activity of "picking fruit" is carried out in the form of little monkeys playing games with children, so that children can think and learn in the game situation. In the activity, I used my own multimedia courseware and operation stickers to assist teaching, creating an excellent teaching environment for children. In the process of unfolding, it is mainly to let children match several objects, understand that each number can represent the same number of objects, and queue the objects in order according to the numbers. Let the children have a one-to-one correspondence with the same number of objects on the basis of further correctly perceiving the array. This activity can also combine the knowledge points of taking things by number and taking things by number, so that children can use smart boxes to operate, which can achieve better results.

The teaching method used in this activity is heuristic dialogue (for example, in the process of monkeys sending fruits to friends, teachers use dialogue to guide children to observe and compare, so as to achieve the matching of things. ), observation method, comparison method, operation method, comparison method (for example, the teacher asked the children to line up the fruits, and through the children's hands-on operation, they felt the practical significance of the three numbers 5, 6 and 7, understood their relationship and arrangement order, and prepared for the later fruit distribution. ) and so on. No matter what kind of teaching method is adopted, it is to improve children's enthusiasm for learning mathematics, to study easily and interestingly, and to achieve the best teaching effect.

After this activity, I found that the application of multimedia is an effective way to break the traditional teaching methods and deal with the difficulties in kindergarten mathematics teaching. Coupled with the cooperation of hands-on operation, this kind of activity has a compact rhythm and is not single and rigid, so that children can master knowledge in the process of moving their eyes, doing hands, thinking and speaking, stabilize their memory and carry forward their dominant position in learning.