Kindergarten big class math _ my little alarm clock

1. Understand the main structure of clock and clock face.

2. Identify hours and half hours, and understand the hour hand, minute hand and their relationship.

Activity preparation:

1. Teaching aid: clock (in kind)

2. Learning tools: all kinds of timers, pens and children's books collected by children (drawing clock faces).

Activity flow:

First, access the timer.

L guide the children to discuss.

Teacher: How do we usually know the time?

L children appreciate and visit each other's timers, introduce each other and understand how different timers show time.

Teacher L: What does the timer have to do with our life?

Second, know the clock.

L guide children to observe the position of the number arrangement on the clock face and the length of the three hands.

The teacher's operation helps children understand the walking speed of the three needles and the different times they represent.

I know an hour and a half.

Teacher: Set aside one hour (half an hour) to guide children to observe the position of the hour hand and minute hand.

Children make clock faces.

L use the teacher to dial the clock for children to identify, and the teacher reports the time for children to dial the needle to consolidate their understanding of the whole hour and a half.

Third, children's operation activities.

Use the operating data of "Draw a Clock Face" on page 30 of children's books to guide children to complete the exercises on this page according to the prompts.

After-class reflection: children have a good grasp of the life experience of the clock, and can quickly master the clock face and the three hands, but the rotation time of the three hands is average. Most children have a good grasp of the whole half-hour and need to practice more.

Children have a better understanding of the three hands and the rotating time, but they have a general and routine grasp of the whole hour and half an hour.

End of activity

Children discuss together.