導(dǎo)語：
活動目的：
1、幼兒知道應(yīng)用題的結(jié)構(gòu)，初步學(xué)會看圖列式，能根據(jù)不同的畫面，學(xué)會口編8以內(nèi)的加減法應(yīng)用題。具有一定的推理能力。
2、懂得運用互換規(guī)律列出另一道算式，并列式運算。
活動準(zhǔn)備：
課件，幼兒每人一套數(shù)字卡片及加號、減號、等號，練習(xí)紙，鉛筆。
活動過程：
一、復(fù)習(xí)8的分合。
1、 “老師帶來了一藍(lán)鮮花，要分給小朋友。” 教師點擊課件。
“數(shù)數(shù)看，有幾朵鮮花？”“一共有8朵鮮花，分給小朋友一朵，另外一位小朋友是幾朵鮮花？”用拍手、跺腳或體態(tài)動作來表示？說對的電腦給予鼓掌。
2、“老師又摘了幾朵鮮花，數(shù)數(shù)看。”“分給小朋友二朵，另外一位小朋友是幾朵鮮花？”
3、“老師又摘了幾朵鮮花，數(shù)數(shù)看。”“分給小朋友三朵，另外一位小朋友是幾朵鮮花？”
二、學(xué)習(xí)8的加減
1、 出示課件，看圖列式，學(xué)習(xí)列加法算式，先讓幼兒觀察，知道兩種不同顏色的氣球可以列加法題。7＋1＝8，根據(jù)互換規(guī)律，找出另一道題1＋7＝8。
2、 師：應(yīng)用題講了一件事，（媽媽買氣球）2個已知道的數(shù)（7和1），還提出一個問題？（一共有幾個氣球）這道應(yīng)用題用什么方法運算？為什么說7+1=8？（7和1合起來是8）。
幼兒根據(jù)不同形狀的樹，列出加法算式。6＋2＝8，根據(jù)互換規(guī)律，找出另一道題2＋6＝8。師：剛才編的應(yīng)用題講了一件事？有哪兩個已知道的數(shù)？還提出一個什么問題？（教師小結(jié)：編應(yīng)用題有三個要求：要說出一件事情，有2個已知道的數(shù)；還提出一個問題）這道應(yīng)用題用什么方法運算？為什么？怎樣列式？為什么說2+6=8？對了，一共有8棵樹。
3. 幼兒看圖編減法應(yīng)用題（點擊課件）。
師：看誰能根據(jù)三個要求來編應(yīng)用題，編得又快又完整（并用“三個要求”檢查應(yīng)用題對、錯）。
出示課件，看圖列式，學(xué)習(xí)列減法算式，讓幼兒知道劃去的符號表示減少的意思，可以列減法算式。8－1＝7，另一道題是8－7＝1。
看圖汽車，列出算式8－2＝6，另一道題是8－6＝2。
三、幼兒動手操作活動
將老師給出的三個數(shù)字2、6、8和3、5、8，用卡片排出兩道加法和兩道減法算式，并將結(jié)果記錄在練習(xí)紙上。引導(dǎo)幼兒根據(jù)生活經(jīng)驗編題。
四、游戲《找朋友》
幼兒根據(jù)自已卡片上的數(shù)字找合起來是8的朋友。
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活動結(jié)束：
小朋友一起聽音樂。
延伸閱讀
發(fā)展歷史
Mathematics (pinyin: shu xue; Greek: mu alpha theta eta mu alpha tau; (English: Mathematics), derived from the ancient Greek mu theta eta mu alpha (math), which has the meaning of learning, learning and science. The ancient Greek scholars regarded it as the starting point of philosophy, "the foundation of learning". There is also a narrower and more technical significance, "mathematical research". Even in its etymology, its adjective meaning has to do with learning and is used for exponential learning.
It is in the plural form of English, and in the plural form of French, plus es into mathematiques, which can be traced to the Latin neutral plural (Mathematica), which is translated from the Greek plural tao alpha mu alpha mu alpha theta eta mu alpha theta eta mu alpha tau theta mu alpha theta.
In ancient China, mathematics was called arithmetic, also called mathematics, and finally mathematics. The arithmetic of ancient China is one of six arts (six art is called "number").
Mathematics originated from the early production activities of human beings. Ancient babylonians have accumulated certain mathematical knowledge since ancient times and can apply practical problems. From the math itself, their knowledge of mathematics is only observation and experience, without comprehensive conclusions and proofs, but also full affirmation of their contribution to mathematics.
The knowledge and application of basic mathematics is an indispensable part in the life of a person and a group. Its basic concept of refining is long before ancient Egypt, Mesopotamia and ancient Indian ancient mathematical texts. Since then, its development has continued to have small progress. But algebra and geometry had long remained independent.
Algebra is arguably the most widely accepted "mathematics". It's fair to say that every single person starts learning the math when they are young, and the first mathematics that comes into contact with is algebra. Mathematics, as a study of "number", is also one of the most important parts of mathematics. Geometry was the first branch of mathematics to be studied.
It wasn't until the Renaissance of the 16th century that Descartes founded analytic geometry that brought together the algebra and geometry that were completely separated at the time. Since then, we can finally prove the theorems of geometry by computing. It can also represent abstract algebraic equations with graphic representation. And then it developed even more subtle calculus.
Mathematics now includes many branches. The French bourbaki school, founded in the 1930s, argued that mathematics, at least pure mathematics, was the theory of abstract structures. Structure is a deductive system based on initial concepts and axioms. They believe that mathematics has three basic maternal structures: algebraic structures (groups, loops, domains, and so on). ), sequence structure. ), topological structure (neighborhood, limit, connectivity, dimension... ).
Mathematics is applied in many different fields, including science, engineering, medicine and economics. The applications of mathematics in these fields are generally called applied mathematics, and sometimes they provoke new mathematical discoveries and lead to the development of new mathematical disciplines. Mathematicians also study pure mathematics, which is mathematics itself, without any practical application. Although there is a lot of work to start with pure mathematics, it may be possible to find suitable applications later.
Concrete, there are used to explore the links between math core to other areas of sub areas: by logic, set theory, mathematical basis, to different scientific experience in mathematics, applied mathematics, at a relatively modern research to uncertainty (chaos, fuzzy mathematics).
In terms of longitudinally, the exploration in the fields of mathematics is also deepened.
數(shù)學(xué)（漢語拼音：shù xué；希臘語：μαθηματικ；英語：Mathematics），源自于古希臘語的μθημα（máthēma），其有學(xué)習(xí)、學(xué)問、科學(xué)之意。古希臘學(xué)者視其為哲學(xué)之起點，“學(xué)問的基礎(chǔ)”。另外，還有個較狹隘且技術(shù)性的意義——“數(shù)學(xué)研究”。即使在其語源內(nèi)，其形容詞意義凡與學(xué)習(xí)有關(guān)的，亦會被用來指數(shù)學(xué)的。
其在英語的復(fù)數(shù)形式，及在法語中的復(fù)數(shù)形式+es成mathématiques，可溯至拉丁文的中性復(fù)數(shù)（Mathematica），由西塞羅譯自希臘文復(fù)數(shù)τα μαθηματικ（ta mathēmatiká）。
在中國古代，數(shù)學(xué)叫作算術(shù)，又稱算學(xué)，最后才改為數(shù)學(xué)。中國古代的算術(shù)是六藝之一（六藝中稱為“數(shù)”）。
數(shù)學(xué)起源于人類早期的生產(chǎn)活動，古巴比倫人從遠(yuǎn)古時代開始已經(jīng)積累了一定的數(shù)學(xué)知識，并能應(yīng)用實際問題。從數(shù)學(xué)本身看，他們的數(shù)學(xué)知識也只是觀察和經(jīng)驗所得，沒有綜合結(jié)論和證明，但也要充分肯定他們對數(shù)學(xué)所做出的貢獻。
基礎(chǔ)數(shù)學(xué)的知識與運用是個人與團體生活中不可或缺的一部分。其基本概念的精煉早在古埃及、美索不達(dá)米亞及古印度內(nèi)的古代數(shù)學(xué)文本內(nèi)便可觀見。從那時開始，其發(fā)展便持續(xù)不斷地有小幅度的進展。但當(dāng)時的代數(shù)學(xué)和幾何學(xué)長久以來仍處于獨立的狀態(tài)。
代數(shù)學(xué)可以說是最為人們廣泛接受的“數(shù)學(xué)”。可以說每一個人從小時候開始學(xué)數(shù)數(shù)起，最先接觸到的數(shù)學(xué)就是代數(shù)學(xué)。而數(shù)學(xué)作為一個研究“數(shù)”的.學(xué)科，代數(shù)學(xué)也是數(shù)學(xué)最重要的組成部分之一。幾何學(xué)則是最早開始被人們研究的數(shù)學(xué)分支。
直到16世紀(jì)的文藝復(fù)興時期，笛卡爾創(chuàng)立了解析幾何，將當(dāng)時完全分開的代數(shù)和幾何學(xué)聯(lián)系到了一起。從那以后，我們終于可以用計算證明幾何學(xué)的定理；同時也可以用圖形來形象的表示抽象的代數(shù)方程。而其后更發(fā)展出更加精微的微積分。
現(xiàn)時數(shù)學(xué)已包括多個分支。創(chuàng)立于二十世紀(jì)三十年代的法國的布爾巴基學(xué)派則認(rèn)為：數(shù)學(xué)，至少純數(shù)學(xué)，是研究抽象結(jié)構(gòu)的理論。結(jié)構(gòu)，就是以初始概念和公理出發(fā)的演繹系統(tǒng)。他們認(rèn)為，數(shù)學(xué)有三種基本的母結(jié)構(gòu)：代數(shù)結(jié)構(gòu)（群，環(huán)，域，格……）、序結(jié)構(gòu)（偏序，全序……）、拓?fù)浣Y(jié)構(gòu)（鄰域，極限，連通性，維數(shù)……）。
數(shù)學(xué)被應(yīng)用在很多不同的領(lǐng)域上，包括科學(xué)、工程、醫(yī)學(xué)和經(jīng)濟學(xué)等。數(shù)學(xué)在這些領(lǐng)域的應(yīng)用一般被稱為應(yīng)用數(shù)學(xué)，有時亦會激起新的數(shù)學(xué)發(fā)現(xiàn)，并促成全新數(shù)學(xué)學(xué)科的發(fā)展。數(shù)學(xué)家也研究純數(shù)學(xué)，也就是數(shù)學(xué)本身，而不以任何實際應(yīng)用為目標(biāo)。雖然有許多工作以研究純數(shù)學(xué)為開端，但之后也許會發(fā)現(xiàn)合適的應(yīng)用。
具體的，有用來探索由數(shù)學(xué)核心至其他領(lǐng)域上之間的連結(jié)的子領(lǐng)域：由邏輯、集合論（數(shù)學(xué)基礎(chǔ)）、至不同科學(xué)的經(jīng)驗上的數(shù)學(xué)（應(yīng)用數(shù)學(xué)）、以較近代的對于不確定性的研究（混沌、模糊數(shù)學(xué)）。
就縱度而言，在數(shù)學(xué)各自領(lǐng)域上的探索亦越發(fā)深入。
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