For the children in the middle class, their counting ability has gradually developed from the consistent number of hands and mouths in the small class to the number of eyes, visual arrays and then counting; According to the types of counting, it can be divided into ordered number, closed number and scattered number. For the children in our class, they have a certain ability to visually observe several groups, and they can visually observe several groups within 5. Therefore, in the first part of the activity, when counting the secrets on clothes for dolls, I preset the elements within 5. At the same time, in order to give children a certain challenge, I arranged for them to count some irregularly arranged elements on clothes (such as scattered buttons and bows); In the counting method, by adding a piece of clothing, I asked my child to try to count a part first, and then count down, so as to get the total.
moving target
1. I am willing to find the secret of numbers from the clothes in the game and realize that there are many numbers in life.
2. Try various ways to count and experience the happiness of counting.
Important and difficult activities
Key point: Understand the meaning of "numbers on clothes" and find that clothes contain a variety of numbers, which will change.
Difficulties: comprehensive use of various counting methods, correct counting, no leakage.
Activities to be prepared
Experience preparation:
I have some experience in various counting methods, such as correct counting, visual counting, grouping counting and subsequent counting.
Environmental preparation:
1. Observe the children's clothes, and let the children wear buttoned clothes to the park in advance, so as to facilitate the follow-up inventory activities.
2. The number, position and size of buttons on each vest are different, which is convenient for children to count them in various ways (with photos).
3. Active PPT
Activity process
Let's talk about the secrets of doll clothes first:
(a) activity import
Key questions:
The weather is getting colder and colder, and the teacher has prepared a dress for the doll.
This dress is not only beautiful, but also contains many digital secrets!
(2) cooperate with PPT to demonstrate what is the digital secret on clothes.
Key question: 1 The secret of this number is hidden in clothes, 1 means it has a hat; It hides the secret of the number 2, which means it has two sleeves. Can you continue to discover the secrets of numbers 3, 4 and 5?
Design intention: At first, children will associate digital secrets with real numbers and feel that there are no numbers on their clothes. This question is demonstrated by PPT to help children understand that the digital secret mentioned by the teacher refers to a certain number of objects on clothes, which can only be found by counting. So as to guide the children to observe the clothes carefully, count 3 small flowers, 4 pockets and 5 buttons, and verify them by ppt.
Summary: "It turns out that these digital secrets are really hidden in doll clothes."
Second, find the secret on the clothes.
(1) Guide children to find digital secrets on clothes.
Key questions:
1, the secret on the doll's clothes was discovered by you. So do you have these digital secrets on your own clothes?
Design intention: to stimulate children's interest and guide them to pay attention to their clothes.
Please find an empty place to count for yourself. When counting, you must look carefully, and most of them can't be missed. If you can't see clearly, you can look in the mirror or find a good friend to help you count.
Design intention: This is a requirement for children to operate by themselves. There are counting requirements and methods recommended in the operation. Let children know that if they have difficulty counting, they can ask their peers or other things for help. In the process of children's operation, the teacher should also focus on observing where the children count and whether they count correctly.
(2) Share digital secrets on clothes.
Key questions:
1. What digital secrets did you find? Do you have 1 on your clothes?
Did you find more than three?
2. How did you figure it out?
Design intention: This is a communication process. The children are happy to tell the teacher that they have found digital secrets on clothes-5 buttons, 4 pockets and 3 dolls ... The teacher can constantly expand the children's attention and guide them to pay attention to all aspects of clothes. In addition, more mathematical elements can be added in the introduction process, including asking children "whose secrets are more than numbers *?" -What's the number? "How did you count it?" -the method of counting, and help children summarize and sort out, small numbers can be visually observed, and irregular arrangements can be counted one by one in order.
Summary: "It turns out that everyone's clothes will hide digital secrets."
Third, change the digital secrets on clothes.
(1) Add a vest to the doll's original coat through PPT demonstration.
Key questions:
When the doll put on these two clothes, the digital secret on her body changed. Now the doll has the secret of the numbers 6 and 7. Did you find it?
Design intention: Guide children to find six pockets and seven buttons by counting, so as to understand that every time they add a dress, the digital secret on it will change, paving the way for the next activities.
(2) Let the children put on the vest provided by the teacher and count it to see if the digital secrets on the clothes have changed.
Key questions:
The teacher has prepared a small vest for each of your children. Some vests have buttons on the front and buttons on the back. Some have pockets in the front and pockets in the back. Be sure to see it clearly. Please choose a vest for each of you and find an empty place to count it. If you can't see clearly, you can ask your good friends for help or look in the mirror.
Design intention: Before the children operate by themselves, warn the children of possible problems in activities, remind them to observe carefully and count carefully. At the same time, in the process of children's operation, teachers also need to observe the children's situation, pay attention to which method children use to count, whether they count all, and whether they use mirrors and companions to help them count more correctly during the counting process.
(3) Children count and teachers observe.
(d) Sharing the results of communication counting.
Key questions:
1, has the digital secret of your clothes changed? Is it getting bigger or smaller?
Design intention: The teacher further emphasized that the children found that their original digital secrets had changed after adding a vest, and they all became bigger.
2. Do you have 7 on you? Do you have 10? Is there a number greater than 10?
Design intention: continue to strengthen the concept of number size, so that the activity "number" flavor is stronger. At the same time, in the process of verification, the counting method is further strengthened, and children are guided to visually check a part before counting. It is found that the original counting method can make counting faster.
Summary: "It turns out that adding a small vest will make the number secret on the clothes bigger."
Fourth, look at the secrets of life more.
(A review activities with ordinary life.
Key questions:
1. There are so many digital secrets hidden in an ordinary dress. Do you remember how many buttons you have on your clothes today?
2. Knowing the number of buttons, what can we do by buttoning our clothes?
Design intention: Inspire children to connect today's activities with daily life, and use today's findings in the process of buttoning, so that their buttons will not be wrong again.
Summary: "If we knew the number of keys we pressed, we wouldn't make mistakes every time."
(B) attention to the side, causing thinking.
Key questions:
In fact, numbers are everywhere in our lives. Besides clothes, can you find digital secrets anywhere else?
Design intention: guide children to gradually shift their attention from clothes to things around them, and stimulate children's interest in continuing to find.