2. Abide by the operating rules, use the operating data correctly, and clearly describe the operating process and results.
Second, the activity preparation:
Teaching material: mother's picture, a mark and some other materials for children to operate: a buttonless clothing hand, several buttons with four to eight square (rectangle, triangle and circle) buttonholes, one hand in a small basket with a mark on it, and the other hand in a glue stick.
Third, the activity process:
(1) The picture import activity aroused interest-mom made a lot of clothes and wanted to open a clothing store, but she couldn't finish it by herself. Would you like to cooperate with you?
(2) Help mom find buttons (classified by two characteristic signs)
1. Consolidate the figure identified by two features.
Look for it first. What is missing in the clothes made by mom? (Button)-Really, there are no buttons on the clothes yet! Various buttons are mixed together. Mom wants to ask you for help. Would you?
(showing the red circle sign): However, my mother has different requirements for everyone. Who can understand what buttons my mother is looking for? What shape is the red button? Is this ok? Why?
-Summary: Yes! Seeing these two signs means looking for a red round button, and both features must be found correctly before they can be put in.
2. The first operation: find the button according to two characteristics.
Wait a minute, please pick up your little basket first, take a closer look and say softly, "What kind of buttons did Mom ask you to help me find?" Then he looked for it gently and said, "What color and shape button did I find?" How many buttons did you find at the last count? Mom is old and the noise is too loud. She can't stand it. Let's not disturb mom! )-The teacher toured to guide and remind the children to talk while operating.
-the children put the small basin under the chair and began to concentrate on communication: what kind of buttons did you find? How to find it without mistakes and leaks? (Take a closer look ...) Personal concern: Are you looking for the red triangle button? Look at the colors and shapes clearly, and you can put them in your own box. Don't take other people's buttons away! Is this the button you are looking for? )
(3) The second operation: sort positively and negatively according to the quantity.
1, hand-mouth anastomosis point.
-Hey! What's on your button? (Point)-Ouch! Look carefully, this point is the hole where the button is threaded. Take out one and count how many holes there are.
Count the other buttons!
Find the button with the most holes! Show me the least?
2, help mom nail buttons (in reverse order).
-You helped mom find the button. She is so happy! Would you like to help her sew the buttons on her clothes? Where do I start nailing? How to order buttons? Mom said that this question is a bit difficult, and only the baby who listens clearly and wants to understand will know.
Chapter 2: Candy Party
moving target
1. Correctly perceive the number of objects within 7, learn to classify objects, and use corresponding numbers to represent the number of objects.
2. Interested in wrapping sugar and counting sugar, you can participate in business activities more intently.
Activities to be prepared
1, experience preparation
(1) Children love to eat all kinds of candy and have the experience of wrapping candy.
(2) Have been exposed to activities with matching quantity and quantity.
2. Teaching aid for material preparation:No. Card1-7; Projector learning tools: candy paper, paper balls, 5 sets of counting cards, stickers, watercolor pens, operation sheets 1, 2, 3.
Activity flow:
First, pack candy.
1 Teacher: It's the New Year. We're going to make some New Year candy to decorate our classroom and spend the New Year sweetly. Let's help together!
2. Observe the activity materials.
Teacher: Each group has some sweets and wrapping paper. Please wrap all the sweets!
3, children's operation, teacher guidance.
Remind children to tighten the ends of the candy paper when wrapping candy, so as to wrap the candy tightly.
Second, divide the candy.
1, Teacher: Are all the sweets wrapped? Now we have to share so many sweets. How can I share it? (Put the same colors together)
2. Teacher: OK, let's put the sweets of the same color on a plate, count how many sweets of each color there are, and choose a friend who counts cards to represent them.
Third, confirm the candy teacher: Now please tell the children how many kinds of candy are there in various colors?
Fourth, children's operation
1, the teacher shows the "candy number exercise table" operation list.
Teacher: There are many candy friends here! Please carefully count the number of sweets in each candy jar in the sticker, stick the candy jar on the line equal to the digital card, and then mark your favorite under the two numbers with the smallest sum!
Encourage children with insufficient ability to consistently count carefully, and guide children with strong ability to try to count the number of sweets visually.
2. The teacher shows the checklist of "finding candy". Teacher: Here are several cans of candy. How many sweets do you think there should be in this can? (7) How do you know? Because this jar is marked with the number 7. Teacher: You are so clever.
Teacher: Please count carefully. How many sweets are there in this jar now? How can we turn them into 7? (Draw three more) Teacher: Great. Please try again later.
Teacher: Please look at this jar again, because how many sweets should there be? Please count carefully how many sweets are in the jar now. Teacher: Oh, there are too many. So what should we do? (It should be crossed out two).
There are several cans of candy in it. Please help it. Let the number on the candy jar be as much as the number of candy in it. Do you want to help finish this interesting game?
3, the teacher shows the operation list Third Division: Children, can you play this game? I'll invite you to play later.
Teacher: How many games do we always want to play today? (3) After playing the game, you should gently return to your small chair. Ok, now please let the children play this game gently. Remember to play all three games.
Five, children's games, check the operation list, and the activity is over.
Teacher: The game is almost over. Children who have not played well should hurry up. Children who are good at games, please tell your good friends about how you play games.
Teacher: The game is over. Please go back to your little chair gently.
Teacher: How to play this game? Ask two children to answer. Did you do the right thing? (Right) Teacher: How to play this game? Ask two children to answer. Did you do the right thing? (Right) Teacher: How to play this game? Ask two children to answer. Did you do the right thing? (Right) Teacher: Did you get all three games right? (right) 4. Teacher: OK, the teacher praises every child for being great! Now the teacher will reward the children with candy. Let's use it as a beautiful pendant and put it in our classroom, shall we?
Chapter 3: Piglet runs a hotel.
I. Activity objectives:
1, review and consolidate the cardinal number and ordinal number within 5.
2. The difference between cardinal number and ordinal number is preliminarily perceived.
3. Develop children's thinking ability and promote the development of the concept of children's number through various forms of game exploration activities, thus stimulating children's interest in learning mathematics.
Second, the activity preparation:
1, animal puppet pig, music CD
2, the picture story "Little Pig's Hotel" (building), rabbits, chickens, kittens, mushrooms and other pictures.
3. Two groups of 1-5 digital cards with different sizes.
4. Each child has a self-made book (the book has 6 pages, the cover of the first page 1, and the number of apples on each page is different, with the big number indicating the number of fruits and the small number indicating the page number).
5. Children are familiar with the cardinal number and ordinal number within 5 [the first four items are the preparation of activity materials, and the latter one is the preparation of children's experience] III. Activity flow:
(1) Presenter: Good morning, children!
Yang: Good morning, teacher!
Teacher: Do the children know what season it is? Where did you know that?
Young: in spring, the flowers are blooming, the grass is green, the trees are sprouting, and the river is rushing ... Teacher: Great. Today, the teacher took the children to the big forest to find spring. Please close your eyes and listen to the music quietly while listening to the teacher. (Playing the music CD "Morning in the Forest") In the early morning, the teacher took the children to the beautiful forest, and the birds were chirping in the branches, as if to say, "The morning in spring is so beautiful!" The wind gently caressed the tender grass on the ground and the tender buds on the branches. We walked and walked and heard the sound of running water. Wow! It turns out that there is a small river flowing through here, frogs are singing happily by the river, fish are humming and spitting bubbles in the water, and then we see the fierce lion and tiger stretching. Wow! What is that? Oh, it turned out to be a building with a red roof. Please open your eyes and look at this beautiful building! (Show the building map card) [Listening to music to create scenes is a preparatory activity before the start of teaching activities. It is to let the children slowly enter the scene with soothing music, in order to let the children calm down, concentrate, improve their concentration and prepare for the next study. (2) Review the ordinal numbers within 5+0, and let the children understand the role of ordinal numbers in life through stories.
A, the teacher went on to tell the story: "Whose building is this? So tall and so beautiful! I'll knock "(the teacher knocks mysteriously)," Who is it! " (Show hand puppet, acoustic pig), wow! It turned out to be a hotel run by a pig. "The hotel is open. Welcome to stay! " "Piggy said kindly that all the small animals in the forest came to stay in the store after hearing this, and the rabbit also came to stay in the store. Piggy says you can live in any room you like. The kitten has also come to stay in the hotel. Piggy said he could live in any room he liked. Rabbits and kittens both like round rooms, and they quarreled. ...
B.question: Why do rabbits and kittens quarrel?
C. discussion: how to help pigs arrange rooms for animals reasonably?
The rabbit lived on the first floor and gave him a mushroom meal. (and paste the corresponding large digital cards in turn)
(3) The difference between perceptual cardinal number and ordinal number 1. [Let the children understand the difference between cardinal number and ordinal number by observing a series of pictures just shown on the blackboard] Question: Please carefully observe how many groups of numbers appear on the blackboard?
What do big numbers stand for? What do small numbers stand for? What floor do you live on? How many mushroom meals does this big number refer to? ) summary: according to the floor number, I sent the corresponding breakfast to the small animals. The small animals are very satisfied, and the pig is also very happy to take everyone to ride the roller coaster.
2. Consolidate the exercises.
A, the teacher shows pictures of roller coasters in turn, and pastes them from left to right in turn to guide the children to observe the small animal family, which carriage they are sitting in and how many people are there in the family? For example, the rabbit family is sitting in the third carriage, there are four people, and each group is talking to each other. Individual children are required to mark the number of car festivals on the blackboard with small digital cards, and how many people are marked with large digital cards.
B. Question: What do small numbers stand for? What do big numbers stand for? (Which car does the small number represent?) How many people are there in the small animal family? )
3. Distribute self-made books and continue to consolidate exercises [Let children understand the difference between cardinal number and ordinal number through the process of turning over books]. Guide the children to say the meaning of numbers.
Q: What do you see? Each page has a different number, with the big number representing how many apples there are and the small number representing which page.
(4) Extended activities:
Make books to further understand the difference between cardinal number and ordinal number.
Let children try to make a book by themselves after activities in the area or going home, and let them draw different numbers of pears on each page, and write down the page number, perception base and ordinal number.