Simply put, children can compare whether the quantitative relationship between two groups of objects is the same or different, and if it is different, it is more or less.

The corresponding questions can make children better perceive and distinguish each element in the collection. In order to let them know how to compare how much, the concept of number was formed. After learning to answer questions, children will no longer make mistakes because of the size of the space they occupy when counting things.

After learning the corresponding concepts, children can correspond to our Arabic numerals 1.2.3.4. For each object, know that 3 corresponds to 3 apples, 3 bananas, 3 spoons and so on. , that is, it really formed the concept of numbers. Perhaps, in the eyes of us adults, this is a very simple thing without thinking, but for children who are still thinking concretely, it is the first step to make them understand mathematics correctly by linking the so-called number with the amount of objects in reality.

Teaching objectives

course content

Content 1: Compare the quantity of two groups.

Question type: compare and learn one-to-one correspondence

For example, by contrast, are there as many kittens and small fish? Which is more and which is less?

Teaching methods:

(1) Guide children to learn to compare the number of two groups of objects by connecting, overlapping and side by side.

That is to say, let children who are not good at counting, or children who don't know the corresponding relationship between number and quantity, connect the up-and-down lines one by one. A kitten ate a fish.

(2) Let the children point with their fingers and describe what they are doing in words. Help children experience the correspondence between objects.

At this time, parents need to guide their children to describe. A cat ate a fish, two cats ate two fish, five cats ate five fish, and a cat (fish) came out. It is equally important to focus on action.

Content 2: Compare the quantity of two sets (upgrade to more levels)

Question type: What is the proportion?

Example: What is □ greater than ○? ○ How much less than△? △ How much more than□?

Teaching method: one-to-one correspondence, you can count the number of each number first, and then write it on the side. When comparing with each other, circle the same number first. For example, there are five circles in the picture above. Let the children circle them all. When comparing with squares, circle five squares first, then count a few, and guide children to say that there are more squares than circles, and there are two more.

You can also use the connection method, overlapping method and juxtaposition method in content one (more suitable for low-level children at the beginning).

Similarly, children who have mastered this concept and method can also guide them to say that they are missing a few.

Content 3: Understanding and application of comparative symbols

On the basis of mastering the first two contents, teach children how to use mathematical symbols.

Question 1: Comparison of the number of objects between the two groups.

Example: Look at the picture and write the numbers and proportions.

Teaching method: reciting children's songs

A big mouth faces a large number (many) and a sharp mouth faces a decimal number (few).

The less than sign is hidden on the left, and the greater than sign is hidden on the right.

Parents can guide this paragraph by saying, "How many flowers and leaves are there? That's more. Then use the symbol that your mother taught you just now. There are six flowers, more. The big mouth of the symbol should be shameless? " This symbol sounds bigger than the symbol because it has a big mouth in front. "

Guide a few times more, and I believe that children will learn it soon.

Question 2: the ratio of numbers (which will be discussed in the comparison chapter of subsequent numbers)

Content 4: Uniform distribution

Question type: How can there be as many?

Example: Mom has 5 apples and the baby has 9 apples. How can we have as many apples?

Teaching methods:

(1) Low level: Match as many apples as possible one by one by connecting and placing them side by side, see how many apples are left, and then guide the children one by one.

(2) High level: Tell how many apples there are in the two piles through calculation, and how many are more (calculate the allowable quantity), and then divide them equally. (the basis of division of numbers)

Note: the teaching should be gradual, and the courses corresponding to 1-2 should be taught consciously before the children enter the kindergarten, and should be taught simultaneously with the point courses. Because this is the most basic course in the number sense enlightenment, it needs a lot of physical exercises, so it is difficult to achieve the teaching effect in family life after entering the kindergarten or institution. It is not so much a small class for children as a practical class for parents' number sense enlightenment teaching.