Understand the design intention of ordinal number 1 in the math teaching plan for the middle class within 6 years.
Numbers come from life and are used in life. People are ordinal numbers, flexible and rich, in line with children's age characteristics and existing life experience. Because narrative teaching has both directional ordinal numbers and a preliminary understanding of two-dimensional spatial ordinal numbers, it is the integration of some scattered and unconscious ordinal numbers accumulated by children in their daily lives. But children are not interested in this knowledge only by the teacher's boring explanation. How can we guide children to study easily? I try to use the form of games, with "knowing the ordinal number within 6" as the teaching content, so that children can explore and learn independently in relaxed and happy activities. Child (/)
Activity objectives:
1, know the ordinal number within 6, and can sort according to the direction indicated by the symbol.
2. "which" can be used correctly to indicate the order of objects in the sequence.
3. Willing to participate in teaching activities and experience the fun of independent operation.
Activity preparation;
1, 5-story building background map, 5 pictures of small animals familiar to children, such as dogs, kittens, rabbits, pigs, monkeys, digital cards 1-6, and an arrow mark. Early childhood education network (/)
2. Every child has an operation material: there are 6 numbers on the floor, and there are 6 different small animals living in it! Connect!
Activity flow:
1, heart-to-heart talk to stimulate children's interest in activities.
Let's play clap game first. You can clap your hands while I count, ok?
2. Start some early childhood education networks.
Today, small animals visit our class. Look who's here (show them one by one).
Oh, there are so many small animals. Let's count them together. How many small animals are there? Oh, a * * * has six small animals, so I want to ask, how many can six small animals be represented by numbers? Ask a child to find 6 and show the corresponding number? What does this number 6 mean? What else can this number 6 stand for? Oh, everything that used to be six can be represented by six.
3. Show the symbol "Arrow"
What is this? Which direction does the arrow point now? So where do we start? Now my direction has changed ... (left, right, up and down in turn)
Now I put the arrow on the small animals, please come and see where these small animals are arranged! What is the number? Let the children find the corresponding numbers and play them. ) Right? The number 1 here tells us that children rank first ... (first, second, fourth, fifth, third) () the content of preschool education network.
Know the ordinal number within 6. Mathematics teaching plan 2 middle school classroom activity goal;
1, know the ordinal number within 6 and learn the "which number" of the ordinal number.
2, can find the position of the object arrangement from different directions.
3. Cultivate observation ability and judgment ability, and improve hands-on operation ability.
Activity preparation:
1. There is a background picture of a six-story building, which contains six kinds of small animals familiar to children, such as puppies, kittens, rabbits, pigs, monkeys and lambs.
2. Each child has an operating material: six different animals, a train with six carriages or pictures of six small trees.
Activity flow:
1, the teacher talks with the children to stimulate their interest in activities.
2. Learn the ordinal number within 6 with the activity of "small animals living in new houses".
(1) Show pictures of buildings and guide children to observe.
Q: What is this? How many floors does this building have? (Guide children to count and paste the number 1-6. )
(2) Teachers ask questions while operating, and let the children talk about what small animals live in the building and what floor they live in.
(3) Teacher's summary: To know where each small animal lives, you can count it, and the floor is the floor.
(4) The game of "looking for small animals" requires children to correctly and quickly say "xx animals live on the X floor".
3. Game: Take the train
Children who send small animals to the train first count how many carriages there are in the train, and then send small animals to the train. Each small animal sits in a carriage, and then say "xx small animals sit in X carriages" or "xx animals sit in X carriages". Help them change places when they're done.
4. Game: Line up
Explain the demonstration game: when the music starts, all the children move freely, and the music stops. Six children quickly stand hand in hand and count how many children there are in the whole group. Then, under the guidance of a child, the children observe their position and say "I'm in X"
End of activity:
Comment on the class.
Know the ordinal number within 6. Junior high school mathematics teaching plan 3 activity goal;
1, know the ordinal number within 6, and perceive the directionality of the ordinal number.
2, can correctly use "which" to represent the order of objects.
Activity preparation:
1. There is a 6-story building background map with 6 small animals familiar to children, including dogs, kittens, rabbits, pigs, monkeys and elephants.
2. Each child has an operating material: six different animals, a train with six carriages or pictures of six small trees.
Activity flow:
1, heart-to-heart talk to stimulate children's interest in activities.
2. Learn the ordinal number within 6 with the activity of "small animals living in new houses".
① Show pictures of buildings to guide children to observe.
Q: What is this? How many floors does this building have?
Guide children to count and paste the number 1-6.
The teacher asked questions while operating: What small animals live in the building? What floor do animals live on?
The teacher concluded: To know where each small animal lives, you can count the floor.
③ Game: "Looking for small animals".
Ask children to correctly and quickly say "xx animals live on the X floor". Please cover your eyes, come to the front and touch a small animal. After opening your eyes, tell which floor the small animals live on. )
3. Operate the game to find out where the objects are arranged from different directions.
(1) introduce the material and play of the operation game.
1 group: by train
Children who send small animals to the train first count how many carriages there are in the train, and then send small animals to the train. Each small animal sits in a carriage, and then say "xx small animals sit in X carriages" or "xx animals sit in X carriages". Help them change places when they're done.
Group 2: hide and seek
Children playing hide-and-seek count how many trees there are first, then hide all kinds of small animals under the trees and say "xx animals are hidden under X trees".
(2) Children's operation and teachers' itinerant guidance.
The kindergarten teacher with weak ability guided him to put the little animal on the train, asked him to tell which carriage the little animal was sitting in, and then helped him change places. The kindergarten teacher playing hide-and-seek first instructs how many trees there are, and then hides the small animals. Tell me under which tree the little animals are hiding.
Teacher's summary: The numbers we count depend on which side we count. The one that starts counting is called the first one, and objects are arranged in different positions in different directions.
4. Game: "Small animals line up".
① Explain the demonstration game: when the music starts, all the children are free to move, and the music stops. Six children quickly stand hand in hand and count how many children there are in the whole group. Then, headed by one child, the children observe the position and say "I row X".
2 children's games.
The teacher focuses on guiding the children to start counting from one side in order when the music stops, and the one who starts counting is called the first one, and then see where they line up or start counting from the other side.
Activity expansion:
Performance area: Provide situational props, play the game of driving a train, let the children consolidate the ordinal number in Exercise 6, and correctly use "which number" to indicate the order of objects.
Game play: Write numbers on the train ticket, and children can find seats according to the number of trains.
Small theater: tickets of different colors represent different rows, and different numbers represent different numbers. Children buy tickets and sit on the corresponding rows and numbers. The teacher checked the tickets and asked the children to tell which rows and numbers they were.
Know the ordinal number within 6. Mathematics Teaching Plan 4 Design Intention: Numbers come from life and are applied to life. The content of human ordinal number is flexible and rich, which accords with children's age characteristics and existing life experience. Because there are both directional ordinal numbers and initial cognition of two-dimensional spatial ordinal numbers in narrative teaching, it is the scattered accumulation of children in daily life. Integration of unconscious sequential perception. But children are not interested in this knowledge only by the teacher's boring explanation. How can we guide children to study light? I try to use the form of games, with "knowing the ordinal number within 6" as the teaching content, so that children can explore independently in relaxed and happy activities. study
Activity objectives:
1, know the ordinal number within 6, and can sort according to the direction indicated by the symbol.
2. "which" can be used correctly to indicate the order of objects in the sequence.
3. Willing to participate in teaching activities and experience the fun of independent operation.
Activity preparation;
1, 5-story building background map, 5 pictures of small animals familiar to children, such as dogs, kittens, rabbits, pigs, monkeys, digital cards 1-6, and an arrow mark.
2. Every child has an operation material: there are 6 numbers on the floor, and there are 6 different small animals living in it! Connect!
Activity flow:
1, heart-to-heart talk to stimulate children's interest in activities.
Let's play clap game first. You can clap your hands while I count, ok?
2. The beginning part
Today, small animals come to visit our class. Look who's here (show them one by one).
Oh, there are so many small animals. Let's count them together. How many small animals are there? Oh, a * * * has six small animals, so I want to ask, how many can six small animals represent? Ask a child to find 6 and show the corresponding number? What does this number 6 mean? What else can this number 6 stand for? Oh, everything that used to be six can be represented by six.
3. Show the symbol "Arrow"
-What's this? Which direction does the arrow point now? So where do we start? Now my direction has changed ... (left, right, up and down in turn)
Now I put the arrow on the small animals, please come and see where these small animals are arranged! What is the number? Let the children find the corresponding numbers and play them. ) Right? The number 1 here tells us that the child ×× ranks first ... (first, second, fourth, fifth and third).
-Play a little game of "hiding small animals", cover your eyes with your little hands (take away the math and pictures of small animals at will) and let the children tell you which small animals are missing.
4. Learn the ordinal number within 6 with the activity of "small animals live in new houses". Show pictures of buildings and guide children to observe. )
The new building has been built, but the floors have not been marked. Please look at the direction of the arrow. The arrow points upward. Where should I mark it? See where the first floor is. Is it here? Is it here? Ask children for help? Guide the children to stick up the stairs one by one. The number of floors is 1-6. (The third floor can be separated for children to try. )
The floor numbers are all marked. Now the teacher wants you to choose your favorite little animal and stick it on the floor where you want it to live! (Guide children to speak first, then post)
Well, the little animals have all moved into the new building. They say thank you to the children in Class Two.
Step 5 Operate the game
-Show the operation card 1 and demonstrate how to help animals find the corresponding number of floors and connect them with lines (first find the direction of the arrow).
Show me the operation card 2. Animals line up. Please circle the number of two small animals.
Now I'm going to let the children use their heads. There is also a piece of homework paper on your desk, but the content on it is a little different from the teacher's. Please read it clearly first, then count it, and then connect it (children's operation, teachers' individual guidance)
The children's works are all good and great. Praise yourself!
Activity expansion:
The little animals invited us to the movies! This is a seat ticket. Tickets of different colors represent different rows and different numbers represent different numbers. Let the children find their seats after they get the tickets. The teacher will come to check the tickets later. Please tell me which row and number you are in. Write a number on the train ticket, and the child should find a seat according to the car number on the number. )
Activity reflection
The design significance of this activity: all the children in this class are freshmen and have not been infiltrated and guided by small classes. The children's foundation is not unified, and several children are not good at counting, so this class is arranged.
The figures in the activity are all derived from life and applied to life, and the content of the teaching materials is relatively rich. In line with the foundation and existing life experience of children in our class. The three links in the activity are relatively compact, and there are opportunities for children to operate in the activity. The last link is to arrange expansion activities to consolidate children's cognition.
Interest is the best teacher for children, and children can actively cooperate in the whole activity. My teaching aid is architecture, which every child has seen. This is something that children are familiar with, and animals believe in their new home. Originally, kindergarten liked the idea of cartoons. Therefore, the children are very satisfied with this activity and have the pleasure of doing it themselves. The extended part of the activity also brought new experiences to the children.
Disadvantages:
The children in our class are not very clear about their position. In the following activities, we should pay special attention to this. Can let children participate in activities better.
Tips: The scientific education of children is the enlightenment education of science, which focuses on stimulating children's cognitive interest and exploration desire.