Teaching material analysis:

In daily activities, children in small classes often say 1, 2, 3, 4, 5 ... casually, but when children are asked to actually count things, the numbers in their mouths don't match what they actually count. Children aged 3-4 have formed the initial concept of number in the activities of counting and counting. The children in our class are now in a small class next semester. After more than one semester's study and training, they have been able to calculate orally in sequence, count the number of objects within 4 with their hands and mouths, and tell the total. According to the development order of children's counting ability: oral calculation → physical counting → telling the total number → taking things by number, this math education activity is specially designed.

Activity objectives:

1. consistent points 1-7, you can speak out your own operation process.

2. Experience the fun of matching points in mathematical activities.

Highlights and difficulties of the activity:

The number of consistent points is 1-7.

Activity preparation:

1. Courseware "How much is what you have"

2. Operating materials: sorting board, 8 flowers per child.

Activity flow:

1. Finger game "Finger Change"

Teacher: Today, let's play a game and change our fingers.

A finger, changed and changed, became a caterpillar. Two fingers, change, change, become a little white rabbit. Three fingers, changing, become a golden peacock. Four fingers, changing around, become a big cat. Five fingers, changing, become a big tiger. I am a hungry tiger, and I want to find a small animal to eat.

2. Guide children to count.

Teacher: What season is it now? Spring brings many gifts to all of us. Let's go and have a look.

(Show courseware)

(1) Show me the slides. Rooster, how many roosters are there?

Who's here again? Show me the slides. Two chickens. The teacher counted the children together and said the total.

Who's here this time? There are some butterflies. Please tell the children the total and remind them to complete the words.

There are beautiful flowers in spring. Let's count. How many flowers are there?

(5) Are there any delicious gifts? Please let the children count.

3. Understand the sorting board.

(Display the sorting board)

Question: (1) What's on the sorting board?

(2) You should count from the small red flag. Please count the children with small red flags in their hands.

4. Children practice scoring.

Each child counts flowers within 5 first, and the teacher who counts them will reward a flower, and then count them. According to the different levels of children, the points gradually increase. Subpoint

5. Blooming flowers

Let the children put decals on themselves and say 1 flower, 2 flowers, 3 flowers at the same time. Play games after pasting.

Activity reflection:

In mathematics activities, the most important thing is how to stimulate children's interest and teach them how to operate. Only in this way, with the joint efforts of teachers and children, can children's abilities in all aspects be developed. In this activity, through the "gifts" that children are interested in, let children practice and master the counting method repeatedly, exercise their hand-eye coordination ability, and reward Xiaohua with the correct counting of kindergarten teachers, which not only has the function of verification, but also further increases the difficulty. This is the real meaning. Set different goals according to children's different development levels, and fully consider children's individual differences.

Second,

Today, the children held a math activity in the garden. The name is "how many". Children in small classes have a preliminary understanding of numbers within 5, but they still lack the ability to count and tell the total number coherently, so this activity is designed. The goal of "how much" is: 1. You can always count numbers within 10. 2. Interested in counting activities. The goal is to count less than 10. Children in small classes especially like situational games.

At the beginning of this activity, the teacher asked the children to clap their hands at the numbers, and most of them got it right. Only a few people continue to clap their hands after other children have finished filming, and there is no concept of quantity. When the teacher asks the children to look for the same number of boats in the red, blue and yellow boats, the children can find the right boat. When children can find the same number of objects in the picture by themselves, some children can't find the right one. I think there are two reasons:

1. Some children don't have a strong concept of counting, and they can't consistently count the number of objects with their hands and mouths, so they will make mistakes in counting and lead to operational mistakes.

2. Some children don't find many objects in the same grid, and often find them across grids, which will also lead to wrong results.

Combining the above two experiences, I think that in the next math class, we should first strengthen the training of the concept of children's number, give children more opportunities to count points in unison, or put corresponding materials in the math corner for children to practice; Second, before the child operates, the teacher must make clear the operation requirements, and if necessary, let the child repeat it, so that the child knows what to do and how to do it, so that the correct rate of the child's operation will be high.

Now let's see the children doing their homework!