Prepare three graphic rooms, digital cards and children's operation materials for the activity.
Activity process record
(a picture of the topic, stimulate interest.
1. Show me the photos. What is this? (house)
2. Yes, this is the old house in the animal village. It has a children's song with questions. do you want to hear it ?
3. The teacher reads children's songs: There are three houses in the new animal village. On the left is the rabbit's home, with a semicircular roof and semicircular windows. In the middle is the puppy's home, trapezoidal windows and rectangular walls; On the right is the pig's home, with triangular windows and rectangular doors. Children, please look carefully and think carefully. How many kinds of graphics are there? Using the regular phonetic rhythm of children's songs to guide the topic can fully arouse children's interest in participating in activities. This link is mainly to let children perceive geometric figures while listening to children's songs.
(B) Classification statistics, corresponding comparison
1, how many kinds of graphics are there? (Show the corresponding numbers according to the children's answers, and then summarize))
The house in the animal village is too old to be demolished. Who will help Bonnie tear down the house?
3. Guide the children: Think about it, how should it be dismantled? How can I put it? (Ask a child to sort the removed graphics after all kinds of graphics. )
4. For example, how many X-shapes, X-shapes and X-shapes have been dismantled in the rabbit's house?
5. Who can help pigs and puppies tear down the house? (The steps are the same as before)
6. The house has been demolished. Let me see, 1) which graphics are the most? How many/much? Display the corresponding digital card. 2) Which graphics are the least? How many/much? Display the corresponding digital card. Comparison 3) What about the rest? (then compare)
(The main strategy of this link is classified statistics, which classifies similar graphs and compares them horizontally and vertically through one-to-one correspondence. Its focus includes two concepts, the horizontal is the classification of shape, and the vertical is the corresponding comparison of quantity. Therefore, teachers should fully tap children's existing perceptual experience in graphics, increase the interference factors of new graphics, and guide children to make quantitative comparison, which is the difficulty for middle-class children and the "zone of proximal development" that teachers preset for children in this link. This difficulty is solved by one-to-one correspondence, which promotes the development of children's intuitive digital concept to abstract digital cognition. )
(III) Migration experience and reconstruction operation
1. What if the house is demolished and the small animals have no place to live?
2. The children started to build a new house and put forward the operation requirements: 1) Each person needs a piece of material and what graphics they need from the middle board. 2) After the house is built, count how many kinds of graphics you used? How many people are there? Please write it in the form. 3) Which graphics are used the most? Which is the least?
3, children's operation, teacher guidance.
4. Communication: How many graphics did you use in the house you built? What kind is the most? Which is the least? Can you line up from more to less?
(On the basis of the previous link, this link pays more attention to the reconstruction of children's self-experience. By using the game of "building a house", on the one hand, we can know whether children have mastered the previous link, on the other hand, we can put forward the application of experience on the basis of the previous link, focusing on solving two problems: First, we can guide children to make classified statistics in the case of disorder. The second is to compare and sort on the basis of statistics. )
(4) Can you show the outreach activities to the visiting teachers?