Who can't count? I remember when I was in class, all the children could not hide their pride and pride when they heard this content. Some people laughed, others shouted:
Teacher, I can already count!
Teacher, I can count to 1000!
Teacher, it's too simple!
What is the actual teaching situation in the classroom?
It went really well. There is no problem when counting, but it seems difficult when asking questions.
But when it comes to doing problems, it's the teacher's turn to be dumbfounded: aren't they all? Don't you think it's simple? Is there a problem?
Count in sequence: from 1 to 32. Count from 30 to 40.
Count from any number: count from 45 to 67.
Countdown: Count from 90 to 78.
Two twos: starting from 40, two twos, count to 70.
Five-five count: start from 30, count five-five, and count to 80.
The number of 10 10: start from 10,10/0, and count to 100.
Start at random intervals: start with a number, three numbers of three and four numbers of four. ...
Give a neat picture and count the numbers.
Give a messy picture and count it.
Give a digital graph, and the connection points form a graph.
The way to say numbers is to count them in a faster way.
Fill in the numbers in the table as required, and fill in the blanks in the chart of several axes.
Circle and estimate.
Count with five digits.
Counting dozens of digits is a number of seven.
The two numbers adjacent to 67 are ().
What numbers () can be composed of four, six and zero, and the biggest one is (? ), the smallest is (? ), please write () in descending order.
The number consisting of three ones and seven tens is (). What are these numbers? ), which means () (), and ten is (? ), which means () (? )。
Give a picture, write the number (), and () ten digits and (? ) one.
The number in the unit and the number in the tenth place add up to 9. What could this number be?
Try again, print out these questions and let the children read them themselves. Yes, the quality of the questions you dictate may be very different from that printed on paper. Let the children finish them themselves.
These topics can be found everywhere in math books, exercise books and various exercises that can be bought in bookstores.
Why don't the children's problems turn out as you and I expected?
Maybe one, we use adult thinking to measure children, which is equivalent to a "dimensionality reduction blow" in physics. Can people in their thirties compare with children aged six or seven?
Maybe two. If adults read these questions, children can do it right, but they can't finish it by themselves. There are two reasons: first, children can't read, and second, children can't read themselves.
What should we do?
Read more books, read more books and chat more.
Possibility three, there are many topics and great changes. The test is not only whether children can master them, but how firmly they master them, how deeply they understand them and how skillfully they use them.
What should we do?
Practice counting with physical objects, such as sticks and counters.
Doing more exercises and watching more will naturally improve your thinking ability.
How's it going?
Do you still think counting is simple, and math in Grade One is simple?