Teaching objectives
1, will arrange the snowman according to the size, and put on the appropriate hat and arm one by one.
2. Be able to understand the operation requirements and handle active substances carefully.
Teaching preparation
1, four bears of different sizes and food.
2. Children's picture book P39.
Teaching emphases and difficulties
Snowmen and buckets will be sorted one by one.
teaching process
First, collective operation.
1. Show four bears of different sizes.
Teacher: How many bears are there? What is the difference between them?
2. Arrange bears in four rows.
Teacher: Who wants to help them line up?
3. Send food to the bear family.
(1) Request: The biggest one is for Dad Bear, the youngest one is for Brother Bear, the older one is for Mom Bear, and the younger one is for Brother Bear.
(2) Ask some children with strong ability to demonstrate and correct the wrong operation on the blackboard.
Second, make a snowman.
1, Teacher: Have you ever made a snowman? Making a snowman is fun. How many snowmen are there? Are they the same?
2. What is the snowman missing? The red bucket here can be used as a hat and the broom can be used as an arm. Today, we are all going to make a snowman. We should put a proper hat and arm on the snowman.
3, children's operation, the teacher focuses on guiding the snowman to wear a hat and arms, pay attention to children's understanding of the rules of activities.
Third, organize collective exchanges.
1, praise the children who are sure to operate correctly.
2. Teacher: Who wants to tell us how you make a snowman?
Teaching reflection
In the math activity "Put a hat on a snowman", I started the activity with an interesting story. Tell a story and then show pictures in the story. Let the children use pictures to distinguish the size of things. I asked: What's the difference between these three hats? (Different sizes) Then match three hats with three snowmen by explanation. Show scarves and gloves and tell the children in the same way. The second link is to ask the children to come up and connect. In the third link, please do it yourself and put clothes and hats on the snowman.
The effect of this math activity is still good, because when I was talking about putting a hat on a snowman, all the children in our class listened carefully and got the right answer. In the process of children's operation, most children can connect, only a few children can't connect, so I gave individual guidance, but I found that these children who can't connect actually know the answer. They are correct, but they can't connect a straight line. From this teaching activity, I know that in mathematics activities, we should not only consider the problems that will occur in the activities, but also consider whether there will be problems in the future.