1, through a series of game activities, let children know the ordinal number of 1 to 5.

2. Develop children's logical judgment ability.

Activity preparation:

1. Create a small shelf environment in the supermarket.

2. Small pictures of animals and their food, pictures of houses, pens, etc.

Activity flow:

(1) Learn the ordinal number through the game "Buy gifts for small animals". (Ordinal numbers can be counted from different directions, and the conclusions drawn from different directions will be different. )

1, free exploration:

(1) Guide children to shop in "supermarkets" in the form of "buying gifts for small animals in animal food supermarkets". Remember the color of the goods on the shelf.

(2) Let individual children tell you what color grid they bought, and let other children guess what grid he bought.

2. Exchange and discussion:

(1) Teacher: Why do you get different conclusions when you buy the same thing?

(2) Teachers guide children to find that ordinal numbers can be counted from different directions, and the conclusions drawn from different directions will be different.

(3) Children communicate in groups: Tell me what you bought from which direction.

(B) the game "Give gifts to small animals" to consolidate the understanding of ordinal numbers.

1, titled "Give things bought in the supermarket to small animals".

2. The house that guides children to observe small animals has several floors, and each floor has several rooms.

3. The teacher asked a child to tell who you bought (animal food)? What floor and room does it live in? And know the room number, such as the fifth room on the first floor, which is represented by "1-5".

4, children's grouping operation: give food gifts to small animals.

(1) It is required to write the room number of the small animal on the gift card and send it to the room.

(2) Guide children to check each other and correct the operation results, and teachers patrol.

Look at the picture and mark it.

Goal:

1. Learn to record two features (size, shape or color) of a graph with a marker.

2. Observe and compare the different features between graphs, and express them in language.

Prepare:

Teaching aid: a card with the number 1-9; Pictures of houses with roofs of different colors, shapes and sizes; Mark several cards (size, shape, color)

Learning tools: 1-2 children's operation materials; Several color, size and shape marks; Glue; The child has a paper key marked with color and shape; Draw some shapes and colors on the website. Process:

I. Group activities

1, play the game "Driving a Train"

Today, Little Rabbit will invite the children from Class 2 to his new home. Shall we go by train? Get ready, the train is about to leave.

Teacher: Hey, hey, my train is leaving.

What time does it open?

Teacher: (showing the digital card) Look.

Yang: (looking at the numbers) Point X.

The teacher leads the children to play games in groups first, then in groups, and finally invites individual children to play games.

2. Look at these figures and mark them

(1), the teacher shows pictures of roofs with different shapes.

Teacher: Our train finally arrived at the gate of the rabbit's community. But with so many houses, how do you know which one is Tutu's new house? Don't worry, Bonnie wrote a letter to our child. Let's have a look.

(Showing the marker) The rabbit is really clever. He used a marker to record the roof of his house, and let us children look at the marker to find his home.

Inspire children to find the corresponding figure according to the mark, and pay attention to guide children to find the figure under the condition of taking into account multiple marks. Let individual children talk about how you found the rabbit's home. And get to know each other collectively.

Teachers and students * * * and verification results.

(2) The deer saw it and wanted us to write a letter to it and send it to other small animals. So what is the roof of the deer house like? (Show the picture of the deer and stick it on the door of a family) The deer is waiting for us at its door. Let's help it write this letter together.

Inspire children to try to record the characteristics of graphics with marks. First find out the three characteristics of graphics, and then guide children to choose at will.

Choose two of the features to record, and ask individual children to come up and freely choose the mark to record.

Teachers and students * * * check the operation results. Let's see if our children helped the deer write this letter correctly.

Second, children's operational activities

1, see graphic recording characteristics.

All the other animals in the community know that our children are smart, so they all want us to write to them.

Children take out homework materials, observe the small animals on the roof, tell who told you to write letters, and tell the name and characteristics of the roof, and then record their two characteristics in the blank.

Children's operation, teachers' tour guidance.

Third, the activity evaluation display

Show individual children's operation results and ask them to boldly say how they completed the operation results. Teachers and students are inspected and evaluated.

Fourth, activity extension: the game "looking for a house"

Small animals have their own houses. Let's go and see our own house. First, please show the children the keys on their chests. We should go out and look for our new house according to the mark on the key. When you find them, count how many children live in your family.

The teacher demonstrated and explained.

Children's activities, teachers' evaluation.