The goal of "cognitive sequence number" teaching plan 1 1-5 "in middle school mathematics activities;
1, cognitive ordinal number 1-5, preliminary perceptual ordinal number.
2. Preliminary perception of ordinal sequence
3. Form a good sense of order.
Activity preparation:
Learning tools "animals and houses", digital cards, "operation books", train headdresses, name labels, beading, record sheets, house maps, etc.
Activity flow:
I. Preparatory activities
(1), listening to music and taking a walk.
(2) Game: Five Fingers
Second, collective activities.
(1), animal movement
A, guide the topic, show the teaching aid room (you can open the window)
Tell everyone a good news. In the big forest, the animals' new houses have been built, which is very beautiful.
B, review the count
Please count, how many floors are there in the new house? (counting from bottom to top)
1, 2, 3, 4, 5, a * * * has five layers.
C, perceptual ordinal number
1. What should we do if we mark the floors with digital babies?
2. Children can explore freely and post the building number.
3. Summary
When we mark floors, we should count them from bottom to top, namely, the first floor, the second floor and the third floor ... The ordinal number depends on which side we count, and the one that starts counting is called the first one, and then counts down in turn. Just like building numbers should be counted from bottom to top, count the first floor first, then the second floor …
4. Teachers operate the teaching aid "Animals and Houses"
"Look at which animals have moved into the new house." The teacher demonstrated that there were animals in the window. Elephants live on the first floor, dogs live on the second floor, and then the children say.
Question: (1) What floor does the elephant live on? What floor does this bird live on?
(2) The teacher closes a window at will and lets the children say, "What animals are missing on the first floor?"
D, operating learning tools
1, teacher demonstration
2, children's hands-on operation
E, look for the numbers around you
First, looking for in life
Today we learned the ordinal number 1-5. Where can we find ordinal numbers in life?
Show pictures: trains, banks, hospitals, theaters.
B, look for it in kindergarten
Morning check cards, toys, roll call, queuing, etc.
Third, the game: driving a train
Material preparation: yellow, green and blue train (headdress)
Sequential badges of three colors, each with the number 1-5.
First, you can get on the bus according to the "ticket".
1. The small animals invited us to visit the new house. Let's start by train. Look, there are three trains coming. They are yellow trains …
2. These are train tickets (show your name tag). You should get on the bus according to the color and number of the ticket. For example, if the ticket is red with the number 2 on it, you should get on the red train and be in the second position.
B, play music and drive a train
Fourth, group activities.
It's time for the animals to build a new house. Let's make a present for them.
(1), wall painting: provide house base maps, oil pastels, paint the walls in various colors, and tell the guests what color the first floor is …
(2) Beads: provide five beads of different colors, and record the number of the beads after the child beads the beads.
(3) Exercise of "Operation Book": Apply towels to your family.
Fifth, exchange and summarize, and tidy up school tools.
Operating materials:
Teacher: (1) 5 floors with windows and digital cards with magnets.
(2) Montessori teaching aid "Animals and Houses" and digital cards with magnets.
(3) ordinal picture
(4) Children's toy train and building number
(5) Three rows (headdresses) and three colors of digital badges.
(6) Music for driving a train
(7) Music when operating learning tools
For children: (1)20 sets of Montessori learning tools.
(2) 7 copies of house base map and oil painting board.
(3) Five-color beads, record sheets and oil painting boards in seven copies.
(4) 7 operation books and oil pastels.
The design intention of the second teaching plan of "cognitive number 1-5" in middle school mathematics;
Numbers come from life and are used in life. Ordinal numbers are flexible and rich, which are in line with children's age characteristics and existing life experience. Because ordinal teaching is directional and sequential, it is the integration of some scattered and unconscious ordinal perception accumulated by children in daily life. But children are not interested in this knowledge only by the teacher's boring explanation. How can we guide children to study easily? I try my best to take the small animals that children are interested in and the existing building life experience as the content, so that children can explore and learn independently in relaxed and happy activities, and lay a solid foundation for learning ordinal numbers within 10 in the future.
Activity objectives:
1, know the ordinal number 1-5, and initially understand the meaning of ordinal number.
2. Initially perceive the sequence of ordinal numbers and form a good sense of order.
Activity preparation:
Teaching aids: animals and houses
Digital card, poker box
Learning tools: animals and houses
Color cards, oil pastels, playing cards (four colors 1-5), operation manual.
Knowledge preparation: children know the relationship between 1-5 layers.
Know the number of each floor sign.
Activity flow:
I. Preparatory activities
Listen to music for situational meditation.
The teacher created the scene softly (we set off for the forest, walked across the grass, came to the river and thought of the wooden bridge. Please reach out your hand, cross the wooden bridge and put your hand down. We came to a forest. )
Second, collective activities.
1, perceptual ordinal number 1-5, "There is a building in the forest. Let's see how many floors it has."
Show the building and guide the children to mark the number of floors of the building and stick digital cards on it.
2, understand the meaning of ordinal number
The teacher said what floor the animals live on, and asked the children to help the animals find their homes. Teacher. Teaching, the source of case network "
3. Perception ordinal sequence
Question: How to get to the puppy's house? (Suggest the way to other animals' homes)
Third, business activities.
1. Learning AIDS (keep a copy for yourself and pass it on to your children)
2. Let children live their own small animals in the building (children operate by themselves).
"What floor does your rabbit live on?" Raise your hand as required. Tell me what floor you are on.
3. put away your school tools
Listen to the teacher's instructions in turn, put the learning tools into the learning kit, and collect the learning tools as required (such as inviting the second child in the first group to collect the learning tools, etc.). )
Fourth, group activities.
The first group: poker to find a home
(Find the corresponding square of poker according to the suit and order)
Group 2: Coloring exercises
(Let the children color according to the chart provided by the teacher)
Group 3: Finish the exercise book.
After completion, each group sends representatives to introduce their exercise results.
Verb (short for verb) activity is over.
Please listen to the teacher's request and walk out of the classroom in order.
Activity reflection:
This is a Montessori math activity, a meditation activity, which allows children to enter activities in an imaginary quiet environment, which is conducive to children's concentration; Group activities allow children to have a preliminary perception process, and teachers combine their existing experience to make reasonable questions and guidance, so that children can have a basic understanding of ordinal number 1-5; In operation activities, let children further perceive ordinal numbers through their own active exploration. In the process of "living in the building", the teacher did not restrict the children, but let them operate by themselves, giving them more space for independent exploration and more flexible activities. Group activities are another highlight of Montessori's mathematics activities. According to the different levels of children's development, different operating materials are given, so that children of different levels can have successful experiences, which is conducive to the development of children's healthy psychology, and in this activity, children can understand the meaning of ordinal numbers more deeply. In every link of the activity, the teachers randomly combined the understanding of ordinal numbers, such as asking the first child in several groups to answer, which aroused the interest of each child. The activity follows the principle of going from the shallow to the deep, and adopts the way of allowing children to gain direct experience independently, which is suitable for the law of children's development.