In our daily life, we often hear small class children casually say 1, 2, 3, 4, 5…, but when we actually count things, the numbers in our mouths don't match what we actually count. In order to let small class children perceive and know the numbers 1, 2, 3, this activity aims to cultivate children's logarithmic perception ability, imagination and sense of peer cooperation.

moving target

1, knowledge goal: through teaching, let children learn to abstract numbers from real life, understand the meaning of numbers, know, read and arrange numbers, learn to compare the sizes of numbers, and know and read these five numbers.

2. Ability goal: cultivate children's observation ability, comparison ability and oral expression ability, know that mathematics comes from life, and understand the close relationship between mathematics and daily life.

3. Emotional goal: to stimulate children's enthusiasm for learning and cultivate their ability to explore actively through inquiry activities.

Teaching emphases and difficulties

Understand the meaning of numbers, the recognition and reading of numbers, the order of numbers, and learn to compare the sizes of numbers. And can recognize and read these five numbers.

Activities to be prepared

1, cartoon number 1, 2, 3.

2. Large cards with numbers 1, 2, 3 and corresponding pictures.

3, magic pockets, all kinds of plastic sticks, triangles, circles, squares.

4, various numbers 1, 2, 3 children's cards.

5, digital nursery rhymes tape.

6. Three homemade digital boxes.

Activity process

First, import the theme and identify the numbers 1, 2, 3.

1, the teacher organized children to play finger games together: "Long and short, tall and short, big and small, wide and narrow, fat and thin, Gollum 1, Gollum 2, Gollum 3, let's play together."

2. Listen to the number nursery rhymes and draw the numbers 1, 2, 3.

Children's songs: 1 thin and long like a pencil, 2 floating like a duckling, 3 listening to sounds like ears, 4 flying like a flag, 5 weighing things like hooks, 6 whistling, 7 cutting wheat like a sickle, 8 twisting once, 9 taking rice like a spoon, 10 adding eggs like chopsticks.

Today we invited the digital baby 1, 2, 3. Let's see if they are like pencils, ducklings and ears, as the song goes. (Show the cartoon numbers 1, 2, 3 respectively, and let the children observe the shapes of the numbers. )

3. Let children boldly imagine what the numbers 1, 2, 3 look like and perceive the font.

4. Perceived number 1, 2, 3

Please invite big digital babies 1, 2, 3 (show big digital cards) respectively, and match the numbers with cartoon pictures, so that children can see whether the numbers are sung in the song and deepen their understanding and memory of the numbers.

The teacher shows the big number cards at will and asks the children to read the corresponding numbers on the cards.

5. Use your fingers to represent numbers.

Teacher: Now, please stretch out your dexterous little hand and tell me what skills your little hand has. So, will you use your little hand to represent 1, 2, 3? Teachers show different numbers of objects, let children count them, and use finger gestures 1, 2,3 to indicate the number of objects, and correct children's wrong gestures.

The teacher said the numbers and the children showed them with their fingers. At the same time, you can also choose your child as a small teacher.

6. Game: Look at physical fingers.

The teacher took out a corresponding number of plastic glue sticks, triangles, squares and circles from the magic pocket, and asked the children to count, say and point out the numbers with their fingers.