Teacher: Teacher Qu.

Activity objectives:

1, you can sort the size of any four numbers between 10.

2. Understand the transitivity of the relationship between four numbers in 10.

3, can keep the material, can be restored after surgery.

Activities to be prepared

Experience preparation:

Material preparation: Teaching preparation: The order of numbers. The magnets of the ball card and the digital card are 1- 10 respectively.

Learning tools: multi-purpose plug-board, white magnetic board and backing paper 5 "The Order of Numbers". Ceramic tiles: 1- 10 two sets of rubber ball cards,1-/kloc-0 two sets of digital cards.

Teacher organization and guidance

Activity flow:

First of all, guide children to observe and understand the size order represented by continuous greater than/less than numbers, arrange the ball group cards in order, and fill in the mathematical cards to represent the size order relationship.

1, the scene introduction teacher shows the base paper 5 "Number Order" and the rubber ball group card 1- 10: "Mai Mai should pick out several rubber ball cards with different numbers and fill in the blanks in order (pointing to four boxes on the base paper). Are you willing to help her? "

2. The teacher pointed to three consecutive greater than signs on the bottom paper: "Look, Mai Mai drew three symbols of' big mouth fish', and each big mouth of' big mouth fish' is facing forward. (Imitate the size greater than the sign with both hands to help children understand) Guess what order Mai Mai should fill in the blanks of the ball card? Should we row from more to less or from less to more? (From multiple rows to fewer rows) Why? "

3. Model Rules Teacher: "Ok, now we have to learn to put the ball according to the tips of' big mouth fish'. Who wants to try? " Ask a child to randomly pick 4 rubber ball cards. Teacher: "How many balls are there on each card he picks?" Teacher: "Let's see how these three' big mouth fish' are arranged. How should the rubber ball cards be arranged (from large number to decimal number)? (From multiple rows to less) "Ask the children to discharge the ball group cards.

The teacher shows the digital card 1- 10: "Who will choose four numbers to represent the number of these balls?" Please select a digital card and paste it in the box below. Teacher: "Did he choose the right number?" Teacher: "Let's read it to Mai Mai." Guide children to use the sentence pattern "... greater than ..., ... greater than ..., ... greater than ...".

4, combing the law teacher: "Let's take a look at the following three' big mouth fish' and the above three directions are consistent? Do you know how to shoot a rubber ball card? (From less to more) Will you fill in the box below with a rubber card and a digital card? What to do first? (Choose 4 rubber ball cards) Then what? (Line up according to the requirements of' big mouth fish') What will happen in the end? (Fill in the numbers and read) "

5. Introduce the integration activities. Show the activity materials of "Counting Neighbors-Drawing Circles" and "Barbecue String" in turn: "Today, the teacher also prepared" Counting Neighbors "and" Barbecue String ". Look at the materials on your desk. Which groups of desks did the teacher put? "

6. Put forward the operation requirements Teacher: "Please ask the children to complete their group activities first, and then change the group operation.

Second, children choose operation activities, and teachers help children understand the rules and give individual guidance.

1, group operation, ask children to start operation, and prompt: "Children who play' the order of numbers' should pay attention to the direction of' big mouth fish' to arrange ball cards and digital cards."

2. Observe and guide the teacher to observe whether the child can operate according to the steps and see if the child can clear the cards and fill in the numbers in the correct order. Prompt the completed children to read and see if they have filled in correctly.

3. Prompt the regular teacher to remind the child: "Please check with your friends after you finish; Check whether the homework is scattered before changing the group, pick it up and put it back in the material box in time, and then change the group after the above inspection is completed. Children who "please do it last" keep the operation results for the communication session.

Third, collective communication to correct mistakes, guide children to think about the transitivity of quantitative relations, and summarize comments.

1, exchange and show the result of a child's operation: "Let's see what this child has done. What order does the big mouth fish need to be arranged? " Look at his digital card? Is it in the right order? Let's read together. "If there are mistakes, the teacher will organize the children to correct them.

Teacher: "ok, let's see who is the biggest among the four numbers." Is it bigger than the other three numbers? Why? Who is the smallest of the four numbers? Is it smaller than the other three numbers? Why? " If a child can sort any four numbers within 10 directly, the teacher can give him time to demonstrate the operation.

2. Evaluation of the teacher: "Did you help Mai Mai complete the new activity of" Counting Orders "today? What do you think when you finish writing? "

3. Arrange and ask the children to restore the school materials, check whether there are scattered materials on the desktop floor, and ask the students on duty to return the school materials.

More kindergarten lesson plans are available: Qu Teacher Lesson Plan Network