The formation and learning of 1 5 distinguishes the relationship between 4 and 5, that is, 1 more, 1 less.

2. Have good operating habits.

Activity preparation:

1, each hand has triangular and square operation cards and pictures of peacocks and orioles.

2. A booth with the number 1-5 and a headdress with the number 5.

3. Five white and five yellow fish each.

4. "Looking for Friends" music tape.

Activity flow:

1, game: clap your hands and review the numbers within 4.

(1) The teacher shows any number within 4, and the children clap their hands according to the number shown by the teacher.

For example, the teacher shows 3 and asks: Where are 3' s friends? Child: Three friends are here, clap three hands. (2) communication between teachers and students, teachers clap their hands, and children show corresponding digital cards.

For example, the teacher clapped four hands, and the children found four hands from the digital card for display.

2. the formation of perception 5.

(1) The teacher wears a headdress and plays with the number 5 to introduce herself: I am the number 5, and I come from the "Kingdom of the Number 5". I make good friends here today. The number of my good friends must be five. Please see what the number 5 looks like (tick).

(2) The peacock is coming. Let's see how many peacocks there are. Can it make friends with the number 5? Children put pictures and count themselves, knowing how to count within 5.

Children take the same number of photos of orioles and count them to verify.

3. Distinguish the relationship between numbers 4 and 5: 1 and 1.

(1) The teacher showed five white fish and the children counted them. Then they showed four yellow fish and put them under the white fish in turn. Question: What problems do white fish and yellow croaker encounter when they want to make friends? Children's initial cognition of the relationship between 4 and 5.

Summary: There are more white fish and less yellow croaker. Adding a yellow croaker is as much as white fish. 1 adding 4 is 5.

(2) The child shows the number 5 and the child recognizes it.

4. Children operate graphic cards and compare the relationship between 4 and 5.

Listen and take things: the teacher clap four hands and ask the children to take out the corresponding number of triangle cards, arrange them in a word, count them and tell the total.

Then the children took out five square cards and put them under the triangle cards one by one. Compare and tell who has more and who has less of these two cards. How to become the same? Guide children to become as many as possible by adding 1 or deleting 1.

5, the game "find a friend"

(1) Children put on headdresses marked with 1-5 digital cards and play the music "Finding Friends". Children are free to find friends, and the friends they find must be the same as their digital cards. The music stopped and the children and good friends hugged each other, which was verified by the teacher.

(2) Children exchange headdresses and then play the game of finding friends.

At the end:

Lead the children to find 5 items outdoors, play music and let them go out of the classroom.