The corresponding methods will be used to compare more, fewer and the same number of objects within 5.

Second, the key points and difficulties

Let the children find the quantitative relationship between two groups of objects through one-to-one correspondence.

explain

One-to-one correspondence is the simplest and most direct way to compare the equality of sets of things. Through one-to-one correspondence, we can not only compare the number between the two groups, but also find the equation relationship, which is a key step in the emergence of the concept of children's number. Therefore, it is very important for children to "invent" the one-to-one correspondence method in the manipulation of materials, and discover the relationship of more, less and equal amount between two groups of objects through the one-to-one correspondence method.

Third, the creation of materials and environment.

1. materials: materials that trigger corresponding-bowls and spoons, cups and lids, dolls and hats, rabbits and vegetables, … materials that spontaneously correspond-snowflakes and wooden beads, red building blocks and green building blocks, apples and bananas, cars and airplanes, etc. The above materials can be physical objects or pictures.

2. Environment creation: number the above materials according to the degree of difficulty and put them in the math activity area for children to operate and play.

Fourth, design ideas.

There are two methods of one-to-one correspondence, one is overlapping and the other is juxtaposition. For children, it is easier to find the corresponding relationship between the two groups by overlapping method, so the materials for children to overlap and compare should be placed in the activity area first, and then the corresponding materials should be provided and put together. This is convenient for children to "invent" a one-to-one correspondence method and discover the quantitative relationship between objects through this method.

There are two kinds of materials that allow children to do one-on-one operation activities. One is to induce corresponding materials, that is, there is an internal connection between the two materials. The other is the spontaneous corresponding material, and there is no internal connection between the two materials. Obviously, the former material is easy to trigger the corresponding behavior of children. So children should be allowed to operate the corresponding materials first. When children form a sense of one-to-one correspondence, they should provide more spontaneous corresponding materials, so that children can consciously use the one-to-one correspondence method to compare the number of two groups of objects, thus truly forming the concept of determining the same amount through one-to-one correspondence.