One morning, I taught a middle school math activity "How to arrange 7". The goal of the activity is to learn to correctly judge the number of objects within 7 without being affected by the size, color, shape and arrangement of objects. At the beginning of the activity, the teacher created a game situation to guide the children to review the numbers within 7, and guided the children to count among different fruits by creating an orchard situation. The teacher deliberately disrupted the sorting of fruits, deepened the difficulty and fully mobilized the children's interest in counting. Divide the children into boys' group and girls' group, and count them with the same hand and mouth in the form of competition.

The children in the whole activity are very happy to participate in the activity, and the teaching goal is basically achieved. However, there are still some shortcomings, such as teachers' lack of clear operating requirements, children's lack of cooperation among groups in the operation, and the phenomenon of competing for operating materials. If teachers can emphasize children's group cooperation when making requirements and divide children's operations into good and bad ones, the effect may be better. Individual children can't be consistent in operation. When it was clearly counted, it was 7. The teacher mentioned it, but the child said it was 5. The number of times that hand-mouth consistency needs to be strengthened during angular or regional activities.

This is my reflection in this activity. Only by constantly rethinking and constantly improving our teaching methods can we constantly improve ourselves and make the activities more complete.