First of all, in the game, learn to classify objects according to their names, uses or properties, and initially explore statistical methods.

Second, I am willing to exchange the exploration process and achievements with my peers.

Third, division of labor and cooperation, experience the fun of success.

Activity preparation:

First, knowledge and experience preparation:

1, organize children to visit the supermarket and observe the arrangement of goods in the supermarket.

2. Have the concepts of daily necessities, toys and food.

Second, the creation of the environment: the use of baskets, building blocks, signs, etc. Decorate a "xx supermarket" with the children.

Third, the material preparation:

1, mobilize children to collect some children's products, toys, food and other items.

2, cuff, pen, recording board, children's hands, rubber six quick.

Activity flow:

I. Classification

1, teachers and children * * * carry commodities (daily necessities, food, toys) through the supermarket.

2. Children discuss how to classify items. Talk: Think about how to put things more reasonably so that customers can find what they want at a glance.

3, put forward the classification requirements:

(1) Any article. They should be classified and placed neatly and reasonably.

(2) Handle with care, discuss with peers and cooperate with each other.

4. Guide children to classify items according to their names, uses or properties, and let them try to classify them in the general classification.

5. Organize children to observe the supermarket and talk about whether the items are placed reasonably and why. Experience the joy of success.

Second, statistics.

1. Question discussion: Do you want to know what's in the supermarket? What are their numbers? How to calculate?

2. Make a request: When doing statistics, you should clearly know what items you are counting and what is the quantity?

3. Free exploration:

(1) Children can freely choose recorded items. The method of recording is up to the children themselves.

(2) Focus on guiding children to clearly record what items are counted and how much?

(3) Children with strong guiding ability make bold attempts and think of more reasonable statistical methods.

(4) Encourage children to exchange their statistical data with each other.

Third, tell

1. Ask some children to tell their own statistics and verify the statistical results.

2. Help children organize and improve more reasonable statistical methods.

Fourth, extension.

1. Displays statistical tables to help children transition from random statistics to tabular statistics.

2. Further stimulate children's interest and desire in statistics.