1, know the ordinal number 6- 10, and initially understand the meaning of ordinal number. 2. Initially learn to judge the position of objects from different directions. Further perceive the order of ordinal numbers. 3. Further improve children's observation, analysis and hands-on operation ability.

Second, the activity preparation:

1. Preparation of teaching AIDS: Animals and Houses: Digital Card. 2. Prepare school tools: "animals and houses" and "digital cards"; One plate per person.

Third, the activity process:

(a) to stabilize the mood:

Children clapping and counting activities 1~30

(2) Group activities:

1, review the ordinal number of 1~5 (1) Last time I took my children to visit the animals' homes. Do the children remember which animals live in this building? Show buildings to guide children to observe: elephants, puppies, chickens, kittens, rabbits) (2) Where do they live respectively? (Children identify the location of small animals from bottom to top) 2. Learn the ordinal number of 6~ 10 (1). How many floors will this building have with the increase of height? The children counted the tall buildings and the teacher put digital marks on them. (2) Many small animals also want to move into buildings. What animals are they? The teacher shows the cards of frog, duck, lion, pony and mouse. Where do they live respectively? (Living on the sixth floor, the seventh floor, the eighth floor, the ninth floor and the tenth floor respectively) Requirements: Children should know which floor animals live on (3) Understand the meaning of ordinal numbers, such as the first, second and so on, which we call ordinal numbers. 3. Learn to locate animals in different directions (1) Look! Small animals are happy to live in the building. It's a beautiful day today. Small animals all want to travel. They are led by elephants. Let's talk about the location of animals first (children are required to identify the location of animals from left to right). (2) Small animals are ready to go home by train after traveling. Tell me about the location of animals (show the train, and let the children identify the location of small animals from right to left) (3) Why is the location of the same animal different twice? (Guide the child to find a direction change, and the ordinal number also changes. ) 4. Ordinal number in life: (1) Ordinal number in the game: Game: Send the package invitation 10 Children sit in a horizontal row in front to play the package transfer game, and other children identify the location of the children who receive the flowers from left to right and from right to left respectively. (2) Child seat: The teacher randomly points out a child in a group, so that the child can identify the child's position from front to back or from back to front. (3) In your life, what other places have you seen or heard that need to be represented by ordinal numbers?

(3) Group operation activities:

(Ask children to talk while playing) From easy to difficult, it can be divided into: the first group: placing numbers: placing natural numbers 1~ 10 from left to right. The second group: swinging animals: sensing the position of animals from different directions. The third group: animals living in buildings: sensing the location of animals.

(4) Extended activities:

Guide the children to finish the homework on pages 29 and 30 of Montessori mathematics.

Activity reflection:

The whole process of this activity is clear. I explain the concept of ordinal number through different levels. Starting from the simple floors of a building, it is easy for children to see and understand the concept of "ordinal number" in life. -Like this. First, second, wait. We call it ordinal number. Let the child have a clear concept in his mind. Then, starting with the directionality of "ordinal number", let children know that the ordinal number of the same thing will change from multiple angles to different directions. Then consolidate the children with various common games, and the children will live and play the concept of "ordinal number" in a happy atmosphere. Finally, children are fully practiced under the operation of different materials. Generally speaking, children basically achieve the purpose of activities, but when children count ordinal numbers, it is easy to have the same place as counting. Instead, we should emphasize the ordinal number of "first, then" so that children can clearly feel the most obvious difference between ordinal number and counting.