Quasi-equipment: children's own exploration record cards or collected digital items and video probes.
Organizational strategy:
Talk in groups: I also have a number at home.
⑵ Show children's exploration record cards and ask children to introduce the use of digital representation.
⑶ Observe the items collected by children and discuss: What are the numbers on these items?
2. Numbers on the car
Be prepared: Get in touch with Liang Chao's children's father (car driver) in advance, and be ready to introduce the location of the car and the use of numbers in different parts.
Organizational strategy:
(1) Ask questions in previous activities to arouse interest.
(2) Introduce Uncle Liang who came to visit.
(3) The children asked their uncle many questions about the numbers in the car during the exploration.
(4) Visit my uncle's car and learn about the digital usage in different parts and positions of the car.
3. Write the number1-10 (this activity can be completed in several times).
Equipment: pen, Japanese grid paper, digital card written in Japanese grid1-10, blackboard and chalk. .
Organizational strategy:
(1) Observe the digital card to understand the writing requirements of numbers.
(2) The teacher demonstrated the specification of writing numbers in Japanese font.
(3) Children practice writing the number 1- 10 correctly.
4. Digital comics (this activity can be carried out in regional activities)
Quasi-preparation: point diagram (the pictures provided are connected in sequence to form a specific object image)
Organizational strategy:
(1) Find a graph on the map.
(2) Read from small to large.
(3) Read in the order from largest to smallest.
(4) Connect in numerical order to see what it is. Then paint it with your favorite color.
5, digital deformation painting
Preparation: Pictures with numbers and distorted numbers collected by children and teachers.
Organizational strategy:
(1) Guide children to observe what is on the map?
(2) Find out where the number 1- 10 is hidden.
(3) Numeric sequence and reciprocal.
6. Digital addition and subtraction (exploring supermarket shopping activities in combination with the theme)
7. Numbers in Music (Mi Duo)
Quasi-preparation: scales collected by Wang and his mother in the music classroom, children learning musical instruments.
Music scores collected by children.
Organizational strategy:
(1) Observe the pictures and music collected by children.
(2) Ask individual children to introduce their own exploration.
(3) roll call and read the numbers in the score.
(This activity later developed into a theme exploration activity around music.)
8. What did I do ... with numbers on it.
Standard equipment: pen, paper, waste paper box, paste, adhesive tape, etc. Children's collection.
Organizational strategy:
(1) Talk: "I want to do ..."
Encourage children to say what they want to do and the meaning of the numbers on it.
(2) Children can talk freely and share their ideas with their peers.
(3) Children draw their own designs with strokes.
(4) Children make a digital object with prepared materials according to their own design.
This activity is divided into two parts, the first one is designed for conversation, and the second one is made. Give children 1-2 days to collect and prepare materials between activities)
9. Let's measure it.
Quasi-equipment: various measuring tools collected by children.
Organizational strategy:
(1) Understand all kinds of measuring tools and the functions of the numbers on the ruler.
⑵ Discussion: How to measure?
⑶ Exploration: This is how I measured it.
(This activity later developed into a theme exploration activity around measurement. )
10, know the clock.
Quasi-equipment: all kinds of clocks and watches collected by children.
Organizational strategy:
(1) Jason Chung Exhibition
(2) How does the clock indicate the time?
(3) Make your own clock.
I designed this clock.
This activity later developed into an all-weather theme exploration activity.
1 1. Hold the exhibition "Useful Numbers"
Quasi-preparation: digital objects collected by children, digital objects designed and produced by children themselves, materials (paper, pens, foam boards, pins, paper clips, tapes, building blocks, etc. ) needed to hold an exhibition.
Organizational strategy:
(1) Talk: What else do you want to do with the digital items collected by everyone and made by yourself?
(2) Discussion: Where will the exhibition be held?
(3) Do it yourself and prepare for the exhibition (choose the venue, classify the articles, arrange the exhibition, etc.). ).
(4) Holding an exhibition of "Useful Figures".
12, have you grown taller? Have you gained weight?
For reference: the length and weight measurement result card of each child in the middle class and the big class (the middle class and the big class are distinguished by different colors, and the length and weight are marked with spaces for the children).
Organizational strategy:
(1) The dialogue evokes children's memories of the health care teacher's physical examination to measure their length and weight.
⑵ Show the children's physical examination record card to guide the children to observe the recorded contents.
(3) Children compare the physical examination records of middle and large classes and record their growth in their own way.
(4) Show the children the records and let them talk about their findings.
I found the number.
Standard equipment: pen and paper.
Organizational strategy:
(1) Asking leads to the topic: Did you find the number?
(2) Ask children to record their findings with paintings.
(3) Show the children's records and talk about your findings in pairs.
14, the number of kindergartens
Get ready: Choose sunny weather.
Organizational strategy:
(1) Ask questions to arouse children's interest in activities: Are there any figures in our kindergarten? Where are the numbers?
(2) Children can freely find numbers together in the kindergarten.
(3) Talk about your findings.
15, what's the number?
Get ready: a record sheet for children and parents to explore together, a physical projection or a video probe.
Organizational strategy:
(1) Use video probes to show the record sheets discovered by individual children and parents respectively, and ask individual children to introduce the results of their own exploration and parents' exploration.
⑵ Summarize the findings of children and parents.
⑶ Enlarge the exploration results of children and parents in the activity room to further stimulate the exploration interest and deepen the understanding of the practical significance of numbers.