Comments: The teacher's material selection and design ideas are good. The Guide points out that children's understanding of cardinality is gradually developed from their counting practice. It is counting, and the special honor is that the action of counting and the reflection on the action play a bridge role-helping children establish the connection between concrete objects and abstract digital concepts.
Activity goal: 1. Willing to participate in group activities and test the fun of math activities in games.
2. Learn to count things within 5 in a coherent and orderly manner with your hands and mouth, and tell the total.
Comments: The giant standard drawn up by the teacher is more appropriate. The important goal of this activity is "willing to participate in group activities and experience the fun of mathematics activities in games". Mathematics is more abstract. Children in small classes need teachers to create games to learn math. Only by letting children experience the fun of mathematics activities in games can they stimulate their interest in learning mathematics and be willing to participate in group activities.
Activity preparation 1. Knowledge and experience: children know the number 1-5 and have preliminary counting experience.
2. Materials: mouse headdress, 6 large baskets, 30 small baskets, and egg babies (cooked duck eggs and eggs); Each person has one or two rows of egg trays, 30 cards with different numbers of eggs, 3 "warehouses", a big blackboard and 1-5 digital cards.
Activity flow 1. "Pick up eggs"-learn to count things within 5 with your hands and mouth.
(1) Pick eggs at will. Requirements: pick one by one; The eggs picked should be consistent with the numbers on the basket.
(2) Question: How many eggs did you pick up? (Check whether the eggs picked by the child correspond to the numbers. (3) Pick up the egg again. Requirements: Speak loudly, count while picking up and fill every hole in the egg plate.
Comments: Teachers pay attention to creating a free and relaxed game environment. Arrange a lawn with many eggs, and the prepared egg tray can hold 2-5 eggs of different sizes. The hole in the egg plate is the same as the number posted on it. Guide the children to pick up eggs according to the number and infiltrate to get things according to the number. Children are very interested in learning to count things within 5 with their hands and mouth in the process of picking eggs. For children with different abilities, teachers guide them by asking questions and picking eggs again to promote the further development of children with different abilities. The prepared eggs vary in size, so that children can feel that the count is not limited by size.
2. "Counting eggs"-learn to count the number within 5 in an orderly manner.
(1) Centralized counting: How many eggs are there on the plate? Count while counting.
(2) Guiding thinking: I also picked up a lot of balls, but I counted them, but I couldn't count them. Who will help me?
(3) Teacher-child communication: Find the order of counting a row of eggs-counting from the front.
(4) Guiding thinking: I found that some egg plates are different from mine. How to count these two rows of egg plates and round egg plates?
(5) Teachers discuss and communicate with children to find out the order of points in two rows of egg plates-the points in one row; The order of points in a circular egg plate-clockwise, not plural.
(6) Summary: No matter how the eggs are arranged, an orderly number can avoid counting mistakes.
Comments: Mathematical activities generally belong to high-structure content. At this stage, teachers choose to abdicate, let children help teachers count eggs, arouse children's enthusiasm, then show eggs in different arrangements, and use heuristic questions to guide children to count eggs in the right way, which embodies the teaching principle of increasing the difficulty step by step.
3. Game: "Little mouse steals eggs"-further consolidate the points within 5.
(1) The teacher introduced the game and the rules: children should close their eyes when they hear "falling asleep".
(2) Teachers and children play the game of "Little Mouse Stealing Eggs" to inspire children to count whether their eggs have been stolen by mice, and further consolidate the consistent counting method.
Comments: In this session, the teacher designed the game of "Little Mouse Stealing Eggs" to further consolidate the consistent counting method, arouse children's interest in repeated counting, and organically infiltrate more or less, and guide children to talk about whether the eggs in your hand have increased or decreased after being stolen by little mice. How many people are missing?
4. Game: "Help the hen count the eggs"-further learn to count the quantitative objects in different arrangements.
(1) Egg distribution: Ask children to count the eggs in the egg tray and deliver them to the corresponding warehouse.
(2) Children count the eggs on the card: How many eggs did the hen lay? Would you please count it for me? After counting, put it into the corresponding warehouse.
(3) Summary: No matter how the eggs are arranged-next to each other, separated, hidden in the back, or placed on plates of different shapes, children can count them in an orderly way and put them in the corresponding warehouse. Mother hen is very happy, thank you children!
Comments: In this session, the teacher once again designed the game plot to help the hen mother count the eggs in different arrangements, to stimulate the children's interest in counting repeatedly, and to penetrate into the classified arrangement, and at the same time to improve the difficulty-from counting the physical eggs to counting the eggs on the card, because only a part of the eggs in the back row of the card can be seen, which requires the children to carefully observe and count correctly. Children play middle school, get development in playing, and complete activity B.