Perceive various patterns in the context of hopscotch, and try to copy and expand them in different ways.

Activity preparation:

Some foam pads; Many plastic rings;

Activity flow:

First, the introduction of scenarios, layout mode:

Introduce the game "hopscotch";

Material: foam pad, plastic ring; Location: the bottom and roof of the house;

Rules: organize materials regularly; How to play: jump from the bottom of the house to the roof in various ways;

● Initiate the experience and arrange it:

"Build a house" with small mats and circles. How to arrange them regularly?

Let the children talk or try and divide them into 23 groups.

Is there any regularity in the arrangement of his pads and rings?

If I understand, who will continue to queue?

● Children play hopscotch;

The "house" is built, how to jump? (Let children design jumping movements)

What are the rules of his movements? Is it the same as "building a house"?

Let several children try this rule, and other children will describe it in words while observing it;

● The game can be repeated several times:

Are there different arrangements for building a new house?

What's the difference between this arrangement and just now?

2. Play games and discover the rules (promotion part)

● Reduce materials, let children try to change the arrangement of "building houses" and then play hopscotch;

You can only "build a house" with cushions. How do you want to put the cushions? (say or try)

(If the child doesn't have a new model, the teacher will arrange it and guide the discovery. )

If I were allowed to arrange it, I would arrange it like this and see what the rules are. (Line 23)

If I understand, who will continue to queue?

The "new house" has been built. How to jump off a building this time?

● The game can be repeated several times:

Are there different arrangements for building a new house?

What's the difference between this arrangement and just now?

This activity aims to help children move from simple classification of objects to patterns of perceiving body movements. In the design of action patterns, children also went from Ababou to AABB according to their own experience. This activity is best combined with children's daily exercise. Let children experience the law of patterns with actions, that is, let children feel that patterns are everywhere in life, whether it is sports or daily music activities. And there are patterns. Does our teacher also relate to children's daily life when designing activities? Let's talk about it with questions!

1. By observing the performance of children at the activity site, have you found the characteristics of children in mastering the pattern law? What are the specific characteristics?

2. Please consider the connection between mathematics activities and activities in sports, art, life and other fields in combination with this activity. What specific infiltration and combination can there be?