The activity design background of 1, the teaching plan of "knowing ordinal numbers within 5" in mathematics activities of middle class
Mathematics comes from life, and all aspects of children's daily life are inseparable from mathematical knowledge, such as: the arrangement of kindergarten behavior and each child corresponding to each row; Children correspond to rice bowls, spoons and so on. It can be seen that mathematics is applied to daily life, and the content of numbers is rich and flexible, which conforms to children's age characteristics and physical and mental development. There are not only directional ordinal numbers, but also two-dimensional spatial ordinal numbers in mathematics, which is the organic integration of some shallow and fragmentary ordinal numbers perception in children's daily life.
moving target
1, know the ordinal number within 5, and guide the children to identify the position of each object from left to right and then from right to left.
2, can find out the correct ordinal number according to a certain spatial order.
3. Cultivate children's logical thinking ability and hands-on operation ability.
4. Cultivate children's interest in learning in computing activities.
5. Develop children's logical thinking ability.
Teaching emphases and difficulties
Focus: Observe and understand the position of ordinal numbers within 5 in the sequence from different directions.
Difficulty: You can sort the numbers and ordinal numbers within the last five smoothly, and quickly find your position in the sequence.
Activities to be prepared
1, students' existing life experience.
2. Music recitation and pictures of the children's song "Fighting Tiger", a rectangular box with five squares arranged neatly, five balls marked with ordered number 1-5, and several balloons marked with ordered number 1-5.
Activity process
Show the picture of "Tiger Beating", import it by asking questions to stimulate children's interest, then turn on the music of "Tiger Beating", let the children listen to it twice before asking questions, and gradually guide the children to say the content of children's songs "12345...5432 1", so as to derive the ordinal number of 1-5. And let individual children take the stage to operate, so that teachers can affirm their practical ability in time and share the joy of their success. After most children can successfully complete the game of finding balloons with their children, consolidate the knowledge they have learned and gradually deepen the difficulty, so that every child with a balloon can find his position according to the numbers on the balloon and guide and encourage him in time, thus achieving the purpose of the activity. Finally, let the children finish their teaching activities in a cheerful atmosphere by reciting the children's song "Fighting Tigers".
Teaching reflection
In the whole activity, I always take children as the main body, guide and inspire children to explore, fully mobilize their enthusiasm, give each child a free space to experience success, gain knowledge and experience in the operation process, develop children's logical thinking ability, cultivate children's interest in learning, and consolidate what they have learned in time. Children develop their emotions, attitudes, abilities, knowledge and skills through interaction with environmental materials, peers and teachers. In the whole activity, I didn't consider the order of the game. There are too many identical ordinal numbers on balloons, which leads to confusion in the game scene. If I take this course again, I will improve in this respect and make teaching activities play better.
Junior high school mathematics activity teaching plan "Know the ordinal number within 5" 2 Activity goal;
1, through a series of game activities, let children know the ordinal number of 1 to 5.
2. Develop children's logical judgment ability.
3. Let children understand simple mathematical principles.
4. Experience the life of mathematics and the fun of mathematics games.
5. Actively participate in mathematics activities and experience the fun in mathematics activities.
Activity preparation:
1, school tools: a suite card, digital cards, small flags.
2. Teaching AIDS: a set of large record cards and large number cards; Computer, projector, projection screen.
Activity flow:
First of all, let children learn which building block form to use to represent different colors of houses in which building block.
1. Teacher: Good news, good news! The forest community is moving! The small animals asked us for help. Let's go! Look, there are many small houses of different colors in the forest. What color are they? (Red, blue, purple, green and yellow) A * * *, how many seats are there? (Seat 5) How to count? (counting from left to right)
2. Teacher: Where is the red house?
3. The child replied: 1 room.
4. Where did you start counting? (Guide children to count from left to right)
5. Teacher: The red house is in the first building, so we use numbers to represent it.
6. Children:No. 1.
7. Where is the green house? What's the number (block 4)? (4)
8. Where is the blue house? (Block 2) What's the number? (2)
9. Where is the yellow house? (Block 5) What's the number? (5)
Second, use the game of holding small flags to help children consolidate the ordinal numbers from the first to the fifth.
1. Teacher: Look, the little master of a beautiful house has come out to welcome us. Who are they? (Chickens, puppies, ducklings, kittens, rabbits) How many? (5)
2. Teacher: To help small animals move, we must first know how they line up.
3. Teacher: Let's take a look at chicken chops in the first place. (Number 3) What number should be used to represent it? (3) The teacher has prepared five flags for each of your children. Let's raise the flag with the number 3 written on it! Ah, yes. The chicken is dancing to us. Can you play?
4. Where is the puppy? (No.5) Raise your little flag quickly.
5. Where is the kitten? (No.1) Which flag should I raise?
6. Where is the duckling? (No.4) What flag is it?
Third, let children learn which floor and which room to use to express the animal's residence.
1. Teacher: Now, all the animals have moved into their new homes happily. Look! What small animals live in this new building?
2. Children answer: ducks, squirrels, butterflies, pigeons, hedgehogs, mice.
Teacher: It turns out that ducks, squirrels, butterflies, pigeons, hedgehogs and mice live in the new house. How happy they are! However, on the first day they moved into their new home, they encountered a problem. The animal village neighborhood Committee asked them to make their own house numbers, and the small animals didn't know which floor and which room they lived in. Son, can we help them again?
Then we have to count the floors of this building first. How to calculate (fourth floor)? (from bottom to top)
5. Who lives on the first floor? (Duckling) Duckling lives on the ground floor, of course, on the first floor! Let's use numbers to express it. (1) The teacher also prepared a house number record card for each of your children to record the ducklings living on the first floor on their own house number cards.
6. Look, who else lives on the first floor? (Little Butterfly)
7. Then we write a number 1 in the grid next to the little butterfly. Do you remember?
8. What floor do squirrels, pigeons, hedgehogs and mice live on? Please count the children. After counting, use a digital card to record the results in the first box next to the small animals.
9. Children record the number of floors of each animal, and the teacher gives guidance to encourage each child to move his fingers.
10. Teacher: Have you all found it? What floor does the squirrel live on? What is the number (on the second floor)?
1 1. What small animals live on the third floor? (Little Hedgehog, Little Mouse) So how many numbers did you write in the box next to Little Hedgehog and Little Mouse? So we can know at a glance that these two small animals live on the third floor.
12. Who else did we not help it find out which floor it lives on? (Little Pigeon) What floor does it live on? What is the number (on the fourth floor)? (number 4)
13. Teacher: You really have the ability to find out which floor small animals live on. Which room do they all live in?
14. Let's count carefully how many rooms there are on each floor. How to count (six rooms)? (counting from left to right)
15. Teacher: Which room does the duckling live in? Who knows?
16. The child replied: 1 room.
17. Teacher: Where did you start counting? (Guide children to count from left to right)
18. Teacher: The duckling lives in the first room, so we use numbers to represent it.
19. Children: number 1.
20. Teacher: Now we know that the duckling lives in the first room on the first floor.
2 1. Teacher: Butterflies also live on the first floor. Which room does it live in? (Room 5) Let's use numbers to express it. Now we know that the butterfly lives in the first room on the first floor. In which room do pigeons, hedgehogs, mice and squirrels live? Children, can you find them? This time, please look carefully at which room the animals live in, and then display it with a digital card.
22. Young children try to record.
23. The teacher encourages every child to do it.
24. Summarize the operation results: Have you all done it?
25. Teacher: Look at your room card and tell me, which floor does Butterfly live on? Which room? Do you have any different opinions? No, then let's write this result down.
26. Which floor and room does the squirrel live in? (Room 3 on the second floor)
27. What floor does the hedgehog live on? (Room 4, 3rd floor)
28. Which floor and room does the pigeon live in? (Room 5, 4th floor)
29. Grasp the question: Who lives in the second room on the third floor? (mouse)
Fourth, the animal racket competition.
1. Teacher: You are really capable. You not only help small animals move, but also help them make room cards. Now they want to invite our children to take part in their racket ball competition. Please be a judge, but watch carefully. Who stops first and who stops last? Help them remember who comes first, who comes second, who comes third, who comes fourth and who comes fifth.
2. Watching the game for the first time.
3. Teacher: Who stopped first? Then let's write it down and let the children think about it. There are five small animals taking part in the competition. Are there more or fewer people who stop to bat the ball first? Among the five small animals, the chicken swats the ball the least. Where is it? (Fifth place) Then let's write this result down. Yo, you all did the right thing. The referee is really capable.
4. Who stopped second? (Look at the second time) (Duckling) Duckling pats more than chicken, so where is it? (fourth place)
5. Where does the puppy stop? (The third one) It shot you several ducklings again. Where is it? (Third place) Write it down.
6. Who will be next? (Kitten) Does it shoot more or less than a puppy? Where (more)? (second place)
7. Who was the last to stop? (rabbit)
8. Now you can know who won the first place in the racquet competition at a glance. (Rabbit) What about the second place? What about the third place? What about the fourth place? What about the fifth place? (chicken)
9. Great. You are so clever. You all did the right thing. The referee's skill is really great! Are you happy that we helped so many small animals today? Now, let's play games together!
Activity reflection:
In the whole activity, I always take children as the main body, guide and inspire children to explore, fully mobilize their enthusiasm, give each child a free space to experience success, gain knowledge and experience in the operation process, develop children's logical thinking ability, cultivate children's interest in learning, and consolidate what they have learned in time. Children develop their emotions, attitudes, abilities, knowledge and skills through interaction with environmental materials, peers and teachers. Ability to work with colleagues and try to record results. Mathematics learning in life is the main way of mathematics education in kindergarten. Ordinal number is a concept that children often come into contact with in life and games, but children's understanding of logarithmic feelings is often fragmented and empirical, which needs to be sorted out and improved by teachers.
Math activity teaching plan for middle class "Know the ordinal number within 5" 3 I. Activity objectives:
1, can happily participate in mathematical operation games and experience the fun of mathematical activities.
2, can correctly perceive the position of the object in the sequence, and use the first to fifth ordinal number to indicate the position of the object in the sequence.
You can find the corresponding position indicated by the given ordinal number.
Second, the activity preparation:
1. Teaching aid: There is a background picture of a five-story building and five pictures of small animals familiar to children: puppies, kittens, rabbits, pigs and monkeys.
2. One copy of children's operation materials:
Five different animals (with double-sided tape) draw a picture card of a train with five carriages.
Three. Activity flow and guidance:
(A) talk lead-in to stimulate children's interest in activities.
(2) Learn the ordinal number within 5 by the activity of "Small animals live in new houses".
1. Show pictures of buildings and guide children to observe.
Q: What is this? How many floors does this building have? (Guide children to count and paste the number 1-5. Point to the different floors of the building and ask the children to tell which floor it is.
) 2. The teacher helps the small animals to divide the house. After the division, please tell the children what small animals live in the building and what floor they live on.
3. Children help small animals divide the house (after the teacher writes down the pictures of small animals, please ask individual children to come forward and divide the house for small animals again.
) After that, let's talk about which floor the small animals live on.
4. Teacher's summary: To know where each small animal lives, you can count it. The number is the first floor.
5. The game "Looking for Small Animals"
Let children say "xx animals live in X building" correctly and quickly.
(3) Children can find the corresponding position represented by the given ordinal number when operating the game.
1, introduce the materials and play of the game.
By train: The animals are going on a trip. Shall we send them to the train together?
The teacher tells the location of each small animal, and the children find the location for the small animal.
If you find it, tell me which animal is in which car.
(xx animals sit in X car) or "xx animals sit in X car"
)-the little animal changes cars, and then tell me which car the little animal takes after changing cars.
2, children's operation, teacher tour guidance.
3. Teacher's summary.
Ask individual children to introduce their own operation methods.
(4), the game "queue"
Game play: When the music starts, all the children are free to move. When the music stops, five children stand hand in hand and count how many children there are in the whole group. Then, under the guidance of a child, the children observe their position and say "I'm in X"
(5) The activity is over.
Math activity teaching plan for middle class "Know the ordinal number within 5" 4 I. Activity objectives:
1, know the ordinal number within 5 and learn the "which number" of the ordinal number.
2, can find the position of the object arrangement from different directions.
3. Cultivate observation ability and judgment ability, and improve hands-on operation ability.
Second, the activity preparation:
1. Mapping teaching aid: five train pictures, one for the dog, one for the kitten, one for the rabbit, one for the pig and one for the monkey.
2. Each child has a set of animal cards for puppies, kittens, rabbits, pigs and monkeys.
3, the child has a set of 1-5 digital cards. A small disk.
Third, the activity process:
(A) talk lead-in to stimulate children's interest in activities.
(2) Learn the ordinal number within 5 with the activity of "small animal travel".
(1) Show pictures of velvet trains and small animals to guide children to observe.
Q: What is this? How many carriages does this train have? (Guide children to count)
(2) Teachers ask questions while operating, and let the children talk about which small animals are going to travel by train and which animals are in which carriage.
(3) Teacher's summary: To know where each small animal is sitting, you can count it. Numbers are the first section.
(4) The game of "Looking for Small Animals" requires children to correctly and quickly say "xx animal is sitting in X car". (The teacher says animals, the children give a number plate)
(3), children operate the game, to understand the location of objects from different directions.
Play games:
(1), small animals in line. The teacher asked the children to line up the small animals on the table, and then talked about who ranked first to fifth respectively. The order of each sub-line can be different.
(2) Pass the ball to the small animals. The teacher asked the children to pass the request to the first few small animals, and the children passed the small disk on the table to the first few small animals.
(3) Ask children to put the number 1-5 on the table from left to right or from right to left, and then the teacher says which animal should be ranked first, and children will quickly find out which animal is placed under the first number.
The design intention of the teaching plan of "knowing the ordinal number within 5" in middle school mathematics activities;
Numbers come from life and are used in life. In daily life, when we organize children to queue up or play games, we always ask them to know their position, but I find that children are vague about ordinal numbers and often can't clearly know their position. There are both directional ordinal numbers and preliminary cognition of two-dimensional spatial ordinal numbers in ordinal numbers. Children are not interested in this knowledge only by the teacher's boring explanation. Therefore, under the guidance of the advanced concept of "Guidelines for Kindergarten Education", let children "feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics", and combine the age characteristics of middle-class children, so that children can easily grasp the concept of ordinal number through their hands, mouth and brain. I try to use the form of games, taking "knowing the ordinal number within 5" as the teaching content, so that children can explore and learn independently in relaxed and happy activities. And it can lay a solid foundation for learning ordinal numbers within 10 in the future. According to this idea, this math activity is specially designed.
Activity objectives:
1, understand the meaning of ordinal number, and learn to use ordinal number to indicate the arrangement order of objects with numbers less than 5.
2. Learn to determine the arrangement position of objects from one direction.
3. Willing to participate in game activities and experience the fun of the game.
Activity preparation:
1, courseware "Understanding Ordinal Numbers within 5"
2. There are 35 tickets, 7 trains of locomotives, dice 1 piece (each side hides a reminder picture), and each child 1 piece of operation data (1 train, 5 pictures of small animals).
Activity flow:
A group of small animals are going to explore the forest to see who they are.
Second, learn to judge the ordinal number within 5.
(1) Guide children to choose a direction as the starting direction of the team and determine the position of each animal.
1, guide the children to choose a direction as the starting direction of the team, and then say where each animal ranks at one time.
Question: Who ranks first?
2. Change the queue order of animals and guide children to re-determine the position of each animal.
One of the animals said, I am small. Let me stand first. Instruct children to practice consolidation again according to the above methods.
3. Game integration: Who is missing?
The animals all lined up. What about now? I want to play a game with my children. The name of the game is "Who is missing?" Please close your eyes. There is a small animal missing. Children should tell which animal is missing.
(two) to guide children to determine the location of animals from other directions.
1, guide children to determine the position of objects from right to left.
Teacher: Small animals are walking on the path, but the path is blocked by big stones. What can we do? Birds in the sky twittered: From right to left, can we cross the second road? Let's help small animals find this way together.
2. Guide children to judge the position of objects from up and down directions.
Teacher: The small animals crossed the path smoothly and came to the orchard. They are tired and thirsty, just like picking apples to eat. At this time, the birds in the sky chirped that the fourth apple from top to bottom was poisonous and could not be eaten. Let's help small animals find poisonous apples together.
3. Guide children to judge the position of objects from the oblique upward and downward directions.
The little animals walked to the garden. The flowers in the garden are beautiful. Small animals want to pick some flowers to go home. At this time, the birds in the sky twittered and said, don't pick the fifth pot of thorny flowers from the oblique to the oblique. Please help the small animals to find this thorny flower together.
Third, understand why the same animal looks at different positions from different directions.
1, guide children to allocate houses according to the size of animals.
It was dark, and the little animals went home. Let's see how many houses there are. Teacher: What is the smallest house? Whose house should I live in? What is the biggest house? Whose house should I live in? In which house does the rabbit live, the tiger lives and the tortoise lives?
2. Compare who is right and who is wrong.
Discussion: Who ranks first? Why is the same animal in different positions when counting from different directions?
Conclusion: From different directions, the conclusion will be different.
Fourth, consolidate the ordinal number 1-5 through game activities.
1, game: take the train
Rules of the game: according to the corresponding train number on the ticket, find the corresponding carriage and sit down.
(This activity is divided into two parts: enter the forest park by ticket; The train turned around and found a car with a ticket to go home.
2, the game: throw dice
(1) Press the cue card thrown by the dice and send the small animals to the car. (ppt verification)
(2) Send small animals by car according to their own wishes and tell their parents.