1. Understand the meaning of odd and even numbers through operating experience, and distinguish between odd and even numbers within 10.

2. Perceive the arrangement rules of odd and even numbers in game activities.

3. Perceive the mutual transformation of single and even numbers.

Activity flow:

(1) regular activity 1, routing. (Ask the child to look forward) 2. Online games: listen to instructions and do actions. Rules of the game: children repeatedly count 1 and 2 in a certain order, and remember the reported numbers, and the teacher specifies the action.

The teacher said:

The child who reported 1 squatted down, and the child who reported 2 jumped up; Children who report 1 take a step forward, and children who report 2 take a step back; Children who sign up for/kloc-0 clap their hands once, and children who sign up for 2 stamp their feet once.

The teacher said: Just now, the children reacted quickly. Let's make it harder. Please take turns to do the movements one by one. You must remember that you are a child who reported 1, and the child who reported 2 jumped up. No rush, no slowness. You must pay attention. Great kid!

(2) Collective operation 1. There are many small animals at the musical ball in the forest. What are they doing (dancing)? They are several small animals (6 show digital cards); They danced together. Oh, they are dancing in pairs. They are happy to dance. Here comes another small animal. How many are there now? (7 shows the digital card) Look at this little animal crying sadly. Why? He cried because he had no partner, so he was lonely. ) summary: we just pair six into even numbers, and the remaining seven lonely ones without partners are called odd numbers.

2. Some of the digital babies we know are singular and some are even. Let the children put them with digital cards and gold beads to see which numbers are even and which are odd. (Operation requirements: ① Put digital cards first, and pay attention to a certain distance between each number. Put a corresponding number of beads under the digital card, and put them together in pairs, just like two small animals dancing. ) guide and reiterate the operation requirements.

Please look at the blackboard after the children have finished speaking. Look who has read both odd and even numbers twice. (odd number 13579 even number 2468 10) Ask the children that I have 5 pens; I have 8 apples; I have six books.

Increase the difficulty and ask directly what the number is. And encourage young children in time.

4. Let's play a game: ① Let the children see the odd clapping once, and let the children see the even clapping once; ② Please stand up when you see odd numbers, and sit down when you see even numbers.

The child is great. Take a closer look at how odd and even numbers are arranged (an odd number, an even number, an odd number ....................................................................................................................................................

Let's play another game of ordering beans: the children are all beans now, so I'll order some. Order beans, order beans, come with me. The children who have arrived come over with the teacher. Let the children see how many people there are, whether they are odd or even. (singular) Two handles. See if it is singular. By the way, the children are great. Can you think of a way to turn odd numbers into even numbers?

Inspire children to exchange even and odd numbers through addition and subtraction.

(3) Grouping operation (please stand on the line and explain the operation requirements collectively, please choose and add the teacher's instructions) (1) Groups of happy bubbles can help small fish and crabs find friends. Small fish will paint yellow along this odd bubble, and crabs will paint red along even ones.

(2) group painting cherries. Colour odd cherries yellow and even cherries red. The teacher demonstrated that writing odd numbers on the blackboard is yellow and even numbers are red. Stick two small red flowers under the digital baby to see which is odd and which is even. And tell me why.

Evaluation: simply evaluate the operation of three groups of children.

(4) After the activity, take the train game: give each child a ticket (digital card) and invite the children to get on the bus. Children with odd votes hold the teacher in one hand, and teachers with even votes get on the bus.

Montessori computing activities respect children's learning style, advocate sharing and communication, and provide children with a large number of novel computing materials and games, so that children can construct mathematical knowledge in the dynamic learning process and develop mathematical thinking in the "dynamic" process. It breaks through the original educational model-teachers give priority to explanations, and children's operations are not isolated, but organically combined with other methods of learning mathematics. (For example, there is a teacher explaining the definition of odd and even numbers at the beginning, but the operation will make children understand the meaning of odd and even numbers more deeply).

The design of the activity not only pays attention to the perception and understanding of children's mathematical knowledge and skills, but also pays attention to children's emotions, attitudes, experiences and development (for example, in the collective operation of this activity, when children put digital cards and gold beads, I constantly remind children to keep the distance between digital cards. In the process of operation, he will understand that the teacher keeps his distance to make his operation clearer, and at the same time let the children understand that it is important to listen to the operating rules clearly. We should not only pay attention to the results of children's mathematics learning, but also pay attention to their changes and development in the learning process. The process of children's learning is more important than asking children to get a result. In the process of activities, there are children's happy experiences and children's profound thinking process. Children's mathematics learning process, respect and accept each child's concern and interest, respect their exploration and discovery, (for example, after giving children the definition of single and even numbers, let children explore and discover whether other numbers are single and even numbers. ) Respect their explanations and expressions. You can discuss or explore with children, so that children can find problems, ask questions and solve problems in the process of activities. (For example, if a child plays a game of beans, he has a strong interest in the game. After the teacher asked the question, the teacher and the child solved the problem together, highlighting the child's dominance, and it is very simple to change the single and double numbers. )

Self-evaluation:

When I first decided to go to the big class, I reviewed the odd and even numbers, but our children had no foundation, so I adjusted the activity goals in time according to their experience. The goal of this activity is to combine Montessori and picture books, among which 1 and 2 are the key goals, and the teaching activity is designed by myself.