2, let the children practice 10 how many relationships are compared and subtraction formula calculation.
Activity preparation:
1, drawing paper, paper clips, magnets, bamboo chopsticks, crayons, wool, posters, pens, big pots.
2. 1-5 digital card in triplicate, subtraction card and equal sign card.
Activity flow:
Stimulate interest
1. Ask the children if they have seen fishing. Tell the children that we should cook some fish ourselves so that we can prepare for the fishing competition.
2. The teacher demonstrates how to make fishing props:
(1) Draw a fish with drawing paper, cut it with scissors, and then clip it on the fish mouth with a paper clip. When a fish is ready, encourage children to make different kinds of fish.
(2) Then, use bamboo chopsticks, wool and magnets as fishing rods: one end of the wool is tied with bamboo chopsticks and the other end is tied with magnets. If you are worried about instability, you can use tape to fix it, and don't wrap too thick tape.
Group activities
1, put all the fish cooked by the children in one pot, and let the children enjoy fishing. But at the same time, we should tell our children that in real life, don't eat too much fish, just eat enough.
2. The teacher limited the time. Time is up, let the children collect their poles, take the caught fish with them, and let the teacher help record the quantity on the poster paper.
3. The teacher recycles all the fishing props, so that the children can get together and concentrate on their math activities.
4. The teacher randomly took two people as examples and asked: Who caught more of these two people? Who catches less? How much more? How much is missing? And ask the children how to judge how much? How much is missing?
5. Guide children to express mathematical concepts with formulas, and teachers use digital cards, subtraction cards and equal sign cards to demonstrate.
6. Draw a card on the blackboard and express it in spoken language. For example, Qiang Qiang caught five fish and Shanshan caught two. Who caught more? How much more? Children may find the answer with their fingers or in their own way. Teachers can add expressions to let children learn abstract symbols, explaining that Qiang Qiang caught three more fish than Shan Shan, and five minus two equals three: 5-2=3.
7. Let the children compare the fishing amount of two companions in the above way.
8. Ask the children to share their exercise results with their peers.
extreme
Activity objectives:
1. Let children master the composition of numbers within 5 through hands-on operation.
2. Let the children skillfully say the composition of numbers within 5. Cultivate children's ability of observation, operation and expression, initial self-study ability and initial migration and analogy ability.
3. Cultivate children's learning quality of active thinking, cooperation and mutual assistance, innovation awareness and evaluation awareness.
Prepare teaching AIDS and learning tools
1.5 divided into ppt.
2. Numbers, ideas and physical cards.
Instructional design 1. Create game situations and the composition of group learning 5.
Create game situations to stimulate interest in learning.
Teacher: Hey hey, my train leaves at one o'clock. What time does your train leave? (Review the division of labor in 4), click, click, the train has reached the grassland. Look, who are they? How many lambs are there? The lambs are tired of playing on the green grassland. How will you help them arrange to rest in these two houses?
Second, record the opening and closing of 5 with numbers.
1, teachers and students discuss the division of 5, and the teacher records it.
Summary 5 There are several ways to divide a * * *.
Teacher: How many points is 5? Yes, there are four ways to divide 5. Let's read together. Let's look at the two sides, the left part and the right part of the deck. Let's look at the left part first. What rules have you found (you won't be prompted with 1234)? In what order, from small to large, you line up with the children, with the little man in front and the big man behind. 2 ratio 1 duo 1. Let's look at the order on the right, from largest to smallest. Children remember that there are four ways to divide 1 by 5.
2. Consolidate the division of 5.
Teacher: Let's look at the score of 5 together. If we look over, what can you find? Where is it the same? 5 is divided into 4 and 1, as long as the exchange position 5 is divided into 1 and 4, although the exchange position is the same. The teacher wrote that 5 divided by 2 equals 3. Please answer me quickly. How else can I divide it? 5 can be divided into 3 and 2. The children are great and smart!
Third, the game "Looking for Friends", review score 5.
1, Teacher: Let's play a game of "finding friends". The teacher prepares digital cards, idea cards and physical cards here. Later, each child takes a card he likes and sticks it on his body to find your corresponding good friend. If your best friend's card and yours add up to 5, do you know? Children with digital cards look for digital cards, children with idea cards look for idea cards, and children with physical cards look for physical cards. When you find a good friend, you must have a look to see if you and your good friend add up to five cards.
2. Find different good friends, which adds up to five.
3. Do the children still want to play? Shall we go outside to play together?
Tisso
I. Activity objectives:
1. Consolidate the understanding of common plane graphics and preliminarily experience the relationship between plane graphics.
2. Develop children's creativity and thinking flexibility.
Activity analysis:
The key point: to feel the connection between plane graphics.
Difficulty: The key point of children's experience is their perception and understanding of the edges used in different graphics.
Second, activity preparation: a few matchsticks, markers and paper.
Third, the activity process:
(a), magic, leads to the topic.
1. Today, the teacher is going to do magic for the children. Do you want to learn?
2. Show two triangles and ask: How many match sticks are it made of?
3. Teacher's Magic: I want to take a matchstick. How many are left? I can make two triangles with five matchsticks. Can you believe it?
4. Who saw the secret? Why can five matchsticks make two triangles? (Because they have common edges, they are called "common edges")
(2) Teachers inspire children to spell out graphics with matchsticks and feel the * * * features on the edges of graphics.
1. Please make two triangles with five matches. (single child demonstration)
Please make a square and a triangle with 6 matches. (single child demonstration)
Please make a rectangle and two squares with seven matches. (single child demonstration)
Third, children operate activities to develop their creativity and thinking flexibility.
1. Show the record form and ask for splicing.
(1) Make five squares with the least number of matchsticks.
(2) Draw the figure you drew.
(3) Record the number of matchsticks you use.
2. The teacher observes the child's operation and gives guidance.
3. Activity evaluation.
Activity extension: Please go back to the classroom and enter the area, continue to do magic with our wooden sticks, and build five triangles with the least matchsticks.