Small class math teaching plan "Distinguish from many1"1Activity goal:
1 can distinguish "1" from "many".
2. Let children feel that "many" can be divided into many "1", and many "1" together are "many".
Activity preparation:
1, apple tree, apple card, plastic basket, hedgehog headdress.
The teacher helps the children to put on their headdresses.
Activity flow:
1. Import activity.
Teacher: Winter is coming. The mother hedgehog took her children to pick apples for winter food.
2. Show the apple trees.
Teacher: What kind of tree is this?
Young man: Apple tree.
Teacher: How many apples are there on the tree?
Yang: One, two, three ... countless.
Teacher: Countless is a lot. There are many apples on the tree?
Yang: There are many apples on the tree.
Teacher: How many apples are there on the tree?
Yang: There are many apples on the tree.
Step 3 take part in activities
Teacher: Let's let the hedgehog each pick an apple, and then say, "I picked an apple."
Yang: Everyone picks an apple and says, "I picked an apple."
The teacher pointed to the tree without apples and asked, "Where are the apples?"
Teenager: "I choose one, he chooses one ..."
Teacher's summary: There are many apples. You choose one, he chooses one, and there is no more. Many apples can be divided into one.
Teacher: "Now please hedgehogs put the picked apples in their mother's basket and say," I put an apple. "
Children's activities and said, "I put an apple."
Teacher: "Where is the hedgehog's apple? "
Yang: I put one in the basket.
Teacher: How many apples are there in the basket?
Yang: There are many apples.
Teacher: Where do many apples come from?
Yang: I put one and he put one. ...
The teacher concluded: So you put one, he put one, and one apple after another adds up to many apples.
4. End of activity
Small Class Mathematics Teaching Plan "Distinguish from Many1"2 Activity Name
Distinguish between "1" and "many"
moving target
1. In the activity, "1" and "many" are distinguished through various senses such as vision, hearing, movement and touch.
2. Cultivate children's ability to distinguish.
Activities to be prepared
There are several rabbit headdresses and 1 magic pockets (which can hold 1 table tennis and many building blocks).
Activity process
1. The teacher inspires children's interest in activities.
Reference game: the teacher takes the children to the amusement park. At the gate of the amusement park, the teacher handed out tickets to the children, asking them to take a closer look at what was printed on the tickets in their hands (some printed a bee, some printed many bees)? Count, how many? The teacher also asked the babies of bees to enter through the red arch, and many babies of bees entered through the blue arch. (The teacher pays attention to check when signing in)
2. Organize games after entering the amusement park.
(1) Look at the fish in the pond. Reference question: What kind of fish is "1" and what kind of fish is "many" (there are 1 red fish and many snakeheads); Observe what is around "1" and what is "a lot"?
(2) watch the animal circus. Reference question: What animals are called "1" and what animals are called "many" sounds; Mother rabbit invited the children to play games together. The mother rabbit jumps 1 and the child jumps 1. The mother rabbit jumps many times, and the child jumps many times (or jumps many times before jumping 1). By listening and moving, let children further perceive "1" and "many".
(3) We can also organize some activities (such as fishing) to let children feel the relationship between "1" and "many".
3. Distinguish between "1" and "many"
Teachers guide children to touch the magic pocket, which objects are "1" and which objects are "many".
Activity expansion
The teacher guides the children to see in the activity room which objects are "1" and which objects are "many"; When walking in the kindergarten, find out which objects are "1" and which objects are "many".