moving target

1. Learn to compare the quantity, quantity and quantity of two groups of objects in one-to-one correspondence.

2. We can solve the problem that there are too many objects in two groups.

3. Experience the happiness after solving the problem.

Key point: learn the method of one-to-one correspondence.

Difficulty: Applying methods to solve the problem of how many objects there are in two groups.

Activities to be prepared

1, Chinese cabbage and radish (different quantities in each group)

2. Each person has three monkey cards.

3. Toy cards: some points for balls, glasses and cars.

Activity flow:

First of all, rabbit show introduction

Teacher: Rabbit runs a supermarket. Today, he bought many cabbages and radishes. One person is too busy. Would you please ask the children in Beibei class to help him clean up?

Second, the number of children's homework found, explore methods

(1) grouping operation

One group: there are more cabbages than radishes

Group 2: Cabbage is less than radish.

Three groups: there are as many cabbages as radishes.

In the child's operation, guide and tell how many cabbages and radishes there are, and who is more and who is less.

The teacher summed up the calculation results and explained each set of numbers.

Teacher: How do you compare their figures? (Let the children stand up and demonstrate their methods)

Guide children to say one-to-one correspondence method (teachers can introduce this method as one-to-one correspondence method after demonstration)

(2) Strive to solve the problem of "more, less, as much".

Teacher: Then how can we make radish as much as cabbage?

Guide children to speak by adding or deleting.

The teacher concluded: Today, we learned a new skill. We can make the same number of objects by deleting or adding them.

Third, the game: divide toys

1, Teacher: Now, there are some little monkeys in the rabbit supermarket. They want to buy toys, but the rabbit still doesn't care to say hello to them. Should we help it?

Let the children distribute toys to the little monkeys as required;

Divide toys for the first time: Please give each little monkey a ball. After the division, please tell the children how the ball compares with the little monkey.

Divide toys for the second time: Please give each little monkey a car. After the division, please tell the children how the car compares with the monkey.

Divide toys for the third time: Please give each small animal a bird. What about the comparison between a tumbler and a little monkey?

Fourth, the end: taste candy.

The little monkey said, you helped him a lot today. Thank you very much. Now give each child a piece of candy to taste. (You can compare the amount of sugar with the amount of children.)

Activity reflection:

Children have a good grasp of the whole teaching activities and can improve on the basis of mastering this one-to-one method. Knowing addition and subtraction can make two groups of objects the same, which is also the difficulty of my lesson, and the goal is better.

The activity is led by rabbits, following the principle of letting children discover, analyze and solve problems themselves, and finally consolidating exercises with games. The use of situations in activities has improved children's enthusiasm for participating in activities, and all links are closely linked with goals, so that children can really move.

Some shortcomings in my activities:

1. After children's free exploration in activities, because my guidance is not in place and comprehensive, children can't fully express that there are more (or less) cabbages than radishes, but simply say that there are more cabbages than radishes, so we should improve our language to reflect the integration of the curriculum.

3. After introducing the one-to-one correspondence method, teachers in the field of mathematics should give children an accurate concept when summing up and know that this method is one-to-one correspondence method, so that this simple method can be used in the future.

My method of guiding difficulties is not very good. I can ask them to arrange Chinese cabbage and radish, so that the one-to-one correspondence method will be more intuitive and clear, and we can solve the problem ourselves. Our teachers can just be their collaborators and guides, which is also proposed in the syllabus.

My teachers gave me valuable advice, and I will accept it with an open mind and try to improve it. ① Pay attention to individual children and give them encouragement and praise in time when they play games; 2 explain the requirements before the game, let them have a story connection, and then let the children operate, so that the children's enthusiasm for participation is higher; As a child in a small class, citing situations, my language is not appealing enough, which is also the biggest shortcoming in my teaching. I will study harder and harder in this respect, and I hope our teachers will give me more guidance and help!