Teaching purpose:
1. A preliminary perception of the relationship between numbers within 5 and numbers with more than one and less than one.
2. Cultivate the ability of comparison and generalization.
Teaching preparation:
Animal headgear: cats, dogs, pigs, bears, rabbits; Blackboard painting; One set of creative cards for each person.
Teaching process:
1. Lead-in activity: clap your hands and perceive the actual meaning of numbers with actions, for example, clap your hands when reading idea cards, count while clapping your hands, and finally tell the main points. Children can also imitate the action of patting the ball several times according to the number of ideas, counting while patting and telling the total.
2. Small animals go to the store to buy balloons. How much did they buy? Let the children play the shop assistant, put on the headdress and play the small animals that buy balloons. Put balloons bought by small animals on the blackboard and ask the children to count, "How many balloons does each animal have?
According to the color, how many 1 are there?
3. Look at the pictures on the blackboard and count them. Are there as many small animals? Who is more and who is less? How can we have so many? Who has more small animals than who? 1? 1 Less than who? After the teacher finished speaking, the children began to draw. Use hearing to compare whose ears are smarter. If the teacher asks individual children to learn animal sounds (the number is less than 5), other children will answer, "What kind of small animals are called? * * * screamed a few times? " 5. The game "Table Tennis" ends the activity.
After-school development:
Practice with cards and draw small animals.
Requirements for understanding the thickness activity: Know and compare the thickness of an object, and know that the comparison of "thickness" is relative.
Activity preparation: Mark four kinds of objects (sticks, toothpicks, crayons and watercolor pens) used by teachers as children's materials (seven kinds of objects with different thicknesses are strong, five kinds of objects with medium ability are not thick, and three kinds of objects with different thicknesses are poor ability). Activity flow:
Know the thickness of 1 first. Let the children wear wooden beads in their own boxes. Question: What did you find while playing with wooden beads? Toothpicks, sticks, crayons, etc. Don't go in) 2. Looking for the original, why? Because sticks, toothpicks are thin and crayons are thick. Summary: It turns out that things are thick and thin.
Second, compare the thickness of 1 and show the stick. Teacher: Just now we played the game of wearing wooden beads. Some things went in, and some things didn't, so the stick just went in. Is it thick or thin?
(1) If the answer is thin, take out a toothpick and compare it with your child. (2) If the answer is thick, show the child a crayon and compare whether the pen is thick or thin.
2. Draw a conclusion that one thing cannot be compared in thickness, but two things need to be compared in rent and fineness.
Third, the use of objects with different thicknesses Sorter: There are things in your box that are thick and thin, and we will help them arrange them 1. Children operate any row 2. Question (1) How do you arrange it? (From coarse to fine, from fine to coarse) (2) How do you arrange it?
3, teachers and students * * * with the summary (1) first find the thinnest, then find the thickest, and the remaining two are lined up in turn.
(2) First find the thinnest one from the box and put it in the first place, then find the thinnest one from the box and put it in the second place, and queue up in this way repeatedly. 4. Let the children compare the two methods.
Understand the goal of thickness:
1, a number within 6.
2. Through observation, we can correctly recognize and distinguish the height and thickness of objects, and classify objects according to the height and thickness.
3, in the process of comparison, gradually develop the habit of careful observation.
Activity preparation:
Teaching AIDS: pictures, 5 books with different thicknesses.
Learning tools: children's books, page 32, pen.
Activity flow:
1, group activities.
(1) Consolidate the understanding of height and line up according to height.
Please stand in front of three children with different heights. We can observe and compare them, and we can queue up from high to short or from short to high in an orderly manner.
Please ask 5-6 children of different heights to come up and let them visually compare their heights.
(2) Know the thickness.
Show books of different thicknesses and ask: What is this? How many/much? What is the difference between them? Inspire children to know the thickness of books through comparison and visual inspection, then let them compare and learn to classify books according to thickness. (From thin to thick, from thick to thin. ) 2. Business activities.
(1) Guide the children to look at the picture and say: What's on the picture? Which is thicker? Which is thinner? And read Chinese characters: thickness, draw yellow in the circle next to the thick book.
(2) Observe and compare the length of the color grid and say: Which color grid is the longest? Which is the shortest? And write the numbers in the box on the right in order from long to short.
(3) Inspire children to color the grid in numerical order.
3. Activity evaluation.
Let the children speak their own operating materials, and the teacher loudly praises the children who have correctly classified and spoken.