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Anonymous users2024-02-12Purpose requirements:
Distinguish between "1" object and "many" objects.
Preparation:
Bags, two bottles full of beans, towel racks, environments furnished with one and many.
Process:
1) Preparatory activities.
Teachers and children greet each other, and organize children to listen to the ** line.
2) Group activities.
1. Distinguish 1 and many.
Show 2 Mystery Bags:
Teacher: Guess what's in the bag? Do you know how many pieces are in each of these two bags? (The teacher shakes the bag, and the children listen to the sound of the building blocks colliding, touch the bag, and perceive different quantities; Pour out the bricks and look at the different quantities with your eyes).
Teacher's Summary:
The "1" piece of the flower in our mysterious bag just now felt very little and shook without sound; "Many" is full to the touch, and there is a sound when you shake it.
2. Show 2 shaker bottles:
The teacher shakes the bottle and invites the children to listen to the sound of the beans shaking in the bottle.
Teacher: Just now you heard the sound of beans in a bottle, which bottle contains one bean? Which bottle contains "many" grains of beans? ”
The teacher removes the cloth wrapped around the bottle and invites the children to observe "1" and the many beans. Shake the bottle at the same time and distinguish between "1" and many.
Summary: The bottle containing "1" beans makes a very crisp sound when shaken, and the sound of "many" beans is very loud, "Bang Bang Bang ......”
c) Show towel racks, toddlers hang towels, perceive 1 and many.
1. Show a towel rack to stimulate children's interest.
Teacher: Children, what is this? Where did the towels go on top?
2. Show the towel, divide the towel, hang the towel, and perceive "1" and many.
Teacher: Look! Here is the teacher. I have a few towels here, you know?
Division's summary:
Teacher, there are a lot of towels here, isn't there? Now the teacher has to give these towels to the children.
1) Give towels to each child, and perceive that many can be divided into many "1s".
Teacher: How many towels do you have in your hands now? How many towels did the teacher have?
Teacher's summary: The teacher has many towels, and now I have distributed the towels to you, how many towels do you have in your hands? Many towels are given to you, and each person has only one towel, and many have become many "1s".
2) Hang a towel and perceive that many "1s" can become many.
Teacher: Ask the children to hang their towels on this towel rack, and we will hang our towels on their numbers in groups.
Teacher: Where are your towels? How many towels are on the towel rack now?
Teacher's summary: Each of you has only one towel in your hand, and if you hang it on the towel rack, it becomes many towels, and one towel after another, and when you put it together, it becomes many.
4) The teacher summarizes and the activity ends naturally.
Teacher: Some of our teachers have one thing, and I have a lot of things, so I will ask the children to find them later.
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