1. Construct the meaning of numbers (digital stories, life experiences, entity construction); Combination of numbers and shapes, one-to-one correspondence.
2. Through a large number of counting exercises, walk a few steps and count rhythmically to arouse children's endogenous number feeling experience.
3. Experience the digital quality of 1- 12 in digital songs, rhythms and various activities.
4. Understand the representation of Roman numerals and Arabic numerals, as well as the graphic representation of various numerals, and learn to write Roman numerals and Arabic numerals 0- 12, and Chinese characters from one to ten.
5. Know the cardinal number and ordinal number, and know the orientation of the body and environment.
6. Be familiar with various combinations of 12.
In the actual teaching process, observing children's reactions has many interesting results. I am glad to see the children's initiative in learning. In order to make the whole teaching design and children's learning more concrete, I extract some math curriculum activities and share them with you.
Morning circle of mathematics plate
Overall rhythm counting
Activity example
1. Great Lakes
After hiking in Jinghu Lake at the end of the month, we turned to the math section and walked around the Great Lake all morning.
Mother duck came to the lake with a group of ducklings. They lined up and walked carefully around the lake.
1) Go along the Great Lakes 1-36 steps, and then start from-1-2-3. ...
2) The lake is frozen. One foot dipped into the ice and the other stepped on the shore. Here we go, 1-2, 3-4, ...
3) Step on the ice with your feet and jump left and right. 12-3,45-6,……
2. Squirrels and fallen leaves
After picking pine cones, the little squirrels scampered around the fallen leaves and walked ten steps like fairies, big bears and little squirrels. How many steps has a * * * taken? Three10,30!
3. Drill water curtain cave (Okinawa) or lower jiaozi (assembly line entrance) when skipping rope collectively.
Teaching summary by walking in circles is not only the shaping of the whole class, but also a good observation of each child's consciousness and physical development. At first, the circle will become smaller and smaller, or one side will be crowded and the other side will be sparse. Slowly, children will find a dynamic balance, adjust their own pace and breathing rhythm, get in touch with the group, and find a sense of stability in contact.
Some children are very athletic and can perform many difficult movements, but they don't have enough awareness of their posture and surrounding environment during exercise, and they are also prone to fall down during free running. They should consciously pay attention to their body position and movements in activities. Doing housework on weekdays (carrying water and cutting vegetables) is a very good exercise; Walking on the balance beam, not stepping on the line, "jumping off the house" and so on are all good exercises for the sense of movement and balance, and children can also consciously pay attention to the boundary between the environment and their own movement through activity experience rather than preaching.
Card counting
1. Pick up the fallen leaves (clap your hands together and count to 120 in turn)
"Autumn wind blows, leaves and leaves fly, just like a group of butterflies, chasing after them with open wings."
Game: See how many fallen leaves we can catch today? Upgrade: Hide a piece of Jin Yezi among N fallen leaves to see who can catch Jin Yezi.
2. Pass sandbags (2-number rhythm)
"1" is your own, and "2" belongs to others. "1" is soft, and "2" should be read out loud.
Teaching summary From the beginning of school, we practice counting, and at the same time count people and things in life, and establish a one-to-one relationship. Solitaire counting can arouse children's individual consciousness and concentration and avoid mechanically "singing numbers" in groups. In the process of counting, everyone clap their hands together in the circle, which can form a stable rhythm support. At the beginning, if you count which child is broken and didn't catch the "leaves", the children who are particularly anxious can't help but blame. But everyone soon found that those children who are often quiet and steady can well grasp the number reported by the children in front. And those children who jump in thinking and like to take care of others can't settle down, but are easy to fall off the chain. So the children soon found that it is necessary to surround a beautiful tree circle to prevent the leaves from falling from the gap.
The difficulty of counting, when counting one by one, is mainly to develop a stable rhythm, not to grab the beat, and to react when encountering carry. It is also an important habit to stay focused and listen. We try to make some changes in the counting process. It seems difficult to change the rhythm from slow to fast and the sound from big to small. On the contrary, we can catch all the children's attention and work together.
The children are very excited and want to challenge more difficult. In the rhythm number of 2, everyone should count two, the odd numbers are counted silently in their hearts, and the even numbers are counted out loud to tell their partners. From the perspective of "teaching", this is the extraction of even numbers or even numbers. From the perspective of "learning", the task becomes two steps, inhalation (1 for yourself) and exhalation (2 for others). Some children find it difficult to distinguish themselves from others, talking quietly and loudly. Just report two numbers in the overall rhythm support. On the third day of practice, the children can count to 1 12 in one breath, which is very happy.
Digital folk songs
Through digital folk songs and body rhythm, a one-to-one correspondence relationship is established. For example:
1) One piece, two pieces, three or four pieces, five pieces, six pieces, seven or eight pieces, nine pieces, ten pieces, countless pieces, all flew into the reed flower.
2) 12345, shooting tigers in the mountains; The tiger is not at home and meets the little squirrel; How many squirrels are there? Let's count, one, two, three, four, five.
3) One, two, three, four, five, six, seven, four, three, two, seven aunts came to pick fruits, seven baskets, and seven kinds of fruits were put in, including apples, peaches, pomegranates, persimmons, plums, chestnuts and pears.
4) The number-related part of Saint Amethyst.
Teaching summarizes the construction of mathematical thinking, from object to schema to clear expression of language. In fact, there are many similarities between junior high school mathematics learning and Chinese learning, which involve opening up sensory observation, experiencing the world, constructing conceptual schema based on experience and developing abstract language ability.
Children in lower grades don't have many concepts and frameworks in their minds, and they can play with snowflakes, squirrels or various fruits in the orchard with great devotion. These nursery rhymes and games well motivate them to learn and experience with their bodies and develop prosodic memory.
Main courses: constructing the meaning and writing of numbers
How did the numbers come from?
The concept of 1. pairing
Story: The shepherd boy counts horses.
Every time he drives a horse out to eat grass, he picks up a stone and puts it in his pocket. At night, every time a horse comes back, he takes out a stone from his pocket.
I made a puppet show with a horse made of wool and sang once, "The blue sky flies with rosy clouds, riding my little red horse and waving whips everywhere, and the grassland is my home." At the same time, I released seven or eight horses and asked the children to put small stones on the table. When the horse comes back, put the stone back. I asked, "Are all the horses back?"
Most children can put stones in an orderly way to judge whether the horses are all back. They began to discuss the second question: how many horses went out? So I let the children play with horses. When all the horses come back, the children will say, how many horses are out? Let's invite all the horses out and count them together.
In this scene, we played many matching games, including the correspondence of sound, graphics and action. In the matching game, the concepts of "odd number" and "even number" were born naturally. For example, grab a handful of stones, pair them in pairs to see if they all have partners, and put them on the table to see if you guessed correctly.
2. Compare size:
In the matching game of manger, horse material and horse, there will naturally be problems of adequacy and size contrast. For example, there is a one-to-one correspondence between pancakes and vegetable soup on the dining table, so let the children put them on the dining table. One child suggested that it should be compact. I deliberately arranged a group of large tiles and a group of small tiles in a row to see which one is more. In this process, children enter the digital world of quantity and conservation from more or less appearances.
3. Orientation and ordinal number
In counting activities, not only quantity, but also orientation, arrangement and order are reflected. The important task of first-grade study is to let consciousness enter your body and feel the up, down, left and right sides of space. For the example of directional teaching, I wrote in "This is us! ! -Improvised directional teaching has been described, so I won't repeat it here.
The combination of numbers and shapes, pictures and patterns
"One is the golden sun, the other is you and me ... twelve months is a year, eleven is Tianmen, ten fingers, nine, octopus with eight claws, seven-color rainbow, six is the home of bees, five stars shine, four seasons alternate, three is a triangle, two is you and me, one is the golden sun, and the other is the golden sun!"
For three weeks, our digital songs became longer and longer. Let's discover the figures and patterns in nature and life: stars, hives and snowflakes hidden in apples. ...
Speaking a number in a day or two will worry at first whether the pace is too slow and whether it will make children who are looking forward to math classes early a little "not enough to eat". It turns out that every day is full. In the digital world, we have developed many interesting activities, from magnetic sticks to pyramids made of wooden sticks, petal modeling and various combinations of origami. ...
After the game of finding partners in the morning circle, the children let them out with stones, three in a pile, four in a pile ... Everyone was very serious and enthusiastic, and put out many particularly interesting patterns. We combine shapes and play the game of guessing or counting, which not only understands the numbers as a whole, but also cultivates the sense of trees, and lays the foundation for the decomposition and combination of numbers in the next plate.
Writing of numbers
The first section introduces the digital quality of 1 to 12, and all the numbers are introduced in the form of stories. The next day, through artistic activities such as painting, architecture and collage, I reviewed stories and discussed the patterns in nature and life, and practiced and felt related pictures. On the third day, write the corresponding figures and complete the work of the main textbook.
The main textbook will basically use two price differences to complete the study of a number. On the left page, a concrete picture of nature is described with corresponding digital quality (such as snowflake and honeycomb belt "6"), and the other page is a further abstract geometric figure with corresponding Roman numerals and Arabic numerals written on it.
I choose to teach Roman numerals first, because it is very intuitive on the screen and contains the basic idea of addition (and subtraction). In fact, more often, I will not teach my children to write Roman numerals. Instead, I asked them to draw numbers with their fingers and guess how to write Roman numerals. Just like the teaching of "Oracle Bone Inscriptions Chinese Character Painting" in the last Chinese character class, this part of abstract symbols with recognizable meaning has aroused children's great confidence and interest-the complex world can be recognized and constructed in an orderly manner, and a stable world order has far-reaching significance for growing children.
Arabic numerals are commonly used, but when it comes to writing, first-grade children will have some mirror problems. In class, we will try to introduce the writing trend of each number by means of diagrams, but to really consolidate the correct writing, it still takes some time to practice, consciously observe and imitate.
One to ten Chinese characters are exercises completed when writing Chinese calligraphy at noon, and they are written in the vocabulary book. When we were learning 1 1, a child asked, "Why isn't there 1 1 in the vocabulary book?" We learned how to use 0 to 9 for Arabic numerals and how to use 1 to 10 for Chinese characters to write natural numbers within 100. At this stage, it is beneficial for children to feel and use first. As for the concepts of decimals and numbers, they will be more and more in-depth in future study.
In the math part, we also introduced some related games, such as checkers (focusing on symmetrical mode), flying chess (dice, corresponding points and steps), hopscotch, ladders and snakes in German class and so on. These are games that children like very much every day, so that learning can be integrated into life.
Recommended bibliography
Han Sheng's math picture book "How do numbers come from? 》
Wang Zhijiang's games and learning math.
The World of Numbers —— Numbers and Mathematics in Grade One