"Biduo" and "Biduo" small classes in Montessori mathematics next semester —— Raoting activity design of Longhua Chinese-English Experimental Kindergarten of Shenzhen Yuan Heng Jia Education Group "Biduo" focuses on scientific activities, with emphasis and difficulty 1, and will compare who has more and who has less through corresponding placement methods. 2. Know that decreasing and increasing methods become the same. Innovation intention 1, learning tools are not complicated, and things around you are used well as teaching tools. 2. Let the children experience the difficulties and difficulties of this lesson in the game. The game is easy to understand and close to life. Games are suitable for small classes, and children love to play. 3. According to the different teaching contents, the program has also changed, and Montessori's course route has not been taken. For example, using online activities to play games skillfully leads to topics. This is a small class course for next semester. The main highlight is that children can learn through games, experience more, less and as much meaning in games, enjoy Montessori activities through game teaching and learn to explore. Activity target 1. A little more experience and a little less experience have the same meaning in the game. 2. Learn to compare the number of objects between the two groups by juxtaposition, and feel as many objects as possible. 3. Willing to take part in math activities. Activity preparation 1, teaching AIDS preparation: chair, music, small red flowers, tape recorder. 2, school preparation: toys red snowflakes and white snowflakes. Watercolor pen 3, Operation Book 3, page 9-10, active process 1. Warm-up activities and game activities (the initial perception is as much as less) teachers and children say hello to each other. The name of the game is "Happy Turn". Rule: When the music starts, all the children revolve around the chairs. When the music stops, children should quickly find chairs to sit down. (Chairs are placed inside the Montessori line in a circle) 1. There are three fewer chairs than the children. When the music stopped, all the children put their hands on their waists and lined up. When the music stopped, all the children quickly found a chair to sit down. The teacher asked the children: Why don't some children sit in chairs? (Because there are more children and fewer chairs) 2. There are two more chairs than children. When the music started, the children continued to line up. When the music stopped, the children quickly found chairs to sit down. The teacher continued to ask, "Why are some chairs unoccupied?" Because there are more chairs than children. There are as many chairs as children. Play games. The teacher asked: Are there any chairs now? The child answered no, and the teacher then asked if there were many children. No, (there are as many chairs as children) 2. Operational activity 1. Compare who has more and who has less by corresponding placement. Teacher: Many children do well in the game. Now the teacher invites some good children to come up and send them red flowers. (Eight children come up) It took 10. Please ask the children below to help the teacher hand out small red flowers. Give a small red flower to each person, and let the children answer whether there are more red flowers or more children. (safflower) 2. Inspire children to say that there are two more red flowers than children. Teacher: Please think about it. How can we do it? There are as many children as little red flowers? (Add two children or subtract two red flowers. Children, please return to your positions. ) 3. Compare who has more things and who has less things in the classroom. Let the children compare the boys and girls in the class, lights and fans. Who is more and who is less? How can we make them the same? Third, the first group of group activities: operate "learning little stars" to compare the number of various stars. (8 big stars, 7 small stars) Group 2: A group of two children, who has more red flowers in the red flower column? Group 3: Compare the toys in the classroom, which ones have more red snowflakes and which ones have less white snowflakes? (Six red snowflakes and five white snowflakes are placed in two rows, one for each child. Fourth, exchange and summarize, and pack up school tools. Please communicate the results of your own operation with children as a unit, and organize the school tools and materials for group operation. Extend 1 in school activities and complete the activities on page 1 7-18 of the workbook. 2. Exchange and operate school tools to expand activities at home 1, and guide children to compare the number of items in daily life. Teaching resources "Children's Songs with Learning Tools" Teacher: Set the workbench and take out the learning tools. Health:-Worktable,-Take it out. Take it gently, put it gently, I cherish my school tools. "Children's Song" primary school furniture, who wants to go home, who is the fastest, like it! One two three four five, let me count, five four three two one, is everyone here? Looking for the door, looking for you to enter! Suggestion: 1. Lack of collective operation in operational activities. It is better to have the same requirements, and all children should do it at the same time. For example, use learning tools and little stars to perceive and compare how much. For example, the teacher gives each child five red stars and three yellow stars, so that the children can observe and explore which color has more stars. 2. Group activities should reflect the individual differences in taking care of children, and the materials put in should be hierarchical. It is better to have three levels: physical group, learning tool group and paper material group.