Activity design background
This activity is one of the mathematical generation activities in the field of science for kindergarten large classes: puzzles. Jigsaw puzzles are a stimulating and challenging intellectual game for older children, and the educational value contained in such game activities is very great. The design of this activity can also cultivate children's interest in learning mathematics, concentrate children's attention and improve the sense of cooperation among peers.
Activity target
1. Try to use different combinations of square puzzles to make nine-square patterns, and record the various combination methods on the record sheet.
2. Learn to think about problems from multiple perspectives, make multiple combinations, and seek multiple answers.
Key points and difficulties of teaching
Difficulty: Improve the awareness of cooperation among peers
Activity preparation
1. Teaching aids: a nine-square pattern, a number of square puzzle cards of various colors and combinations.
2. Learning aids: each child has a square puzzle card and a record sheet.
Activity process
1. Beginning link
Observe and compare various square puzzle cards.
1. The teacher presents various puzzle cards, and guides the children to observe and say whether the various square puzzle cards are the same, which parts are the same, and which parts are different?
Teacher: Today, the teacher brought you some puzzle cards, Ask the children to carefully observe where they are the same and which are different? (Same: shape, size; different: quantity, color, number, combination)
2. The guide believes that each square is not the same size The children use the method of overlapping graphics to prove it.
Teacher: Please use this square to compare. (Prove everything with facts, the children have no objection.)
3. The teacher shows the bottom plate of the nine-square graph.
Teacher: Then let's play a fun jigsaw puzzle with these graphics. (Children cheered happily, eager to try.)
2. Basic links
(1) Children operate activities, try to spell out the nine-square pattern and record the results.
Teacher: Now I invite a child to use the puzzle cards just now to make a nine-square pattern on this blank board.
Ask a child to spell out the nine-square pattern.
Teacher: How did he spell it just now? What number did he use to spell it?
Teacher: Yes, each puzzle card can be rotated and combined arbitrarily. (The teacher records as he speaks, and separates the numbers with commas.)
Teacher: Who knows what the little black raindrops do?
2. The teacher guides the children to think and discuss: Can we use 3 or 4 or even more cards to make this pattern together. Ask a child to demonstrate the operation as requested and try to record it. Use stickers to praise and reward the toddler who demonstrates the maneuver.
3. Teacher: It turns out that jigsaw puzzles are so fun, do you want to do it? (Children: I want to) Invite children to play this jigsaw puzzle and record the results of their jigsaw puzzles. (It is emphasized that it is recorded on the record sheet No. 1, and it is recorded once every spelling. Each line records a method, and the numbers are opened.)
4. Children operate and record, the teacher observes the operation records of children, and encourages children to start from more Think about the problem from a different angle, and there are more answers than who can spell it out.
(2) Discover the various combinations of a card and other cards to stimulate children's interest in secondary operations.
1. Display the children's puzzle record sheet for collective verification.
Teacher: Let's check if you spell it right! (The teacher purposefully finds the different combinations of the No. 3 puzzle card, and draws a line on the record with a red pen every time you verify it)
2. Pass the verification Comparing to find the problem:
Teacher: I also found an interesting phenomenon. No. 3 puzzle card can be combined with No. 12, and can also be combined with No. 2 and No. 1. Who else can the No. 3 puzzle card be combined with to make this pattern. Ask the children to look on the record sheet.
According to the answers of the children, the teacher circles 3 with a red pen on the record sheet, and draws out their combinations.
3. The teacher demonstrates and records the operation (record sheet 2). Activity design background This activity is one of the mathematical generation activities in the field of science for kindergarten large classes: puzzles. Jigsaw puzzles are a stimulating and challenging intellectual game for older children, and the educational value contained in such game activities is very great. The design of this activity can also cultivate children's interest in learning mathematics, concentrate children's attention and improve the sense of cooperation among peers. Activity target 1. Try to use different combinations of square puzzles to make nine-square patterns, and record the various combination methods on the record sheet. 2. Learn to think about problems from multiple perspectives, make multiple combinations, and seek multiple answers. Key points and difficulties of teaching Difficulty: Improve the awareness of cooperation among peers Activity preparation 1. Teaching aids: a nine-square pattern, a number of square puzzle cards of various colors and combinations. 2. Learning aids: each child has a square puzzle card and a record sheet. Activity process 1. Beginning link Observe and compare various square puzzle cards. 1. The teacher presents various puzzle cards, and guides the children to observe and say whether the various square puzzle cards are the same, which parts are the same, and which parts are different? Teacher: Today, the teacher brought you some puzzle cards, Ask the children to carefully observe where they are the same.Where are they different? (Same: shape, size; different: quantity, color, number, combination) 2. Instruct children who think that each square is not the same size to use the method of overlapping graphics to prove it. Teacher: Please use this square to compare. (Prove everything with facts, the children have no objection.) 3. The teacher shows the bottom plate of the nine-square graph. Teacher: Then let's play a fun jigsaw puzzle with these graphics. (Children cheered happily, eager to try.) 2. Basic links (1) Children operate activities, try to spell out the nine-square pattern and record the results. Teacher: Now I invite a child to use the puzzle cards just now to make a nine-square pattern on this blank board. Ask a child to spell out the nine-square pattern. Teacher: How did he spell it just now? What number did he use to spell it? Teacher: Yes, each puzzle card can be rotated and combined arbitrarily. (The teacher records while speaking, and uses commas to separate the numbers.) Teacher: Who knows what the black raindrops do? 2. The teacher guides the children to think and discuss: Can we use 3 or Use 4 or more cards to make this pattern together. Ask a child to demonstrate the operation as requested and try to record it. Use stickers to praise and reward the toddler who demonstrates the maneuver. 3. Teacher: It turns out that jigsaw puzzles are so fun,Do you want to do it as well? (Children: I want to) Invite the children to play this jigsaw puzzle and record the results of their puzzles. (It is emphasized that it is recorded on the record sheet No. 1, and it is recorded once every spelling. Each line records a method, and the numbers are opened.) 4. Children operate and record, the teacher observes the operation records of children, and encourages children to start from more Think about the problem from a different angle, and there are more answers than who can spell it out. (2) Discover the various combinations of a card and other cards to stimulate children's interest in secondary operations. 1. Display the children's puzzle record sheet for collective verification. Teacher: Let's check if you spell it right! (The teacher purposefully finds the different combinations of the No. 3 puzzle card, and draws a line on the record with a red pen every time you verify it) 2. Pass the verification Comparing to find the problem: Teacher: I also found an interesting phenomenon. No. 3 puzzle card can be combined with No. 12, and can also be combined with No. 2 and No. 1. Who else can the No. 3 puzzle card be combined with to make this pattern. Ask the children to look on the record sheet. According to the answers of the children, the teacher circles 3 with a red pen on the record sheet, and draws out their combinations. 3. The teacher demonstrates and records the operation (record sheet 2). Teacher: Can other puzzle cards except the No. 3 puzzle card be spelled this way? Toddler: Yes, too. Teacher: Let's try it together. First identify a puzzle card, such as "Puzzle Card No. 5," and then write "5" on each line on the No. 2 record sheet. Who is willing to fight,Make a note? 4. Ask individual children to operate and record. <.> 1 child used 5, 5, 12, and 1 to make up a complete nine-square grid and record it. 5. Collective secondary operation records. Teacher: Invite other children to play again. Before recording, write down the number of the determined graphic, and then record it once. (The requirements are the same as above) 3. Ending link 1. Children communicate and share their puzzle methods. 2. Display individual children's puzzle record sheets, and conduct collective evaluations. (Children with the most reward methods) Teaching reflection In this activity, I encourage children to try to operate a variety of jigsaw puzzles in the form of games, and guide them to record the results of their operations, and to verify the ability of children through repeated operations Give them the joy of success by affirming and praising them. Create suspense and stimulate desire to operate. Comparing the children's operations after the second operation, it is found that the cards with a small number of squares have more combinations, and the cards with a large number of squares have fewer combinations. On this basis, I extended the next activity and encouraged the children to continue to discover other more interesting phenomena in the jigsaw puzzle. Dewey said: Children have the instinct to investigate and explore, exploration is the instinctive impulse of children, curiosity, questioning, and exploration are the innate characteristics of children. I seized this characteristic of young children, inspired them to think and explore continuously, and made their thinking collide with dazzling sparks.
