Design concept:
The phenomenon of average distribution often appears in children's life and study. In order to let children better understand the phenomenon of average distribution, it is to divide the same item into several parts. I designed this activity. I hope that through this activity, children can truly grasp and understand the meaning of average distribution, and then they can apply what they have learned to our daily lives. During the activity, I followed the spirit of the "New Outline" and was able to bring mathematics education into life, and created a game situation to visit Xiong's home, so that children could easily learn mathematics while playing, thinking, dividing and eating. During the activity, I provided many opportunities for children to explore and practice independently, so that children could explore in operation, discover in exploration and understand in discovery.
Activity objectives:
1. Perceive the phenomenon of average distribution in the game and preliminarily understand the meaning of average distribution.
2. Be able to allocate quantity according to needs and try different average allocation methods.
3. Be able to actively participate in computing activities and use mathematical knowledge to solve practical problems.
Activity preparation:
Knowledge and experience preparation: children have a certain understanding of quantity.
Material preparation: (1) A number of sweets and snacks of various colors. (2) PPT activity flow:
First introduce the scene, the first contact is general.
1. Today, I visited my new home. Bear moved to a new home and invited us to visit. Want to go?
2. Perceive the number of bear houses. Please find a small chair for each child to sit on and divide into 6 groups, each group requires the same number of people.
Second, the initial operation, learning the average distribution.
1. Collective operation, average perceptual distribution (1) Little Bear prepared a snack for our children. Let's see what it is. How many?
(2) Let the children share these snacks, and everyone should share the same amount?
(3) children tell.
2. Add them one by one and experience the average distribution (1). Bear found that so many snacks are too few. I'll add some to make you eat more! (Teacher adds snacks) (2) Is there any other way besides this one?
(3) I'll give you some snacks. Please share a point in different ways and ask each child to share the same amount.
The teacher concluded that the phenomenon of dividing the same article into several parts was called average distribution.
Third, share candy and consolidate the average distribution.
1. Show Candy (1) Little Bear invited us as guests, and also invited several small animals as guests, but they were in trouble. I want to ask you to do me a favor. Please give them these delicious sweets so that they can eat as many sweets as possible in different ways!
(2) Collective communication. Share Candy Now let's share delicious candy with guests and teachers!
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