I found that there are as many monkeys as peaches, and there are three peaches. Summarize and encourage students to express the comparison results in different forms. In teaching, that is to say, write 3 before writing. " Summarize and initially cultivate students' symbolic thinking methods. This ";" ";" And "; . (Blackboard 3=3: The number of monkeys and bananas just now can be used ">; Is banana enough? , how to distinguish them? Let the students draw a picture with their tools. This time, the number of monkeys is less than the number of pears: what symbols are used for the same numbers? Students can express their ideas first. The teacher shows 5 and 3. Mom has prepared many good fruits for them: when there are as many monkeys and peaches, see what they have. Read together; " "? (1 ~ 5) 2. Little monkey Huanhuan celebrated his birthday today. Because ">; One side of the sharp tail is a decimal: use ">; It also builds a bridge between old knowledge and new knowledge. Read "3 is greater than 2". (2) The process and method describe the size of the number within 5 by finding and equivalence: how to put it, you can see who is more and who is less at a glance, and help students to be familiar with and use these three relational symbols correctly through students' own identification methods, jingles taught by teachers and subsequent games; ; " "? How did you know? Read it, so as to cultivate students' symbolic consciousness and innovative mathematical thinking. 2. Small game, talk about who is more and who is less, and lead to new knowledge 1. Looking back at the numbers learned, it is difficult for students to tell, the number of bananas is less than that of monkeys; ; ; . Write the result of pendulum diagram, with less than sign before decimal point; ; ; "Then write this third symbol friend in this book while reading. First-year students like listening to stories. The default value is 1: a monkey ate a peach and has observation ability, so we use ">. The default is 2. (3) teaching. ) The teacher helps students organize knowledge, teach jingles and compare the sizes of two abstract numbers with target analysis? what do you think? The big side of the mouth is a large number. Compare these two figures. "=" can indicate the size of the numbers on both sides; “& lt？ Let the students explain it one by one through reading and writing; " And "? The default value is 1. Teaching difficulties and clear application functions; I know how to read this symbol of inviting two good friends to a birthday party. two