Lead: The purpose of the first-grade teaching plan is to let students know that "greater than, less than and equal to" is used to describe the size of numbers within 5 and establish a sense of symbols. The following is the information I compiled, welcome to read for reference.

Teaching objectives:

1. Make students know the three symbols "and =" and their meanings, and know the reading methods and functions of these three symbols.

2. Make students know how to use "greater than, less than, equal to" to describe the size of numbers within 5 and establish a sense of symbol.

3. In the process of exploring three kinds of relational symbols, I realize that these mathematical symbols are generated from practical needs and serve to solve problems. I feel the pleasure of independent thinking, peer cooperation and class exchange evaluation. Preliminary experience of classification and one-to-one correspondence.

Teaching emphases and difficulties:

1. Teaching emphasis: Understand the three symbols ",=" and their meanings, and master the reading and writing methods of these three symbols.

2. Difficulties in teaching: "greater than, less than and equal to" will be used to describe the size of numbers within 5 and establish a sense of symbol.

Preparation of teaching AIDS and learning tools: 9 monkeys, 4 pears, 3 peaches and 2 bananas.

Teaching process:

First, review the introduction.

Teacher: children, these days, the teacher visited the beautiful campus with everyone, helped the little rabbit build a beautiful house with the pig, and then we went to the zoo together last class. Children, do you remember what we saw in the zoo yesterday?

Give birth to 1: 1 elephant, 2 rhinoceroses, 3 giraffes, 4 white clouds and 5 children.

Teacher: Great. Yesterday we learned the numbers 1, 2, 3, 4 and 5. Let's read and write together.

Student activities: Read 1, 2, 3, 4, 5 together, and then write five numbers to your deskmate.

Teacher: It seems that all the children are reviewing at home, which is good. In the future, we should form the good habit of reviewing carefully after class. Just now, the children recalled the small animals they saw in the zoo yesterday. Have you all seen your favorite animals?

Student: Teacher, I didn't see the little monkey. I like little monkeys best.

Teacher: Huh? Where did the little monkey go? The teacher felt very strange, too, and decided to look for the little monkey. The teacher searched and searched and finally found the little monkey. Do the children want to know?

Teacher: Do the children remember our old friend Rabbit? In fact, the little monkey helped the little rabbit build a house that day, but we arrived. Sometimes the little monkey will leave early, so today the little rabbit is going to invite the little monkey to his new home.

Teacher: The rabbit has prepared a lot of fruit for our little monkey. What ditches do children see? (Pear, peach, banana) Wow, so many fruits are piled in front of the little monkey, and the little monkey is stupid. How to divide so much fruit?

Teacher: The teacher said that these little monkeys are really stupid. If we were friends, we would have started eating long ago, regardless of whether others ate or not. Is this right? Hey, that's not right. As modest as our little monkey.

Teacher: With so many fruits, how can the little monkey see which ones are more and which ones are less at a glance? Put it on yourself first.

Teacher: OK, the teacher sees that many children are arranged in this way, so put your grades in the group and choose the best one. Finally, the teacher will see which group of children are the most capable.

Student activities: pendulum.

Teacher: There are two kinds of feedback pendulum: horizontal pendulum and vertical pendulum, which should be affirmed.

Second, explore new knowledge.

1. Teach "="

Teacher: Now, can the little monkey see which kind of fruit is more and which kind of fruit is less at a glance? What fruit do the children say is the best for the little monkey to eat first?

Health: peaches

Teacher: Who will tell the children who say peaches your reasons?

Health: Because there are as many peaches as there are little monkeys, the little monkeys only eat one peach each.

Teacher: Well, you speak very well. The teacher added his words, that is, there are as many peaches as there are monkeys, right? What kind of knowledge is this? How much knowledge have we learned? So let's recall how we compare the same things. Ok, let's compare the little monkey with the peach again.

Teacher: (pointing to the courseware) A little monkey eats a peach, which is just enough. Suppose there are as many monkeys as peaches.