Subject: How much (size)
First, the teaching objectives
1, I know ">", "
2. Cultivate the ability of observation, analysis and expression, and infiltrate the idea of one-to-one correspondence.
II. Estimated teaching time: 1.
Third, teaching focuses on difficulties.
Understand the meaning of symbols ">" and ".
Third, prepare teaching AIDS and learning tools.
Monkeys are divided into fruit maps, monkeys, pears, bananas and peaches.
Third, teaching activities.
(1) Present the theme map of the textbook, organize students to observe, and teachers create story scenes to stimulate students' interest.
1. One day, Lingling the monkey celebrated his birthday. He invited his good friends to celebrate at home. How many friends did it invite? What fruit does it prepare for everyone? How many fruits are there in each kind? How to arrange it so that everyone can see at a glance which fruit is enough and which fruit is not enough? (Guide students to observe and think carefully)
(2) hands-on operation, learning ">", "
1. Students use school cards to arrange monkeys and three kinds of fruits according to their own ideas.
2, students show their grades, teachers and students * * * pictograms in the book, and write the corresponding numbers.
Step 3 Learn "3=3"
(1) A little monkey said: I like peaches, but can we each have a peach?
(2) One monkey eats a peach, and three monkeys eat three peaches. Are there enough peaches? What is the relationship between the number of monkeys and the number of peaches? They are as many, as many and as equal.
(3) Teacher: It means that there are two things as much. We can use the symbol "=" to represent them, write "3=3" at the bottom of the picture and teach this formula to read.
4. Learn "3 > 2"
The method is the same as before. Tell the students that 3 is greater than 2, which can be represented by ">". Talk about the shape of the greater than sign.
5. Learn "3"
The method is the same as before. Compared with less than sign, figurative metaphor helps students remember the usage of greater than sign, such as "big mouth to large number, acute angle to decimal".
6. Distinguish between ">" and "
(1) Distinguish two symbols.
Use gestures to represent different symbols. The teacher said the name and the students gestured it.
(2) The teacher says the name and the students type it out with a stick.
(3) Fill in the correct symbols for numbers within 5.
(3) Summary
1. What did you learn in this class?
When we compare the sizes of numbers, we can use the relative symbols ">" and ".
(3) Consolidate exercises