Teaching objectives:
1, in the activities of counting and comparing, I initially experienced the corresponding ideas.
Step 2 know the symbol ">"
3, can correctly compare the size of the number within 10, and can judge the size and number of specific objects in life.
Teaching focus:
1, cognitive symbols ">", "<," = ",know their meaning;
2. Learn how to compare numbers within 10.
Difficulties in teaching: ">" and "can be used to correctly express the numerical comparison results within 10.
Teaching preparation: courseware, pictures of various animal heads, 5 triangles and squares, 0 ~ 10 digital cards.
Preparation of learning tools: 5 triangles, 7 squares, 0 ~ 10 digital cards.
Teaching process:
First, create a situation to stimulate interest
Teacher: Students, have you ever been to the zoo? What animals have you seen in the zoo? What kind of animals do you like best? Why?
Health 1: I like elephants. Elephants have long noses and can lift heavy objects.
Health 2: I like little monkeys. The little monkey is very clever and good at thinking.
Health 3: I like peacocks. It's beautiful to be complacent.
Teacher: Do you still want to see these cute little animals? Today, the animal park will hold a grand celebration, and all the small animals go to the animal park to help. It's too noisy! Let's go and have a look.
Second, find problems and explore independently.
1, count.
The courseware shows the situation map of Animal Paradise.
Teacher: What animals do you see in the picture? How much does each of them have? Count it in your mind first and I'll tell you later.
Students report, teachers show pictures of animals and show the corresponding numbers.
Teacher: How do you count so fast?
Health 1: I pointed at them one by one.
Health 2: I'll count one and make a mark beside it.
Health 3: I counted from left to right.
Health 4: I counted from top to bottom. There is a little monkey in the tree, a little monkey in the hole and a little monkey running on the ground.
Health 5: I count the bears in front first, and then the bears in the distance.
Teacher: Everyone counts the number of each animal in different ways. It's really good! Learning mathematics requires mastering methods and learning to observe in an orderly way.
2. compare it.
(1) Learn "Who has as much as who"
(1), situation import
Teacher: The animals have been busy for a long time. The teacher wants to give them four little red flowers as a reward, but only one small animal can be given, so that each small animal can get one. What kind of small animals do you think are the most suitable?
Health 1: Give it to the little monkey, it is the cleverest.
Give birth to 2: 4 red flowers, 3 little monkeys and one more flower. It should be eaten by deer. There are only four deer, one, no more, no less.
Health 3: You can also give it to bears. There are four bears and one is just right.
Teacher: Why is it suitable for a deer and a bear? Or there are four bears and four deer, indicating their number? )
The teacher posted four pictures of bear heads and asked: How can we clearly see that there are as many bears and deer as there are pictures of deer?
Health: One sticks to the other. Let the students go on stage to demonstrate the sticking method.
Teacher: That's a good method. This is the one-to-one correspondence method. The first bear corresponds to the first deer ... when there are no more bears or deer behind, we say there are as many bears as deer. How can I say "as much"?
Health 1: There are as many bears as deer.
Health 2: Their number is neither too much nor too little.
② Understanding "="
Teacher: There are as many as four. What symbols can be used to represent it? Or who can create a symbol to represent the same quantity? )
Teacher: Although the students didn't figure it out, the teacher knows that you used your head. Scientists invented a symbol for us, which is "=".
Teacher writes on the blackboard: 4 = 4.
Teacher: This symbol is called "equal sign". Students repeat 1 time. This formula is read as "4 equals 4", and the students read it twice.
The teacher explained while demonstrating: The equal sign means the same quantity, so when writing in schools in Tian Zige, you should write in the middle position, and the two horizontal lines should be straight and equal in length. Praise children who study hard: Only by studying hard can they write beautifully.
The teacher leads the students to raise their hands and write together, and then asks the students to write Tian Zige in P 12.
(3) For example
Teacher: We have learned to use the equal sign to mean 4=4. Do you know what equals? According to the report, the teacher is writing on the blackboard.
Teacher: Look at these formulas on the blackboard. What did you find? (The numbers on both sides of the equal sign are the same)
Teacher's summary: both sides are the same with an equal sign.
(2) Learn "Who is bigger than who"
1. Try to compare.
Teacher: Just now we compared the number of bears and deer. Which two animals do you want to compare?
Health: small x and small y ratio.
The teacher posted 1 x and y heads.
The teacher concluded: whether it is greater than the symbol or less than the symbol, the opening of the symbol always faces the large number, and the sharp corner always faces the decimal number. Show children's songs: "The big mouth is facing a large number, the acute angle is facing a decimal, the big mouth is facing the left greater than the sign, the big mouth is facing the right less than the sign, and both sides of the equal sign are the same", and teach students to use gestures to indicate the greater than sign and the less than sign.