1. Let students perceive the size of numbers within 100 in a specific situation, and describe the size relationship between numbers with more, less and more.

2. Encourage students to diversify their problem-solving strategies and develop their thinking ability through open questions.

3. Stimulate students' interest in learning, cultivate cooperative consciousness and the ability to actively explore knowledge in the process of group learning of observation, operation, discussion and communication, so as to perceive that mathematics is everywhere.

course content

Page 40 of the textbook.

Teaching design

Preliminary perception, leading into new lessons

Perceive the concept of more and less from the reality of life around students.

Teacher: Look back, class. What did you find?

Student: There are many teachers in the classroom.

Teacher: Can you describe the relationship between the following teachers and lecturers more or less?

Student 1: There are more teachers in class than in class.

Student 2: There are fewer students than teachers in my class.

Student 3: There are more teachers in class than my classmates.

Health 4: There are fewer tables on the stage than on the stage.

Student 5: There are fewer girls than boys in my class, and there are more boys than girls.

Health 6: There are fewer people who wear glasses than those who don't.

Stimulating students' participation motivation is the premise of learning. The teacher introduced examples from the students, which reflected a strong flavor of life. Teachers guide students' unintentional attention to intentional attention in time to stimulate students' desire to explore. At the same time, the contradiction of situational clues is introduced, so that students can explore independently and find mathematical strategies to solve life problems, and consciously pay attention to cultivating students' awareness of mathematical application and problem-solving ability, so that they can feel the important significance of mathematical knowledge in life. As the curriculum standard points out, students are encouraged to actively try to use the knowledge and methods they have learned when facing practical problems, and to find strategies to solve problems from the perspective of mathematics. ]

Talk introduces new knowledge.

1. How much do you feel?

Teacher writes on the blackboard: more and less, more and less.

Teacher: How do you understand these words?

You can use pictures, gestures and things around you. )

A. display 1 grape map.

Teacher: What's in the picture? Are there more or less green grapes and purple grapes? Is it too much? Which word is more appropriate? Conversely, which word is more suitable, purple grape or green grape?

(Students begin to discuss) Report the discussion results in groups.

There are 50 purple grapes and 40 green grapes.

Green grapes are better than purple grapes ()

Purple grapes are better than green grapes ()

Health: The number of green grapes is less than that of purple grapes.

There are more purple grapes than green grapes.

B. show the second picture.

There are 50 grapes and 8 strawberries.

Grapes are more delicious than strawberries ()

Strawberries are more delicious than grapes ()

Teacher: Look carefully. Compare the number of grapes with the number of strawberries. What did you find?

Health: There are many more grapes than strawberries.

Health: There are few strawberries and many grapes.

Health: strawberries are so much less than grapes!

Teacher: Can you describe the relationship between them with the words you learned today? The group discussion begins (report the results of the discussion).

Health: Grapes are much more than strawberries, and strawberries are much less than grapes.

Teacher: Just now, I got a better understanding of more, less, more and less with the help of the physical map. Teacher, there is still a picture without data. You can look at the picture and estimate the following, and then describe the relationship between them with the words you learned today.

C. show the third picture.

There are more oranges than green peppers ()

There are more green peppers than oranges ()

Discuss in groups and report the results.

Raw 1: The number of oranges is much more than that of green peppers.

Health 2: Green peppers are much less than oranges.

Learning mathematics is not passively absorbing the ready-made conclusions in textbooks, but a process full of rich and vivid thinking activities, which allows students to proceed from the reality of mathematics, let students exchange ideas in cooperation, find solutions to problems, cultivate students' observation ability and language expression ability, and find solutions to problems from the perspective of mathematics. ]

2. Math games.

Teacher: Everyone studied very well just now. Let's play a game, ok? Teacher, here is a two-digit number. Can they guess what it is?

Student: Teacher, is this the 20th?

Teacher: No! Far more than 20.

Student: Teacher, is this number 60?

Teacher: A little less than 60.

Health: So it's 55?

Teacher: Yes, how clever!

Teacher: Do you still want to play this game? Teacher, here is a two-digit number, much smaller than 100. Guess what? The process of students' guessing is very short.

Teachers can design games related to the content of this lesson according to the characteristics of lower grade children, so that students can learn mathematics and develop their thinking in games. Through this game, we not only deepened our understanding of what we have learned, but also intentionally infiltrated the simple interval set of the thinking method of gradual approximation. ]

Practical design

1. There are two little frogs catching pests. A frog said, I ate 35 pests today. Another frog said, I eat less than you. Guess how many pests I ate?

( 1) 10 (2)30 (3)5.

2. I am 8 years old and my mother is 38 years old. * * older than me.

1, much smaller

2, bigger

3. Much bigger

The media showed pictures of kittens fishing.

Say a word with the numbers on the screen (more, less, more, less)

Communicate in groups, and then send a classmate to the front to report to you.

Can you see anything from this painting?

Health: The little white cat caught a lot of fish, but little Embryo Cat caught the least.

Teacher: What is the reason? Students discuss and think of stories about kittens and many fish. )

Health: Little Embryo Cat is not good at fishing.

Health: Little Embryo Cat may not concentrate on fishing for a while, catching butterflies and dragonflies, which delayed fishing.

Teacher: As far as kitten fishing is concerned, we know that no matter what we do, we should not only be skilled, but more importantly, we should concentrate and not be half-hearted. Only in this way can the work be done well. Everybody right?

summary

What did you learn today? Talk about your gains. What other questions can you ask?

Instruction design description

Students have initially understood the concept of more and less in the first volume of senior one, and have been able to distinguish between more and less between two quantities. The content of this lesson is to further establish the concept of more and less on this basis. Make students develop from comparing more or less numbers within 20 to comparing numbers within 100.

1. Reflect the four consciousnesses and realize two transformations.

The design of this course is based on four leading factors: teacher-led, student-led, activity-led and innovation-led. Realize two transformations:

A. the change of learning style. From singleness (teachers speak and students listen) to pluralism. This course adopts the organizational form of group cooperation and communication, so that students can learn through independent observation, hands-on operation, cooperation and communication, dispute discussion and other forms. Create a lively, democratic and harmonious learning atmosphere for students and provide a broad thinking space. It provides conditions for stimulating students' innovative consciousness and allowing students to experience success in the process of challenging the unknown.

B. changes in the role and status of teachers and students. Changing teaching into guidance, the teaching process always highlights the students' dominant position. Teachers create a series of problem situations for students to explore. Students learn in lively and interesting processes, such as watching, discussing and talking. Teachers only use cameras to guide students. Students not only acquire new knowledge in the process of self-exploration, self-discovery and self-improvement, but also cultivate their initiative.

What you are reading is the second question "How much is it" (b). This website will provide you with more excellent teaching resources! Topic 2 "How much to compare" teaching plan (2) Consciousness and ability to acquire knowledge.

2. Expand the thinking space and encourage diversification of problem-solving strategies.

This class respects every student in teaching, so that different students can understand the problem from different angles. Express your ideas in different ways and solve problems with different knowledge and methods. For example, in the introduction of the new curriculum, let students show the richness of students' thoughts by observing the things around them, so that students' thinking will become more and more active and open. Let students experience the success and happiness of innovative learning.

3. Encourage questions and arouse the awareness of questions.

In the teaching of this class, we should pay attention to let students find and solve problems by themselves. For example, when showing the first picture, let the students ask questions based on experience and intuition, instead of making evaluation, give the evaluation task to the students. Students should first think about which answer is correct, and then realize the truth. After class, let the students ask questions. In this way, students' awareness of problems is gradually strengthened and their awareness of innovation is also cultivated.

4. Use multimedia-assisted teaching methods to optimize the teaching effect.

According to the knowledge system of teaching materials and students' cognitive characteristics, this class designed multimedia technology-assisted teaching methods, which changed boring into vivid and abstract into concrete, stimulated students' interest in learning, and successfully broke through the teaching difficulties of combining pictures with words and movements.

Judging from the possibility, any normal and intelligent person is creative, that is, potential creativity. Every student is a thinking subject with personality and potential. The key is whether our teaching can create a relaxed and harmonious learning environment for students. Open questions.-What do you know? What questions can I ask? Encourage students to explore independently, speak freely, effectively exercise students' divergent thinking, and lead students to enter the vast world of innovative thinking again and again. The design of this classroom exercise is not only hierarchical, but also close to students' life. In the design of exercises, in order to achieve the purpose of teaching, students are allowed to discuss boldly and leave room for thinking. In this way, children with active thinking can express their views boldly, and children who can't speak can also express themselves in a small range.

Teachers' selection of materials is close to children's lives, and kitten fishing is full of fairy tales and is deeply loved by children. Teachers can catch kittens fishing, which is attributed to the education of will quality, permeated with the educational thought of people-oriented (no matter what you do, you should concentrate on yourself). The new curriculum standard requires us to pay attention not only to the education of knowledge and skills, but also to the cultivation of emotional quality. It is very good for teachers to borrow kitten fishing, an educational method that children can easily understand and accept.