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) The group reports the results of the discussion.

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 discussion results).

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 start from "mathematical reality", 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" approximation thinking method. ]

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.