First, the teaching objectives:

1. Perceive numbers within 100 in specific situations and cultivate students' sense of numbers; Will use: "more, less, more, less" to describe the quantitative relationship between things; Cultivate students' observation ability and estimation ability.

2. Experience the formation process of the comparison method within 100, and experience the thinking method of comparison.

3. Perceive the numbers within 100, initially perceive the close relationship between mathematics and daily life, and experience the fun of learning and using mathematics.

Second, the key difficulties:

Key point: Perceive the number within 100, and use more, less, more and less to describe the quantitative relationship between things.

Difficulties: Understand the relativity of "more, less, more and less" and describe it in accurate language.

Third, teaching preparation: multimedia courseware and word cards.

Fourth, teaching methods: discussion, inquiry, practical operation, etc.

Verb (abbreviation of verb) teaching process;

(A) excited situation, learn to estimate

1, estimate an estimate

Teacher: Boys and girls, have you seen Spongebob? Today, the teacher will show you around the store.

Show spongebob pictures in the courseware.

Teacher: There are so many beautiful spongebobs that all teachers want to buy some spongebobs and keep them at home. Do you want to go with the teacher?

Show me pictures of Spongebob.

Teacher: When we came to the store, the salesgirl first introduced us to Red Spongebob. She wants us to guess how many people there are. The closer you guess, the star will be rewarded.

(If the students guess by feeling, first guide the students to count 10 spongebobs, let the students know that there are so many spongebobs, then observe the rest and make a second estimate. )

Conclusion: So when we estimate the number of objects in the future, we can find the reference objects first and then estimate them, which will be closer to the correct answer. Q: Do you have any other methods to help us estimate?

Step 2 guess

Show pictures of blue Spongebob and yellow Spongebob.

Teacher: Now the salesgirl has introduced us to Blue Spongebob and Yellow Spongebob. She asked us to guess these two kinds, which is 15 and which is 10? That's right, star gazing.

(2) Explore new knowledge and deepen at different levels.

1, compare sizes

Teacher: Can you compare the numbers 58, 15 and 10 with what you have learned? Please arrange a row in descending order.

Write on the blackboard according to the students' answers: 58> 15 > 10.

2. Teach "more" and "more"

(1) More

Teacher: Besides comparing numbers with greater than signs and less than signs, they can also be described by language.

Q: How to compare 15 and 10? Blackboard: 15 is greater than 10. Q: How much is 15 more than 10?

Teacher: In mathematics, we use "many" to mean a little more.

Q: 15 means blue spongebob, and 10 means yellow spongebob. What else can I say?

(2) much more.

Q: How to compare 58 and 10? Blackboard: 58 is more than 10. How much is Q:58 more than 10?

Teacher: We are used to using "much more" to mean much more.

(3) Compare "more" and "much more"

Q: "More" and "much more" both mean more. Are they the same?

3. Teaching is "less" and "much less"

Q: Who can say the opposite? How? Please sit at the same table and talk to each other.

(3) Consolidate new knowledge and apply what you have learned.

1, I can say.

Show 43 pages of pictures of peaches, apples and pears, and let the students say "more, less, more, less".

2. Teacher: Students, do you know? Frogs are friends of human beings. They specialize in catching pests. Do you know how many pests the frog on the right may have eaten?

Teacher: Which answer do you think is more appropriate?

Teacher: Why choose 30 instead of 10 and 8?

(D) with reality, feel sublimated

Teacher: Today, children can express the relationship between two quantities in one sentence. Think about it, can you describe the relationship between two numbers with the words around us?

Summary: Today, children have learned new skills. In the future, we can not only use >< or =, but also use "more", "less", "much more" and "much less" to describe the size between two numbers.

Sixth, teaching reflection.