Design Intention: I designed this activity class to help children understand the arithmetic relationship between adjacent numbers, and use velvet walnuts, peanuts and dates to attract children's attention. It is intuitive and vivid, which is conducive to the transformation of abstract thinking and image thinking and can help children establish the concept of numbers.

Objective: To know the adjacent numbers of "2 and 3" and understand their arithmetic relationship with the adjacent numbers.

Key point: Know the adjacent numbers of 2 and 3.

Difficulty: Understand their arithmetic relationship with adjacent numbers.

Teaching preparation: every child has a checkered card; 6 beans; 1~3 digital card; Children's books for term classes. Mathematics; Velvet walnut, peanut, jujube, etc. ; Velvet number 1~4.

Form: the whole class does it collectively.

Process:

One. Comparison of two adjacent numbers.

1. Show me two velvet walnuts, and then show me two peanut walnuts. Please count the children. How many walnuts and peanuts are there? Is it the same?

2. Add a peanut behind the peanut, and then compare which one is more, peanut or walnut? Which is less?

3. Below the first line, paste four pictures of red dates. Contrast: How many red dates are more than three peanuts? How many peanuts are there with less than four red dates?

Two. Comparison of three consecutive numbers.

Put the corresponding digital cards under the pictures of three kinds of dried fruits. Ask the children to think about it. 1 What is the number less than 3? Should it be in front of or behind 3? 1 How much is more than 3? Should it be in front of or behind 3? When guiding children to know and compare three consecutive numbers, we should start with the middle number, first compare it with the smaller number, and then compare it with the larger number. Two numbers smaller than this number 1 and larger than this number 1 are good friends of this number, that is, two adjacent numbers of this number.

Three. Put six beans in the grid, ask for two beans in the middle grid, and think about how many beans to put in the other two grids. Why?

Put one in the first box, two in the second box and three in the third box.

What are the adjacent numbers of 2? What about the neighbors of 3?

Four. Summarize the contents of this section. In this lesson, we know the adjacent number of 2 and 3 and master the method of finding the adjacent number. That is, starting from the middle number, subtract 1 as the first number and add 1 as the last number.