1. Let students experience some comparative methods in the activities of counting, comparing and swinging.

2. Let students feel the close connection between mathematics and life, and cultivate students' interest and enthusiasm in learning mathematics.

1, cultivate students' preliminary observation ability and the spirit of active participation in learning.

Teaching emphases and difficulties:

Master the good comparison method that you think is applicable.

Teaching preparation:

Teacher: One set of digital cards (1- 10), one pig and one little free card, and one tape recorder.

Student: One set of schoolbags and one set of digital cards (1- 10).

Teaching process:

First, import:

Please look at the children. There are more boys or girls in our class. Still as much? how do you know Today, let's learn how much to compare.

Write on the blackboard: How much is it?

Second, take the initiative to explore and acquire new knowledge.

1, create a situation to stimulate interest

Show a small card and a pig card and write them on the blackboard.

Q: Look, who is this? What are they going to do? Who will guess?

Teacher: Then let's listen to what the pig said. (Play the recording: Little friend, Xiaomian and I are going to take part in voluntary labor! ) children, do you want to go and have a look together?

2, guide observation, preliminary perception

A: Show the picture on page 6 of this book:

What do you see, children? How many?

(Number of students)

B: Q: How many bricks are there in a small exemption? Who is more, Xiao Mian or Brick? how do you know Do you have different ideas?

Teacher: There is nothing to spare. How about the number of bricks and the number of bricks? (as many) is represented by an expression:

Blackboard: 4 = 4 students' books are empty. Read them together.

The teacher introduced the equal sign.

3. Hands-on operation to learn new knowledge.

A: Q: Who is more than Xiao Mian and Xiao Pig?

B: Student's operation: Put a circle on the table to represent the pig, and put a square on the table to represent the pig.

C: Students report the results and teachers demonstrate them.

Teacher: There are more babies than pigs. How much is it? Expressed by an expression: blackboard writing: 4 >; The teacher's introduction is greater than the figures, and the students' books are empty.

Q: Can you read this formula?

Teacher: There are more piglets than piglets.

Blackboard: 3 < 5 Introduction is less than signature.

If the students' books are empty, read them all again.

4. What's the difference between less than sign and greater than sign?

(Students answer, the teacher summarizes)

Now, can you name a formula with greater than sign, less than sign and equal sign?

Third, consolidate

1, say it

Q: Please look at the picture carefully. Can you say more or less? (Report after discussion in groups of four. You don't have to raise your hand. Whoever stands up first will speak first. )

Step 2 guess

A: The teacher chooses a card from 1- 10 and asks the students to guess the numbers on the card. According to the students' answers, the teacher prompts "big" or "small" until you guess correctly.

B: Assign a student to take the card. The teacher guessed. The method is as above.

C: Guess who is right at the same table.

3. Fill in:

A: 7 034 093 035 0810 001

B:2>□ 6>□ 6=□ □=8 □