Teaching plan of "Large number is less than number" 1

Activity objectives:

1. Understand the meaning of greater than sign and less than sign through activities.

2. Be able to correctly use the greater than sign and the less than sign in mathematical activities.

3. Experience the feeling brought by the competition.

4. Cultivate children's comparative judgment ability.

5. Develop children's logical thinking ability.

Activity preparation:

Movable chessboard, chess pieces, cards with greater than sign, less than sign and equal sign, and some inequality cards.

Highlights and difficulties of the activity:

Key point: understand the meaning of greater than sign and less than sign.

Difficulties: Distinguish greater than sign and less than sign, and use them correctly in mathematical activities.

Activity flow:

First, review the symbols: show the title cards with greater than sign, less than sign and equal sign.

In class today, the teacher brought a gift to the children. Please have a look and show them this box:

1. First, let's see what presents are in the box.

The teacher took out the equal sign from the box and asked the children to say what it was and what it meant.

Now the teacher asks a child to take out a gift (larger or smaller than the size) from the box. What is this? What does this mean?

Children answer: the greater than sign means that the number on the left is large and the number on the right is small; The less than sign indicates that the number on the left is small and the number on the right is large.

3. Teacher's summary: The big mouth faces the big number, and the sharp one faces the decimal number.

Second, the quantity is greater than the size: the teacher also brought a lot of chess pieces today. Please use the symbol just now to show their relationship.

1. Show four red pieces and three yellow pieces. Think about what symbols should be placed between them. Why?

2. Show the numbers 4 and 3 and let the children think about what symbols should be placed between them.

3. Show the numbers 8 and 9, 5 and 8 for children to compare.

Third, the formula size ratio: Just now our children performed particularly well. This time, the teacher asked a difficult question, and we children imagined how to do it.