Mathematics courseware for the first grade of primary school: "less than or greater than or equal to"
Teaching objectives:
Knowledge target
1, understand the meaning of >, = and. "> greater than symbol, indicating that one number is greater than another;" , = and compare the sizes of numbers in 10.
capability goal
1, you can write greater than sign, equal sign and less than sign.
2. Be able to read formulas.
Affective goal
1, experience the fun of learning mathematics.
2. Develop the habit of being meticulous and studying hard.
Teaching focus:
1, understand ">",, = and compare the numbers in 10.
Teaching media:
Multimedia courseware; Pictures of rabbits and carrots.
Teaching process:
First, review bedding (multimedia)
1, which graphics are more? Put a √ in the extra line.
○○○○○()
☆☆☆☆☆☆()
2. What kind of graphics are few? Tick √ in several lines.
▲▲▲▲▲▲()
■■■■()
3. Connect the same number of threads.
(Design intention: pave the way for students to learn new knowledge from ideas and methods, and also make connections for learning new knowledge. )
Second, explore and experience.
The teacher showed the main picture on page 20 of the textbook with multimedia.
1, Teacher: Today is the birthday of the little panda. Some of his good friends came to congratulate him. The little panda prepared some sumptuous lunches for everyone. What can you find about numbers in this picture?
Student observation report
Health: There are three pandas, three monkeys and four rabbits.
Health: The little panda has prepared four bananas, four peaches and four radishes.
2. The teacher selectively posted the prepared pictures on the students' reports.
Photos of four rabbits
Photos of three teddy bears.
Pictures of three little monkeys
3. Teacher's guidance: The students have found so much information about mathematics. If you were asked to help the little panda divide the food, how would you divide it? Communicate with each other at the same table.
Students divide them according to their own understanding, such as: give carrots to rabbits, peaches to monkeys, and bamboo to pandas themselves.
(1) Guide students to observe and think: How many rabbits are there? How many radishes are there?
Student: Four rabbits and four radishes.
Student: There are as many rabbits as radishes.
(2) Question: Each rabbit can eat a radish, and there are not many radishes. What is the relationship between the number of rabbits and the number of radishes? (same, equal, same amount)
After the students answer, tell them that the same number can be represented by the symbol "=", write "4=4" on the blackboard, recognize "=" and read it, then teach the formula to read it.
(3) Instruct students to write the equal sign.
(4) Teacher: According to the newly discovered mathematical information, what else can be connected with "=".
Instruct students to draw.
The number of radishes and peaches can be written as "4 = 4";
The number of pandas and monkeys can be written as "3 = 3";
According to the information in life, give an example represented by "=".
4. Teacher: We know that the same number can be connected by "=". What if it's not the same number?
Divide peaches
Question: Look at the main picture and count how many monkeys and peaches there are. After the students answer, ask further questions: Are there as many peaches as monkeys?
(1) Guide students to compare and express in words: There are more peaches than monkeys; There are fewer monkeys than peaches.
Tell the students that "4 is greater than 3" can be represented by the symbol ">". Students say that the shape is greater than the size. It can be expressed by words or gestures.
(2) when it comes to numbers "
3, the meaning and usage of expression, will compare the size of numbers within 5.
2. Cultivate initial observation ability, thinking ability and language expression ability.
Teaching focus:
=, >, and are used to represent the relationship between two numbers.
Teaching process:
First, introduce new lessons.
We have learned the understanding of 0 ~ 5 before, and today we know that "=" and ">",, and, and, 3 points to the greater than sign, which is called the greater than sign.
(On the blackboard: greater than the number) Let the students say greater than the number, and then say the name.
In which direction does the opening of the size greater than open? Pointy (to the left)-which way is the head?
(5) Observe Equation 5 >; 3. Q: Which is bigger, the open end or the tip? Which is smaller? Is the big mouth facing a large number or a decimal number? What number does the tip point to? This formula is read as "5 is greater than 3" and written on the blackboard; 5 is greater than 3.
The teacher led the reading, read together, and talked with each other at the same table.
(6) Looking back, I just learned "greater than number". Who is this question? Who is it? What was the result? The teacher concluded: This question is the ratio of little squirrel to little bear. There are more squirrels than bears, 5 to 3. It can be said that 5 is greater than 3 and written as 5>3.
3. I can't teach.
(1) What's the comparison between a bear and a squirrel? There are fewer bears than squirrels. There are three bears and five squirrels. Little bears are less than squirrels, that is, 3 to 5, 3 to 5 to 5.
(blackboard writing: 3