Teaching content:

Textbook 6-8 pages, exercises in the book 1-4.

Teaching objectives:

1. Let students experience some comparative methods in the activities of counting, comparing and swinging. A preliminary understanding of the meanings of "as much", "more" and "less"

2. Learn to compare the number of objects in a one-to-one way.

3. Initially cultivate students' observation ability and operational language expression ability.

Emphasis and difficulty in teaching

Guide students to compare the number of objects with the method of "one-to-one correspondence".

Teaching preparation:

Multimedia courseware, cards like flowers, ○ and △.

Teaching process:

First, create scenarios and introduce new lessons.

Students, extend our left hand, and then extend our right hand. Please have a look. Is there more fingers in the left hand or more fingers in the right hand? Still as much? how do you know

How clever these students are! Today we will learn-compare how much.

Step 2 create a scene

Do students like listening to stories? Look at the big screen and listen to the story.

Look who this is. Who is this? Students, take a look. What are they doing?

Students may say: rabbits move bricks, pigs move wood, and they are helping rabbits build houses.

How many rabbits are there? How many bricks did each rabbit move?

Second, observe exchanges and explore new knowledge.

1, understand "as much".

As a child said, there are four rabbits, 1 rabbit is moving 1 brick. Can you let it out for everyone to see at a glance?

Student activities.

Students try to swing, take out their school boxes, use triangles for rabbits, and use ○ for bricks.

For the questions raised by students, choose students with representative methods to show them.

Children, let's comment. What kind of arrangement do you think? Where's the good news?

Courseware operation (1 rabbit movement 1 brick. He said, connecting the rabbit with the brick with dots), just right. There is nothing to spare, so we say there are as many rabbits as bricks. (Blackboard: as many) Students read.

Can you point to the picture and say "as much"?

Talk to each other at the same table.

Please make it clear, are there so many things in the picture?

2. Know "more" and "less".

We will compare the number of rabbits and bricks one by one. What else can be compared in the picture?

Students may have two situations: one is to compare the same number of objects, and the other is to compare different numbers of objects.

Let's compare three little pigs with four pieces of wood. Can you compare them one by one?

1 piggy is 1 piece of wood. Piglets have nothing to spare, but wood has something to spare, that is, more wood and less pigs. We say that there are more wood than pigs, and pigs are less than wood. (How much is the blackboard?)

Let the students say it in different forms.

Can you compare other objects with more and less?

Third, consolidate practice and strengthen cognition.

1, explore life.

Students, you did a good job and found the quantitative relationship in the picture. So, can you find as many things around us, how many are there?

Students can observe, communicate and evaluate freely.

2. Type the correct number after the number.

Put the right one behind the small one.

4. Hands-on operation.

The teacher asked for a pose.

A, put four circles in each row, and put a triangle under the circle. There is one more triangle than a circle. How many triangles are there in the second row?

B: There are five flowers in the first row. There is one less flower in the second row. How many flowers are there in the second row?

C, let the students put it casually, and then how do you put it in one sentence?

5. Think with your head

Summarize the class and talk about the gains.

What have you gained from this course?

Conclusion: Through study and comparison, we know that there are many kinds of objects, a few kinds, and the same kinds. When comparing "how much", we know one-to-one correspondence and master the comparison method.

Fourth, homework after class

1, exercise 1, question 3, question 4.

2. The second page of "Teaching Material Practice"