At the beginning of the class, I asked the students to review the meaning of "one number is more (less) than the other" through games, and let the students understand the method of flower arrangement through arranging flowers (five flowers in the first row and two more flowers in the second row than in the first row)? Comparing the two rows of flowers, the second row is actually divided into two parts. The lead-in design of "as many parts as the first row" and "more parts than the first row" provides a good foundation for students to accurately find out which part is "more (less) than the first one" when learning the newly taught content, and then understand who is more than who, who is more and who is less, abstract the quantitative relationship from the concrete image diagram, and truly understand the relationship between the two quantitative relationships.
In example teaching, students are guided to observe pictures and learn to analyze mathematical information and problems obtained from pictures, which further deepens students' understanding of the quantitative relationship of "what is more (less) than a number". In the "Want to Do" exercise, there is no longer such an intuitive and vivid hands-on operation process, but I still grasp the existing mathematical information conditions to let students know who is comparing with whom, what is the result of the comparison, how to ask for it, and clarify their thinking before letting students write a column calculation.