Primary school mathematics teaching plan, learning plan and knowledge summary

Primary school mathematics teaching plans, learning plans and knowledge summary are divided into: teaching plans, lecture notes, knowledge summary, climbing questions, unit tests, etc.

1, lesson plan

Three measured values

Textbook analysis

This unit is taught on the basis of students' understanding of the length units of centimeters and meters and some measurement methods, which is the basis for students to learn to measure length and establish the concept of length in the future. This part of the content is everywhere in life, and it is mathematics around students. Therefore, students have rich experience and lay a foundation for understanding decimeter, kilometer and ton.

Analysis of learning situation

Students have learned the length units of meters and centimeters before, mastered the advancing speed between meters and centimeters, learned the mass units of kilograms and grams, can carry out simple estimation and measurement activities, and learned some knowledge and methods about measurement, which laid the foundation for further understanding and understanding the length units and mass units. It can be said that students are experienced.

Teaching requirements

1, so that students can experience the actual measurement process, know the length units of millimeter, decimeter and kilometer, and establish the length concepts of 1 millimeter, 1 decimeter and 1 kilometer. Understand the quality unit ton and establish the quality concept of 1 ton.

2. Make students know the conversion relationship between commonly used length units and quality units, carry out simple unit conversion, and select units appropriately.

3. Enable students to estimate the length and mass of some objects and choose different methods to measure them.

4. In practice, enhance students' awareness of cooperation and communication, improve operational skills and cultivate practical ability.

5. Through the extensive application of length units in daily life and production, stimulate students' thirst for knowledge, and form a good habit of careful observation and careful measurement.

Teaching suggestion

1. Create a lively and interesting teaching situation by connecting with real life.

The teaching content of this unit has two characteristics: first, it is closely related to students' life practice; 2. Before this, the students have learned the length units of meters and centimeters, the mass units of kilograms and grams, and learned some knowledge and methods about measurement. It can be said that students are experienced.

Therefore, in teaching, teachers should pay attention to the flexible selection of resources provided by textbooks according to the actual situation of students and create vivid and interesting situations in combination with real life. For example, organize students to measure the thickness of coins and textbooks, and measure the length and width of desks; Using multimedia to display road signs, the distance between the two places is 1 km, and the mass is 1 ton.

So as to arouse students' enthusiasm and initiative in learning, improve students' participation in the teaching process and promote the interaction between teachers and students.

2. Help students to establish the corresponding concepts of length and quality through practical activities.

Establishing the corresponding concepts of length and quality is the basis for applying the learned knowledge to solve practical problems in life. So let students feel the length of 1 mm, 1 decimeter, 1 km and the quality of 1 ton is the focus of this unit.

The cognitive characteristics of primary school students are that they have a clear understanding and profound feelings about specific image things, and the content of "quantity" is more practical. Therefore, in teaching, we should pay attention to arranging students' operation activities as much as possible, so that students can participate in the activities and rely on their own experiences 1mm, 1mm, 1km,1t.

3. Cultivate students' estimation ability according to the teaching content.

Estimation knowledge is widely used in life, and it is also a concrete embodiment of solving practical problems with "calculation" knowledge. Therefore, teachers should pay attention to this part of the content and cultivate students' consciousness of consciously estimating common objects.

For example, in teaching, we can organize students to estimate first, then measure and verify, and gradually develop the habit of estimation, so as to improve students' estimation ability.

Class arrangement

Understanding of 1 and mm, 1 class hour.

2, decimeter understanding, 1 class.

3. Understanding of kilometers, 1 class hour.

4. Unit conversion between meters and kilometers, 1 class hour.

5, tons of understanding, 1 class hour.

6, length and quality measurement unit comprehensive practice, 1 class.

1 understanding, mm, a grade.

course content

Yeah, I understand. (textbook page 2 1, page 22)

Teaching objectives

1, through actual measurement, make students clear the practical meaning of millimeter and establish the concept of length of1mm.

2. Through observation, let students know the relationship between millimeters and centimeters and make a simple conversion.

3, in the operation and communication, let students learn to measure in millimeters.

4. In the process of guiding students to explore knowledge, cultivate students' initial awareness of estimation and good study habits.

Important and difficult

Key point: learn to measure in millimeters.

Difficulty: Experience the actual length 1mm and form the appearance.

training/teaching aid

Coin 1 piece (1, 2 or 5), magnetic card 1 piece (telephone card, store credit card or savings card), student ruler, paper clip, pencil case, math book, pencil or signature pen, etc.

teaching process

First, pre-school preparation

1, review old knowledge.

(1) What length units have teachers and students learned? (meters, centimeters).

(2) Please measure the length of the paper clip and pencil in centimeters.

(3) Group communication: Tell me how you measured it.

2. Introduce new courses.

Please estimate the length, width and thickness of our math book according to your knowledge.

Ask a question: "How many centimeters is the length, width and thickness of a math book? Who estimates that the results are closer to accurate data? " Ask the students to measure the length, width and thickness of the math book in groups.

Second, explore new knowledge.

1, mm.

(1) Measure the length, width and thickness of math books in groups.

(2) Organize the whole class to communicate the measurement results in groups.

Mathematics book length: less than 2 1 cm, two spaces shorter.

Width: less than 15 cm, missing two spaces.

Thickness: less than 1 cm, only 6 squares.

Ask a question: what should I do if I want to accurately represent the measurement result and the length of the measurement is less than a whole centimeter?

Lead-out millimeter: When the length of an object is shorter than the length of the object or more accurate measurement is required, it can be used as a unit. The length of the 1 unit located between centimeters is 1 mm.

Understanding of millimeter.

2, learning1cm =10 mm.

Please take out your ruler and choose the length of 1 cm from the ruler. How many squares are there in 1 cm? (10) What are the characteristics of the length of each cell? (equal length)

Through observation and counting, it is concluded that 1 cm is divided into 10 parts on average, each part is 1 cell, and the length is1mm.

1 cm =10mm.

Teacher's blackboard: 1cm = 10mm

3. Deeply understand the length of 1mm and form an intuitive impression.

(1) What is the length, width or thickness around 1 mm in life? Coins, magnetic cards, keys, etc. )

(2) Tell me what things in life are usually measured in millimeters. (Computer demonstration: ① mechanical pencil, pen mark 0,5mm, 0,7mm, etc. ; (2) Weather forecast, how many millimeters of rainfall has reached today)

(3) Tell me how many centimeters and millimeters a math book is in length, width and thickness.

(4) Guess how many millimeters the student ruler is. Then sit at the same table and verify whether the guess is correct.

Third, summarize and improve.

Teacher: What have you gained from learning this lesson?

The students exchanged their gains with each other.

2. Class notes

Understand the lecture notes in millimeters and decimeters.

Dear leaders and teachers: Hello everyone! Today I'm going to talk about the topic of the course "Understanding of Millimeter and Decimeter".

I. teaching material analysis

This lesson is the third unit of mathematics 1 lesson in the first volume of the third grade of People's Education Press. The content of this lesson is taught on the basis of learning the length units of meters and centimeters. Through learning, students have a relatively complete understanding of commonly used length units, which is of great significance for studying area units and unit of volume in the future and developing students' spatial concept.

Second, the teaching objectives:

According to the understanding of teaching materials, combined with students' existing cognitive structure and psychological characteristics, the following teaching objectives are formulated:

(1), knowledge objective: Know the length units of millimeters and decimeters, and initially establish the length concepts of 1 mm and 1 decimeter; Know 1 decimeter = 1 0cm, 1 cm =10mm,1m =1decimeter, and can perform simple conversion between length units.

(2) Ability goal: to cultivate and develop students' spatial concept, estimation ability, hands-on operation ability and reasoning ability through activities such as estimation and measurement.

(3), emotional goals:

Experience the application of length units in daily life, feel the close connection between mathematics and life, and experience the fun of mathematics learning.

Third, the importance and difficulty of teaching

The teaching focus of this course is the establishment of the concepts of millimeter and decimeter length; The difficulty in teaching is the conversion and estimation between length units.

Fourth, teaching methods and learning methods:

In order to highlight the key points and break through the difficulties, so as to achieve the teaching objectives. I used the following methods in the teaching process:

(1) Visual demonstration, operation discovery: Teachers use visual teaching AIDS (or multimedia demonstration) to guide students to observe and compare, and then let students discuss with hands, so that students can explore new knowledge on the basis of rich perceptual knowledge.

(2) Setting questions skillfully to stimulate interest: Teachers set questions, indicate the learning direction, create an atmosphere for exploring new knowledge, inspire students' thinking purposefully, planned and hierarchically, make students become masters of learning, and make students participate in the whole teaching process in activities such as observation, comparison, discussion and research, so as to master new knowledge and develop their abilities.

(3) Use migration to deepen and improve: use the law of knowledge migration to cultivate students' ability to learn new knowledge by using old knowledge, so that students can learn actively, master knowledge and form skills.

Preparation of teaching AIDS for verbs (abbreviation of verb)

Students prepare: paper ruler, plastic ruler, penny coin, small gold hoop stick, etc.

Teacher's preparation: multimedia courseware, meter ruler, four gold hoops (1 m, 20 cm, 1 decimeter, 7 mm), common items in life close to 1 mm, 1 decimeter.

Six, teaching procedures:

The teaching process of this lesson is designed as follows:

(A) situational import, causing conflicts:

Before class, the theme song "Monkey Brother" of Journey to the West is played, which leads to the Monkey King and his awesome weapon-the golden hoop. At this time, the courseware is used to show the process that the golden hoop gradually becomes shorter and finally reaches the ear. After the students answered their observations, they asked if they wanted to see the real golden hoop, and then the teacher took out the golden hoop 1.

Students first estimate and then measure the length of 1 m, that is, 100 cm. Show me the 20-cm-long No.2 gold hoop, estimate the length first, and then talk about the measurement method. This design has three main purposes:

First, choose materials full of childlike interest, fully mobilize the enthusiasm of students, and let the whole class have a good start;

The second is to awaken students' memory of rice and centimeters with things they are familiar with, and review the original knowledge effectively.

Third, these two golden hoops will be used in the future, which can be described as multi-purpose.

Then use the smallest gold hoop to cause conflict. When students measured with a paper tape ruler, they found that the length was less than 1 cm, and it was impossible to accurately measure the length with a paper tape ruler accurate to cm. At this time, the teacher encouraged the students to find a way.

And guide them to finally express the millimeter on the ruler as between 0 and 1, and tell students in time that in order to accurately measure the length of an object, mathematicians really divide each centimeter into many cells, and stipulate that 1 cell is 1 mm, thus introducing the teaching of understanding1mm.

In this link, the students' cognitive starting point is fully exposed and the necessity of learning new length units is felt through the golden hoop with the hand quantity less than 1 cm. Then through students' bold guesses and attempts, after drawing millimeters, the teacher encouraged them in time, saying that they could think like mathematicians, enhance their self-confidence and lay a good emotional foundation for later study.

(B) independent inquiry to understand new knowledge

First, let the students find 1mm on the ruler, and then use the card holder to select several students to point out 1mm in different positions, so that the students can understand that the length of each cell between 1cm is1mm. Then gesture 1mm, find the object of 1mm, and draw a few millimeters to deepen the understanding and perception of millimeters.

When teaching the relationship between millimeters and centimeters, my method is: Let students draw a line segment of10mm and think while drawing. What do you find? It is natural and easy for students to conclude that 1 0mm is1cm. Students will find the relationship between millimeters and centimeters by drawing line segments themselves, which will be very fulfilling.

Finally, the purpose of millimeter is clarified. 1mm is extremely short, but it is very useful. When measuring the length of shorter objects or measuring the length of objects more accurately in life, millimeters are used. Can you accurately measure the length of that little golden hoop now? Through measurement, we really feel the use of millimeter, and the measurement method is clearer.

To know decimeter, I first asked the students to cut 10 cm on the paper ruler with scissors, and then the teacher showed me a small gold hoop stick with the length of 1 cm, which was the same as the students' paper with the length of 10 cm.

Get: 1 decimeter =10cm. Decimeter teaching is intuitive, simple and effective. Then ask the students to find out 1 decimeter on the ruler, show 1 decimeter by hand with the help of paper or ruler, and find an object around about 1 decimeter to fully perceive 1 decimeter.

When understanding the relationship between decimeter and meter, let the students talk about the length of No.2 golden hoop. If it's decimeter, it's decimeter. Compare it with the cutting ruler of 1 decimeter, or think about it according to the relationship between decimeter and centimeter.

Students can answer 10 cm is 1 decimeter, and 20 cm is 2 decimeter. Then ask the students to think: If the length of the golden hoop 1 is decimeter, it is decimeter. It is more difficult here. After the students have finished speaking, encourage them in time and demonstrate with courseware: 1 m = 10 decimeter.

(3) Summary length unit

The teacher first pointed out that millimeters and decimeters, like meters and centimeters, are all units for measuring length, called length units. Then ask the students to arrange the four length units in order from small to large. When the students answer, ask other students to indicate by hand how long 1mm, 1cm, 1mm and 1m are. Then let the students think about it.

How to choose the length unit? Through this link, sort out the learned length units. Let students choose the appropriate length unit according to their own understanding, which effectively cultivates students' logical ability.

After students have a clear understanding of the choice of length units, tell them that this is the way people use length units in their lives, and then show them a few pieces of information:

Mount Everest is the highest mountain in the world, with an altitude of about 8844 meters.

The height of middle school students' desks should be about 7 cm, and the height of chairs should be about 4 cm.

Singapore stick insect is the longest insect in the world, with a slender body of 27 cm.

The smallest birds in the world are hummingbirds living in Cuba and the United States. Its body length is about 5 cm.

The floor thickness of 6-8 mm can ensure that the floor has good air permeability and heat dissipation function.

This reflects the close relationship between mathematics and life, and makes students feel that there is mathematics everywhere in life.

(4) Consolidate exercises

In the design of exercises, we not only pay attention to the comprehensiveness and life of knowledge, but also pay attention to interest. I designed two questions:

One is unit conversion, which is a difficult point in this course. Let students talk about their own transformation ideas for each topic, which is very helpful to cultivate students' thinking ability.

The second is to change the diary of bajie, which is another combing of length units. In practice, students can express the length of an object through gesture description and imagination in their minds. While feeling the jokes brought by using the wrong unit, they deeply understand the goodness of mathematics and the importance of choosing a reasonable length unit. Then through the question "What do you want to say to Bajie", let the students understand that they should be cautious and serious about their studies.

(5) Summary and extension of the whole class.

Let the students talk about what they have learned from this lesson, and then the teacher summarizes and tells the students that the golden hoop can be longer, shorter and shorter, so that the eyes can't see clearly (courseware).

This requires units larger than meters and units smaller than millimeters, which will be gradually learned in future study. Interested students can go home to find information and know something in advance. This not only reviews the whole class, but also naturally leads to the content to be studied in the next class and later, which plays a connecting role and broadens the students' thinking.

In short, I always choose what students like to see and hear as the material for the whole class. Through observation, estimation, measurement, thinking and other rich activities, let all students participate in teaching activities, give full play to students' main role, mobilize students' enthusiasm for learning, so that they can not only learn things, but also learn easily and happily!

Seven, blackboard design:

Understanding of millimeter and decimeter

mm dm

1 cm =10mm

1 decimeter =10cm

1 m = 10 decimeter = 100 cm

Eight, teaching reflection

"Mathematics Curriculum Standard" points out that the content of mathematics learning should be challenging and conducive to students' active observation, experiment, guess, verification, reasoning and communication. However, in the slightly boring practice, how to reflect the challenge of mathematics learning and how to make mathematics practice deeply stimulate students' interest in learning?

In the teaching design of the whole class, I adopted the educational concept of "doing" mathematics, mainly focusing on the introduction of new courses and the openness, order and effectiveness of student activities.

Lecture notes on "km of knowledge"

Dear judges and teachers,

Hello everyone! I said that the content of the class is People's Education Edition, the first volume of mathematics in the third grade of primary school, and the second quarter of Unit 3, "Knowledge of kilometers". It is taught on the basis that students have learned meters, decimeters, centimeters, millimeters and other units of length.

"Kilometer" is not as visible and paintable as centimeters and decimeters, so students have relatively little perception of "Kilometer", which makes it difficult for students to understand "Kilometer". Close contact with students' life and flexible use of teaching materials are effective ways to solve this difficulty.

Based on the analysis of the above contents, I have determined the following teaching objectives:

1, so that students can know the unit of length "km" initially, and establish the concept of length of 1 km, knowing that 1 km = 1000 m.

2. Experience the actual length of 1 km, cultivate students' observation ability and practical ability, and develop students' spatial imagination ability.

3. Feel the close connection between mathematics and daily life, and experience the fun of learning mathematics in communication with peers.

Among them, it is important and difficult for students to establish the concept of the length of 1 km and experience the actual length of 1 km.

When teaching this content, I boldly walked out of the shackles of textbooks, started from students' lives, created life situations, helped students experience it personally, and deepened their understanding of "one kilometer".

In order to better achieve the teaching objectives and solve the teaching difficulties, I designed the following teaching process:

First of all, learn about "kilometers" from a trip.

Have the students been to Beijing? How did you get there? What's the best way to travel to Beijing?

During the summer vacation, my family drove to Beijing. How long will it take on the way? Please guess. Some say it's two hours, others say it's three hours. This is the time I recorded. Please work it out!

Our trip took four hours. It seems that Beijing is really far away from us. I checked the information. Please see: Beijing is about 300- (kilometers) away from us.

Draw the unit of length-kilometer (blackboard writing: understanding of kilometer) and tell the students: measure a long distance, usually in kilometers (km); Kilometers are represented by the letter "km"; "Kilometers" is also called "kilometers".

Design Intention: Choosing the right way to travel to Beijing is an examination of students' life accumulation, discussing how long they spent on the journey, reviewing Unit 1 "Hours, Minutes and Seconds", linking the length of time with the distance, and strengthening the integration of knowledge.

Second, feel the "kilometer" from the playground runway.

How long is 1 km? Show the first scene:

The track of a sports ground is usually a circle of 400 meters. /kloc-How many laps is 0/000 meter?

Combined with the runway, students can systematically analyze that the length of two and a half laps of the runway is 1 000m, and1000m is1km in a larger unit. (blackboard writing: 1000m = 1km)

Watch the dynamic video and feel the generation of 1 km.

The second scene is a practical activity, which I arranged before class. There is a 100 meter runway at the north end of our school playground. I organized students to walk along the 100-meter track in the form of playing games and recorded the time and steps used.

In class, I organize everyone to communicate:

How far is it to walk back and forth along the 100-meter runway? How can we walk out of a kilometer?

If it is 100 meter, I have to walk about 200 steps, which takes about 2 minutes. 1 km?

By calculating the time and steps required for 1km, it is known that (10) 100m is 1km.

In fact, the runway on our school playground is 300 meters in a circle. How to use circular track to get out of the distance of 1 km?

Design intention: This link shows how long 1 km is, combined with the schematic diagram of sports track that students are familiar with; Combined with the practical activities before class, the time of walking 1 km is calculated, which is the perception of "1 km", thus deepening the understanding of "km".

Third, off-campus travel experience kilometers

Two students want to find the distance of "1 km" outside the school and have a trip outside the school.

Where did they go after they set off from the port? This is their road map, and this is the data they recorded: 1 km, 700 m, 1500 m, 2 km.

First, please sort the numbers in a certain order, and then put these data in the right place. This is to test students' ability to understand length and solve problems.

According to the road map, please tell me which two places on the map are 1 km apart. We found that the distance from the school to Xinda is 1 km, and we can know that the distance from the school to the hospital is also 1 km through calculation.

There is also a lot of mathematical information hidden in this road map, and the groups exchange reports with each other.

Design intention: The main intention of this link is to let students feel the actual distance of "1km", which is more intuitive than the track in a circle, closer to children's life and can deepen their understanding of "1km".

Fourth, apply what you have learned.

The exercises I designed are as follows: Show the courseware.

These are distributed to you in the form of answer sheets, and the teacher will revise them after finishing these exercises. I think a math class must leave quiet time for children and let the knowledge melt and precipitate quietly.

Finally, I gave the children a practical problem: take a short trip with my parents and find the distance of "1 km".

Five, the blackboard design

Knowledge of kilometers

Kilometers (kilometers) kilometers.

1000m = 1km。

My lecture is over, thank you!

Understand ton's speech

The content of my speech today is "Tons of Understanding". Let me talk about it from the aspects of teaching materials, learning situation, teaching objectives, important and difficult points, teaching methods and teaching process.

First of all, talk about textbooks.

"Understanding of Tons" is the content of the third section of Unit 3 in the first volume of the third grade of compulsory education People's Education Edition. This part of knowledge is taught on the basis of students learning grams and kilograms. This unit studies Tonnage Quality Unit, and through learning, we will have a relatively complete understanding of Quality Unit, which also creates conditions for improving students' problem-solving ability and practical ability.

The teaching contents of this section include illustrating the application of tons in practice, and combining with the weight of rice, the concept of 1 ton is preliminarily established, and it is clear that 1 ton = 1000 kg, and tons and kilograms can be converted to each other.

Second, the analysis of learning situation

According to the pre-class survey, 20% students have a vague concept of tons, and don't know that tons are units of quality. 65% students have heard of ton, but they don't know how much it weighs. 15% of the students know that ton is a big unit of quality, and they have seen ton on the doors and elevators of trucks.

Third, the teaching objectives

According to the writing intention of the textbook and the students' cognition, I determined the teaching goal of this class.

1, so that students can know the quality unit ton and initially establish the concept of one ton through personal experience and experience.

2, know 1 ton = 1000 kg, and can carry out simple conversion between quality units.

3. Let students feel that there is mathematics everywhere in life and experience the application value of mathematics.

IV. Key Points and Difficulties

The teaching focus of this lesson is: initially establish the concept of 1 ton, and know that 1 ton = 1000 kg.

According to the characteristics of teaching materials and the cognition of students in Grade Three, the teaching difficulty of this course is to help students establish the concept of 1 ton.

Five, the teaching law

In order to let students feel and experience the mass per ton which is far away from students' real life, we help students to establish the concept of 1 ton by moving, hugging, calculating and jumping, so that students can learn mathematics through experience.

Sixth, the teaching process.

Mathematics comes from life, and students have many mathematical problems in real life. Fully tap and make use of the rich curriculum resources of students and the surrounding environment, so that students can experience the connection between mathematics and real life. At the same time, let students feel that mathematics is useful and interesting, and mathematics learning is a part of daily life. This link will make full use of this concept and complete the discovery and learning of tons.

In order to show that students are the main body of learning activities, I designed the following teaching process according to students' learning situation:

(A) create a situation to stimulate the introduction of interest.

Guess the teacher's weight first, review the mass unit kilogram, and then ask questions. Do you know what is the heaviest animal in the world? What is its approximate weight?

(2) Experience and explore new knowledge.

1 ton? In order to help students initially establish the concept of 1 ton, I designed the following activities:

1, move and intuitively feel the weight of 1 ton of rice.

I will introduce 1 bag 10 kg of rice to my classmates first. Then, each group gave 1 bag 10 kg of rice, and each person moved it once to talk about his feelings. Some students say light, while others say heavy. Let the students choose a "Hercules" to move rice.

The students stand in front, and the teacher adds them bag by bag until they can't move. Let other students shout "Come on" and observe the performance of "Hercules" carefully. Ask Hercules to talk about his feelings after moving. Then let the students imagine and calculate. What does it feel like for students to imagine moving two bags and three bags all the time? Estimated 100 bag * * * weight 1000 kg, i.e. 1 ton (blackboard: 1 ton = 1000 kg).

2. Give me a hug. Feel the students' weight intuitively and deepen the impression of 1 ton.

Give your deskmate a hug, and then exchange weight and feelings with each other. Imagine: what does it feel like to hold two or three people together? Calculation: If each person weighs 25 kilograms, what is the weight of the four people in the group? "At this time, some students may ask, does our class add up to 1 ton? At this time, I seized the opportunity to guide and calculate the weight of 40 students about 1 ton, and then asked the whole class to stand up (there were only 36 students in the class), and also asked an English teacher to add myself (* * * about 1 ton). Let's "jump" together and let the students feel the feeling of 1 ton falling.

3, contact life, strengthen the understanding of tons.

Organize students to discuss: What other objects in life weigh about 1 ton?

One cow weighs 500 kg, and both ends weigh 1000 kg, which means pigs 1 ton, 100 kg, 10 head. One bag of cement is 50kg, 20 bags 1 ton.

4. For example, what objects in life should be measured in tons?

On the basis of independent thinking, students communicate in groups, and students may say when reporting.

(1) The sum of the weights of many objects; (such as 100 bag of rice; 40 classmates, etc. ).

(2) the weight of heavy objects; (For example, the weight of an elephant, the weight of a whale, etc. ).

(3) the load capacity of the vehicle; Guess, what is the load? (Maximum tolerable weight).

3. Climbing problem

Unit 3 Measurement

Example 1 1 km and 1 kg comparison ().

1 km is as big as b and as big as c, so it can't be compared.

Analysis: the knowledge point of this question is that kilometers and kilograms are two different units. Make it clear when you answer: one is the unit of length and the other is the unit of mass. The units of length and quality are not comparable, so they cannot be compared. Choose c as the answer.

Answer: C.

4. Unit test paper

Unit 3 Examination Paper (1)

1. Fill in the appropriate units in brackets.

1, an ant is about 5 () long.

2. A cucumber is about 2 () long.

3. The load capacity of the truck is 5 ().

4. The earth orbits the sun 30 times per second.

5, a step size of primary school students is about 4 ().

2. fill in ">"

5 tons, 5,200 kilograms, 60 kilometers, 9 kilometers.

3,200 decimeters ○ 2,300 meters ○ 2,300 grams ○3 kilograms.

60 mm, 6 cm, 5 mm, 5 m.

Third, distinguish. (Draw "√" correctly and "?"incorrectly.) )

1, a skipping rope is 5 minutes long. ()。

3 tons of stone is heavier than 3 tons of cotton. ()。

3, 4 tons is 100 kg less than 4 100 kg. ()。

4. The railway line from Beijing to Guangzhou is 23 13m long. ()。

5. For smaller objects or when more accurate results are required, the unit can be millimeters. ()。

4. Fill in the appropriate numbers in the brackets.

2 decimeter = () cm 1 m = () decimeter.

2 cm = () mm 6000 m = () km.

3 km = () m 80 mm = () cm。

Fifth, solve the problem.

1. The load capacity of an agricultural tricycle is 3 tons. It is necessary to transport apples1100kg and pears at one time. Is it okay not to overload?

2. Draw the route with the distance of 1 km between the two places in the picture below.

3. Grandma Zhang weaves Chinese knots, and each Chinese knot needs 4 cm colored rope.

(1) Grandma Zhang has a colored rope of 32 cm. How many Chinese knots can she knit?

(2) How many decimeter colored ropes does Xiaoli need to knit six Chinese knots?

Kunlun supermarket needs to purchase goods and transport them by trucks with a load of 2 tons. If you send two such cars, how can you pack them all at once without overloading them?

5. A 4-meter-long wood is now sawed into a 5-meter-long stake. How many sections can it be sawed into? How many times does it need to be sawed?

Reference answer.

1. 1, square millimeter, decimeter 3, ton 4, kilometer 5, decimeter.

Second, < > < =

Third, 1,? 2、? 3、√4、? 5、√。

4.20 1020630008.

5. 1,1100+2000 = 3 100 (kg) 3 tons = 3000 kg 3100 kg > 3000 kg is not allowed.

2. Xiaoming's home → Children's Palace → Gymnasium.

3, (1) 32÷ 4 = 8 (pieces).

(2) 4× 6 = 24 (decimeter).

4. One car contains 1000 kg of rice and 900 kg of oil, and the other car contains 400 kg of fruits, 800 kg of vegetables and 700 kg of drinks; One car can also carry 1000 kg of rice and 800 kg of vegetables, and another car can carry 400 kg of fruit, 900 kg of oil and 700 kg of drinks.

5, 4 meters = 40 decimeters 40 ÷ 5 = 8 (segments) 8- 1 = 7 (times) can be sawed into 8 segments, and it needs to be sawed 7 times.