Understanding of 1, mm and decimeter;

(1) Estimate the length of common objects in centimeters, and deduce the length units of millimeters and decimeters in actual measurement.

(2) Through the measurement activities, we can actually feel how long 1mm and 1mm are, and we will use millimeters and decimeters as length units to estimate.

(3) Knowing the forward speed between meters, decimeters, centimeters and millimeters, we can choose the appropriate length units according to the specific situation and will use these length units for measurement.

(4) Be able to complete relevant calculations and applications, and develop the concept of space and hands-on operation ability.

2. Understanding of kilometers:

(1) Understand that "kilometer" is a much larger unit of length than "meter", know how long 1 kilometer is, and get a preliminary understanding of the application of kilometer in life.

(2) Grasp the propulsion rate between kilometers and meters, correctly convert and calculate, and solve related practical problems.

3, tons of understanding:

(1) Understand that "ton" is a much larger mass unit than "kilogram", know how much 1 ton weighs, and understand the application of the mass unit "ton" in life.

(2) Grasp the forward speed among tons, kilograms and grams, correctly convert and calculate, and solve related practical problems.

(3) The quality of some common items can be estimated, and the appropriate quality unit can be selected according to the specific situation.

Unit 2: Addition and subtraction within 10,000 (2)

1, additional:

(1) can cultivate the consciousness and ability of collecting information, asking questions and solving problems in combination with specific situations.

(2) Be able to explore and master the calculation method of two-digit and three-digit continuous carry addition in the process of solving problems, and know the algorithm and precautions of written calculation.

(3) Be able to skillfully complete the calculation of two-digit and three-digit continuous carry addition, and solve related practical problems.

(4) be able to estimate according to the specific situation, gradually master the basic methods of estimation, and form the habit of estimating the approximate range of calculation results.

2, subtraction:

(1) can extract useful mathematical information from the actual situation and put forward appropriate mathematical problems based on this information.

(2) Go through the process of estimation in the process of solving problems, gradually learn to make reasonable and appropriate estimates, and use the estimated results to judge whether the calculation results are right or wrong.

(3) In the process of solving problems, explore and master the calculation method of three-digit continuous abdication subtraction, and know the arithmetic and precautions of written calculation.

(4) Be able to skillfully complete the calculation of three-digit continuous abdication subtraction and solve related practical problems.

3. Calculation of addition and subtraction:

(1) Understand the mathematical basis and significance of the calculation method of addition and subtraction in the process of solving practical problems, and master the calculation method of addition and subtraction skillfully.

(2) You can choose an appropriate method to check the addition and subtraction, and gradually develop a good habit of checking and calculating yourself.

Unit 3: Quadrilateral

1, quadrilateral:

(1) Through observation and comparison, we can intuitively understand the characteristics of quadrangles, and use the characteristics to distinguish which graphics are quadrangles.

(2) Can draw quadrangles on point drawing or grid paper, and can circle quadrangles on nail board.

2, parallelogram:

(1) Based on the life situation, we can initially perceive the characteristics of parallelograms and distinguish which graphics are parallelograms.

(2) You can draw a parallelogram on a bitmap or grid paper, or circle a parallelogram on the nail board.

(3) The connection and difference between the penetrating parallelogram and the rectangle.

3. Perimeter:

(1) Understand and accurately grasp the concept of perimeter by combining specific objects and figures, and can describe the perimeter of a given figure in mathematical language.

(2) The perimeter of a given graph can be measured or calculated by different methods, and the perimeters of two graphs can be compared.

4. Perimeter of rectangle and square:

(1) Explore and master the calculation method of the perimeter of rectangle and square, and feel the application of mathematics in life.

(2) Be able to choose appropriate methods, skillfully calculate the perimeters of rectangles and squares, and solve related practical problems in specific situations.

5. Estimate:

(1) On the premise of accurately grasping the length unit, the length (including circumference) of a line segment or object can be reasonably and appropriately estimated.

(2) Be able to use the estimated knowledge to solve practical problems in life.

Unit 4: Division with remainder

1, for example 1

(1) Review the meaning of division in the process of solving problems, review the names and meanings of each part of division, and realize the close relationship between division and life.

(2) According to the specific situation, through the process of vertical division abstraction, we can understand the practical significance of each step of vertical division and correctly grasp the vertical division writing format of one-digit quotient.

2. Example 2

(1) Experience the close relationship between division with remainder and life in specific situations, understand the meaning of division with remainder, and understand the meaning of remainder.

(2) Explore and master the method of division of quotient by remainder, and accumulate the experience of division of quotient by remainder.

(3) The division with remainder can be calculated orally or vertically, which can solve the practical problem of simple division with remainder.

3. Example 3

(1) Further understand division with remainder and the significance of remainder in solving problems, and further consolidate the calculation method of division with remainder.

(2) By observing and analyzing many division formulas with remainder, explore and master the relationship between remainder and divisor.

(3) The relationship between remainder and divisor can directly judge the correctness of division calculation with remainder.

4. Example 4

(1) can flexibly use the knowledge of division with remainder to solve practical problems in life and cultivate application consciousness.

(2) In the process of solving practical problems, understand the meanings of words such as "most" and "at least", and learn to use "ending method" and "entering method" to solve practical problems in life.

Unit 5: hours, minutes and seconds

Understanding of 1 and the second;

(1) Know the second hand, know that the second is a smaller unit of time, and know the practical significance of the time, minute and second.

(2) Knowing that the second hand moves 1 is 1 sec, 1 min =60 sec; Can accurately read and write the time on the clock face, and can skillfully convert time units.

(3) Experience the length of 1 sec and 1 min respectively, and gradually form a good habit of observing and cherishing time.

2. Calculation of time:

(1) can use the relationship of hours, minutes and seconds to correctly complete the relevant comparison, conversion and calculation.

(2) It can solve practical problems about time calculation in life and realize the difference and connection between time and elapsed time.

Practical activities (1): Fill in and say.

1, learn to collect useful mathematical information from different channels and in different ways.

2. Learn to record, communicate and listen in specific activities.

3. Use activities to educate students to form habits (observe time, cherish time, go to bed early and get up early, etc.). ).

Unit 6: Multiple Numbers Multiply One Number

1, oral multiplication:

(1) can collect useful mathematical information from specific situations, put forward appropriate mathematical questions according to the mathematical information, and feel the application of mathematics in real life.

(2) Explore and master the oral calculation method of multiplying integer ten, integer hundred and integer thousand by one digit, experience the diversity of algorithms, and be able to calculate skillfully and correctly.

(3) Can complete the estimation of double digits or three digits multiplied by one digit, and cultivate the awareness and ability of estimation.

(4) Being able to solve related practical problems and improve the ability to ask, analyze and solve problems.

2, pen multiplication:

(1) Further understand the significance of multiplication in specific situations, perceive the close relationship between multiplication and life, and stimulate the interest in learning mathematics.

(2) be able to explore and understand the arithmetic of multiplying two digits and three digits by one digit in combination with specific conditions, and master written arithmetic (including no carry, one carry, continuous carry, and factors with a zero in the middle or at the end).

(3) Be able to estimate according to the specific situation, explain the estimation process, and verify the correctness of the calculation results with the estimation results.

(4) Under the premise of correctly grasping the operation sequence, the mixed operation including two digits and three digits multiplied by one digit can be correctly completed.

(5) Can solve practical problems related to this section and improve the ability to solve problems.

(6) Cultivate children's observation ability, thinking ability and expression ability in the practice of exploring laws.

Unit 7: Preliminary Understanding of Fractions

A preliminary understanding of 1 and scores;

(1) Further understand and master the meaning of average score in the theme map.

(2) Feel the necessity of learning fractions and the superiority of mathematical symbols in specific situations, and understand the meaning of fractions.

(3) Combining with specific operations, understanding and mastering the meaning, writing method and reading method of a score can complete the size comparison of a score (the whole 1 must be the same).

(4) Combined with specific operations, understand and master the meaning, writing and reading of fractions, and be able to compare fractions with denominators (integer 1 must be the same).

(4) Know what a number is a fraction, be able to point out the names of all parts of the fraction, and express simple fractions by origami, coloring and other methods.

2. Simple calculation of score:

(1) Understand the significance of fractional addition and subtraction in specific situations, use charts to understand and master the arithmetic and algorithm of fractional addition and subtraction with the same denominator, and be able to calculate skillfully and correctly.

(2) Understand and master the addition and subtraction of fractions with the same denominator whose sum is 1 or whose subtrahend is 1, and be proficient in correct calculation.

(3) can solve related practical problems, improve the ability to analyze and solve problems, and appreciate the value of mathematics.

Unit 8: Possibility

1. Through specific activities, I feel that some events are certain and some events are uncertain, so I can understand the certainty and uncertainty of events.

2. Understand the meanings of "certain", "possible" and "impossible" according to the specific situation, make appropriate judgments on some things according to life experience, and express and communicate with related words.

3. Let students feel the possibility of some events with activities is uncertain, understand the possibility of events, and correctly judge the possibility of simple events (including maximum and minimum) according to life experience and experimental experience.

3. Cultivate students' scientific and rigorous spirit with experiments, and cultivate students' observation ability and exploration spirit with activities.

Unit 9: Mathematics Wide Angle

1, through specific operations, let students master some of the simplest basic methods of arrangement and combination (diagram, connection, list, calculation, etc. ), and can solve the relatively simple permutation and combination problem.

2. Cultivate students' habit of orderly and comprehensive thinking through activities, train students' thinking ability and improve their ability to analyze and solve problems.

3. Cultivate students' interest in learning mathematics and their awareness of using mathematical methods to solve problems.

Exercise (2): Throw it.

1. Learn more about how to determine the type of possibility and how to judge the size of possibility in dice-throwing activities.

2. Cultivate students' cooperative consciousness and scientific and rigorous inquiry spirit.

3. Improve students' practical ability and interest in mathematics learning.