How long is 1 meter? It is the content of Unit 6 of Grade Two (Volume I) of Primary School Mathematics of Beijing Normal University. This unit is based on the students' study of centimeter length unit, and further study of meter length unit. In the teaching process, by guiding students to sum up the relationship between meters and centimeters, the length unit "meter" is specified. The length unit of "meter" is more specific. The textbook helps students understand how long the rice is in three steps: Step 1: Connect the students with a 1 cm wooden stick to understand how long 1 meter is; Step 2: Realize how long 1 meter is by measuring the height of students; Step 3: Realize how long 1 meter is by measuring scenes such as classrooms. In the teaching process, through simple activities such as measuring, comparing and thinking, students can truly realize how long the distance of 1 meter is. In the teaching of understanding "meter", fully contact the length of the front centimeter, let students realize that when expressing distance, they should take "meter and centimeter" as the unit, and introduce how to express it with letters and the relationship between centimeters and meters, so as to connect with real life and use the length table reasonably.

A little.

Student analysis

Through the previous study, students have already known the unit of length: centimeter, and most students can contact the reality of life and use the unit of length centimeter reasonably. However, the length unit of "meter" is more important and commonly used, and it is still difficult for students to understand. In order to stimulate students' interest in learning, let students measure, compare and think on the spot, and fully perceive how long the length unit of "meter" is. For students with learning difficulties, we should guide them to perceive the specific length of 1 meter by playing games with them, stimulate their participation from many angles, give them encouraging evaluation language, let them actively report their personal experiences, and achieve the principle of full participation and overall improvement.

Teaching objectives

1, initially understand the length unit "meter", and initially establish the length concept of 1 meter.

2. Make students know the actual length of 1m, and know 1m = 100 cm.

3. Through practical measurement activities, students can learn to measure the length of longer objects with a meter ruler.

Emphasis and difficulty in teaching

Key points: initially establish the concept of meter length, knowing that 1 meter = 100 cm.

Difficulties: Measure the actual length of a long object in meters.

Teaching preparation courseware, meter ruler

teaching process

First, the introduction of problem situations

Teacher: Students, have you ever been to an animal amusement park?

Teacher: See what problems giraffes and turtles meet at the gate of the amusement park.

Courseware presentation: the scene map on page 53 of the textbook.

Health 1: The doorman told the puppies to buy tickets if they were taller than 1 meter.

Health 2: And look at the sign painted at the door of 1 meter. Giraffes are over 1 m tall and need to buy tickets. The little turtle is less than 1 m, so there is no need to buy a ticket.

Teacher: What a careful observation! I saw a sign at the entrance at 1 m.

Teacher: How long is 1 meter? In this lesson, we will learn how long 1 meter is.

Second, independent inquiry learning

1. Understanding and thinking.

Teacher: Last class, we knew the unit of length "cm" and the width of our index finger was about 1 cm. Now, please take out your ruler and find 1 cm for your deskmate.

Teacher: The students found it very accurately. 1 cm in paragraph 100 is 1 m. Look (showing the meter ruler), this is the meter ruler, the new friend we met today. Pay attention, count yourself as 100 cm.

Students count by themselves. It is clear that 1 meter is 100 cm. We can write: 1 m = 100 cm.

Generally, we use "centimeter" as the unit for measuring relatively short objects. When measuring a relatively long object or distance, the unit is usually "meter", which is also an international unit of length and can be represented by the letter "m".

2. Contrast.

Teacher: Now please describe the length of 1 meter in your own way.

Students may have a variety of answers, such as some students gesticulating with their hands, some students gesticulating with their own height, some students say that the length of the desk is 1 meter, and so on. Teachers should encourage them.

Teacher: The students are very good. Now spread your arms and see how far it is 1 meter. Measure it with a ruler.

Students measure with a meter ruler, and teachers patrol and guide individual students with difficulties.

Third, cooperation and exchanges, explore feedback

Activity 1:

1. Work in groups. Measure your feet to the body 1 m with a ruler and make a mark.

2. Looking for students with different heights to compare, it is found that the height is different but the mark of 1 m is as high.

3. Summary: The measured objects are different, but the height of one meter is constant.

Activity 2:

Open your hand and look at the distance of one meter from the fingertip of one hand to the fingertip of the other.

Activity 3:

What objects in the classroom are about 1 m in length? Students complete and conduct field measurements.

Activity 4:

Teacher: Now, please measure the length from one end of the classroom to the other in groups. How long is the blackboard in the classroom?

Group students measure the length of the classroom and blackboard together. Teachers patrol to understand different practices and guide individual students with difficulties.

Organize students to exchange the process and results of measurement, focusing on the measurement methods.

Fourth, practical application.

1. Consolidation exercise

Teacher: "centimeter" and "meter" are widely used in life. Fill in the blanks according to the actual situation.

Courseware presentation: exercises at the bottom of page 53 of the textbook.

Students complete the exercises independently, and the teacher makes a patrol to understand the situation. Organize students to communicate, focusing on how to determine what units to fill through comparison.

2. Know the meters and centimeters.

Courseware demonstration

Teacher: When we use rice and centimeters, we must think carefully and distinguish them carefully. We can't make mistakes! The following is a diary written by Naughty after learning rice and centimeters. Let's take a look together.

Comment and correct by name.

Verb (abbreviation of verb) class summary

Teacher: In this lesson, we learned the unit of length-meter, and learned that the length of the desk is about 1 meter, the unit of measuring shorter objects is "cm", and the unit of measuring longer objects is "meter". Remember that the meter = 100 cm. Also learned to measure the length of the object, pay attention to the measurement from the 0 scale.