This way is more intuitive and useful, because it will be used in the later learning process.
And it often happens that the vertical side is larger than the horizontal side, so you can't let students imagine that the horizontal direction is the height of a cuboid.
Question 2: Where is a good place to travel this season? Qingdao and Dalian are recommended in the northern region.
Question 3: The definition of the length, width and height of a cuboid is: 36 ÷ 4 = 9 cm, and the sum of width is: 9-4 = 5 cm. According to: the surface area of a cuboid = (length × width+length × height+width × height) ×2 =[ length × width+(length+width) × height].
Question 4: How to define the length, width and height of a cuboid? This week, we began to talk about Unit 3, Cuboid and Cube. When we talked about the understanding of cuboids, another problem appeared. On this point, our two math teachers in grade five have a little different view. I checked the information, and there are many opinions on this issue, as follows: statement 1 (front length and side width): according to the placement position, the front horizontal side is the length of a cuboid, the width of the side pointing to the observer, and the height of the top and bottom. Statement 2 (Length, Width and Shortness): When the cuboid is placed in a fixed position, we are used to saying that the longer side in the bottom is long, the shorter side is wide and the side perpendicular to the bottom is high. Statement 3 (can be long or wide): According to the placement position, the sides in the vertical direction are high, and the two sides adjacent to the bottom surface, if one side is considered to be long, the other side is wide. Statement 4 (inconclusive): There is no need to fix what is long, what is wide and what is high. As long as three sides intersect at a vertex, they can all be called length, width and height. These four statements make me a little confused. Which one should we tell the students? According to my own learning experience, I told the students the first statement, and another teacher told the students the second statement. Then, if it involves exams and such problems, which statement is the best? I think this problem needs to be discussed again. After all, primary school students are taught now, and they will remember what the teacher said. After I have said it according to the statement, then they will deny statement 2, and if they have said it according to statement 2, they will deny statement 1. I don't want students to form a mindset. So I hope this problem can be discussed with my peers.
Question 5: What do the length, width and height of a cuboid mean? Seen from the front, the one parallel to the horizontal line is called length, the one vertical is called height, and the other side is width.
Question 6: How to define the length, width and height of a cuboid with a square front? The side length of the square front is the length and width of the cuboid, and the other side is the height.