1. By experiencing the length of 1 km through activities such as "walking", "estimating" and "thinking", the spatial representation of this km is preliminarily established.

2. Let students know 1km = 1000m and learn the simple conversion between km and meters.

3. Cultivate students' observation ability and practical ability, develop students' spatial imagination ability, and infiltrate ideological education in time.

Teaching emphases and difficulties:

1, how long does it take to experience a kilometer?

2. Form a perceptual knowledge of how long a thousand meters is through experience activities.

Teaching preparation: meter ruler, courseware.

Teaching process:

First, the scene introduction:

Students, do you know how long it will take you to take a step?

Students may not remember it for a while, it doesn't matter. Please choose one student from each group to step forward and ask another student to measure. Don't you know?

Second, independent inquiry and cooperative learning:

1. Take a walk.

Through the actual measurement, feel how long it takes to walk 100 meters.

Please walk around the playground in groups, count how many steps there are in10m and100m, and how much time they spent respectively, and make records.

Back to the classroom, let the students report their step test results first and talk about their feelings after walking 100 meters.

2. make an estimate.

Through the students' personal experience just now, I guess and think about the length of 1 km.

(1) Just now we measured how many steps there are in 100 meters. Thinking: The length of several 100 meters is exactly 1 km.

(2) How many steps does it take to walk 1000m?

(3) The courseware shows that the playground of our school is 200 meters. The length of the circle along the playground is exactly 1 km.