The key points of the second volume of primary school mathematics
The key points of the second volume of elementary school mathematics were as follows: 1. Master the method of comparing the size of numbers within 10,000 and be able to compare them correctly. This included comparing numbers with different digits. For example, when comparing 1865, 575, 1533, and 2155, it was necessary to see that the number with fewer digits was relatively smaller (like 575 was a three-digit number, while the others were four-digit numbers, so 575 was relatively smaller), as well as comparing numbers with the same digits. 2. Being able to mark the approximate position of a number on a number line was helpful in intuitively understanding the relationship between the size of numbers. 3. Through specific situations (such as comparing the altitude of mountains, etc.) to feel the meaning of large numbers and experience the role of estimation in real life, that is, to learn to use the knowledge of comparing the size of numbers to solve related problems through practical examples. Read more exciting novels for free
Primary school mathematics second volume knowledge points sorting
The main knowledge points of the second volume of the first grade: - Subtraction within 20: There are methods such as leveling ten, breaking ten, adding and deducting if you want. For example, 13 - 9, the method of leveling ten first calculated 13 - 3 = 10, then calculated 10 - 6 = 4; the method of breaking ten first calculated 10 - 9 = 1, then calculated 1 + 3 = 4; if you want to add or subtract, because 4 + 9 = 13, so 13 - 9 = 4. For application questions, the known part of the total number was calculated by addition (keywords such as total, total, etc.), the known total and part of the other part was calculated by deduction (keywords such as remaining, etc.), and the deduction table needed to be memorized. - ** Know the shape **: Understanding Rectangle (Two long sides and two short sides, long sides equal, short sides equal), square (four sides equal), triangle (three sides), and circle; Able to draw three different cuboids with a cuboid, and draw the same square with a cube; In terms of placing patterns, at least four small rods for one square, at least seven for two squares, at least three for one triangle, at least five for two triangulars', at least six for one rectangular, and at least ten for two rectangular; A square piece of paper can be folded into a rectangular or triangular shape once, and folded twice can be folded into a rectangular, square, or triangular shape. - ** Know the numbers within 100 **: One by one, from 1 to 99, 99 plus 1 is 100; Ten times ten numbers, 10 times ten is 100. Although the second volume of knowledge was not fully presented in the second year and above, some of them were mentioned: - ** Sum-and-difference problem **: If the sum of two numbers is 81 and the difference between two numbers is 19, it can be solved by drawing a line diagram. First, find the decimals as (81 - 19) div2 = 31, and the large numbers as 31 + 19 = 50. - ** Special equation solution thinking **: For example, A + B = 50, A/3 + B/4 = 14, which can be solved by combining numbers and shapes. For example, if the sum of two squares in three squares is 17, 18, and 25 respectively, it can be solved by using hypothesis thinking (setting different symbols) and global thinking (adding the left side of the equation as a whole, adding the right side of the equation, and then finding a single value). On the whole, primary school mathematics also paid attention to the cultivation of mathematical thinking, such as the use of hypothesis thinking, overall thinking, and mathematical combination thinking when solving problems. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The key points of making the primary school mathematics coursewares
The key points of making the primary school mathematics lesson are as follows: ** 1. Teaching content presentation ** 1. ** Question background ** - The source of the chicken and rabbit in the same cage problem was clearly shown, just like the records in ancient mathematical works, to increase the interest of the problem. He could use a story to draw out the problem, such as the scene where chickens and rabbits were raised together on an ancient farm and the number of them had to be calculated. 2. ** Concept explanation ** - The key to solving the problem was to highlight the differences in characteristics between chickens and rabbits, especially the number of legs (chickens had two legs and rabbits had four legs). You can use pictures or animations to show the appearance of chickens and rabbits and the number of legs. 3. ** Various solutions are displayed ** - ** Assuming Method ** - He explained in detail what he would think if he were to assume that they were all chickens or rabbits. For example, if they were all chickens, the difference between the number of legs and the actual number of legs would be calculated. Then, according to the principle that every rabbit was considered a chicken, the number of legs would be calculated. This part could be demonstrated with an animation. - ** Formula Method ** - Guide the students to find the relationship of equal amounts and set the unknown number (set the number of chickens or rabbits as the unknown number). For example, if there are x chickens and y rabbits, the equation (set) is listed according to the total number of heads and legs. In the course, the known conditions and unknown quantities could be listed in a table form, followed by the equation, and the steps to solve the equation could be shown step by step. - ** Other methods (such as grouping, packing, etc.)** - If he wanted to introduce these methods, the main point was to explain the basis for grouping or packing. Using the grouping method as an example, it was necessary to show how to reasonably group the chickens and rabbits according to the number of relationships. For example, in the case of the monk eating steamed buns, which was a variation of the chicken and rabbit in the same cage, the group was divided according to the number of steamed buns eaten by the big monk and the small monk. Then, the number of groups was calculated, and the number of people in each group was calculated. The process of grouping could be illustrated in the class. ** 2. Reflection of teaching objectives ** 1. ** Knowledge and Skill Target ** - Students should be allowed to intuitively understand the structure of the chicken and rabbit cage problem through the course, and learn to use different methods to solve this kind of problem. The practice questions in the class had to be targeted, from simple to complex. For example, the number of chickens and rabbits should be calculated from the total number of chickens and rabbits and the total number of legs. Then, some of the questions would be changed, such as the number of chickens and rabbits had a multiple relationship. 2. ** Course, Method, and Target ** - The focus was on the cultivation of students 'logical thinking ability. In the class, a flow chart could be used to show the thought process of solving a problem. From analyzing the problem, choosing a method, to getting the result, every step had to be clear and clear. For example, in the hypothesis method, the entire logical link from the hypothesis to the adjustment calculation had to be completely presented. 3. ** Emotions, attitudes, values, goals ** - It emphasized the fun and practicality of mathematics. Some pictures or videos of real life problems like chickens and rabbits in the same cage could be inserted into the class, such as the calculation of the number of cars and motorcycles in the parking lot, so that students could feel that mathematics knowledge was everywhere. You could also set up some encouraging words or interesting math challenges at the end of the lesson to stimulate students 'interest in mathematics. ** 3. Breakthrough in teaching difficulties ** 1. ** Establishing mathematical model ** - For the difficulty of understanding the mathematical model of the chicken and rabbit in the same cage problem, the tutorial could use a comparison method, such as comparing the actual problem with an abstract equation or formula. For example, put the actual scene of chickens and rabbits in a cage together with the equations listed by the hypothesis method, and use arrows to indicate the connection between the meaning of each step in the equation and the actual scene. 2. ** Ways to understand abstract thoughts ** - When explaining more abstract solution ideas, such as the idea of setting unknowns in the equation method, they had to be guided by simple and easy-to-understand examples. He could set up an interaction segment in the class, such as letting the students try to set up unknown numbers and list equations, then show the correct answers for comparison and explanation, so as to deepen the students 'understanding of abstract thinking methods. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school mathematics fourth grade first volume key problem
The following are some of the key questions in the first volume of the fourth grade primary school mathematics: ** 1. Unit Conversion ** 1. ** Conversion of length units ** - For example, 1 kilometer = 1000 meters, 1 meter = 10 decimeters, 1 decimeter = 10 centimeters, and 1 centimeter = 10 millimeters. When solving problems involving different units of length, accurate conversion was needed. For example, if one wanted to find the area of a highway that was 300 kilometers long and 50 meters wide, one would first convert 300 kilometers into 300000 meters, then calculate the area as 300000 x 50 = 15000000 square meters, and finally convert it into 1500 hectares. 2. ** Area Unit Conversion ** - 1 square meter = 100 square decimeters, 1 square decimeter = 100 square centimeters, 1 square meter = 10000 square centimeters, 1 hectares = 10000 square meters, 1 square kilometer = 100 hectares = 1000000 square meters. For example, to calculate the increase in the area of a square nursery with an area of 1 ha (100 meters on each side), one needed to first calculate the original area and the area after the change before calculating the difference. ** 2. Relationship between numbers ** 1. ** Unit price, quantity and total price ** - The relationship is unit price × quantity = total price, total price × unit price = quantity, total price × quantity = unit price. For example, in a shopping scenario, the third quantity could be calculated based on the two known quantities. 2. ** Speed, Time and Distance ** - Distance/time = speed, distance/speed = time, speed × time = distance. For example, if you know that Little Red's journey from home to school is 845 meters and takes 13 minutes, you can find out that her speed is 845/13 = 65 meters/minute. Then, you can find the time needed according to the distance from home to the Children's Palace. ** 3. Geometry-related figures ** 1. ** Rectangle and Square Area ** - Rectangle area = length x width, square area = side length x side length. For example, if a square lawn is known to have a side length of 18 meters, the area can be calculated to be 18×18 = 324 square meters, and then the width of the rectangular lawn can be calculated according to the area of the rectangular lawn (when the length is known to be 36 meters, the width is 324/36 = 9 meters). ** 4. Multiplication and Division ** 1. ** Multiplicity Problem ** - For example, the two containers A and B could hold a total of 900 milliliters of water. The capacity of the second container was 8 times that of the first container. If the capacity of the first container was regarded as 1 portion, and the capacity of the second container was regarded as 8 portions, a total of 9 portions, the capacity of the first container could be calculated as 900/9 = 100 milliliters, and the capacity of the second container was 100×8 = 800 milliliters. 2. ** Solve the problem while making a mistake ** - For example, when calculating the division, you mistakenly wrote the quotient 23 as 32, resulting in a quotient of 18 and a remainder of 12. First, based on the wrong division, quotient, and remainder, the dividends were calculated as 18×32 + 12 = 588, and then the correct result was 588 × 23 = 25…13. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The key points of solving the problems of the third grade of primary school mathematics
The main points of solving the third-grade elementary math problems were as follows: 1. [Confirm the solution train of thought]: Find the intermediate quantity according to the known conditions and specify what to ask for first and then what to ask for. This was the key step in solving the continuous multiplication problem. He needed to carefully analyze the relationship between the conditions in the question and the problem. 2. ** Calculation Method **: - He could first find the number of copies and then multiply the total number of copies to get the total number. - You could also find the total number of copies first and multiply it by the number of copies to get the total number. 3. ** Subtitle of step-by-step calculation (if required)**: If step-by-step calculation is required, the subtitle should clearly reflect the calculation content and significance of each step so as to more clearly show the solution and the relationship between the various quantities. 4. ** Comprehensive Formula **: On the basis of mastering the step-by-step calculation, you can list the comprehensive formula and understand the meaning of each step in the comprehensive formula. At the same time, he had to pay attention to the order of the calculations to ensure the accuracy of the results. 5. ** Understanding the meaning of the question **: For the application questions described in words, you must overcome your fear, clearly understand the relationship between the various quantities, and make sure that the essence of the problem is to sum up the problem. You must combine the multiplication method with the actual problem. 6. ** Do more exercises **: Consolidating the knowledge points through practical example analysis and simultaneous practice. Master the method of solving problems with continuous multiplication, and be able to solve the problems with ease. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary School Mathematics Hebei Education Version Key Knowledge Points Summing Up
The following is a summary of the key knowledge points of each grade of primary school mathematics: ** First grade ** - Cultivate interest in mathematics learning, master the mathematical methods such as the method of enunciation and finding laws. - He knew the numbers within 10, graphs, combination and division, addition and substitution within 10, classification, numbers from 11 to 20, and addition and substitution within 20. ** First Grade ** - Continue to cultivate your interest in mathematics. Learn about time, clocks, numbers within 100, RMB, addition and substitution within 100, and graphs. ** Second grade ** - Mental arithmetic, multiplication and division and its application, addition and addition, table multiplication and division, understanding of angles, pictographic charts and tables. ** Second Grade ** - Knowing length units (centimeters, decimeters, meters), mass units (kilograms and grams), numbers within 1000, division with remainder, quadrilateral, three-digit plus and minus three-digit, hour, minute, and second. ** Third grade ** - Master the reading and writing of large numbers, multiply two-digit and three-digit numbers by one-digit numbers, divide two-digit and three-digit numbers by one-digit numbers, calculate the circumference of a rectangular and square, and combine the four operations. ** Third Grade ** - Proficient in multiplying two digits by two digits, solving rectangular and square area formulas, preliminary understanding of decimals, scores, and the distinction between area, time, and length units. ** Fourth grade ** - Accurately calculate the division of three-digit numbers by two-digit numbers, recognize straight lines, rays, angles, and their classification, distinguish between multiple and factor, and judge the least common multiple and greatest common factor. ** Fourth Grade ** - Accurately calculate three-digit numbers multiplied by two-digit numbers, add and subtract decimals, and simple operations. Use letters to represent numbers. Understand the meaning and nature of a hexagon, fraction, and compound bar chart. ** Fifth grade ** - Accurately calculate the decimals multiplication and division, apply the area formula to solve the problem of the area of a hexagon, learn the four mixed operations (2), and get in touch with the equations. ** Fifth Grade ** - Accurately calculate the addition and reduction of scores and simple calculations, use cuboids and cubes to solve problems, and understand the multiplication and division of scores. ** Sixth grade ** - Consolidating the foundation of knowledge related to circles and sectors. ** Sixth grade ** - Master the four mixed operations and operation laws of number operations, such as determining the order of operations according to the situation of the parenthesis, as well as the operation laws of addition and multiplication (exchange law, association law, distribution law), etc., and be able to flexibly use these operation laws to perform simple operations. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Hebei publishing primary school fourth grade mathematics volume 1
If you want to obtain the content of the fourth grade mathematics textbook published by Hebei Education Press, there is an electronic version of the textbook that can be downloaded (you can follow the relevant platform to obtain the complete PDF-version for reading or printing). The textbook contained a lot of mathematical knowledge, such as nine clever ways to solve the graph, the area of the graph (rectangular area = length x width, square area = side length x side length, etc.), volume, volume calculation formula, etc. There was also some unit conversion (length unit conversion: 1 meter = 10 decimeters, 1 decimeter = 10 centimeters, 1 centimeter = 10 millimeters, 1 kilometer = 1000 meters, etc.; area unit conversion: 1 square meter = 10000 square centimeters, 1 hectares = 1000 square meters, etc.), angle classification (acute angle, right angle, obtuse angle, straight angle, circumference angle), unit price, quantity, total price, speed, time, and distance related formulas, etc. In addition, there were also some solution skills, such as solving the sum and difference problem according to the corresponding formula (such as finding the large number of two numbers: large number =(sum + difference) div2). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The content arrangement of the second volume of mathematics for the first grade of primary school
The second volume of the first grade mathematics textbook included the knowledge of plane figures, abdication and substitution within 20, classification and sorting, the knowledge of numbers within 100, the understanding of RMB, addition and substitution within 100 (oral arithmetic), finding rules, solving problems with mathematics, and comprehensive and practical themed activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to teach the first lesson of the second volume of mathematics in primary school
Since it was not clear which part of the content corresponded to the first lesson of the specific textbook, the following was a common second-year mathematics division (1) in the average score (first lesson) as an example to provide teaching ideas. ##1. Knowledge Introduction 1. ** Introduction of the situation ** - They could start from the scenes that the students were familiar with, such as preparing food for the spring outing. He asked the students,"Students, if we want to divide some snacks equally among the students in the group, how should we divide them?" This would arouse the students 'interest and lead to the concept of average marks. 2. ** Initial Perception ** - Show some physical objects, such as small wooden sticks or small cards. For example, he took out six small wooden sticks and said,"Now the teacher has six small wooden sticks. He wants to give them to two children. How can we divide them?" There might be many ways to divide the points by guiding the students to do the operation. For example, one child would have one piece and another child would have five pieces; one child would have two pieces and another child would have four pieces; or each child would have three pieces. ##2. Concept Explanation 1. ** Draw out the concept ** - After the students were done with the operation, they would focus on explaining the method of dividing three sticks per child. They would emphasize the concept of "average score", which meant that each child would get the same number of sticks. He told the students to divide the six wooden sticks equally among the two children. Each child would get three sticks, which was the average score. 2. ** Strengthening Concept ** - Let's give some examples. For example, divide 8 apples equally among 4 children. Ask the students to use the learning tools (which can be small cards representing apples) to divide one point. Then ask the students to explain how they divided it. To further understand, the average score is the same number of apples. ##3. Class Practice 1. ** Simple Practice ** - Give some simple questions about the average score, such as dividing 10 balloons evenly among 5 children. How many balloons will each child get? Ask the students to draw or calculate the answer. 2. ** Expansion Practice ** - The format could be changed, such as giving some combinations of numbers to let the students judge whether it was an average score. For example, if three children were given two candies each, a total of six candies. Was this an average score? Through such exercises, the students could deepen their understanding of the concept of average marks. ##4. Class summary 1. ** Knowledge Review ** - At the end of the class, review the concept of average marks with the students and emphasize that the same amount of points per portion is the average mark. 2. ** To encourage thinking ** - He could assign some reflective homework, such as asking the students to go home and think about what other examples of average grades they had in their lives and share them in the next class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching of the second volume of mathematics in the fourth grade of primary school
The following are some reflections on the fourth grade mathematics teaching: ** In terms of the first and fourth operations ** - ** Strengths ** - When teaching the order of the four operations, examples could be used to guide the students, such as the scenes of shopping and accounting in life, so that the students could understand the rules of multiplication and division before addition and addition, as well as calculating the parenthesis first. If he could successfully get the students to connect with reality, this would be a very good teaching strategy. - As for the simple arithmetic of the four arithmetic operations, it would be a good idea to guide students to observe the characteristics of numbers and explore them independently, so as to cultivate their sense of numbers and computational ability. - ** Not enough ** - There might be some students who were easily confused about the order of the four mixed operations. This might be due to insufficient practice or the lack of emphasis on confusing points in the teaching. - In the teaching of simple calculations, the explanation of some special number combinations (such as calculations close to the whole ten or hundred) might not be in-depth enough, causing some students to be unable to flexibly use simple calculations. ** 2. Observing objects (2)** - ** Strengths ** - Physical models or animations could be used to show the shapes of objects seen from different directions, which would help students understand intuitively. If such a teaching method was used, it could enhance the teaching effect. - ** Not enough ** - This part was difficult to teach. Some students might have poor spatial imagination and could not accurately identify the shapes of objects seen from different directions. Students with weak spatial imagination might lack sufficient targeted training and guidance methods. ** 3. Laws of Operations ** - ** Strengths ** - If they could explore the laws of addition and multiplication through group cooperation and let the students discover the laws themselves, it could improve their independent learning and cooperation ability. - If he could explain the law of calculation with real life examples (such as different algorithms for calculating the total price when shopping), it would deepen the students 'understanding. - ** Not enough ** - As for the reverse operation of the calculation law, it might not be emphasized enough in the teaching, resulting in some students only using the law to perform simple calculations and not being able to perform reverse operations flexibly. - Some students might just memorize the formulas and did not really understand their meaning, so they were prone to making mistakes in practical application. ** 4. The significance and nature of decimals ** - ** Strengths ** - When explaining the meaning of decimals, one could start with the concept of fraction and use graphs (such as a square divided into 10, 100, etc.) to directly represent decimals. This method of combining numbers and shapes would help students understand. - For the teaching of the property of decimals (adding or removing 0 at the end of the decimals, the size of the decimals remains the same), if a comparison example was used (such as the comparison of 2.3 and 2.30 in terms of numerical values), the students could clearly understand this property. - ** Not enough ** - In the teaching of reading and writing decimals, some students might make mistakes when reading and writing decimals, especially when there were many decimals. This might be the result of not practicing carefully enough. - When teaching the comparison of decimals, some students might not have a deep understanding of some special cases (such as the comparison between 0.9 and 0.900) and have vague concepts. ** 5. Triangle ** - ** Strengths ** - When teaching the classification of a triangle, if the students were to measure the sides and angles of the triangle by themselves, it would enhance their hands-on ability and understanding of the characteristics of the triangle. - For the teaching of a triangle with 180 degrees of internal angles, the method of puzzle experiment (putting the three angles of the triangle together) was used to help students understand this concept intuitively. - ** Not enough ** - In the teaching of the three-sided relationship of a triangle (the sum of any two sides is greater than the third side), some students may only remember this conclusion, but when they actually judge whether the three line segments can form a triangle, they cannot flexibly use this relationship. - When teaching complex triangular combinations, it might be difficult for students to accurately identify the triangular relationship and lack sufficient comprehensive analysis ability. ** 6. Adding and Subtracting Decimals ** - ** Strengths ** - It would be a good teaching method to emphasize the importance of decimal point alignment in teaching and to let students understand arithmetic through examples (such as the addition and substitution of decimals involved in shopping change). - Allowing students to calculate decimals vertically and verify them could cultivate their calculation accuracy and test habits. - ** Not enough ** - There might be some students who made mistakes in the number alignment when calculating the addition and substitution of decimals, especially when the number of digits in the integral part and the decimal part were different. - When solving the practical application of decimals, there might be students who could not correctly analyze the meaning of the question and list the wrong calculations. ** 7. Movement of the graph ** - ** Strengths ** - When teaching the translation and axis-symmetrical graphs, the students could use the grid paper to make the students operate the translation and complete the axis-symmetrical graphs themselves, which could improve their hands-on operation ability and space concept. - ** Not enough ** - For the determination of the distance of the figure translation and the determination of the symmetrical axis of the axis-symmetrical figure, some students might have difficulty understanding it, and there might be a lack of sufficient step-by-step guidance in the teaching. - In the teaching of translation and axis-symmetrical transformation of complex figures (including many basic figures), students might have difficulty accurately grasping the transformation of the overall figure. ** 8. Average and Bar Chart ** - ** Strengths ** - If he explained the meaning and calculation method of the average through specific life data (such as the test results of the students in the class), he could let the students feel the practical value of the average in life. - When teaching bar charts, students could draw their own charts to deepen their understanding of the structure and data representation of the charts. - ** Not enough ** - Some students might misunderstand the concept of the average due to the influence of extreme data. - When comparing different bar charts, students might lack the ability to analyze the information behind the data. ** 9. Mathematics (Chicken and Rabbit in the Same Cage)** - ** Strengths ** - If a variety of solution methods (such as the list method, the hypothesis method, etc.) were used to explain the chicken and rabbit in the same cage problem, it could broaden the students 'solution ideas. - By introducing the topic through the story of the ancient chicken and rabbit cage problem, it could stimulate the students 'interest in learning. - ** Not enough ** - The chicken and rabbit in the same cage problem was more difficult for some students. It might be difficult to understand the solution of the hypothesis method, and the tutoring for these students might not be enough. - Students might lack the ability to draw inferences from one example when they applied the solution to the chicken and rabbit in the same cage problem to other similar problems. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school mathematics fourth grade second volume pep average
In the fourth grade mathematics textbook, the average was an important concept. ** 1. The Meaning of Average ** Divide the sum of a set of data by the number of data in the set. The quotient obtained is called the average. It was used to reflect the general situation of a set of data. For example, when comparing the test results of different classes, the height of different groups, etc., the average could provide an overall measure. ** 2. Method of Calculating Average ** 1. ** Move more to make up for less ** - Take a portion of the larger quantity and give it to the smaller quantity to make them equal in quantity. For example, if there were a few cups with different amounts of water, in order to make the cups have the same amount of water, the water in the cup with more water was poured into the cup with less water. This was repeated several times until the water in the cups was the same. This was the process of transferring more water to make up for less. The final amount of water was the average of the water in these cups. 2. ** Formula Method ** - The basic formula was total quantity/total number of servings = average. From this basic formula, one could also get the total number = average number x total number of copies, total number = total number/average number. For example, when calculating the average score of a class, if you know the total score (total number) and the number of people in the class (total number), you can divide the total score by the number of people to get the average score; if you know the average score and the number of people, you can multiply the average score by the number of people to get the total score; if you know the total score and the average score, you can divide the total score by the average score to get the number of people. ** 3. The role of the average ** The average can better reflect the overall situation of a set of data, so you can use the average to compare the overall situation of two or more sets of similar data. For example, in order to compare which class did better in the mid-term exam, the average score of each class could be calculated. The class with the higher average score was usually considered to have done better, or the speed of two cars could be compared by calculating the average speed of the two cars. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>