Can elementary school mathematics only use equations without calculations?
If the questions only required a formula and no calculations, it could be written in an equation. When solving mathematical problems, equations were a very effective tool. When faced with a problem that was difficult to solve using mathematical methods, the equation could make the abstract problem concrete. For example, in some application questions, one could first set unknown numbers and then write equations according to the equivalent relationship in the question. This process of writing equations was a one-way process. For example,"The students of Class 6 (1) of Experimental Primary School are going to buy gifts. If each person pays 10 yuan, it will be 85 yuan more. If each person pays 8 yuan, it will be 15 yuan less, and the number of students in the class will be calculated." Assuming that there were x students in the class, according to the relationship of the two ways of paying, the equation 10x- 85 = 8x + 15 could be listed. This was the situation where only the equation was listed without calculation. Read more exciting novels for free
Elementary school mathematics equations to solve problems, lecture notes, people's education edition
The following was a lecture on solving problems in elementary math: ##I. Analysis of Teaching Materials 1. ** Status and role ** - In the elementary school mathematics system, solving equations was an important part. It was based on the students 'understanding of the basic knowledge of equations (such as the meaning of equations, solving equations, etc.), connecting mathematics with reality. For the students, this part of the knowledge had the effect of connecting the past and the future. It not only consolidated the previous knowledge of equations, but also laid the foundation for the subsequent learning of more complicated equations. 2. ** Teaching goal ** - ** Knowledge and Skill Target ** - Students could learn to use equations to solve applied problems and master the method of solving equations. - He could accurately list equations based on the numerical relationships in practical problems. - ** Course, Method, and Target ** - Through the analysis and solution of practical problems, students can improve their ability to analyze the meaning of the questions and grasp the relationship between quantity and quantity. - Cultivate the students 'thinking ability to transform practical problems into mathematical equations, and experience the abstract process from life problems to mathematical models. - ** Emotions, attitudes, values, goals ** - To enhance the ability of students to explore and cooperate, so that students can obtain knowledge together through cooperation and exchange. - It would increase the students 'interest in learning mathematics and allow them to experience the role of mathematics in solving life problems and feel the joy of mathematics. 3. ** Teaching Difficulties ** - ** Main point ** - Find the equivalent relationship in the question and write an equation according to the equivalent relationship. - ** Difficulty ** - Correct analysis of the quantity relationship in practical problems and accurate identification of the equivalent relationship. ##2. Teaching and Learning 1. ** Teaching Method ** - He used the lecturing method to explain the basic steps and principles of solving equations to the students. - Using the conversational method to interact with the students and guide them to think about problems. - Through demonstration methods, such as using real-life examples or simple mathematical situations to demonstrate, it helped students understand the relationship between quantities. - The method of organizing discussion was to let the students discuss the numerical relations and equations of practical problems in groups to promote the collision of ideas between students. 2. ** Learning the Way ** - Students were encouraged to use group discussions to exchange experiences and discuss how to analyze quantitative relationships and formulate equations. - Students were encouraged to explore by themselves and transform practical problems into mathematical equations through independent thinking, cultivating their ability to solve problems independently. ##3. Teaching process 1. ** Pre-learning segment ** - A few simple equations were presented to guide the students to review the knowledge of equations they had learned before, including the concept of equations and the method of solving equations. On the one hand, it could arouse the students 'interest, and on the other hand, it could check the students' mastery of old knowledge. 2. ** Learning session ** - Starting from life examples, such as the long jump results as an example, he introduced the relationship between the excess parts of the long jump results and the actual results, guiding the students to find the equivalent relationship. The initiative of the class was given to the students, allowing them to explore knowledge on their own. Group discussions were the main form of exchange of experience. In this process, the teacher must be able to give full play to the students 'autonomy and ensure the realization of the teaching goal. 3. ** Evaluation session ** - In order to consolidate the knowledge that the students had learned, they arranged corresponding practice questions for the students to practice. Through practice, the students could apply the method of solving equations to solve problems in practice, deepening their understanding and mastery of knowledge. ##4. Blackboard Writing Design - List the relevant content of the actual problem and equation clearly on the blackboard, such as: - Solution: Set [Unknown] as [Letter]. - Write down the equation and the solution process. - Finally, he substituted the solution into the equation to test and obtain the answer. This design of writing on the blackboard allowed the students to see the knowledge content of the lesson at a glance, which helped the students review the knowledge they had learned and strengthen their memory. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary School Mathematics Test
The primary school mathematics test had many meanings and summary points. * * 1. The purpose and significance of the test ** 1. * * Learning Mastery ** - The test after returning to school helped to comprehensively and accurately understand the degree of mastery of mathematics knowledge during the online study period. For example, they could find out the student's mastery of different unit knowledge points. For example, some re-entry tests covered multiple units of knowledge in the textbook. For example, the fifth grade re-entry test involved the knowledge of units one to four in the first volume of the fifth grade. - To understand whether students can flexibly use what they have learned to solve mathematical problems. Many times, students have a certain grasp of basic knowledge, but they are not good at solving complicated, flexible, or practical problems. 2. * * Teaching Assessment ** - To evaluate the effectiveness of teachers 'online teaching. Through the students 'test results and answers, teachers could recognize the advantages and disadvantages of online teaching. For example, if many students had a high error rate on a certain knowledge point, it might reflect that the teacher did not explain the knowledge point clearly enough or did not practice enough when teaching online. - It could provide a basis for the subsequent adjustment of teaching strategies. The teacher could adjust the key points of teaching, the way of explaining the difficult points, as well as the content of review and reinforcement according to the test results. * * 2. Analysis of student performance ** 1. * * Results ** - There were differences in grades and classes. For example, some classes had a higher excellence rate and passing rate, while some classes had a phenomenon of disparity. For example, in the third-year re-entry test, only 19 students passed, and 30 students failed. The highest score was 96 points, and there were 5 students who scored above 90 points, 4 students who scored 80 - 90 points, 3 students who scored 70 - 80 points, and the lowest score was 16 points. As for the other classes, the average score of Class 5 was 80.73 with an excellent rate of 34.55% and a passing rate of 87.27%, while Class 6 had an average score of 84.54 with an excellent rate of 46.30% and a passing rate of 96.30%. 2. * * Answer Status ** - * * Basic Knowledge ** - Some students performed better in some basic questions. For example, most students could correctly answer the basic calculations such as oral calculation, estimation, and pen calculation in the second grade re-entry test paper. However, there might be weak links in basic knowledge such as unit conversion. For example, the unit conversion in the fifth-grade re-entry test was very poor, involving the unit conversion between area, volume, mass, and volume, as well as the conversion from complex numbers to single numbers. - * * Knowledge Usage ** - Students had varying degrees of difficulty in solving problems that required flexible use of knowledge. For example, when solving applied problems, some students couldn't solve them well in combination with the reality of life, or they didn't understand the problems that required multi-step thinking. In some of the application questions of the re-entry test, such as the itinerary and engineering problems, some students could not accurately find the solution. * * 3. Teachers 'strategies ** 1. * * Tutor students with learning difficulties ** - For students with learning difficulties, teachers should carefully analyze the reasons and weaknesses of the students, so that the tutoring work has a definite target. For example, for students who lacked online learning resources and did not have a solid grasp of knowledge, they should focus on and provide targeted tutoring. 2. * * Teaching method adjustment ** - Teachers could use the results of the re-entry test to adjust their teaching methods. For example, he planned to make full use of micro-classes in future teaching and adopt a combination of online and offline teaching to help students learn better. - He explained and reviewed the important and difficult content of the online teaching and the missing points of the knowledge again, and consolidated them with the exercises. For example, after discovering that students did not have a good grasp of the important and difficult knowledge of a certain unit, the teacher could re-design the teaching process and add relevant exercises. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
2020 Elementary School Mathematics Exam Paper
The following are the 2020 primary school mathematics examination papers in some regions: 2020 Beijing City Haidian District Primary School Mathematics Examination Paper (Volume B), 2020 Fujian Province Nanping City Pucheng County Primary School Mathematics Examination Paper, 2020 Guangdong Province Nanhai District Primary School Mathematics Examination Paper, 2020 Guizhou Tongren City Shiqian County Primary School Mathematics Examination Paper, 2020 Hebei Province Baoding City Anxin County Primary School Mathematics Examination Paper. If you want to get a printed version of the relevant test paper for editing and learning, you can follow the editor and send the word "information" through the private message function in the background. In addition, there was also the elementary school mathematics simulation paper that had been sorted out according to the entrance examinations over the years. You could click on the avatar to enter the homepage and follow it, then click on the private message to send "666" to obtain the complete version. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Mystery of Mathematics: Elementary School Introduction
Based on context alone The mathematics mysteries of elementary school were rich and varied. ** 1. The Mystery of Numbers and Operations ** 1. ** The law of numbers ** - There were many rules in natural numbers, such as the alternating occurrence of odd and even numbers. Odd numbers are like 1, 3, 5, etc., which cannot be divided by 2; even numbers are like 2, 4, 6, etc., which can be divided by 2. There was a difference of 2 between adjacent odd or even numbers. - The combination of numbers was also very interesting. For example, if a two-digit number, a ten-digit number and a single-digit number exchanged positions to obtain a new number, and there was a certain relationship between the two numbers. For example, the difference between 23 and 32 was 9 (32 - 23 = 9), and this difference was the same as the difference between the two numbers (3 - 2 = 1) multiplied by 9. 2. ** The magic of calculation ** - The addition and the substitution were the converse operations. For example, 3+5 = 8, then 8 - 5 = 3, 8 - 3 = 5. It was like a balance. If addition was like putting something into a box, then substitution was taking something out of the box. - Multiplication was a simple operation to sum the same addend. For example, 3+3 + 3 + 3+3 = 15, which was 3×5 = 15. Division was the inverse of multiplication. 15 div3 = 5 meant that there were five 3s in 15. - In multiplication, there were some special combinations of numbers, such as 11 multiplied by a two-digit number. 11×12 = 132. The calculation method was to add the 10-digit number 1 and the 1-digit number 2 of 12 to obtain 3. The result was obtained by placing it between 1 and 2. ** 2. The Mystery of Geometries ** 1. ** Planar Diagram ** - The triangle had stability, and many buildings in life would take advantage of this feature. For example, the frame of a bicycle would not easily be deformed even if it was subjected to external forces. The sum of the internal angles of a triangle was 180°. This rule was satisfied regardless of whether the triangle was an acute triangle, a right triangle, or an obtuse triangle. - A square and a rectangular are both quadrilateral, and the sum of their internal angles is 360°. The four sides of a square are equal and the four corners are all right angles, and the opposite sides of a rectangular are equal and the four corners are also right angles. From a rectangular shape, a quadrilateral could be derived. The opposite sides of the quadrilateral were parallel and equal, and its area was calculated by multiplying the base by the height. 2. ** Three-Dimensional Image ** - A cube was a special cuboid. Its six faces were all squares. The sum of the edges of the cube was equal to the length of the edges multiplied by 12, the surface area was equal to the square of the length of the edges multiplied by 6, and the volume was equal to the cube of the length of the edges. - The cylinder had two identical circles on the bottom and a rectangular shape on the side. Its volume was calculated by multiplying the base area by the height, and the surface area was the two base areas plus the side area. ** 3. Mathematics in Life ** 1. ** Math in shopping ** - When we go to the store to buy things, we use math. For example, if the original price of a piece of clothing was 100 yuan, the price after the 20% discount would be 100 x 0.8 = 80 yuan. If he had a coupon, he could further reduce his expenses. 2. ** Mathematics in Time Calculation ** - Calculating the time that had passed was also an application of mathematics in life. For example, from 8 am to 3 pm, a total of seven hours had passed. It could be calculated by converting 3 pm to 15 pm (12 + 3 = 15), and then 15 - 8 = 7 hours. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Singapore Elementary School Mathematics Paper
There was a certain degree of variation in the difficulty of the Singapore primary school mathematics paper. Some of the questions were more difficult. For example, the Mathematics paper 2 of the Singapore Sixth Grade General Examination on October 1,2021. Many examinees reported that it was very difficult, and some students even cried. The paper included questions related to the number and weight of Helen and Ivan's coins. However, there were also some elementary school mathematics questions that were considered to be less difficult and more creative. In addition, there were also questions like the Singapore Mathematics Olympiad that were evaluated as quite simple. In terms of teaching resources, there was Singapore Mathematics Usage 101, which matched the mathematics outline of the Ministry of Education of Singapore. It covered a total of 606 mathematical application questions, which were distributed according to grade. Each book had 101 typical application questions. The difficulty spiraled up and involved a variety of mathematical knowledge fields. In addition, there was also a verbal math doodle book that used Singapore's CPR modeling teaching method, suitable for young children to start mathematics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to assign homework for elementary school mathematics
For the assignment of mathematics homework in the lower grades of primary school, the following aspects could be combined with pictures and videos: ** 1. Operation homework (can be recorded with pictures or videos)** 1. ** Physical Operation ** - When learning the concept of numbers, for example, after learning the understanding of "1 - 5", you can arrange for students to count the number of "1 - 5" items in the house, such as an apple, two chairs, etc., and then let the students take photos or record small videos with their phones to record the process of counting. - When learning cuboids, cubes, balls, columns, and other shapes, arrange homework for the children to find real objects such as toothpaste boxes (cuboids), Rubik's cube (cubes), coke barrels (columns), table tennis balls (balls), etc. from home, and then take photos or record short videos that briefly introduce the corresponding graphic features of these objects. 2. ** Production Category ** - After learning mathematics knowledge, he could assign homework to make learning tools. After the students were done, parents could take photos of the stick or record a video of the child performing mathematical calculations (such as addition and substitution) with the stick. - When learning about the combination of geometric figures or symmetrical knowledge, the arrangement was to let the child cut out various shapes (such as a triangle, a square, etc.) with colored paper, then put them together to create creative patterns, and finally record the work with pictures. ** 2. Life experience homework (You can use pictures or videos to show your results)** 1. ** Measuring Category ** - After learning "Understanding meters and centimeters", the students would use a ruler to measure the height of their door, the length and width of their bedroom, and so on. They would use photos to record the scene of the measurement and the image of the measurement data, or record a video of the measurement process and the verbal presentation of the measurement results. 2. ** Shopping Category ** - When learning "Understanding the RMB", the students were assigned to walk around the supermarket and look at the prices of the goods. You could ask your child to take photos of the price tags of some products, or record a video of himself calculating the total price of simple products in the supermarket (such as buying a 3 yuan notebook and a 2 yuan pencil, how much is the total price). ** 3. Expression-related homework (video recording possible)** 1. ** Math ** - After learning the synthesis and decomposition of 2 - 5, he could ask the children to gesture to their parents while speaking, indicating the synthesis and decomposition of 2 - 5 respectively, and record a video. They could also let the children use synthesis and decomposition to make up math stories and then record videos that told the math story. 2. ** Observation and Description ** - When learning to observe objects, the students were assigned to look for various objects at home, observe the appearance of the objects from various angles, and then record videos describing the shapes of the objects from different angles. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
2018 Elementary School Examination Mathematics Examination Paper
The following is a copy of the 2018 primary school graduation academic level test mathematics questions: - ** I. Fill in the blanks ** - For 7,050,640,000, written as 7050064000, written as "ten thousand", it would be 705,006,400, and "rounded" to the nearest hundred million, it would be recorded as 7.1 billion. - 4.08 cubic meters was converted to cubic decimeters. Since 1 cubic meter was equal to 1000 cubic decimeters, 4.08 cubic meters was equal to 4080 cubic decimeters. If 30 minutes were converted to time, 1 hour was equal to 60 minutes, and 30 minutes was equal to 0.5 hours. If 6600 kilograms were converted to tons, 1 ton was equal to 1000 kilograms, so 6600 kilograms was equal to 6.6 tons. - In a certain ratio, the two internal terms are the reciprocals of each other. According to the nature of the ratio, the product of the two external terms is 1. - Given 5/6, we can get: = 5/6 = 5/6. - The diameter of a circle was directly proportional to its circumference, because circumference = pi x diameter, and pi was a fixed value. - The survival rate of the planted trees was calculated. 98 trees survived and 2 trees did not survive. A total of 100 trees were planted. The survival rate = 98/100×100% = 98%. - A school bag sold for 120 yuan after a 20% discount. The original price = 120 + 0.8 = 150 yuan. - On a map with a scale of 1:(the question did not give a specific value), the distance between A and B was measured to be 8 centimeters. Because the actual distance = the distance on the map divided by the scale, if you knew the scale, you could calculate the actual distance (kilometers). - It is recommended to use a broken line chart to calculate the changes in the patient's body temperature. - The Young Pioneers stood in eight rows, with a total of 8X people. - Among the numbers 0.25, 125%, 2.5, and 2.555, 2.555 was the largest. - 1334 = 13 div34 = 38.24%(with two decimals). - The bottom of the cylinder has a radius of 2 cm and a height of 10 cm. According to the formula for the volume of the cylinder = Pi × radius × height, the volume is 40 Pi (or about 125.6) cubic centimeters. - ** 2. Judgment Questions ** - An equation that contained an unknown number was called an equation. This statement was correct. - The amount of money needed to purchase the Primary School Study Paper was directly proportional to the number of copies, because the amount of money divided by the number of copies = unit price (fixed). This statement was correct. - The quadrilateral was not an axis-symmetrical figure, so this statement was wrong. - An angle less than 90° is an acute angle, an angle equal to 90° is a right angle, and an angle greater than 90° and less than 180° is an obtuse angle. The original statement was wrong. - The volume of a cylinder of equal height is three times the volume of a cone. - ** 3. Multiple-choice questions ** - CCTV's evening news broadcast began. It was 19:00 using the 24-hour clock. Option B. - The largest two-digit number that was both composite and coprime was 98, so choose B. - The ten-digit number was 5, and the two-digit number with a was 50 + a. Choose C. - If Team A needed 10 days to build a road, Team B would need 8 days to build it. The two teams would need 1/(1/10+1/8) days to build a road together. - Wang Qiang deposited 1000 yuan into the bank at an annual interest rate of 2.25%. After two years, the interest formula was 1000×2.25%×2. Choose C. - ** 4. Calculation Part ** - ** Directly write the number **: For example- =(The specific value needs to be calculated according to the specific score); =(calculated according to the specific formula); +=(calculated according to the addition rule);1.03 + 0.07 = 1.1;12.5×8 = 100;1 - =(calculated according to the deduction rule);25% = 0.25;(+1)×1 =(calculate in the parenthesis first and then multiply by 1);6:36 = 1/6;0.25×4 = 1. - ** Calculating in the off-form **: For example, 408 - 120 div3 = 408 - 40 = 368;(12.5×8 - 40) ×6 =(100 - 40) ×6 = 360;9 +() ×12 = 9 +(multiply by 12 and add 9). - ** Find the unknown X**: 10 + 5X = 55, first shift the term 5X = 55 - 10, then solve X = 9;5X - 2X = 36, combine the similar terms 3X = 36, and solve X = 12; =(cross-multiply according to the proportional nature). - ** 5. Other parts ** - Draw on the grid paper according to the requirements (I can't answer the specific drawing requirements for the time being). - The problem of preparing salt water was that 5 grams of salt required 200 grams of water. Now that there were 800 grams of water, 800/200×5 + 800 = 820 grams of salt water could be prepared. - Xiao Hong scored 87 points for Chinese and 93 points for Mathematics. Assuming that the average score for English was 92 points, then (87 + 93 + x)+3 = 92, and the solution was x = 96 points. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What's the definition of elementary school mathematics?
Given the sum of two numbers and one of the numbers, the operation of finding another addition was called substitution. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
An Analysis of the Elementary School Mathematics Course Requirements
In the new era, the implementation of the primary school mathematics curriculum standards was reflected in many aspects: 1. ** Focus on the cultivation of practical application ability **: The new curriculum standard focuses on the cultivation of students 'practical ability and is no longer limited to theoretical knowledge. Students should be allowed to understand mathematical knowledge through practice. For example, when teaching computational knowledge, interesting mathematical games or activities could be designed, such as skipping rope, speed calculation, etc. This could improve the speed and accuracy of students 'calculations, and also enhance teamwork and self-confidence. 2. ** Diverse learning methods **: Teachers should adopt a variety of teaching methods and strategies to meet the needs of different students. In the teaching process, flexible use of explanations, demonstration, experiments, case analysis and other means. For abstract concepts, students could be allowed to carry out simple practical activities. For example, when learning the concept of perspective, students could stand at a certain angle and observe the objects in the classroom and measure the angle with a triangular ruler, so as to understand abstract concepts more intuitively. 3. [Guide students to explore the essence of mathematics: Mathematics is no longer just a tool or a technique, but a subject with internal logic.] Teachers should guide students to understand the essence and content of mathematics and cultivate abstract and logical thinking skills. For example, when teaching geometry, students were asked to design their own graphic models so that they would realize that geometry had an internal structure and laws. 4. ** Focus on home-school cooperation and social practice **: Establishing a home-school cooperation and social practice mechanism can help students integrate into society better. The school could organize parent-teacher meetings, open days, and other activities to let parents understand their children's learning situation. The society could organize students to visit places such as science and technology museum to broaden their horizons, enhance their social awareness and sense of responsibility, stimulate creativity and imagination, and promote all-round development. 5. ** Reflection in specific teaching practice **: For example, some lectures combined "number and algebra" and "quantity relations" and used specific lesson examples to guide teachers to teach according to the age characteristics of students, such as "Distance, Time and Speed" to let students deeply understand mathematical concepts; In terms of the cultivation of "number sense", the new curriculum standard had richer contents, emphasizing the understanding of the meaning of numbers in real situations. The establishment of number sense was an important symbol of improving students 'mathematical accomplishment. Mathematics education in compulsory education should consider the development of students and cultivate students' ability to think, understand and explain practical problems with mathematics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school mathematics calculation of the area of the graph
The calculation of the area of a graph was an important part of elementary school mathematics. The following are the related situations of several common graph area calculations: ** 1. Rectangle ** 1. ** Basic Formula ** - Area = length x width. For example, given that the length of a rectangular shape is 5 centimeters and the width is 3 centimeters, its area is 5×3 = 15 square centimeters. 2. ** The application in complex questions ** - Sometimes, it was necessary to find the length and width based on known conditions. For example, in a composite graph, the length and width of a rectangular shape could be determined by the length of the other graphs. For example, in some graphs that contained multiple squares and rectangular shapes, the length and width of the squares and the opposite sides of the rectangular shapes were deduced by reasoning, and the area was calculated. ** 2. Square ** 1. ** Basic Formula ** - Area = side length x side length. If the side of a square was 4 centimeters, its area would be 4×4 = 16 square centimeters. 2. ** The application in composite graphics ** - When a square was combined with other shapes, it was often necessary to calculate the side length of the square according to the conditions of the overall shape to calculate the area. For example, in some irregular figures composed of multiple squares, the length of the square could be obtained by the area difference between the figures or the equal relationship of the length of the square. ** 3. Trapezoid ** 1. ** Basic Formula ** - Area =(top bottom + bottom)× height/2. Assuming that the top base of the echelon was 3 cm, the bottom base was 5 cm, and the height was 4 cm, then its area was (3 + 5)×4 div2 = 16 square centimeters. 2. ** Key Points to Solve the Problem ** - In the actual question, you must accurately find the top, bottom, and height. Sometimes, it was necessary to combine or divide the echelon with other shapes by translation, rotation, and other methods to obtain the conditions needed to calculate the area. ** Four, circle ** 1. ** Basic Formula ** - Area = Pi x radius. For example, if the radius of a circle is 2 cm, its area is pi ×2 squared = 4 pi square centimeters (if pi = 3.14, the area is about 12.56 square centimeters). 2. ** In the application of complex graphics ** - For some combination figures that contained circles or semicircles, such as drawing a circle or semicircle in a square, when calculating the area of the shadow, it might be necessary to use the square area to subtract the area of the circle or semicircle, or by dividing and stitching the circle or semicircle, and using the principle of tolerance and repulsion to calculate the area. For example, in a square with a side length of 2, using four sides as the diameter to draw four semicircles to calculate the area of the shadow part, you can use direct calculation (calculate after dividing the shadow part), indirect calculation (first find the area of the blank part and then use the square area to subtract the area of the blank part), tile division and combination method, using the principle of tolerance and repulsion or puzzle method. ** 5. Combination Diagram ** 1. ** Calculation Method ** - Usually, they would use the division method, the completion method, or a combination of the two methods. - Divide: Divide the composite graph into several basic graphs, calculate their areas separately, and then add them together. For example, if a composite graph could be divided into a triangle and a rectangular shape, the area of the triangle and the rectangular shape would be calculated separately and then summed up. - Completion method: The combination of the graph into a basic graph, and then use the area of the completed graph to subtract the area of the supplemented part. For example, an irregular figure could be filled into a square, and then the area of the small triangle that was supplemented could be deducted to obtain the area of the original figure. 2. ** Solution train of thought ** - He had to carefully observe the characteristics of the graph, including the symmetries of the graph and the relationship between the lengths of the various parts, so as to choose the appropriate calculation method. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>