Primary School Mathematics Hebei Education Version Key Knowledge Summing Up
The following is a summary of some of the key knowledge of primary school mathematics in each grade: ** First grade ** - [Comparing: Cultivate interest in mathematics learning, master the method of enum, technical problems, finding patterns, and interesting math problems, and form the habit of active learning and thinking.] - ** Understanding the number within 10 ** and many other basic contents. ** First Grade ** - ** Position **: Cultivate interest in mathematics, master specific mathematical methods, form good study habits, and connect them to real life. - ** Understanding numbers within 100 ** and other knowledge, including understanding the RMB, addition and deduction within 100, etc. ** Second grade ** - ** Observing objects **: Experience the different shapes of objects observed from different positions. Able to identify the planar images of different surfaces of three-dimensional objects. - ** Add and Subtract Mixed Operations **: Continuous addition, continuous deduction, and addition and subtract mixed operations are done in a written and verbal order from left to right. If there are small parenthesis, do it in the small parenthesis first. Can add and subtract estimations. Master the steps to solve application questions. Can choose addition or substitution calculations according to different relationships. Can ask related mathematical questions. - [Multiplication in the Table (1): Understand the meaning of multiplication is a simple algorithm to find the sum of several identical addenda. Master the reading method of the multiplication formula, the names of each part, and the meaning of each part. Remember the multiplication formula from 2 to 6.] - ** Understanding of angles **: An angle has one apex and two sides. The size of the angle has nothing to do with the length of the side, but it is related to the size of the side. Master the drawing method of the angle, recognize the right angle in the triangle, square, and rectangular, and use the triangle to determine whether the angle is a right angle. ** Second Grade ** - ** centimeter, decimeter, meter **: Understand the units of length and strengthen your understanding in real life. - ** Division with remainder ** Knowledge, including understanding the unit of mass, reading, writing, addition and substitution of numbers within 1000, knowledge of quadrilateral, etc. ** Third grade ** - [** Big Numbers in Life **: Master reading and writing big numbers.] - ** Multiply two or three digits by one digit **, ** divide two or three digits by one digit **: Master calculations and solve practical problems. - [The movement of graphs (1)] and other knowledge, including the use of formulas to find the circumference of a rectangular square, four mixed operations. ** Third Grade ** - ** Year, Month, Day **: Proficient in multiplying two-digit numbers by two-digit numbers and solving practical problems, using the area formula to find the area of a rectangular and square, preliminary understanding of decimals and scores and combining them with reality, mastering different units and distinguishing them. ** Fourth grade ** - ** Liters and milliliters **: Accurately calculate the division of three-digit numbers by two-digit numbers and solve practical problems. Understand the classification of straight lines, rays, angles, and angles, and draw angles. Distinguish between multiple and factor, judge the least common multiple and the greatest common factor. Read more exciting novels for free
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Hebei Education Version Primary School English lesson 10, fourth grade volume 2
The reference material mentioned that Hebei Education Version of Primary School English, Grade 4, Volume 2, lesson 10,"Rain and Sun", which could be listened to online for free on Dragonfly PM. The corresponding MP3 complete set of Hebei Education Version of Primary School English, Grade 4, Volume 2, could be downloaded and saved for listening anytime and anywhere, but there was no more description of the content of this lesson. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Can pre-school education be tested for primary school mathematics?
Only graduating from a pre-school education major usually did not allow one to take the entrance examination for elementary school mathematics. Preschooling education majors were mainly to train talents for kindergarten education. Generally, they would enter the kindergarten to work. If you want to apply for the primary school mathematics teacher in Anhui, you usually need to meet the following professional requirements: A0701 Mathematics, A040102 Course and Teaching Theory (Mathematics), A040113 Master of Teaching (Mathematics); B0701 Mathematics, B0807 Electronic Information, B0201 Economics, B040107 Primary Education, etc. In addition, they also had to meet other requirements such as having the corresponding teacher qualification certificate. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to permeate the cultivation education in primary school mathematics
The primary school mathematics education could be carried out from the following aspects: 1. ** Student-based education **: - To carry out education based on life, to improve the comprehensive quality of outstanding students and to promote the enthusiasm of students with poor foundations, so as to promote the overall progress of the class. Students were encouraged to help each other, such as having students with good foundations help students with poor foundations to explain math problems after class. - In the classroom teaching, students should pay attention to cultivating their learning habits, such as answering questions loudly, not copying homework, completing homework on time, etc. These habits will help students learn mathematics. For example, when learning "Understanding decimals", students were guided to observe the difference between decimals and normal numbers, cultivate their thinking and inquiry ability, cultivate their inquiry ability through group cooperation mode, and cultivate their discrimination ability through judgment questions. 2. ** Consolidating the foundation **: - Since the knowledge of mathematics was single but the questions were varied, a lot of practice was needed to internalize the knowledge. Teachers could use the method of students setting questions to increase the interest of learning and enhance the emotional communication between students. At the same time, teachers should pay attention to students 'calligraphy practice to avoid losing marks due to calculation errors caused by illegible handwriting. - They could also consolidate their basic knowledge in a variety of ways, such as holding small-scale basic knowledge competitions or weekly tests. This would not only help students learn mathematics, but also be of great significance to nurturing education. 3. ** Homework **: - Although there was less homework in the lower grades of primary school, they still had to leave homework appropriately. Homework was a necessary part of consolidating the knowledge students had learned in school and cultivating the habit of arranging their time reasonably. - Homework was designed to help students learn on their own, practice, and control themselves. Teachers should educate students to complete their homework on time and ensure the quality of their homework. From the lower grades, they should cultivate the quality of honesty and trustworthiness of students. After completing their homework, they should pack up their belongings to cultivate the habit of independence and lay the foundation for future studies and life. 4. ** Text Education **: - Mathematics was a basic subject in primary school. The purpose of teachers 'teaching should not only be to impart knowledge, but also to cultivate students' comprehensive ability and intelligence, reflecting the changes in values brought about by mathematics education, that is, to cultivate mathematical quality. - Primary school mathematics teachers should combine the characteristics of mathematics discipline to carry out moral education for students. From the beginning of the lower grades, the cultivation education should permeate the entire teaching process. The specific methods include in-depth study of mathematics teaching materials, excavation of the content and potential cultivation education factors, analysis of the content of moral education and application in teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Which grade is the primary school mathematics vertical form of the People's Education Version?
The PEP's elementary school math column was covered in grades one to six. The first volume of the first grade began to touch on the basics of mathematics, of which calculation was an important part. Although it did not explicitly mention the vertical type, calculation was the foundation of mathematics to prepare for the subsequent vertical learning. By the third grade, the addition and substitution parts of the first volume would involve vertical calculation. When calculating vertically, the same digits had to be aligned. If the number in the substitution was not enough, the previous digit would be reduced by one. In the first volume of the fifth grade, the multiplication and division of decimals, such as decimals multiplied by numbers, decimals multiplied by decimals, and decimals divided, would also use vertical calculations. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What is the importance of moral education in primary school mathematics teaching?
The importance of moral education in primary school mathematics teaching was multi-fold: 1. ** Perfect personality **: For primary school students, especially those in the lower grades, the spoiling of family education may cause them to be independent and difficult to form a perfect personality. They may lack the sense of gratitude and think that the care and contribution of others are reasonable. And permeating moral education in mathematics teaching can improve the students 'psychological quality, promote their healthy development, and avoid the defects of personality development. 2. ** Extension of teaching **: According to Herbart, all subjects are a way of moral education. Infiltrating moral education in mathematics teaching, such as through group learning, cooperative inquiry, and other methods to infiltrate gratitude education, was an extension of the normal classroom. While students were acquiring mathematical knowledge and developing their abilities, they could also receive a subtle and subtle education. 3. ** The implementation of the curriculum standards **: The curriculum standards emphasize that teaching objectives are three-dimensional, and developing students 'emotional attitudes and values is the foundation of teaching work. It was an important task to infiltrate moral education into mathematics teaching. This would help to cultivate students 'good emotional attitudes and values, and establish a scientific world outlook and outlook on life. It was also the implementation of the curriculum standards in mathematics teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Hebei Education Version Primary School Fifth Grade First Volume Possibility Teaching Plan
The following is a copy of the lesson plan for the fifth grade of elementary school in Hebei Province: ** 1. Teaching content ** Hebei Education Press, fifth grade mathematics, page 44. ** 2. Teaching objectives ** 1. In the ball-touching game and the roulette game, one would experience the possibility of speculating and experiencing random phenomena, as well as the process of formulating the rules of the game. 2. They could speculate on the possibility of random phenomena. ** 3. Important and Difficult Points in Teaching ** 1. ** Teaching Focus ** - Let the students experience the possibility of events happening in games such as touching the ball and spinning the wheel. 2. ** Teaching Difficulties ** - Guide students to make accurate guesses about the possibility of random phenomena. ** 4. Teaching process ** 1. ** Game import ** - Through simple and interesting guessing games or simple situations of placing balls (chess pieces), students 'interest could be stimulated and they could feel the uncertainty of the situation. 2. ** Exploration Event ** - Organization of the game of touching the ball (chess). For example, the number of balls (chess pieces) in different colors was different. For example, there were more red chess pieces and fewer blue chess pieces. - Ask the students,"What color might a chess piece be?" He guided the students to make guesses. - The students were divided into groups to carry out the experiment. Touch a chess piece, record the color, put it back, shake it, and touch it again. Repeat 20 times, and fill in the test result form. - Ask questions based on the results of the students 'experiments, such as "What did you discover from the experiment results?" Guide the students to find out that the number of chess pieces of different colors is related to the number of chess pieces. - "According to the results of the experiment, if I touch it again, which color is more likely to be found?" He guided the students to come to the conclusion that the more chess pieces there were, the more likely they would be able to find the chess piece. 3. ** Consolidating Practice ** - Give something like,"Which color is the most likely for the pointer to stop on the two pictures in the question?" problem. - Let the students discuss in small groups to find solutions to the problem, deepen their understanding of the size of the possibility and cultivate the students 'teamwork. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school epidemic education knowledge content extract and perception
Primary school epidemic education content: * * I. Requirements for individual epidemic prevention ** 1. Wearing masks: carry disposable medical masks or medical surgical masks with you. Wear masks in crowded places and when you are less than 1 meter away from others. Wear masks during the whole journey by plane, train or bus. When wearing masks, you need to distinguish between inside and outside, cover your mouth, nose and jaw, adjust and compress the metal strips, and replace them in time and regularly. Do not take off masks when there are crowded people or when you are talking with others. 2. Health habits: Cultivate good personal hygiene habits such as wearing masks, washing hands frequently, frequent ventilation, not gathering, and maintaining social distance. In places where people gather, consciously maintain a one-meter social distance from others to avoid crowding. During festivals, reduce gathering activities, control the length of gatherings, use "public spoons and chopsticks", advocate "meal sharing system", and do a good job of ventilation and personal protection. 3. Visitor management: Try to avoid guests, especially those with unknown health conditions. If it is unavoidable, after the guests leave, timely ventilation and disinfection of indoor surfaces. 4. Cold chain food protection: When purchasing cold chain food, go to a regular store. When purchasing and cooking, do a good job of self-protection. Wear masks and disposable gloves according to regulations to avoid direct contact with cold chain food. 5. Health monitoring: Pay close attention to your health. Once you feel unwell, don't participate in gathering activities. Seek medical treatment in time and take the initiative to inform the doctor of your contact history and travel history. Try to reduce outdoor activities, avoid shopping malls, supermarkets, farmers 'markets, cultural and entertainment venues, cinemas and other closed places. Try to go to outdoor open space for activities. * * 2. Campus epidemic prevention requirements ** 1. Before returning to school: One week before the school starts, all teachers and students should do a good job of health monitoring. At home, they should carry out self-test such as measuring body temperature and observing clinical symptoms related to novel coronavirus infection every day. Antigen or nuclear acid should be tested for fever, dry cough, fatigue, sore throat and other symptoms. If the test results confirm that the virus is infected, they must report it to the school truthfully and delay returning to school. 2. After returning to school: health monitoring must be carried out for 7 consecutive days after returning to school to minimize congregated activities; Complete all kinds of investigation and reporting in time. Do not conceal, do not report to the evening, and do not miss out. On the way to and from school, adhere to the implementation of "two points and one line". When entering school at off-peak, parents should wear masks during the whole process. Keep a distance of more than one meter. Don't be crowded. Pick up and pick up children in an orderly manner in the specified area. Don't gather or stay. * * 3. Other aspects of epidemic prevention knowledge for primary school students ** 1. Protecting susceptible people: non-specific prevention methods such as improving nutrition, strengthening exercise, strengthening physical fitness, and improving immunity, as well as specific prevention based on vaccine (people over 3 years old who are not contraindicated for vaccine should be "accepted as much as possible "). 2. Daily healthy lifestyle: Pay attention to scientific diet, balanced nutrition, ensure adequate intake of grains, fruits, vegetables, and protein, and eat meat and eggs that should be cooked and thoroughly cooked; moderate exercise, adhere to regular work and rest, do not stay up late, ensure adequate sleep and a good attitude, effectively improve the immune function of the body and enhance the ability to resist viruses; wash hands frequently, bathe frequently, and develop good hygiene habits. Comprehension: The primary school epidemic education knowledge covered all aspects of personal life and campus life in a comprehensive and detailed manner. From this knowledge, it could be seen that epidemic prevention was a systematic project that required all-round efforts. For primary school students, these requirements were not only to protect their own health, but also an important opportunity to cultivate good hygiene habits and social responsibility. For example, the cultivation of personal hygiene habits was crucial during the epidemic, and once these habits, such as frequent hand washing and maintaining social distance, were developed, they would benefit for life. The campus epidemic prevention measures reflected a high degree of responsibility for the student group. Through health monitoring and off-peak enrollment, the risk of the epidemic spreading on campus was minimized. At the same time, the epidemic prevention knowledge for primary school students also emphasized proactive epidemic prevention methods such as strengthening their physique, which helped to guide primary school students to establish health awareness and understand the importance of their own health management in epidemic prevention. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the summary of primary school epidemic education knowledge
The contents of primary school epidemic education can be summarized from the following aspects: ** 1. Basic knowledge of infectious diseases ** 1. ** Covid-19 related ** - Covid-19 is a disease caused by coronaviruses. People are generally susceptible to it, including those with low immune function and normal people. It is related to the amount of bacteria exposed. People with poor immune function (such as the elderly, pregnant women, patients with liver and kidney abnormalities or chronic diseases) may be more serious after infection. The main routes of transmission were droplet transmission, contact transmission (hand pollution caused self-contact), and possible airborne transmission. The routes of transmission through the airborne and digestive tract had yet to be determined. - In addition to Covid-19, there were six other crown viruses that were known to infect humans. Covid-19 did not show the terrible characteristics of SARS. It is sensitive to heat. At 56 ° C for 30 minutes, ether, 75% alcohol, chloride-containing disinfectant, peracetic acid, chloride-containing disinfectant, and other fatty liquids can effectively inactivate the bacteria, but the chloride-containing disinfectant cannot effectively inactivate the bacteria. 2. ** Norovirus related ** - Norovirus-infected diarrhea occurred throughout the year, and the season of high occurrence was from November to April of the following year. The incubation period ranged from 24 to 48 hours, with the shortest being 12 hours and the longest being 72 hours. - The main symptoms were nausea, vomiting, abdominal pain, diarrhea, abdominal spasms, and other symptoms of gastroenteritis, as well as headache, fever, chills, muscle pain, and other symptoms of poisoning. It was a self-limited disease, without specific drugs and vaccine. It was mainly based on symptom or supportive treatment, and people who were prone to dehydration needed special attention. - The main route of transmission was the faecal-oral route, such as direct contact with the patient's vomit or excrement, contact with objects touched or used by the patient, the smog produced by vomit, contact with contaminated food or water. ** II. Protective measures ** 1. ** In terms of managing the source of infection ** - For infectious diseases (such as the new crown), the reporting system should be strictly implemented. People with infectious diseases should be isolated and treated. The people carrying infectious diseases should be isolated, educated, treated, quarantine and epidemic prevention, and the infected animals should be dealt with. 2. ** In terms of cutting off the transmission route ** - For Covid-19, in public transportation, elevators, shopping malls and other crowded places, we must adhere to the "epidemic prevention three-piece set"(wearing masks, maintaining social distance, and paying attention to personal hygiene). Wearing masks must be worn correctly and changed in time and regularly. Do not take off masks when people are crowded or talking to people. Try to reduce going to crowded places. When returning home, wash your hands and disinfect them frequently. - For Norovirus, one should pay attention to not drinking raw water, drinking boiled water or qualified barreled water, eating raw fruits and washing them, and eating oyster and other seafood after heating and cooking. If there are symptoms of diarrhea and vomiting, use your own utensils and daily necessities, strengthen hand washing, try not to have close contact with family members, do not make food, and do not take care of the elderly and infants. During the illness, disinfect diarrhea or vomit with chloride-containing preparations, and boil food utensils for 30 minutes to disinfect. 3. ** Protecting vulnerable people ** - Non-specific prevention includes improving nutrition (such as balancing diet, ensuring adequate intake of grains, fruits, vegetables, and protein, eating cooked meat and eggs, etc.), strengthening exercise, strengthening physical fitness, improving immunity, etc. - The specific prevention is based on the vaccine (for example, people over the age of 3 years old who are not contraindicated should be "accepted"). Primary school students should pay attention to personal hygiene habits, wash their hands frequently (wash hands with hand sanitizer or soap or running water before meals and after going home), strengthen physical exercise, ensure adequate sleep, and not be picky with food to enhance their immunity; If there are related symptoms (such as nausea, vomiting, diarrhea and other symptoms of Norovirus infection), they should be isolated at home and not enter school with illness. ** 3. School and Family Cooperation in Epidemic Control ** 1. ** School requirements ** - One week before returning to school, teachers and students should do a good job of health monitoring. At home, measure body temperature every day and observe the clinical symptoms related to the infection of the new crown. In case of fever, dry cough, fatigue, sore throat and other symptoms, they should be tested for protein or nuclear acid. If the infection occurs, report to the school truthfully and delay returning to school. After returning to school, health monitoring shall be carried out for 7 consecutive days to reduce congregated activities as much as possible. - Parents should pay close attention to the epidemic situation and epidemic prevention requirements issued by the school, complete all kinds of investigation and reporting in time, and do not conceal, report to the evening, or fail to report. On the way to and from school, they insisted on "two points and one line". They entered the school at the wrong peak. Parents wore masks all the time when picking up and sending their children. They kept a distance of more than one meter. They were not crowded. They picked up and sent them in an orderly manner in the specified area. They did not gather or stay. 2. ** Family related requirements ** - Parents should cooperate with the school to do a good job in epidemic prevention and pay attention to their children's health. If the child has fever, cough, diarrhea, fatigue, smell and taste loss and other symptoms, they should wear a mask to the fever clinic for treatment in time, and report to the school as soon as possible. During the treatment, avoid taking public transportation. Families should open the windows for ventilation frequently, 2 - 3 times a day, 20 - 30 minutes each time. When the temperature is suitable, the windows can be opened frequently. The room should be kept clean and tidy daily, and the garbage should be cleaned in time so that the garbage can not stay overnight. The tableware and countertops for handling imported frozen food, the articles used by patients and visitors, and the tableware should be cleaned and disinfected in time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school ice and snow weather safety education knowledge
The primary school ice and snow weather safety education knowledge includes the following aspects: ** 1. Travel Safety ** 1. ** Walk ** - It was best to wear anti-slip shoes and pay attention to the road conditions and traffic conditions when crossing the road. - Don't run on slippery roads. Pay attention to the road conditions at all times. If possible, try to hold the handrails and other fixed objects. - Don't put your hands in your pockets when you walk to prevent yourself from being injured if you can't react in time when you fall. - The caretaker told the children not to play on the slippery and icy road. - Don't let the elderly and children travel alone, because the road is slippery and easy to fall on rainy and snowy days. 2. ** Cycling ** - Cycling in the snow required concentration, vigilance, and slowing down. - Maintain a relatively safe distance between vehicles and wear a helmet to prevent injuries caused by falling on the slippery ground. - Try to choose an ice-free, flat road to ride on, and don't slam the brakes or make sharp turns during the ride. 3. ** By car ** - If you choose to take a bus for a long distance, you must wear a mask for personal protection. Pay attention to safety during the ride. - Families with the means should try to pick up their children to and from school and pay attention to the passing cars when crossing the road. ** 2. In terms of cold and warmth ** 1. Parents pay close attention to the weather forecast and add clothes for their children in time according to the weather changes. 2. Prepare cotton clothes, cotton hats, cotton shoes, gloves, and other cold-proof clothes for the child in advance. Wear a hat when going out to prevent the head from getting cold. 3. Teach the child the relevant knowledge of cold and warmth, and improve the child's personal protection awareness and ability. 4. Recently, the weather was cold and dry, and the child's skin was prone to cracking and itching. After washing his face, apply a moisturizer on his face and hands in time to relieve the dry skin. ** 3. Other aspects ** 1. ** Anti-slip drop resistance ** - Teach children not to play in places with stagnant water or ice, to prevent them from getting cold due to wet clothes and shoes, and to avoid slipping and falling due to playing with snow and ice. - Raise your feet high and step slowly to reduce the forward friction between the soles of your shoes and the ground, reducing the possibility of falling. - Change your mode of travel and choose to walk or take public transportation. 2. ** Anti-smash ** - Trees and advertising boards that were far away from snow could easily collapse and injure pedestrians due to excessive snow when the snowfall was heavy. - Stay away from branches, cables, and eaves with icicles hanging on them. In rainy and snowy weather, the icicles will break and fall, which will easily hurt pedestrians. 3. ** Anti-collision ** - When going out, choose places with footprints or ruts because the rain and snow covered the potholes, manhole covers and other "traps" on the road. 4. ** Protect from being hit ** - Keep a distance from the car. The road is slippery. Be careful not to slip and get hit. <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>