Elementary school fifth grade first volume oral arithmetic questions 100 multiplication
The following are 100 multiplication questions in the first volume of the fifth grade: 1. 2 x 1 = 2. 4 x 2 = 3. 3 x 3 = 4. 5 x 4 = 5. 6 x 2 = 6. 7 x 1 = 7. 9 x 9 = 8. 8 x 7 = 9. 2 x 7 = 10. 5 x 3 = 11. 6 x 4 = 12. 7 x 6 = 13. 3 x 8 = 14. 9 x 7 = 15. 1 x 9 = 16. 4 x 3 = 17. 2 x 9 = 18. 5 x 6 = 19. 3 x 4 = 20. 8 x 3 = 21. 3 x 1 = 22. 5 x 2 = 23. 7 x 3 = 24. 6 x 3 = 25. 4 x 4 = 26. 9 x 2 = 27. 8 x 2 = 28. 2 x 8 = 29. 5 x 5 = 30. 7 x 4 = 31. 3 x 5 = 32. 6 x 5 = 33. 4 x 5 = 34. 9 x 3 = 35. 8 x 4 = 36. 2 x 3 = 37. 7 x 5 = 38. 3 x 6 = 39. 6 x 6 = 40. 4 x 6 = 41. 9 x 4 = 42. 8 x 5 = 43. 2 x 4 = 44. 7 x 7 = 45. 3 x 7 = 46. 6 x 7 = 47. 4 x 7 = 48. 9 x 5 = 49. 8 x 6 = 50. 2 x 5 = 51. 7 x 8 = 52. 3 x 8 = 53. 6 x 8 = 54. 4 x 8 = 55. 9 x 6 = 56. 8 x 8 = 57. 2 x 6 = 58. 7 x 9 = 59. 3 x 9 = 60. 6 x 9 = 61. 4 x 9 = 62. 9 x 8 = 63. 8 x 9 = 64. 5 x 1 = 65. 7 x 2 = 66. 1 x 8 = 67. 6 x 1 = 68. 5 x 8 = 69. 9 x 1 = 70. 4 x 1 = 71. 3 x 2 = 72. 2 x 2 = 73. 8 x 1 = 74. 7 x 3 = 75. 5 x 7 = 76. 1 x 7 = 77. 6 x 5 = 78. 4 x 3 = 79. 9 x 7 = 80. 8 x 2 = 81. 2 x 9 = 82. 7 x 4 = 83. 5 x 3 = 84. 1 x 6 = 85. 6 x 3 = 86. 4 x 2 = 87. 9 x 3 = 88. 8 x 3 = 89. 2 x 8 = 90. 7 x 5 = 91. 5 x 4 = 92. 1 x 5 = 93. 6 x 4 = 94. 4 x 4 = 95. 9 x 4 = 96. 8 x 4 = 97. 2 x 7 = 98. 7 x 6 = 99. 5 x 6 = 100. 1 x 4 = Read more exciting novels for free
Fourth grade elementary school Su version of the oral arithmetic problem
The following are some examples of the Jiangsu version of the fourth-grade primary school oral arithmetic questions: 753 - 98、521 - 97、428 + 99、527 + 98、312÷3、514÷5、645÷2、275÷5、630÷7、230×20、130×3、60×50、150÷3、260÷2、75 - 26、21×40、542 - 97、550÷5、680÷17、570÷3、50×20、25×37、325÷5、746÷3、223×3、810÷9、40×14、48×20、180÷9、800×7、180 - 3、13×70、23×30、510÷3、60×60、80×5、240÷80、100÷50、120÷20、250÷50、280×3、350×2、50×11、250×6、7200 + 900、410 - 201、200×30、40×24、166×5、137×6、160×5、240×3、12×50、45×20、914÷7、80×80、75×2、25×40、33×30、130×8、24×4、700÷14、111×7、90×19、200×9、13×70、100÷4、70×14、760÷40、680 + 270、980÷14、420÷30、61×30、130×50、200×48、930 - 660、530×280、920÷40、840÷21、400÷50、12×90、106×3、302 + 80、103×3、101×6、700×4、32×30、102×6、800×7、300×7、70×52、28×50、243×3、61×37、26×40、51×25、24×20、30×23、480÷16、120×8、30×23、1280、627 + 232、948 + 27、450×20、73 + 15、120×60、20×36、840÷70、100 - 54、123 + 105、360 - 40、550÷5、30×26、102×11、220÷11、750 - 290、5490、760÷20、750÷5、370×20、650÷13、8600 - 4200、240÷4、640÷80、105×10、120×11、160×30、560÷80、960÷24、400÷20、40×30、637 + 226、760 - 39、760÷40、605×159、220×40、104×5、450÷50、120÷2、390÷30、270÷30、27×30、840÷21、7000÷7、200÷40、180÷30、240÷40、35×20、140÷7、139×6、280×3、350×2、50×11、250×6、7200 + 900、410 - 201、2000÷80、15×50、20×33、12×25、480÷80、106×5、270÷3、90÷15、408÷4、640÷16、309÷3、800÷50、180÷20、200×16、870÷30、48×20、732÷3、246÷4、460÷7、135×4、524÷2、504÷4、908÷6、246÷4、172÷6、312÷3、123÷3、488÷4、609÷3、505÷5、393÷3、125×8、323 - 98、532 - 99、528 + 97、68×40、280 + 270、509÷3、712÷3、450÷5、120÷2、900÷30、270÷30、136×7、540÷6、135÷3、300×7、12×8、27×32、48×27、4500×20、73×15、120×600、200×360、6800÷400、280×270、42500、6000÷40、512×80、310×70、400÷14、470÷180、1000÷25、160×600、204×20、290×300、8100÷300、7600÷200、7600÷400、680×270、980÷14、4200÷30、61×300、1300×50、200×48、930 - 660、530×280、9200÷400、840÷21、180×500、8000÷500、1900÷20、200×160、8700÷300、300×330、31×400、7000÷14、600÷12、9600÷80、140×300、8800÷40、9600÷800、750 - 290、5490、760÷20、7500÷500、370×200、650÷13、8600 - 4200、600÷30、1000÷25、5400÷600、12×25、480÷80、16×5、27×3、90÷15、48÷4、640÷16、39÷3、24×20、32×3、48÷16、12×8、27×3、56÷14、24÷8、14×2、83 - 45、560÷80、96÷24、48÷4、640÷16、39÷3、24×20、32×3、48÷16、12×8、27×3、56÷14、24÷8、14×2、83 - 45、560÷80、96÷24、40×20、40×30、37×26、76 - 39、605÷59、30×23、12×8、27×32、2。 <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school students, first grade, second volume, mathematical multiplication formula
The multiplication formula was as follows: One for one; One two is two, two two is four; One three is three, two three is six, three three is nine; One four is four, two four is eight, three forty-two, four forty-six; One five is five, two five one ten, three five five, four five twenty, five five twenty-five; One six is six, two six twelve, three six eighteen, four six twenty-four, five six thirty, six six thirty-six; One seven is seven, two seven fourteen, three seven twenty one, four seven twenty eight, five seven thirty five, six seven forty two, seven seven forty nine; One eight is eight, two eight sixteen, three eight twenty-four, four eight thirty-two, five eight forty, six eight forty-eight, seven eight fifty-six, eight eight sixty-four; One nine is nine, two ninety-eight, three nine twenty-seven, four nine thirty-six, five nine forty-five, six nine five fourteen, seven nine sixty-three, eight nine seventy-two, nine nine eighty-one. These multiplication formulas were the basic knowledge of primary school mathematics. Mastering them would help with subsequent mathematics studies. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school sixth grade volume one oral communication summary
The oral communication in the first volume of the sixth grade of primary school mainly included the following aspects: - ** Speech (Unit 2)**: A persuasive speech must have a clear point of view. Choose suitable materials (such as listing representative examples, quote famous sayings and aphorisms) to explain the point of view. It must be infectious (vivid stories can be cited). After writing the speech, practice. Pay attention to the tone and tone of the speech, and be generous. You can use pauses, repetitions, or supplemented by actions to emphasize the key points to enhance your performance. The probability of writing a speech in the college entrance examination was higher. Although the sixth grade of primary school rarely tested speech writing, they would test "letter" writing. However, the application of speech ability in reality was also crucial for primary school students. - ** Please Support Me (Unit 4)**: When you need to persuade others to support you in doing something, you can't rely on "pestering" or "making trouble out of nothing". Instead, you have to "reason with reason and move with emotion". - ** What to do if you have different opinions (Unit 7)**: Many things in life need to be resolved through negotiation. When there are differences of opinion, the basic requirement for others to accept your suggestions is to explain the reason. To "move people with emotion", learn to think from another person's perspective, respect different opinions, and use euphemistic language to achieve communication effects. At the same time,"convince people with reason", so that the point of view is concise, clear, and reasonable. - [Chatting Calligraphy (Unit 7): Communication tasks include understanding the value of calligraphy and feeling the charm of calligraphy.] The content of the communication included talking about the understanding of calligraphers and their works (such as knowing which ancient calligraphers and their stories, whether they had participated in calligraphy exhibition, appreciated whose works, etc.), and talking about their feelings and gains in combination with their own calligraphy practice (whether they had learned calligraphy, special feelings during the learning process, benefits of practicing calligraphy, etc.). Communication requires clear and organized expressions. It can be combined with pictures and real objects to make the story more vivid. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school fifth grade first volume lecture record
The following is a lecture record on the calculation of the surface area of the first volume of the fifth grade elementary school (review class): * * 1. Basic Information ** - [Time: Second quarter] - [Location: × × School] - Grade: Fifth Grade - [Task: Calculating the Area of Polygon (Refresher)] - Instructor: Not mentioned - Lecturer: Not mentioned * * 2. Teaching process ** 1. * * Classes, Daily Roar and related activities ** - At the beginning of the class, the students would first have a "Roar of the Day", followed by a "Roar of the Day" review. - Next was the "Climbing the Blackboard" segment: - The students with odd numbers wrote the area formula of a rectangular shape, while the students with even numbers wrote the area formula of a square. - After writing, they corrected each other and then memorized each other. - The group memorized the formula and tested each other. 2. * * Learn a little ** - Let the students study alone first. - Then, they corrected each other and helped each other. - The team leader would set the questions and correct each pair. - The team leader reported the test results. 3. * * Think about it: calculate the area of each figure ** - Students first learn to calculate the area of each figure. - The couplet is changed. - The team leader exchanged for a spot check. - The group leader would set the questions and test them, including the group leader setting the questions and correcting the pairs. 4. * * Practice a little ** - After the students finish the exercises individually, they will correct each pair. - The small group demonstration was mainly to solve common problems and find easy mistakes. 5. * * Detected ** - The Class C students climbed the blackboard to do the test questions while the other students completed them on the study case. - Later, the two pairs changed each other. * * 3. Comprehension in class ** The teacher was worthy of being the senior of Du Langkou's teaching. The audience learned a lot from him. Compared to their own classes, the students found themselves lacking: 1. The assignment of tasks in the class guide needed to be further strengthened because students could not always complete the tasks within the specified time. They often had to use noon or evening practice time to complete them. 2. He had to increase the cultivation of students 'initiative in learning. In his own classroom, most of the students were passive in learning. They had not yet developed the habit of taking the initiative and showing their boldness. They were always forced to learn by the teacher or the team leader. 3. The control of the classroom was not good enough. Occasionally, there would be students who were listless and sounded bored. They needed to learn from the teacher how to control the 45-minute class. 4. The system and training between groups and pairs were not enough. The audience intended to take the following measures to improve: - Carefully organize the teaching materials, do the revision work at the end of the semester, and prepare every lesson to help the students prepare for the exam. - To strengthen class management, pay attention to correcting students 'appearances in class in time, and help students regulate their speech and behavior. - To further communicate with the students, adjust the shortcomings in the teaching, improve the classroom according to the students 'interests, and increase the enthusiasm of the students. The novel "Winter in Hokkaido" is equally exciting. Everyone is welcome to click and read it!
Elementary school fifth grade decimals mixed calculation questions and answers
The following are some examples of fifth-grade elementary school decimal-point mixed calculation questions and answers: 1. Mental calculation: - \(3.6 + 4.4 = 8\) - \(5.2 - 3.4 = 1.8\) - \(0.2×7.8 = 1.56\) - \(7.8÷6 = 1.3\) - \(1÷4 = 0.25\) - \(7.5÷0.3 = 25\) - \(9.8 - 8 = 1.8\) - \(0÷27.9 = 0\) - \(6.5×0.2 = 1.3\) - \(0.1÷0.5 = 0.2\) - \(13.2 - 6.8 = 6.4\) - \(0.15÷15 = 0.01\) - \(2×3.8 = 7.6\) - \(9÷4.5 = 2\) - \(0.42÷3 = 0.14\) - \(11 - 0.92 = 10.08\) - \(4×5 = 20\) - \(1.8÷0.03 = 60\) - \(75÷2.5 = 30\) - \(0÷25.4 = 0\) - \(0.125×8 = 1\) - \(7.24 - 2.4 = 4.84\) - \(17.2 - 17.2 = 0\) - \(0.99÷0.1 = 9.9\) 2. Free calculation: - \(82.34×0.5×0.8 = 82.34×(0.5×0.8)=82.34×0.4 = 32.936\) - \(4.53 + 19.8÷(26.8 - 1.24)=4.53+19.8÷25.56 = 4.53 + 0.775 = 5.305\) - \((90.45)÷(2.5 + 1.53)=45.45÷4.03 = 11.28\) - \(10.98-(3.51×3.51)=10.98 - 12.3201=-1.3401\) 3. Formula calculation: - \( (3 + 1.5)÷4.5 = 4.5÷4.5 = 1\) - \(0.5×(4.8 - 3.5)=0.5×1.3 = 0.65\) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school fifth grade first volume mathematics final paper
The following is an example of a fifth-grade mathematics final paper: ** Title: "Fifth-grade mathematics study summary and reflection"** ** I. Introduction ** The first volume of mathematics in the fifth grade was an important stage in the primary school mathematics learning process. It covered many key knowledge points and had further requirements for students 'mathematical thinking. ** 2. Analysis of Main Knowledge Points ** 1. ** Decimal Multiplication and Division ** - Decimal multiplication was an extension based on the multiplication of numbers. When calculating the multiplication of decimals, we multiply them as decimals, and then determine the number of decimals according to the number of decimals in the factor. For example, when calculating 2.4×0.8, the first calculation was based on 24×8 = 192. Because 2.4 was a decimal place and 0.8 was also a decimal place, there were two decimals in total. Therefore, the result was 1.92. - Decimal division also had its own unique calculation method. In a division where the divisor was a fraction, the divisor needed to be converted to an integral number first, and the dividends needed to be expanded by the same multiple. This process required the students to accurately grasp the movement of the decimal point. For example, when calculating 3.6 div.9, the quotient 0.9 should be expanded by 10 times to 9, and the dividends 3.6 should also be expanded by 10 times to 36. Then, the result should be calculated according to the integral division 36 div.9 = 4. - When solving the practical problems of decimals multiplication and division, we need to carefully analyze the quantitative relationships in the questions. For example, given that the product of two numbers is 36.4, if one factor is multiplied by 9 and the other factor is divided by 3, we can solve it according to the law of the product. If one factor was expanded by 9 times and the other factor was reduced by 3 times, then the product would be expanded by 9/3 = 3 times, so the product after the change was 36.4×3 = 109.2. 2. ** Simple equation ** - An equation was an equation that contained unknown numbers. When learning simple equations, one must first understand the definition of an equation and be able to accurately determine whether an equation was an equation. For example, x+3 = 5 is an equation, but 3 + 5 is not an equation. - The solution of the equation was an important part of the simple equation. In the process of solving the equation, we relied on the nature of the equation. For example, in the equation 2x - 5=7, first add 5 to both sides of the equation to get 2x = 12, then divide both sides of the equation by 2 to solve x = 6. - Creating equations to solve practical problems was a comprehensive application of simple equations. For example, when solving the problem of "Little Light is 3 years old this year and Dad is 26 years old. In a few years, Dad's age will be three times that of Little Light", we can assume that Dad's age will be three times that of Little Light in x years. According to the principle that the age difference does not change, the equation (3 + x)×3=26 + x can be written, and then the value of x can be obtained by solving the equation. 3. ** Polygon Area ** - As for the study of the area of a triangle, we learned the area calculation formulas of common pyramids such as a triangle, a quadrilateral, and a echelon. The area formula of a quadrilateral was S = ah (a is the base, h is the height), the area formula of a triangle was S=1/2ah, and the area formula of a echelon was S=(a + b)h/2 (a and b are the upper and lower bases, respectively, and h is the height). - When solving the practical problem of the area of a hexagon, especially the area calculation of a composite graph, we need to use these formulas flexibly. For example, for a combination of a triangle and a rectangular shape, we need to calculate the area of the triangle and the rectangular shape separately, and then add them together to get the area of the combination. ** 3. Difficulties in learning and solutions ** 1. ** Decimal Point Processing in Decimal Multiplication and Division ** - In the multiplication and division of decimals, the handling of the decimals was an error-prone area. Many students would forget to count the decimals of the factor, the dividends, and the divisions, resulting in errors in the results. The way to solve this problem was to carefully mark the position of the decimal point during the calculation process and check it after the calculation was completed. 2. ** Formula and solution ** - Many students couldn't accurately find the equivalent relationship in the question when solving practical problems, so they listed the wrong equations. To solve this problem, he needed to read more questions and carefully analyze the quantitative relationships in the questions. He could use drawing and other methods to help understand. When solving equations, some students were prone to making symbolic errors in operations such as shifting terms. They needed to strengthen their understanding and practice of the nature of the equation. ** IV. conclusion ** The first volume of mathematics in the fifth grade was rich and varied. The various knowledge points were interconnected and different from each other. Through the study of decimals multiplication and division, simple equations, and the area of a hexagon, we not only improved our computational ability, but also enhanced our mathematical thinking ability and the ability to solve practical problems. In the process of learning, although we will encounter some difficulties, through targeted practice and continuous summary of experience, we can better grasp this knowledge and lay a solid foundation for future mathematics learning. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school second grade environmental protection application questions volume 2
The following are some environmental protection related application questions for the second grade of primary school: 1. For old books and newspapers, we can deal with them in different ways. For example, a question can be: If there are 20 old books and 15 old newspapers, sell them to the waste collection station. Each old book can be sold for 0.5 yuan, and each old newspaper can be sold for 0.1 yuan. How much can they be sold for? (20×0.5 + 15×0.1 = 11.5 yuan) 2. If there were 30 old and empty bottles in Xiao Ming's house, he could turn waste into treasure and create new toys. On average, five empty bottles could make a new toy. How many new toys could he make? (30 × 5 = 6) 3. Assuming that the school organized an environmental protection activity to collect recycled materials, the students collected 25 cans and 30 plastic bottles. Each can was sold for 0.2 yuan, and each plastic bottle was sold for 0.1 yuan. How much could they sell for? (25×0.2+30×0.1 = 8 yuan) 4. In the Little Guardian Activity, the students had to plant 40 trees, and 22 had been planted. The remaining trees had to be planted within 3 days. How many trees were planted per day on average? ((40 - 22) div3 = 6 trees) 5. There was a paper-saving activity in the class. A notebook had 20 pages. Xiao Ming used eight pages and was about to throw them away. Xiao Hong said that he could collect the unused paper and make a draft book. If there were five notebooks like Xiao Ming, how many pages of draft books could he make? ((20 - 8)×5 = 60 pages) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A fifth grade elementary school student
The Wandering Earth was an extremely shocking and educational film. It was very suitable for fifth-grade primary school students to watch and write their impressions. From the movie's content, it depicted a grand future world. Due to the rapid aging and expansion of the sun, the earth was facing a catastrophe. In order to save themselves, humans built more than 10,000 planetary engines and steering gears on Earth, starting the "Wandering Earth" plan to escape the solar system and find a new home. In this process, we saw many touching stories. Among them, the characters in the movie displayed admirable qualities. Astronauts like Liu Peiqiang were willing to sacrifice their lives to protect the Earth. His interaction with his son, Liu Qi, was also very touching. After 17 years of separation, the dialogue revealed helplessness, but at the same time, there was also deep fatherly love. Words like " When you look up at the stars in the sky, that's me." In the end, he drove the International Space Station into Jupiter, using his own sacrifice in exchange for the Earth to rush to a safe area. This kind of heroic and self-sacrificing spirit was easy to impress primary school students. In addition, the unity of the main characters in the movie was also worth learning. For example, Liu Qi and his sister, Han Duoduo, did not give up hope at the critical moment when Earth was about to collide with Jupiter. They worked hard to push everyone to think of a solution. Although the strength of a few of them was not enough to complete the mission of igniting Jupiter to save the Earth, Han Duoduo used the power of unity to influence the rescue teams of other countries. In the end, all countries worked together to save the Earth. This tells us that in life, the power of unity is incomparably powerful. For fifth-graders, this movie was not only a visual feast, but also a vivid moral lesson. It made us realize that we should cherish the beautiful living environment in our lives, because the earth may face many unknown dangers. At the same time, we should also be like the characters in the movies. When faced with difficulties, we should not shrink back, actively think of ways to deal with them, and know how to unite others to overcome difficulties together. We must also have the awareness of protecting the environment and start from the small things in our daily lives, such as low-carbon travel, planting more trees, etc., to contribute to the protection of the earth. Wandering Earth 2: Adventures Again is not enough. Everyone is welcome to click to read the novel!
How to arrange 100 oral arithmetic questions neatly
We can use the following method to arrange the 100 questions neatly: 1. Open Word and create a new blank document. 2. He entered the first question in the document. 3. He pressed the Enter key to switch to the next line and entered the next question. 4. Repeat step 3 until you have completed all the mental arithmetic questions. 5. To select all the mental arithmetic questions, you can use the mouse to drag or hold down the Shift key and use the direction key to select them. 6. He clicked on the " Paragons " button or right mouse button to select the " Paragons " option. 7. In the paragraph settings, find the " Alignment " option and choose " Left Alignment " or " Center Alignment." 8. He clicked on the "OK" button and completed the neat arrangement of the oral arithmetic questions. Please note that these steps are conjectures based on the search results provided, so their accuracy cannot be guaranteed. If the above methods do not solve the problem, please try other search results or refer to other resources.
Elementary school third grade two-digit multiplication tutorial
Two-digit multiplication in the third grade of primary school mainly included oral multiplication and written multiplication. ** 1. Multiplication ** 1. ** Two-digit number, hundreds of tens multiplied by one digit (rounded)** - For example, if you calculate 32×3, first calculate 30×3 = 90, then calculate 2×3 = 6, and finally add the results to 90+6 = 96. 2. ** Multiply two digits by 10 or 100 (not rounded)** - For example, 23×20, 23×2 = 46, then add a 0 after 46, the result is 460. ** 2. Multiplication by writing ** 1. ** Multiply two digits by two digits (without rounding)** - Writing method: - The same digits were aligned. - Multiply the digit on the one digit of the multiplier by another, and the end of the product must be aligned with the one digit. For example, to calculate 21×12, multiply 21 by 2 to get 42. The 2 of 42 had to be aligned with the unit. - Then, he multiplied the number on the tens of digits by another multiplier, and the end of the product had to be aligned with the ten digits. Following the example above, multiply 21 by 1 (the 1 in the tenth place) to get 21. The 1 of 21 must be aligned with the tenth place. - Finally, adding the product of the two times, 42+210 = 252. 2. ** Two digits multiplied by two digits (rounded)** - Writing method: - Similarly, the same digits were aligned first. - When multiplying a digit by another digit, the end of the product should be aligned with that digit. When the digit multiplied by the other digit reached dozens, the digit before the other digit should be added. For example, to calculate 34×25, first multiply 34 by 5, 5×4 = 20, add 2 to the 10 digits, 5×3 = 15, add the carried 2 to get 17, so the result of this step is 170; then multiply 34 by 2, 2×4 = 8, 2×3 = 6, get 68, and finally 170+680 = 850. 3. ** Using two-step calculation to solve the problem ** - In a practical problem, it might be necessary to calculate the intermediate result through two-digit multiplication before proceeding to the next calculation to solve the problem. For example, if a class had 32 students and each of them needed 23 exercise books, the total number of exercise books needed would be 32×23. After calculating the results through the above-mentioned multiplication, they would further answer the questions according to the questions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>