factors of 270
The arrangement and review of factors and multiplying factors
The knowledge structure of the unit of factors and exponents included many aspects. In terms of the concept of factor and multiple, it was necessary to make it clear that in integral division, if the quotient was an integral number with no remainder, the dividends were the multiple of the quotient and the quotient, the quotient and the quotient were the factors of the dividends, and the factor and multiple generally referred to natural numbers (excluding 0), they were mutually dependent. The number of factors of a number is limited, the smallest is 1, and the largest is itself; The number of times is infinite, the smallest multiple is itself, and there is no maximum multiple.
In terms of teaching methods and learning strategies:
- Due to the abstract content of this unit and the lack of life examples to assist teaching, it was difficult for students to understand. Therefore, in teaching, we should pay attention to the relationship between concepts, guide students to understand concepts from the essence, and avoid memorizing them. For example, if one understood the meaning of factors and multiple, one would naturally be able to grasp the conclusion that the number of factors was limited and the number of multiple was infinite. It would also be easier to understand the concept of common factors and common multiple.
- It was necessary to cultivate the students 'abstract thinking ability. Teachers should not let students memorize concepts and conclusions mechanically, but should guide students to summarize the rules by themselves through special examples, such as concluding a conclusion with an infinite number of times, and gradually form the ability of induction and reasoning.
In terms of specific knowledge teaching:
- The key to factor and multiple teaching was to grasp the concept and understand the relationship between each other. It allows students to express themselves to each other repeatedly to deepen their understanding and improve their independent and cooperative learning ability. When looking for a number factor, in order not to repeat or miss out, the advantages of group learning can be brought into play. Students can reflect on their methods during communication and absorb the experience of their peers.
- As for the teaching of 2, 5, and 3 times, the mathematics classroom teaching activities should be enriched. It could be seen in the teaching process that this part of knowledge was closely related to the cultivation of students 'mathematical thinking and deep understanding of concepts.
From the perspective of teaching reflection:
- This part of the content was more difficult for students to grasp because the concepts were abstract and rarely touched in life. Students needed a long time to digest and understand.
- Better teaching methods included understanding factors and multiplying through practical operations. For example, letting students set up small squares to write multiplication formulas to draw out concepts could reduce the difficulty. They could also find factors and multiplying factors through autonomy, activities, and cooperation, allowing students to explore knowledge independently in a relaxed atmosphere and cultivate cooperative learning skills at the same time. Carefully designing practice questions was also very important. The practice questions should focus on the teaching focus and have a level and interest. For example, the practice of using the number card to find the factor and multiple friends could cultivate the students 'ability to think and let the students feel the joy of mathematical thinking.
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