straight line quick revision class 11

There were many things that needed to be reflected on in Yuan's review class: 1. ** Introduction of revision **: For the revision of the graphics content, if the students draw a circle first and then intuitively review the names of the various parts of the circle according to the drawn circle, the effect would be better than directly asking the learning content of this unit, because it would be more intuitive, especially when there are questions on how to draw a circle later. 2. ** Difficulty of questions and student level ** - ** Fill-in-the-blanks and True or False Questions **: The difficulty should not be too high. More attention should be paid to middle and lower class students. After completing the theoretical questions, the class would read them again to help deepen their memory. - ** Diagram calculation questions ** - ** Calculation of circumference **: The simple calculation of circumference is easy for students to master, but students often forget part of the calculation content for slightly more difficult questions. During revision, students can be reminded to draw the circumference first before calculating in detail. - ** Circle Area Calculation **: Students are prone to making mistakes when calculating the area of a ring. There are three situations in a ring, including knowing the radius or diameter of the inner circle and outer circle, knowing the radius or diameter of the inner circle and the ring width, and knowing the radius or diameter of the outer circle and the ring width. However, the revision may only involve the first situation. The second situation is more difficult for the less advanced students to solve the problem. - ** Problem solving section **: The questions designed are more difficult, such as finding the cross-section area, ring area, and comprehensive questions. 3. ** Overall Class Duration **: Yuan's revision content is suitable to be divided into two classes. The first class will be for theoretical review and basic questions review, and the second class will be for medium and high difficulty questions. This will better suit the class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some key points for reflection on the revision of the fraction multiplication class: ** I. Teaching Method and Students 'Dominant Status ** 1. ** Combination of lecture and practice ** - In the revision class, the combination of teaching and practice helped to bring out the students 'main position. For example, let the students think and complete the questions on their own, then go on stage to answer and explain the methods. If they have any questions, they can communicate freely and finally correct them collectively. In this way, the entire process was communicated, discussed, and explained by the students. The students were highly motivated and proactive, and even students with learning difficulties could actively participate. 2. ** Teamwork ** - Teamwork was also an effective teaching method. In the practice, through the cooperation between the groups, the method of leading the poor students was adopted. In this process, the focus was on cultivating the excellent students 'ability to explain questions, guiding the excellent students to use practical operations to help the students with learning difficulties understand and master the knowledge and skills about fraction multiplication. This would not only help the students with learning difficulties improve, but it would also save time in the classroom and allow the teachers to pay more attention to the students with learning difficulties. However, when designing the questions, one had to take into account the characteristics of the gifted students to avoid wasting their time on simple questions. ** 2. Type of fraction multiplication and calculation points ** 1. ** Multiplying scores by scores ** - Directly using the rules, the product multiplied by the numerator was the numerator of the product, and the product multiplied by the numerator was the numerator of the product. If it could be reduced, it would be reduced first before calculating. When calculating, you should pay attention to the number after the numerator reduction and write it up, and the number after the decimal reduction should be written down. 2. ** Multiplying an integral with a fraction ** - Because any whole number could be regarded as a fraction with a 1 as the Denominator, the calculation method was the same as multiplying a fraction by a fraction. It was also to reduce the fraction before calculating. 3. ** Multiplying Decimals and Fraction ** - If there was a multiple relationship between the decimals and the numbers of the fraction, it could be calculated by reducing the fraction first, or it could be calculated by multiplying the fraction by the fraction. 4. ** Multiplying scores by scores ** - He converted the score into a fake score and then multiplied it by the score. ** 3. Problems and improvements in teaching ** 1. ** Explanation Method of the exercises ** - The traditional practice class was often a repetitive process of doing questions, checking, correcting, explaining, and continuing. It was easy for students to lack a sense of freshness and rhythm. He could try the model of " doing questions, checking, finding errors, explaining, changing, and reflecting ". He could dig out the test points and possible variations behind the exercises, giving the initiative to the students, allowing them to have more time to think deeply, improve their computing power, and reduce their calculation errors. 2. ** Attention to students of different levels ** - In the design of the review class, the needs of students of different levels should be considered. If the overall difficulty of the questions was low, it might make the time of the excellent students insufficient; if the difficulty was too high, it might make it difficult for the students with learning difficulties to keep up. Therefore, the difficulty of the questions should be arranged reasonably so that every student could have a greater harvest in the revision class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

A family of straight lines refers to a group of straight lines with the same slope. The slope could be expressed by the ratio of the difference between the ordinate and abyssal coordinates of any two points on a straight line. A group of straight lines with the same slope was a family of straight lines. For example, in some surfaces, a cone is composed of a family of straight lines crossing the apex, and a cylinder is composed of a family of straight lines intersecting a circle vertically. The same generatrix of a hyperboloid of one sheet can also be regarded as a family of straight lines. The two generatrix of the same species are not co-planar, but the two generatrix of different species must be co-planar.

There were many classic lines in the Romance of the Three Kingdoms. Better be a dog in peace than a man in troubled times. - Cao Cao The rise and fall of the world is the responsibility of every man. - Liu Bei The world's wind and clouds come from our generation. Once we enter the Jianghu, time urges the emperor to seek hegemony. In laughter, we can't win. Life is drunk. - a person of great wisdom and resourcefulness 4. Devoted until death. - a person of great wisdom and resourcefulness 5. Be ambitious and down-to-earth - Liu Bei 6. Without learning, there is no way to broaden the scope of talent. Without ambition, there is no way to achieve learning. - a person of great wisdom and resourcefulness Why should I be ungrateful when I'm not related? - Lv Bu Since ancient times, who hasn't died? - Wen tianxiang The world is peaceful and the people are happy. - Liu Bei The rolling Yangtze River flows eastward, and the waves wash away the gray dog's white hair. - Liu Bei

The following is a reflection on the addition and deduction of the second root: ** 1. Students 'Knowledge Mastery ** 1. ** Simple Problem ** - Students had difficulty in decomposing the radical. For example, a number like 32 could not be decomposed into 16 by 2 at once, but into 4 by 8. It could not be decomposed completely. He also couldn't completely understand the decomposition of the numbers 108 and 98. This reflected that the students were not familiar with the decomposition of numbers, which was crucial for the reduction of the second root. - When the square root was a fraction, the student's grasp was even worse. For example, when the numerator of the root was 8 or 27, many students directly multiplied it by 8 or 27, resulting in a large amount of calculation and easy to make mistakes. In fact, multiplying by 2 or 3 could simplify it. This meant that the students did not understand the simplest method of rational multiplication of the square root. 2. ** Combining the same kind of square root problems ** - When combining the same kind of square root, the students made more mistakes when combining the coefficient, especially when the coefficient was a score. This reflected the students 'lack of knowledge in the calculation of scores and similar terms. The teacher needed to explain more and explain in detail when explaining the step of combining the same kind of square roots. ** 2. Teaching strategy ** 1. ** Practice and Test ** - From the perspective of teaching effectiveness, it required more teaching, more practice, and more testing. Currently, only one-third of the students were correct after the test. Under normal circumstances, two-thirds of the students should be correct. If time allowed, they could create a second root topic exam with about 20 questions. They would conduct a second exam for the questions that made a lot of mistakes. They would make up for the mistakes made by the students after the second exam to promote the students 'proficiency in the algorithm. 2. ** Teaching methods ** - In the teaching process, we should pay attention to the application of analogy, such as analogy of similar terms, combination of similar terms, and integral addition and deduction to guide students to understand the definition of similar square roots and the rules of square root addition and deduction. This will allow students to naturally migrate to new knowledge on the basis of existing knowledge, establish the connection between old and new knowledge, and form a mathematical knowledge system. At the same time, by creating a living situation or designing a series of questions as a teaching situation, it can stimulate students 'interest in learning and thirst for knowledge, and improve the effectiveness of classroom teaching. 3. ** Pay attention to the individual aspects of students ** - In the classroom, they should always pay attention to the students 'psychology and students with learning difficulties, and give students appropriate encouragement, enlightenment, and evaluation. For example, when a student made a mistake, such as writing on the blackboard, they had to find other students to provide help in time and guide the students to reflect on the reasons for the mistake. In group studies, students should be encouraged to cooperate and explore independently, so that students can exchange their own opinions and put forward their own opinions for everyone to comment. Teachers should go deep into the group to collect information, guide learning, and give full play to the students 'main role. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

A straight line race was a collection of straight lines. For example, when describing a hyperboloid of one sheet, there are straight lines represented by equations. When the parameters in the equation (such as u,v) take different values, they form different straight lines. All such straight lines form a straight line family. In addition, cylindrical surfaces, conical surfaces, and other ruled surfaces can be generated by straight lines, and these straight lines that generate them can also be regarded as a family of straight lines.

A straight line was made up of countless points. It was the composition of a surface, and then it formed a body. It had no end and extended infinitely to both ends, its length immeasurable. On the plane, there is only one straight line through two points that do not overlap, that is, two points that do not overlap determine a straight line. On the sphere, there can be countless similar straight lines through two points. In the axiom system of Ethereal geometry established by D. Hilbert, points, lines, and planes were basic concepts, defined by the relationship between them and five sets of axioms. In addition, a straight line could also be seen as a line segment that extended infinitely from two points without any bends or turns.

The family of straight lines refers to the whole family of straight lines with a certain common property. For example, all lines that represent a point can form a family of lines.

A straight line was made up of countless points. It had no end point and extended infinitely to both ends. Its shape was a straight shape that extended infinitely in both directions.