subtraction 4 digits

Once upon a time, there was a farmer who had 20 sheep. One day, 8 sheep got lost. We can write this as a subtraction story: 20 - 8. To find out how many sheep are left, we start with 20 and take away 8. We can break 20 into 10 and 10, and 8 into 5 and 3. First, take away 5 from one of the 10s, we get 5 left in that part. Then take away 3 from the other 10, we get 7 left in that part. So in total, there are 12 sheep left.

There were a few points worth reflecting on in the teaching of deduction: 1. ** Arithmetic understanding **: When the students are asked to work together in small groups to self-study the calculation of deduction based on their existing addition calculation methods, although the students can come up with a variety of methods and participate actively, if the teacher does not emphasize the relationship between minuend, reduction, and difference enough, it will cause students to make mistakes such as using reduction to reduce difference or difference to reduce reduction. This shows that a thorough understanding of the calculation theory is crucial. 2. ** Teaching arrangement **: For example, the addition and deduction calculation is divided into two classes because students made more mistakes when doing addition and deduction homework. In the teaching of addition calculation, by adding review questions to pave the way for new knowledge, students could be motivated. Students could also quickly discover the calculation method, and they could also use the student's name to increase their participation. However, if only the addition calculation was taught, the amount of practice in the classroom might not be enough, and the slow calculation speed of the students would affect the practice density. 3. ** Overall teaching planning **: You need to understand both the teaching materials and the students. The life situations in the teaching materials (such as the scene of buying things containing addition and substitution problems) could be used to introduce new lessons and lead to verification teaching. At the same time, they had to make clear the teaching objectives (such as letting students learn the calculation method of addition and deduction, developing the habit of checking, improving the accuracy of calculation, etc.), the key points (addition and deduction checking), the difficult points (the variety of checking methods), prepare the teaching aids, and also consider how to take care of the poor students, design the teaching links (knowledge laying, questions, homework, knowledge extension, etc.). 4. ** Teaching Method **: The teacher should not talk too much. The classroom should be returned to the students so that the students can learn the knowledge of deduction calculation through self-study and exploration. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a possible reflection on the teaching of continuous substitution: ** I. Teaching of calculation methods and students 'mastery of them ** 1. ** Calculation accuracy and speed ** - When teaching continuous substitution, it was similar to abdicating within 20. Some students might have problems with slow calculation speed or insufficient accuracy. For example, for a three-digit substitution with continuous abdication, like 435 - 276, students might make calculation errors during the calculation process due to the complexity of abdication. This might be because they didn't have a good understanding of the calculation of abdication. For example, if 5 minus 6 wasn't enough, they had to retreat from 10 to 10, add it to the single digits, and then subtract. If 2 minus 7 wasn't enough, they had to retreat from 100 to 10. This series of calculations was not well understood, resulting in confusion. - In the teaching, although conventional methods such as vertical calculation were taught, some students might still be used to calculating in their own way. For example, there might be situations like counting fingers in the abdication of the number within 20. This reflected that the teaching method might not be fully adapted to the learning habits of all students. It was necessary to further explore how to guide students to master more efficient and accurate calculation methods. 2. ** The application of different calculation methods ** - There might be many calculation methods for continuous substitution. For example, for three-digit substitution, in addition to vertical calculation, students might also be guided to use methods such as number decomposition to calculate. However, during the teaching process, it might be found that students 'acceptance of different methods was different. Some students might prefer the more intuitive method of vertical calculation, but they might have difficulty understanding and applying other methods. This required thinking about how to balance the teaching of multiple calculation methods so that students could choose the appropriate method according to different topic situations. ** 2. Students 'performance in solving problems ** 1. ** Comprehension of the question ** - Students might not be able to understand the meaning of the questions in the application questions involving continuous substitution. For example, in a continuous deduction application question written according to some actual scenarios, such as the number of crops planted, the number of insects, etc., the student might have difficulty accurately determining which numbers have a deduction relationship, and thus list the wrong calculations. This might be because there was too much information in the questions, and students lacked the ability to extract key mathematical information from complex information. 2. ** Judgement of operational relationships ** - When students were solving problems, they would sometimes confuse the relationship between addition and substitution. For example, in some questions that required continuous deduction to get the answer, addition might be used incorrectly. This reflected that the students did not have a deep understanding of the significance of deduction in practical problems. They needed to strengthen it through more examples in teaching. ** 3. Other problems in the teaching process ** 1. ** Thought Guidance ** - When he was teaching the continuous deduction, he might not have fully explored the depth of the students 'thinking. For example, when guiding students to discover the rules in the continuous deduction formula, they might only be limited to the conventional observation direction, such as calculating from left to right in order. They were not guided to observe and think from different angles, such as the difference law between numbers and the change law of numbers on the digits, which was not conducive to cultivating students 'scattered thinking. 2. ** Use of teaching tools and resources ** - In the teaching process, the use of teaching aids (such as counters) or multi-media resources (such as coursewares) may not be sufficient or reasonable. For example, when explaining the continuous abdication process, the counter could have shown the abdication process very well, but it might not have played its full role in teaching, causing some students to have difficulty understanding the abstract concept of abdication. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

A fanfic about significant digits could be a story that somehow involves the concept of significant digits in a creative way. For example, it might be a science - fiction story where accurate measurements using significant digits are crucial for some kind of space travel or high - tech experiment. Maybe the characters are scientists or engineers who have to deal with the implications of significant digits in their work.

There might be the following reasons: - The problem with the recommendation: The recommendation may not be written well enough to attract readers, and you must be careful not to violate the rules, nor to make a headline. He could follow some accounts like " Double Title Selection " and learn how to write the recommendation. After writing the recommendation, he could use the " Spirit Dog Mini programs " to test if it violated the rules. - The length of the novel itself: For novices, if the novel was short, such as writing only 30,000 words, the number of clicks and recommendations might be less. This was because readers might feel that the content was not rich enough, and many people would prefer to read a longer novel with a richer plot. - [Quality of content: If the content is not exciting enough, such as travel guides, then the data may not be ideal.] In terms of the novel's content, if the plot was not attractive, the writing was not good, or the completeness was low, it would also affect the number of recommendations. - [Audience: Perhaps the type of novel he wrote was relatively niche, and the audience was limited, resulting in fewer recommendations.] <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

I recommend " My Peach Blossom Maiden in the Heavens." The author was a three-day goldfish, and it was a fantasy land. Lin Hao was inexplicably sent to the old country, and there were strange people like Ninth Uncle. Fortunately, there was Peach Blossom Maiden. " Crossing the Warring States Period, Facing Bai Qi at the Beginning " was a historical novel written by Principal Canopy. The main character, Zhao Kuo, had transmigrated to Changping and was facing Baiqi. He wanted to win the Battle of Changping. There were many supporting characters in the book, each with their own characteristics. The main character's modern thinking is a little strange, but the updates are stable. Overall rating is three and a half stars, and personal recommendation rating is excellent. The Derivative Theorems of Married Life. It was written by Ba Pi in the modern romance and urban life genre. Xu Na's marriage seemed to be happy, but there was actually a problem. The title of the book used calculus to hint at the CP relationship. It was very interesting. "I'm really using a pure hero deck!" The teacher was very busy creating similar novels. Kudo Ryosaku was using a pure hero deck to cause trouble in Yu-Gi-Oh. Days at Hogwarts, a light novel written by a strange fennel bean. Loren spent his days at Hogwarts. His daily routine was awesome. 80 points. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a reflection on the teaching of the first volume of the first grade: ** I. Deviation between expectations and reality in teaching ** 1. ** Students do not understand it well ** - In the first year of digital teaching (such as the digital teaching in the understanding of the numbers 11 - 20), there was often a large deviation between the teaching expectations and the actual teaching results. Teachers expected students to understand the meaning of numbers and write numbers with the help of counters. However, after actual teaching, they found that some students did not understand deeply enough. Some students with poor foundation did not even form a sense of number and could not use counters to represent numbers. 2. ** Teachers 'views on teaching content and the necessity of teaching ** - Some teachers looked down on digital teaching content, thinking that students might already know how to read and write numbers within 20 or even 100 in kindergarten, and that digital teaching was redundant. However, the understanding of numbers was an important foundation for deepening the concept of numbers in mathematics learning. ** Second, the contradiction between the presentation of teaching content and the students 'acceptance ** 1. ** Teaching material content presentation method ** - The content of the teaching material transitioned from a physical object diagram to a counter, and then abstracted the concept of numbers. For example, in the teaching of numbers within 100, students would be taught to understand numbers through counting and the composition of numbers. For example, if the students were to start from the right, the first place would be the one, and the second place would be the ten. - In this process, although there was such a step-by-step teaching material design, students still had difficulties in the process of transforming from intuitive physical objects to abstract digital concepts. 2. ** Students accept difficulties ** - In the revision class on the understanding of numbers within 100, even if the concepts related to numbers were taught, such as the number on the two-digit number was 9, the number on the ten-digit number was 4, which was 49, and there were three tens and eight ones in 38, students might still be confused when using these concepts to solve problems. For example, when comparing the size of two two-digit numbers, if the ten-digit numbers were the same, they needed to compare the size of the single-digit numbers. However, students might make mistakes due to their lack of understanding of digital concepts. ** 3. Direction of improvement ** 1. ** Intensified visual teaching ** - In order for students to better understand digital concepts, more visual demonstration and interaction sessions could be added. For example, in digital teaching, in addition to counters, digital cards and other teaching aids could also be used to let students operate. By placing cards to represent different numbers, they could deepen their understanding of the meaning of the one and ten digits. 2. ** Stratified teaching and individual tutoring ** - Taking into account the differences between students, students who had difficulty understanding digital concepts could be taught in different levels and tutored individually. For students with poor foundations, he would start from the most basic concept of physical objects corresponding to numbers to gradually improve their understanding of numbers. 3. ** Increase practice and feedback ** - Design more practice questions related to digital concepts, such as fill-in-the-blanks, judgment, and so on. For example, starting from the right, the first digit was the () digit, the second digit was the () digit, the first digit was the 5 digit, the tenth digit was the 1 digit, and this number was the () digit. They would also provide feedback on the students 'practice results in a timely manner, discover the students' mistakes, and correct them accordingly. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Is my graduation certificate number an 18 - digit number? <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

I had 50 dollars. I spent 20 dollars on a book. So the subtraction story is 50 - 20 = 30. I have 30 dollars left.

It makes subtraction more interesting. Instead of just looking at numbers, students get to engage with a story, which is more fun. For example, a story about sharing toys can show subtraction in a natural way.