kedah junior mathematics online competition 2021

The transition from junior high school to senior high school was an important turning point in a student's learning career. In terms of mathematics learning, it was of great significance to reflect on the transition between junior high school and senior high school. ** I. Connection of teaching materials ** 1. ** Knowledge depth and breadth ** - The content of junior high school mathematics textbooks was relatively common and specific. Most of them were constant, and the questions were simple and close to daily life. On the other hand, high school mathematics had abstract concepts, rigorous theories, strong logic, and more difficult knowledge. There were many types of questions, and the solution techniques were flexible and varied. For example, the learning of the secondary function in junior high school was mostly shallow and mechanical imitation, while high school required a higher level of understanding and application. Moreover, the new high school textbooks did not have a separate chapter on the secondary function, which required teachers to make up for this gap in teaching and help students smoothly transition from junior high school to high school. 2. ** Knowledge structure adjustment ** - Some of the knowledge in the middle school textbooks that were often used in high school, such as exponents, solving oblique triangle, and exponents, were transferred to the first year of high school. This required teachers to plan the order and depth of teaching in advance so that students could systematically construct a knowledge system. ** 2. Connection of teaching methods ** 1. ** The difference between the teaching characteristics of junior high school and the needs of senior high school ** - Junior high school mathematics teaching content is small, difficulty is low, class time is sufficient, teachers have more time to repeatedly explain the key and difficult points, practice, teacher-student interaction is sufficient. On the other hand, high school mathematics had more knowledge points, greater flexibility, and fewer class hours. It focused on students 'independent learning and the cultivation of creative thinking. Teachers used more methods such as guidance, questioning, traps, and changes to inspire and guide students, which made students who had just entered high school unable to adapt. 2. ** Direction to improve teaching methods ** - Teachers needed to adjust the teaching rhythm at the beginning of high school and not enter the high school teaching mode too quickly. For example, when explaining new knowledge, they could review the relevant knowledge in junior high school and establish the connection between the old and new knowledge so that the students could gradually adapt to the teaching methods in senior high school. At the same time, they should pay attention to cultivating students 'independent learning ability and guide students to learn to think and answer questions by themselves instead of relying solely on teachers' explanations. ** 3. Students 'Self-adaptation ** 1. ** Mental factors ** - The students in Grade One were psychologically locked in. They would not speak or respond in class, which brought obstacles to teaching. Teachers needed to pay attention to the psychological changes of students and adopt more flexible teaching methods, such as group cooperative learning, to mobilize the enthusiasm of students and break this psychological barrier. 2. ** Learning Method ** - Junior high school students were used to being surrounded by teachers and lacked the initiative to learn, the ability to learn independently, and the ability to arrange their time in a scientific manner. After high school, it would be difficult to learn from the junior high school method. Teachers should guide students to change their learning methods, cultivate habits such as previewing, reviewing, and concluding, improve students 'self-learning ability, and let students learn to digest and adjust their own knowledge. ** 4. Cultivation of interests ** 1. ** Important ** - Interested in learning mathematics was the key. If students encountered setbacks in the early stages of high school mathematics, they would easily lose interest in learning. Teachers should pay attention to stimulating students 'interest in teaching, such as through the introduction of examples and the infiltration of mathematical culture, so that students can feel the charm and practicality of mathematics. 2. ** Strategy ** - For example, when explaining the concept of functions, they could introduce examples of functions in life, such as the change of temperature with time, the relationship between the distance of an object's movement and time, etc., to let students understand the close connection between mathematics and life, thus increasing their interest in learning. At the same time, he could recommend some books that could stimulate students 'interest in mathematics and broaden their horizons. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

On the Methods and Thoughts of Mathematics Teaching in Junior High School The following methods and thoughts are very important in junior high school mathematics education and teaching. They can help students better understand and master mathematics knowledge and lay a solid foundation for future study and work: 1. Pay attention to the consolidation and expansion of basic knowledge: Junior high school mathematics is a basic subject that requires students to master basic mathematical concepts and calculation methods. Therefore, in education and teaching, we should pay attention to the consolidation and expansion of basic knowledge. Through a variety of ways, such as explaining examples, practicing exercises, conducting competitions, etc., students should be able to understand the principles of mathematics and be able to apply them flexibly. 2. Cultivate students 'logical thinking ability: Mathematics is a logic-based subject that requires students to cultivate their logical thinking ability through independent thinking and solving problems. In education and teaching, we can stimulate the students 'thinking vitality through brainstorming, group discussion, problem solving and other ways to make them understand and master mathematical knowledge and also have a certain logical thinking ability. 3. Focus on practice and application: Mathematics is a very practical subject. Only by applying theoretical knowledge to practice can you truly master and apply what you have learned. Therefore, in education and teaching, we should pay attention to practice and application. Through conducting experiments, simulation exercises, solving practical problems and other ways, students can apply mathematical knowledge to real life and improve their mathematical application ability and practical ability. 4. Pay attention to the individual differences of students: Every student has their own characteristics and needs. Therefore, in education and teaching, we should pay attention to the individual differences of students and formulate different teaching plans and teaching methods according to the characteristics and needs of students. For example, students with strong learning ability could carry out in-depth explanations and extended exercises, while students with weak learning ability could carry out interaction teaching and fill in gaps. 5. Strengthening teaching feedback and improvement: Teaching feedback and improvement is a very important part of education and teaching. Only through continuous feedback and improvement can we better improve the quality of teaching. Therefore, in education and teaching, we should strengthen teaching feedback and improvement, listen to students 'opinions and suggestions in time, and adjust teaching plans and teaching methods in time according to students' feedback so that students can better understand and master mathematical knowledge.

There were many ways to design the primary school mathematics competition. For example, individual and team competitions could be set up. The individual competition would have a compulsory answer segment, and the team competition would have a compulsory answer segment. Each school's representative team could have a certain number of opportunities (such as two) to ask for help outside the field. The competition covered in-class knowledge such as calculations, graphics, and geometry. At the same time, it set up puzzle questions such as 24-point and Sudoku. He could also set up a computational ability test segment, including mental arithmetic, vertical calculation, off-line calculation, solving equations, etc. He could also set up a thinking question segment to test the students 'thinking ability. In addition, the Teacher Quality Competition could be composed of segment teaching, blackboard design, chalk writing, talent performance, and other parts. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. Calculation: 1. 8 + 2 = 2. 4 + 5 = 3. 7 - 3 = 4. 7 + 2 = 5. 4 + 3 = 6. 9 - 7 = 7. 3 + 5 = 8. 2 + 2 = 9. 9 - 5 = 10. 9 - 6 = 11. 10 - 7 = 12. 10 - 7 = 13. 6 - 5 = 14. 8 - 6 = 15. 6 - 4 = 16. 2 + 3 = 17. 2 + 5 = 18. 7 - 0 = 19. 0 + 5 = 20. 7 - 7 = 2. Draw a picture. 1. There were as many zeros as there were zeros. (Give a number of zeros and draw the corresponding number of zeros as required) 2. There are two more pictures than the number of pictures. (Give a number of zeros first, then draw the corresponding number of stars according to the requirements) 3. Draw according to the pattern. (Give some of the diagrams as follows: → →) 3. Fill in "","" or "=". 1. 9 ○ 8 2. 3 ○ 7 3. 2 ○ 6 4. 2 ○ 2 5. 3 + 3 ○ 3 - 3 6. 8 - 8 ○ 6 - 6 7. 5 + 5 ○ 2 - 2 Fourth, fill in the appropriate number in (). 1. 9 + （ ） = 10 2. 5 = （ ） + 2 3.（ ） +（ ） = 8 4.（ ） + 6 = 9 5. 7 = 9 -（ ） 6.（ ） -（ ） = 6 5. Fill in the blanks with the appropriate numbers (Give me a table of numbers and fill in the blanks as required). Sixth, fill in the appropriate numbers in order (according to the specific requirements of the question, fill in the numbers in order). Seven, Single Choice Questions 1. In the teaching of quantity, children generally learn () A: Natural measurement B: Unit of measurement C: Standard measurement reference 2. The age at which a child can understand the relationship between size and length is usually () A: 3 - 4 years old B: 4 - 4.5 years old C: 5 - 6 years old D: 7 years old 3. One of the ways to provide children with suitable materials, teaching aids, and environments to explore and obtain mathematical perceptual experience and logical knowledge was to (). A: Operation Method B: Exploration Method C: Discovering Method D: Independent Learning Method 4. Children could generally achieve the conservation of basic numbers at the age of (). 8. Answer the questions according to the situation (for example, answer the questions according to the order of the questions in the middle class math activity, the candy store's prize guessing game). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

#Title: " Elementary Mathematics Lower Grade Speed Calculation Competition: A Wonderful Duel of Wisdom and Speed " In the vast world of primary school mathematics education, the speed calculation competition was like a bright star, shining with a unique light. Speed calculation, as the cornerstone of mathematics learning, showed its importance in the lower grades. It was not only a direct test of the students 'computational ability, but also a comprehensive challenge to their mental agility and concentration. Look, in the Yanghe Experimental School's speed calculation competition, the first-year contestants embarked on this journey full of challenges and opportunities. The tense atmosphere of the preliminary round permeated the air. They needed to solve 50 questions in just three minutes. This was undoubtedly a contest of speed and accuracy. Every number was a small challenge, and every calculation was a step towards victory. After a fierce competition, the elite contestants of each class stood out and represented their class in the finals in the afternoon. In the finals, the young contestants were all fully focused. They sat upright and held their pens accurately. Their serious appearance seemed to be conducting an incomparably sacred academic research. They wrote neatly and quickly, showing their solid basic skills and strong psychological quality. The oral arithmetic competition of Yucai Primary School in Liquan County was equally brilliant. The competition was a written test with a time limit of 15 minutes to complete 50 questions. Before the match, Vice-Principal Wang Juan's encouragement was like a spring breeze, injecting full motivation into the students. At the start of the game, the young players were full of fighting spirit. Some of them were frowning and thinking seriously, some were writing confidently, and some were counting their fingers, looking very cute. After the competition, the students who won the titles of " Little Expert in Mental Arithmetic " and " Divine Mathematical Arithmetic " had proud smiles on their faces. This was the reward for their hard work. There was also the Dugang Elementary School's speed calculation competition. Before the competition, the mathematics teaching and research team carefully set the questions. On the basis of considering the calculation level of the first to second grade students, they cleverly designed the questions. It was not only an examination of basic knowledge, but also a challenge to the sensitivity of thinking. On the field, the students buried their heads in their pens and began a fierce speed competition. This competition was like a feast of knowledge and wisdom. Every student was a participant and an explorer. These speed calculation competitions were not just simple competitions, but also an all-round improvement of the students 'mathematical attainment. Through the competition, the children's heart, brain, and hand coordination skills were trained, and their mental and pen arithmetic skills were also significantly improved. At the same time, these competitions also greatly stimulated students 'interest in mathematics, allowing them to swim in the ocean of mathematics and feel the charm of mathematics. The teachers could also understand the overall level of the students through the competition and then adjust their teaching strategies to better develop the students 'mathematical ability. The speed calculation competition was like a magical key that opened the door to the mathematics wisdom of the lower grade students and led them further and further on the road of mathematics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

On November 3rd, the organizing committee of the global mathematics competition announced the list of winners for 2024. A total of 86 contestants won, including five gold medals. Qu Xiaoyu, an 18-year-old boy from Chongqing, won the gold medal again. In 2023, Qu Xiaoyu became the youngest gold medal winner in the history of the competition with a perfect score. He was born in July 2006 and was once a student of Bashu Middle School in Chongqing. He won the gold medal in the 63rd International Mathematical Olympiad in 2022 and was sent to Peking University's Mathematics Department. Qu Xiaoyu started reading Mathematical Analysis when he was in the fifth or sixth grade of elementary school. He was attracted by the content of the book and read it two or three times over the past two years. He didn't think that he was a genius. The more he studied mathematics, the more he felt insignificant. He also liked the piano. He felt that mathematics and piano had something in common and were both wonderful arts. While waiting for the TV series, he could also read the exciting content related to this site!

Here are some interesting math questions related to Journey to the West: ** 1. Compose a formula according to the numbers in the poem ** In Journey to the West, there was a poem that said,"No guests leave the ten-mile pavilion, and the stars are seen in the nine heavens." All the ships on the eight rivers were closed to the harbor, and all the 7,000 prefectures and counties were closed. The six palaces and five houses returned to the official position, and the four seas and three rivers stopped fishing. The bells and drums on the two towers are ringing, and a bright moon is filling the world." Using the numbers 10, 9, 8, 7, 6, 5, 4, 3, 2, and 1 in the poem, add appropriate mathematical symbols without disrupting the order, and form ten formulas, so that the results are equal to 10, 9, 8, 7, 6, 5, 4, 3, 2, and 1. For example: 1. To make the result 10:$(1 + 9)+(2 - 1)+(3 - 2)+(4 - 3)+(5 - 4)+(6 - 5)+(7 - 6)+(8 - 7)+(9 - 8)+(10 - 9)=10$ 2. To make the result 9:$10 - 1+9 - 9+8 - 8+7 - 7+6 - 6+5 - 5+4 - 4+3 - 3+2 - 2+1 - 1 = 9$(There are multiple answers) ** 2. Combining the mathematical problems of the people who learned from the scriptures ** Assuming that Tang Sanzang and his disciples went to beg for alms, they could make ten steamed buns on the first day, eight steamed buns on the second day, and only four steamed buns on the third day because they were in the demon's territory, how many steamed buns could they make on average every day? Calculating process: $(10 + 8+4) div3 = 22 div3 = 7, 7frac {1}{3}$(unit) ** 3. Itinerary related math problems ** Tang Sanzang and his disciples went to the West to obtain scriptures. They set off from Chang 'an to Spirited Mountain. Assuming that the distance between Chang' an and Spirited Mountain was 108000 miles, they had already walked 36000 miles. According to the speed of walking 120 miles a day, how many more days would it take to reach Spirited Mountain? Calculating process: $(108000 - 36000)/120 = 72,000/120 = 600$(days) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is some information related to high school mathematics online classes: - ** Teacher's recommendation **: - "First Mathematics" Teacher: He teaches online classes on various platforms and has many fans. The video content is about high school mathematics teaching. It is featured by a half-question and half-talk thinking method. It can guide students to discover more content from the questions and make boring mathematics interesting. His complete high school mathematics collection has 50 million views. It is suitable for students with poor foundations to watch the course content with clear explanations of concepts. After a solid foundation, they can also watch the advanced courses. - Zhao Lixian: "It's suitable for students with a score of 110 or above. The course is more outstanding in terms of thinking." - Senior Liang: "The class is more complete, which will help the students improve their grades gradually." - Wang Wei,"Although it's not that popular, some students recommend it." - ** Online school recommendation **: - New Oriental Online, Simple Learning Network, Primary and Secondary Education Network, Dezhi Online School, etc. had good reputations. These online schools were generally taught by famous teachers and had professional guarantees. Moreover, online classes were cheaper than face-to-face classes, had a wide variety of classes, and had the advantages of free time and venue. - ** Free course resources **: - The high school mathematics tutoring website was operated by Jinghan Education. It was an online educational resource platform that focused on mathematics. It provided learning materials such as learning squares, high school mathematics coursewares, high school examination papers, and many other sections. All resources could be downloaded and viewed for free. - There were also free high school mathematics video lessons such as the 2022 college entrance examination true question series, the 2022 Beijing college entrance examination mathematics 20 questions (derivative)(examinee's memories), the college entrance examination mathematics foundation, the application of the college entrance examination mathematics geometric meaning, three-view restoration, function assignment method to solve the series problem, and so on. "Oh, My Yao" was equally exciting. Everyone, please click to read it!

The following are some examples of the types of questions and answers that may be involved in the sixth grade mathematics competition: ##1. Calculation Class 1. [Question: Calculating 1.25×17.6 + 36.1 × 0.8+2.63×12.5] - Answer: - First of all, the equation can be transformed into: 1.25×17.6+36.1 × 1 = 1.25×17.6 + 36.1× 1 = 26.3 × 1.25. - It was further converted to: 1.25×17.6+45.125 + 26.3×1.25. - Using the distribution law of multiplication: 1.25×(17.6 + 26.3)+45.125. - First, calculate the value in the parenthesis: 1.25×43.9+45.125. - Multiplication: 54.875+45.125 = 100. 2. [Question: Calculating 7.5×2.3+1.9×2.5] - Answer: - Splitting 7.5 into 2.5×3, the equation becomes 2.5×3×2.3+1.9×2.5. - That is, 2.5×(3×2.3)+1.9 × 2.5 = 2.5×6.9+1.9×2.5. - Then, using the distribution law of multiplication: 2.5×(6.9 + 1.9)=2.5×8.8 = 22. ##2. Integer-Based Operations 1. [Question: Calculating 1999+999×999] - Answer: - Divide 1999 into 1000+999, and the formula becomes 1000+999+999×999. - Extracting the common factor 999, you get: 1000+999×(1 + 999). - First, calculate in the parenthesis: 1000+999×1000. - After extracting the common factor 1000, it was 1000×(1+999)=1000×1000 = 1000000. 2. [Question **: Calculating 8+98+998+ 9998 + 9998+99998] - Answer: - Rounding up each number, the original formula =(10 - 2)+(100 - 2)+(1000 - 2)+(10000 - 2)+(100000 - 2). - Removing the parenthesis, it was 10+100+ 1000 + 10000+100000-2×5. - The result was: 111110 - 10 = 111100. ##Three and Four Mixed Operations 1. [Question: Calculating (78.6 - 0.786×25+75%×21.4)/15×1997] - Answer: - First, calculate the formula in the parenthesis. 0.75 = 75%, then the formula becomes: (78.6-0.786×25 + 0.75×21.4)/15×1997. - Distortion of the formula in the parenthesis: 78.6×(1 - 0.25)+21.4 × 0.75 × 15×1997. - That is,(78.6×0.75+21.4×0.75) × 15×1997. - Using the law of multiplication: (78.6 + 21.4)×0.75 div15 ×1997. - First, calculate in the parenthesis: 100×0.75 × 15×1997. - According to the order of calculation: 75 div15 ×1997 = 5×1997 = 9985. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The summary and reflection on the improvement of junior high school mathematics teaching can be written from the following aspects: ** I. Analysis of problems in teaching ** 1. ** In terms of classroom teaching mode ** - In terms of content, they might rely too much on teaching materials and lack open content. It would be difficult to stimulate students 'imagination, creativity, and scattered thinking. For example, when teaching a new mathematical concept or theorem, they only explained it according to the steps and examples in the textbook. They didn't guide the students to think about the meaning and extension of the concept from different angles, or explore various methods to prove the theorem. - The interaction between teachers and students was insufficient. Some classes were over-taught, and the balance between teaching and practice was not grasped. For example, when explaining math examples, the teacher had been explaining the steps to solve the problem, not giving the students enough time to think and try to solve the problem on their own. As a result, the students lacked active participation in the classroom and only passively accepted the knowledge. The teaching rhythm did not match the students 'learning rhythm, ignoring the differences in students' foundation and ability. 2. ** Teaching design ** - They lacked consideration for the actual situation of the students, and they did not have sufficient "student preparation" and "study plan". For example, when designing the teaching content, they did not adjust it according to the students 'existing knowledge level, learning ability, and interests, making the teaching content too difficult or too easy for some students. The handling of teaching materials was not flexible enough, and there was no effective choice, combination, expansion, and deepening. As a result, the classroom teaching could not penetrate the basic knowledge points well, and the hot and difficult points of the middle school entrance examination could not be activated in time. - The classroom density was unreasonable and the students 'participation was low. For example, there was too little time for students to study, ask questions, practice, and feel in class. Most of the time was occupied by the teacher's explanation. The students 'participation opportunities and participation were limited, and it was difficult to meet the learning needs of students at different levels. 3. ** Coping with the middle school entrance examination ** - He did not have a deep enough understanding of the examination scope, requirements, form, characteristics and rules of the questions. In the teaching process, they relied too much on review materials, did not select and integrate the materials, and did not actively build a knowledge framework. As a result, they could not effectively build the mathematical knowledge system, guide the methods, and cultivate the ability of the students in the classroom. 4. ** Teaching Evaluation ** - The classroom design lacked an effective teaching evaluation link, and it could not understand the students 'gains in the classroom in time. For example, when designing teaching goals before class, they did not consider how to check whether the students had achieved their goals in the classroom in time. They also did not reflect on the students 'classroom performance and learning effects after class, resulting in the three links of " what to teach students "," what students have learned ", and " what students still want to learn " being disconnected. ** 2. Analysis of Students 'Learning Status ** 1. ** Learning motivation and interest ** - Due to the problems in classroom teaching, students lack interest, confidence, and motivation in mathematics learning. He rarely took the initiative to speak in class and was even unwilling to speak. For example, when explaining difficult mathematical concepts or methods of solving problems, students might feel that mathematics learning is boring because of the boring teaching method of the teacher. 2. ** Knowledge Mastery and Learning Methods ** - Students did not have a solid grasp of classroom knowledge, and their understanding was not comprehensive. They spent a lot of ineffective time outside the classroom. Many students did not pay attention to book knowledge and did not use textbooks as an effective review carrier. They lacked systematic review and were more passive in learning. For example, when reviewing mathematics knowledge, students might just blindly do practice questions and not return to the textbook. They did not review the basic knowledge such as concepts and theories in the textbook, resulting in an incomplete knowledge system. - Some students lacked clear guidance from teachers, and there were no scientific plans and individual arrangements when studying and reviewing. The learning effect was not obvious. For example, during the preparation stage, some students did not know how to make a review plan according to their actual situation. They only followed the teacher's review progress and did not carry out targeted and strengthened review for their weaknesses. ** 3. Modification measures ** 1. ** Raise the awareness of classroom effectiveness ** - Teachers should make it clear that the purpose of teaching is to let students learn knowledge and learn well, not simply to complete the teaching content. For example, in the teaching design of each lesson, it was necessary to specify the specific knowledge and skills that the teaching goal of the lesson was to let the students master, and to ensure that the students could achieve these goals through reasonable teaching methods and means. 2. ** Get timely feedback ** - In the classroom, there were many ways to understand the students 'learning situation, such as asking questions, group discussions, classroom exercises, etc. For example, after explaining an important knowledge point, a simple classroom exercise could be used to test the student's mastery. The teaching progress and method could be adjusted in time according to the student's feedback. At the same time, they had to do a good pre-class review and class summary to help students consolidate what they had learned. 3. ** Increase classroom teaching efficiency ** - The lesson preparation should be meticulous, in-depth study of teaching materials and students 'actual situation, reasonable selection, combination and expansion of teaching content. The exercises and assignments should also be carefully selected to avoid letting students do a lot of meaningless exercises. They should be designed according to the teaching objectives and the actual situation of the students to help the students consolidate their knowledge and improve their ability to solve problems. 4. ** Strengthened multi-level teaching and guidance ** - Students were divided into different levels according to their learning ability and basic level, and different teaching methods and coaching strategies were adopted. For example, for students with strong learning ability, they could provide some extended learning tasks, such as training for math competition questions, etc. For students with weak learning ability, they should strengthen the guidance of basic knowledge to help them find gaps and gradually improve their academic performance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>