Elementary School Mathematics Concepts Primary School Mathematics Concepts Teaching Attention Proble

1. Multiplication of fractions

1. Multiply fractions by integers, use the product of the numerator of fractions and integers as the numerator, and the denominator remains unchanged.

2. Multiply fractions by fractions, use the product of numerators multiplied as the numerator, and the product of the denominator multiplied as the denominator.

3. Find out what fractions of a number are and calculate them by multiplication (a number = specific quantity). Those who can be divided first are divided and then multiplied.

2. Fraction division

1. The product of two numbers that are 1 is the reciprocal of each other.

2. The fraction is divided by an integer (except 0), which is equal to the reciprocal of the fraction multiplied by this number.

3. The integer is divided by the fraction, which is the reciprocal of the integer multiplied by this number.

4. The number A is divided by the number B (except 0), which is equal to the reciprocal of the number A multiplied by the number B.

5. Unit "1" (a number) = specific quantity Specific quantity Unit "1" (a number) = [know what a fraction of a number is, find this number] Unit "1" (a number) = specific quantity

3. Circle

1. The fixed point when drawing a circle is the center of the circle, and the center of the circle is generally represented by the letter O.

2. The line segment from any point on the circle to the center of the circle is the radius, and the radius is generally represented by the letter r. The line segment that passes through the center of the circle and ends on both ends of the circle is the diameter, which is generally denoted by the letter d. r= d=2 r

3. The size of the circle is related to the radius, and the position of the circle is related to the center of the circle.

4. The circumference of a circle is always more than 3 times the diameter, and the circumference of the circle divided by the quotient of the diameter is a fixed number, which is called pi, which is represented by the letter (pronounced pài). Calculations are usually performed with an approximate value of =.

5. Perimeter c= d=2 r d= =c r= =c 2 =c 2= c 2

6. Circle area s= r2 = 2

7. Sector area = large circle area - small circle area = r2 large - r2 small = (r2 large - r small 2).

8. The figure enclosed by the two radii of the central angle and the arc of the central angle is called a fan. Within the same circle, the size of the sector is the same as that of this sector. The size of the central corner is related.

Fourth, the ratio and proportional distribution

1. The division of two numbers is also called the ratio of these two numbers.

2. The relationship between ratio, division and fraction.

Difference Between Ratio and Division, Fraction:

Ratio of the former term to the ratio of the latter term is the division of the relationship.

The divisor quotient is an operation.

Fraction Numerator - Fraction Line) Denominator The fractional value is a number.

3. The latter term of the ratio cannot be 0 like the divisor and denominator.

4. The ratio can be expressed as a fraction or as a decimal or integer.

5. The first and second terms of the ratio are multiplied or divided by the same number (except 0) at the same time, and the ratio remains unchanged, which is called the basic property of the ratio.

6. Distribute a quantity according to a certain ratio, which is usually called proportional distribution.

Life is inseparable from mathematics, and mathematics is the mother of all subjects. By learning mathematics, students are able to easily solve all the arithmetic everyday problems that come their way through life. If you don't learn mathematics well, it will directly affect a person's development prospects.

Therefore, mathematics teachers must teach mathematics well with a high sense of responsibility. For this reason, as mathematics teachers, we must pay attention to the following points.

1. Exploring teaching methods is a teaching method used by teachers to complete teaching tasks in the teaching process. In other words, the teaching method is an important bridge to accomplish the teaching task. Therefore, if teachers want to cross this bridge well, they must continue to explore and update their knowledge in the teaching method.

2. The content that should be explained clearly should be easy to understand, and it should be explained in the simplest words. This is conducive to students to grasp the content of the class in a timely and comprehensive manner, and it is of great significance.

3. The content of the preparation should be comprehensive, systematic, planned and colorful. The content of the lesson determines the quality of classroom teaching. If we are well prepared, well-planned, and well-organized, and explain the key points and difficult points when we give lectures, students will be able to grasp the knowledge to be taught easily.

4. The appearance of teachers should be neat and generous. Approachable, vivid and energetic, teachers should pay special attention to their words and deeds, and dress up. Teachers can be energetic and energetic in the classroom, and the lectures are vivid and orderly, which can infect the students, shake up their spirits with the teacher, and listen to the ears and ears.

On the contrary, if the lecture is not well prepared and the content is single, students will be easily distracted and depressed, and they will not want to listen to your lecture, and they will be tired of learning and unwilling to learn. In addition, in order to have a good class and appear to be funny, teachers will talk nonsense in class, and some inconsequential words will have a negative impact on students. Therefore, it is important for teachers to grasp the language used in the classroom.

5. Make full use of demonstration teaching and electronic teaching methods. Elementary school students think about concrete things, so it is necessary to make full use of demonstration teaching and electronic teaching in teaching, and at the same time, it is necessary to pay attention to the content of demonstration teaching that is consistent with the topic. With the use of electronic teaching, the teaching content can be further vivid and concrete, students can initially grasp emotional education, and teachers can use students' curiosity and interest to transform initial emotional education into knowledge education.

6. Use enlightenment teaching to stimulate students' enthusiasm, raise small questions, and develop students' intelligence. Teachers use this teaching method to formulate the level of questions to be asked based on the actual knowledge level of students, and provide opportunities for junior students to answer questions if they have not handled it, so that they can also develop the ability to think independently by stimulating their interest in learning. Only in this way can the spirit be liberated and full of confidence in learning knowledge.

Through the above teaching methods, I think that I can successfully teach mathematics in primary school.

1. When introducing new concepts, connect related old concepts, establish the concept of trusting students, and boldly let students characterize a situation mathematically; When forming concepts, leave students with sufficient space for thinking, and put forward valuable questions from multiple angles and in all directions to make students think; Instruct students to construct new concepts autonomously. Encourage students to question concepts when identifying them. From a student's point of view, the suspicion of learning is a sign of learning progress and the beginning of innovation.

2 When learning mathematical theorems, formulas, and methods, it is inseparable from the proof of propositions, and the traditional three-step model of "showing theorems, inferring theorems, and applying theorems" should be changed, and combined with the actual situation, a doubtful situation of cognitive conflict should be created for students before proving the proposition. After a period of training, students will be able to understand what is and is not a mathematical proof. And know the value of mathematical proofs and their limitations.

3.The so-called "teaching method, but there is no fixed method", teachers should be able to flexibly apply teaching methods with the change of teaching content, teaching object and teaching equipment. There are many ways to teach mathematics, and for new lessons, we often use the lecture method to impart new knowledge to students.

In solid geometry, we often intersperse demonstrations to show students the geometric model or verify the geometric conclusions. For example, before teaching solid geometry, students are required to make a geometric model of a cube with lead wire, and observe the relative position relationship between its edges, the angles formed between each edge and the diagonal line of the cube, and between the diagonal lines of each side. In this way, when teaching the positional relationship between two straight lines in space, these geometric models can be intuitively explained.

4.Teachers can take advantage of modern teaching methods. If possible, the teaching can make up its own computer courseware and use the computer to vividly display the teaching content.

For example, the graph of sine curve, cosine curve, and the derivation process of the pyramid volume formula can be demonstrated by computer.

In order to achieve the above, I must change the traditional single "impart-receive" teaching model, leave room for students to think, and encourage students to come up with different ideas and questions, and promote teacher-student and student-to-student communication in the classroom, because communication can enable students to actively engage and fully participate in classroom teaching activities. Through communication, continuous exchange, feedback and reflection of teaching information can be carried out, and thinking strategies can be revised, and mathematical thinking methods can be summarized and summarized. In the communication, as a teacher, patiently listen to the questions raised by the students, and capture valuable questions from them, discuss them in class, and make appropriate evaluations in a timely manner, so that the class group becomes a learning community and shares the results of learning.

---, less loneliness and less nothingness! --When I die.

My shaving tools.

Hold on with clumsy arms.

The glazing glares of the fish pier smelled of the fish pier, because only then could the light guide us again.

Pots and pans play a symphony, and the housekeeper is not smooth haha.