What are the rules of elementary school math unloading problems

First one side of the two loaves was baked together, and it took three minutes, then one loaf was removed, and the third loaf was put on, and at the same time, the first loaf was turned over again, and it took another three minutes, and now one loaf of bread has been settled, and then the one that was taken off was put away, and now there are two loaves on the pot, and the two loaves are turned over again, and it took another three minutes, and now three loaves have been settled. 3+3+3=9 (minutes).

Yes, fry the pancakes for a few minutes and fry 1 side, multiply by 2, if there are 2 in a pan, the time is the same. Are you unloading an equation or something?

It's to learn to be lazy and not to waste time. In the extra time, you can do as much as you can.

Understand that time is money and time is life.

You give a topic before you give an example.

A dozen times a dozen:

Formula: head by head, tail by tail, tail by tail.

Example: 12 14=?

Solution: 1 1=1

Note: Multiply the single digits, and use 0 to occupy the place if the two digits are not enough.

The heads are the same, the tails are complementary (the sum of the tails is equal to 10):

Formula: After adding a head, the head multiplies the head, and the tail multiplies the tail.

Example: 23 27=? Solution:

Note: Multiply the single digits, and use 0 to occupy the place if the two digits are not enough.

The first multiplier is complementary, and the other multiplier number is the same:

Formula: After adding a head, the head multiplies the head, and the tail multiplies the tail.

Example: 37 44=?

Solution: 3+1=4

Note: Multiply the single digits, and use 0 to occupy the place if the two digits are not enough.

Tens of one by dozens of one:

Formula: head by head, head by head, tail by tail.

Example: 21 41=?

Solution: 2 4=8

11 times any number:

Formula: The end does not move and falls, and the sum of the middle pulls down.

Example: 11 23125=?

Solution: 2+3=5

2 and 5 are at the beginning and end respectively.

Note: and full ten to one.

A dozen times any number:

Example: 13 326=?

Solution: 13 digits are 3

Note: and full ten to one.

11 After that, there is a rule, you go online, I will tell you directly.

I also memorized it like this when I was a child, and I didn't forget it when I grew up, I didn't find any patterns, and I remembered it after writing it a few times.

The numbers within each circle are connected by addition, subtraction, multiplication, and division, resulting in 13. Trial:

So, available in? Fill in 4 and 1.

3,4 4=1+3 in the upper left circle, 4=1+3, 7=3+4, 4=2+2 in the upper right circle, 6=3+3, 4=1+3 in the lower circle, the middle circle should be different from other circles (guess).

Among them, 4, 7, 6, 9 are the largest numbers, and 4, 4, 4, and 3 are the second largest numbers.

I think the math problems in elementary school are a bit bizarre now, and "saying yes" is in line with children's thinking!! !! What are the questions!!

Here's my "child's mind": first, the icons from left to right are numbered (1), (2), (3), (4), and (5).

Figure (1)4-(6-3)-1=0 variant is 4-(6-3)=1

Figure (2) (7-1)-4-1=1 variant is (7-1)-4=2

Figure (3) 3-=3

Figure (4)?-=4 Go: ? =5

Fig(5)9-(?) 1-3))=5 get: ? =6

The number of the first lap adds up to 14, and the second one is 13....The last two should add up to 10, and the last one should add up to 9

Depending on the level of primary school students, this question is symmetrical. There are five laps in total, and the middle one adds up to 9. Second, the fourth lap is 13. One five laps is 14. So four or five circles should be filled in 4 and 1.

Seeing this topic, it seems that I am going back to kindergarten for further study.

I would like to ask, is there an answer? What is the answer given by the teacher?

The numbers inside seem to have been erased.

Looks like I'm going to kindergarten for further study, I'm ashamed!

The first null is 2 and the second null is 3

1+2+3x3=12

So the answer is 2 and 3

I wonder, what grade is this question in?

The name of the type of math problem, the most famous being the Seven Bridges Problem (Euler Solution). The concept of a stroke is to discuss whether a figure can be drawn in a stroke. Any endpoint in a graph is divided into singularity and even points based on the number of connected lines.

Only shapes with even points and shapes with only two singularities can always be drawn in one stroke. There is no restriction on the starting point of the figure with only even points, and two singularities must start from one point and end at the other. In any graph, singularities occur in pairs, and there are no graphs of odd singularities.

Any diagram of connectivity composed of even points can be drawn in one stroke. You can start with any even point when drawing, and you will be able to finish the picture with this point as the end point. Any diagram with only two singularities (the rest are even) can be drawn in one stroke.

One singularity must be the starting point and the other singularity the end. In other cases, the diagram cannot be drawn in one stroke. (Divide the singularity by two to calculate how many strokes it takes to make this picture.) )

The number of line segments drawn from a point is an odd number, and the number of line segments drawn from a point is an even number.

Judge what are the rules of a painting: (It must be a closed figure, and a non-closed figure cannot be drawn in one stroke.) All of the figures are even-numbered, and they can be drawn in one stroke.

If there are singularities in the graph, there are also even ones. Look at the singularity, there are no more than two singularities, and they can be drawn in one stroke.

1 9, 2 9, 3 9, 4 9 quotient is 1 9 terms n, the larger n the quotient, the larger the quotient, is a positive proportional growth.

1/9=

It is a cycle of a molecule that is one-tenth of a molecule.

Add one-ninth each time.

When the denominator is 10, the quotient is one-tenth of the numerator.

The denominator is 9, and the quotient is one-ninth of the numerator.

There is no need to calculate, the denominator remains the same, and the numerator increases by 1 every time.

This is a sequence of fractions with a denominator of 9 and a numerator of natural numbers starting from 1.

The difference between two adjacent numbers is equal, both are 1 9, that is, the difference series.

It's very simple, the denominator is 9, and it keeps looping, to.

Primary math problems 1 9 2 9 3 9 4 9 5 9....What's the pattern?

an = n/9

a1=1/9

a2=2/9

an=n/9

The nth number is n 9, and the tolerance is a series of equal differences of one-ninth.

n 9 quotients are all integers or infinitesimal decimals.