What teaching aids or learning aids are used in Folding with Folding is effective

(1) You can first review the writing of numbers within 10,000, and then lead to the writing of numbers within 100 million.

2) After trying to write some numbers, you can organize students to discuss how to write numbers containing two levels, and the teacher will focus on discussing the opinions and summarize: write a level first, and then write 10,000 levels, which one does not have a unit on the unit, just write 0 to occupy a place.

3) When teaching, it can also be introduced from the number of whole thousands, so that students can experience and understand the rules of writing numbers.

4 Explanations and teaching suggestions for some of the exercises in Exercise 1.

Questions 1 and 5 are exercises that go with "How to read numbers within 100 million".

In the first question, students are asked to make a digital order table, and by allowing students to try to make their own, they can deepen their understanding of the order of digital arrangement and the division of number levels.

Question 2 consists of four sets of reading exercises, each of which is a comparison of two numbers. Through the exercises, students can realize that the same number is read differently at the individual level and at the level of 10,000, which also paves the way for later learning to rewrite large numbers into numbers with "10,000" as a unit.

Question 3 presents a situation: the group students exchange different reading methods and explore more convenient reading methods, which shows that it is up to the students to choose the appropriate reading method.

Question 4 presents three views of Beijing, so that students can correctly read the numbers under the picture, further deepen their understanding of the reading method of numbers within 100 million, and improve their reading ability.

Questions 6 and 9 are exercises that match "How to write numbers within 100 million".

The number of writing in question 7 is not supported by a table, so students can write it directly.

Question 8 presents a set of knowledge about biology, geography, transportation, etc., and students write the numbers in it, and the material is knowledgeable and contemporary.

Question 9 is to write numbers according to the composition of numbers, and train students' understanding of the composition of numbers and the ability to write numbers correctly.

Questions 10 and 16 are the consolidation exercises for reading and writing with numbers within 100 million.

Question 10 presents a practical activity of reading and writing numbers, allowing students to learn about large numbers in the activity. It not only makes students find it interesting, but also provides material for teachers to organize cooperative learning.

Question 11 presents a ** piece and asks students to read and write the numbers in it. ** content can enable students to understand knowledge and expand their horizons.

Question 13 is a question to investigate and collect large number information, and cultivate students' literacy in collecting mathematical information.

Question 15 is a true/false question, which not only understands the level of students' understanding of knowledge, cultivates students' sense of large numbers, but also trains students' ability to analyze and judge.

Question 16 is a comprehensive exercise of reading and writing numbers, which is more difficult, but the requirements for writing numbers are presented in the form of playing games, which is suitable for children's age characteristics.

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How to effectively play the role of mathematics tools in primary schools.

1. Description of the problem.

The Nine-year Compulsory Education Full-time Primary School Mathematics Syllabus clearly points out in the "Teaching Requirements" that it is necessary to cultivate students' sense of exploration through observation, operation, guessing, etc., so that students can initially learn to use the mathematical knowledge and methods they have learned to solve some simple practical problems. The operation here is the operation of teaching aids and learning tools, which uses the intuitiveness, image and spatial characteristics of the operation of learning tools to help students master abstract mathematical knowledge, which helps to stimulate students' interest in learning, enables students to establish correct and clear concepts, and helps students to develop their thinking ability and cultivate their innovative spirit.

However, in the actual teaching, learning tools do not play a good role in learning. There are such and such problems: for example, because of the fear of classroom discipline, the discipline is not good during operation, and the organization does not allow students to operate, which violates the laws of children's cognition.

Even if some are operated, they are still formalized and superficial, and students do not give full play to their hands-on ability at all, and do not give students enough hands-on brain space. Some don't even know that the content on it happens to have the corresponding learning tools, and they don't know that it doesn't work until they finish it. and so on, which shows that we do not know much about the role of learning tools in teaching, and do not pay enough attention to it.

【Abstract】Due to their age, primary school students have less contact with external things and have poor thinking and imagination ability of abstract things. However, some mathematical knowledge has an abstract character, which is difficult to understand by the imagination of primary school students without the help of tools. The use of teaching aids and learning aids in mathematics classrooms can help primary school students enhance their understanding and awareness of abstract knowledge, making it easier for them to grasp mathematics knowledge.

This paper takes how to use teaching aids and learning aids as the research object, focuses on how to use them effectively, and gives some relevant measures and puts forward some problems to be paid attention to. 【Keywords】Primary School Mathematics Teaching Aids and Learning Aids Strategy In view of the abstract nature of mathematical knowledge, primary school students have difficulty understanding abstract things. In order to improve the quality and efficiency of teaching, and also to improve students' understanding of abstract mathematical knowledge, teachers use teaching aids to teach, and students use learning tools to simulate, which has positive practical significance for the improvement of teaching quality.