I was in the fifth grade of elementary school, and I was in math class, and I couldn t listen to any

Why is this happening in grades 1 to 5?

This kind of thing can only be kindly reminded by others, and it is up to you to do it. It's good to be aware of it.

You can subjectively force yourself to attend the lecture. If you are really confused, you can also ask your math teacher or homeroom teacher to talk to them about your situation and ask them for help (parents are also a good choice).

Talking to the front and back tables is your own doing, and if they are influencing you, you can talk to them (or ...... if you want to play yourself).Or tell the teacher.

In this case, it is best to tell your classmates first so that they do not affect you, and then preview the content before class, and draw what you don't know, so that the class will not be boring.

There is also the homework assigned by the teacher must be completed carefully, I know that others have said this sentence to you n times, but you should ask yourself, did you really do it.

Elementary school math is not difficult, you have to have confidence in yourself, which is the most important thing (don't be overconfident).

If your willpower is strong enough, you can restrain yourself from telling them, the key is whether you want to learn well, if you want to, it should be very simple. If you can't control the class, you can change your seat. Whatever you do, you have to be single-minded, the fifth grade curriculum is not tight, it is too late to change now, and it will definitely be stressful in the sixth grade, and your grades should be terrible by then.

I wish you can break this bad habit. Give points.

I was second in the class in the math test, listen to me, develop the habit of pre-studying, establish your own error book, take it out and look at it before the exam, to ensure that you get 80 in the exam, plus you can get 90 if you listen carefully in class!

Try to relax as much as possible, find what interests you in the course you are studying, and learn to think independently. I am an elementary school student, and as the leader of the Young Pioneers in our school, the only way for me to do so is to memorize ...... by rote

Set yourself a goal and make progress towards it.

Listen carefully in class and play happily after class.

Prioritize.

I'm telling you! If you don't study hard now, you'll regret it in the future.

When I was in fifth grade, I didn't know what a computer was.

one

Talk about question 1, 3 4 = 3 4 According to the nature of the fraction, the numerator denominator is multiplied or divided by a number that is not 0 at the same time, the size of the fraction remains the same, and the numerators 3 to 12 are multiplied by 4, so to ensure that the size of the fraction does not change, the numerator 4 should also be multiplied by 4, and the answer is 16

The first question is also the nature of the use of fractions.

2. > greater than.

The method of comparing the size of the heterodenominator fraction: first find the least common multiple of the denominator, and then divide the fraction to be compared (turn several heteronominator fractions into fractions that are equal to the original but have the same denominator), and then compare the size, the larger the numerator, the larger the fraction.

This is a general method, of course, there are some that do not need to be scored, such as this question, 10/9 is a false score, 9/10 is a true score, and the false score must be greater than the true score. There are also some different denominators that do not need to be divided, such as 1 2< 2 3< 3 4<4 5<5 6....

3. Such a problem is also done using the nature of fractions, the numerator and denominator are multiplied or divided by a non-0 number at the same time, and the size of the fraction remains unchanged. This is something that must be familiar.

Which fractions can be represented by the same point" in other words, "which fractions are equal".

Answer: 4/3 8/6 (on the basis of 4-thirds the numerator and denominator multiplied by 2) 20/15 (on the basis of 4-thirds the numerator and denominator multiplied by 5) 9/12 (on the basis of 4-thirds the numerator and denominator multiplied by 3).

Fourth, first look at how many columns and rows each pattern occupies, and then divide the number of columns of the entire wall by the number of columns occupied by the pattern (if there is a remainder, take the whole number), divide the number of rows of the entire wall by the number of rows occupied by the pattern (if there is a remainder, take the integer), and then multiply the two quotients obtained, and the product obtained is the number of kinds of pasting.

These four questions are very basic questions, it seems that your foundation is not very good, you must listen carefully in class, and contact more after class.

one1.Twelve out of sixteen methods are:

3 4 = three-quarters 12 3x4=16 24/24 = 2/22 method, as in question 1 3Eighteen twelves = 12 18 = (12 3) (18 3) = (12 2) (18 2).

Two. Ten tenths of nineths is less than one of nineties of tenths, then ten of nineths Method: You can divide first, or some can be seen directly, such as the numerator is larger than the denominator, and the other number is smaller than the denominator, so the former one is definitely greater than the last one.

Three. The main fraction is 15/12 = 4/5 6/8 = 3/4 20/15 = 4/4.

Ten sixths = five-thirds Twelve nineties = four-thirds So 12/15 and 4/3 and 12/9 can be represented at the same point, and 6/8 and 3/4 can be expressed at the same point.

Four. The fourth question is a diagram.

One: 3 divided by 4 equals 3*3 4*3 is 12/9, and in the same way, 1/6 equals 24/4 equals 2/12

18/12 equals 9 divided by 6 equals 6 divided by 4

Second: first form the same denominator, that is, the so-called equal division 9x10 is equal to 90, and then compare the numerators. 10x10，》9x9

Three: Only 3/4, the method is to use the simplest division you calculate, you can calculate the result with a decimal point. If the calculation is infinite, non-cyclic or cyclical, it is not possible to mark the number on a straight line, because you cannot solve it with what you have learned now.

Four: The last question is a bit difficult to talk about without a diagram, although I am from the Department of Mathematics. But here are a few for your reference:

Only one column 4 rows, 4 columns 1 row, 2 rows 2 columns, 3 columns 2 rows (this last one is based on the area of your wall, this is rarely used).

one(1) 12 9 (2) 4 24 (3) 9 4 II. 10/9＞9/10

Three. Up in the air.

Four. You didn't make it clear.

First, the fill-in-the-blank questions you listed are actually similar to the truth: the numerator of the fraction is the dividend, the denominator is the divisor, and if the quotient does not change, the numerator or denominator will change with the change. For example:

1 9=() 18, 18 is the denominator 9 to 18 expands by a factor of 2, and the numerator of the number of invariants must also be expanded by a factor of 2.

Second, 10 9 simplification is equal to 1 and 1 only accounts for 9 points out of 10, and 10 9 is 10 points out of 9 points.

3 divided by 4 = 12/16.

It is the reverse of the covenant and becomes the same but greater number.

1/6 = 4/24 = 2/12.

Same as above: 18/12 = (9) divided by 6 = 6 divided by (4).

Solved according to the law that dividing the dividend by divisor equals the dividend fraction of the divisor.

Second, the ratio of different denominator fractions.

10 out of 9 is greater than 9 out of 10

The first fraction numerator is greater than the denominator, indicating that its value is greater than 1, and the second fraction is that the numerator is less than the denominator, less than 1, and 1 is larger than the number less than 1.

Three, which of the following fractions can be represented by the same point on a straight line?

The scores are: two-thirds, three-quarters, four-thirds, 15/12, and eight-sixths.

This problem should not be solved on the Internet, anyway, you think about understanding two-thirds of the small 1 third, three-quarters of the small 1 quarter, four-thirds of the 13th, 12/15 of the 12th, 8/6 of the 16th, 20/15 of the 15th, 15/15, 10/16, 10/16, 12/9, 12/19, 3/9 of the ninth.

Four: find the pattern.

For example, if the pattern of these four floor tiles is pasted on the northernmost edge, there is a () way to paste it. (There are specific pictures, not answers, methods).

How should a question like this be calculated? How to find the number of rows, how to find the number of columns?

This, boy! Picture in**? How I didn't see it said.

9 24 2 4 8 "Divide the denominator" Divide the denominator into the same fraction Divide the fraction that can be reduced.

3 divided by 4 = 12/16

1/6 = 4/24 = 2/12

18/12 = (9) divided by 6 = 6 divided by (4).

What should I fill in? What is the process like? (To put it simply).

Second, the ratio of different denominator fractions.

10/9 > 9/10

How do you compare the different denominator fractions? What should I pay attention to? (The former is greater than 1, the latter is less than 1).

Three, which of the following fractions can be represented by the same point on a straight line?

Scores are: three-quarters (20/15) and eight-sixths (20/15, 12/9).

What should such a question do? (I don't know at all), please talk about the method of marking the score on a straight line.

There's no time, that's all, let's see, it's all some general problems, if you know the general points, the problem will be solved. Let's study the score.

1,3 divided by 4 = 3 4 (through the divide, the numerator and denominator are multiplied by 3 at the same time, so that the denominator becomes 12) = 9 12

2.1 6 = 4 24 = 2 12 (also a common fraction, i.e. the numerator and denominator are multiplied by the same number at the same time, and the fraction size remains the same).

Divide by 6 = 6 divided by 9 (Divisive: the numerator and denominator are divided by the same number 0 at the same time, and the fraction size remains the same).

4.9 10 is less than 10 9

5.Divide the fraction that can be divided into points, and you will know which two numbers represent the same point, and there is no diagram to find the law.

9/12 4/24 12 2 4 9---

Turning the denominator into 12 and then multiplying the denominator by multiplying it by 12, and multiplying the numerator by the denominator.

Be serious in class).

Mark the score on the straight line: This kind of question only needs to reduce the score that can be divided, you can see it, and then restore the original book and fill it in on the horizontal line.

ps: I learned what I learned last year, and I forgot something, please forgive me.

Let the subtracted number, subtracted number, and difference be x, y, and z, respectively

x-y=zx+y+z=

x=3z, then y=

If the difference is x, then the subtraction is and the subtraction is 3x

If the solution is 2x=, then the difference is subtracted as.

is subtracted to.

Let the difference be x, and since the subtracted is 3 times the difference, the subtracted is 3x. And the sum of the subtracted number, the subtraction and the difference is equal to, so the subtraction is.

Get: 3x-(

The solution is x=so the subtraction is.

Circumference of the bottom square = 60 3 = 20 (cm).

Square side length = 20 4 = 5 (cm).

Base area = 5 5 = 25 (square centimeters).

The original height = 5 + 3 = 8 (cm).

Original volume = base area height = 25 8 = 200 (cubic centimeters).

Divide 60 by 4 and divide by 3 to find the side length of the square on the bottom surface, then the length of the original cuboid is 5, the width is also 5, the height is 5 plus 3 and so on 8, and the volume is 5 times 5 times 8 equals 200.

Simple, look at mine.

Solution:1The average speed of the whole journey is divided by the time of the distance, which is divided into two periods, one for cycling and one for walking.

The time of riding is 4s 5v (the whole distance is set to s) divided by the speed v

The time of walking is s-4s 5=s 5 divided by the walking speed v 5, which is s v

The sum of the two periods of time is the total time, which is 4s 5v + s v = 9s 5v and then use the formula: speed is equal to the distance divided by time.

s ÷ 9s/5v = 5v/9

Fill in 5 92Before June 1, the average number of plastic belts used by supermarkets per day was x.

If you reduce three-eighths of x, then you will be eight-eighths before the reduction, and you can do the equation without five-eighths of the equations, and you can calculate it directly.

The column equation is: (1 - 3, 8) x = 735735 1 - 3 8) = 1176, fill in 1176

1. Set the length of the whole journey to be 5s, the time for cycling is 4s v, the time for walking is 5s v, and the total distance is the average speed compared to the total time.

14/5v+1/5*(1/5v)

4/5v+1/25v

21/25v

2. Before June 1, the average number of plastic bags used in supermarkets per day is x.

then x-3 8x=735

5/8x=735

x=1176

Before June 1, supermarkets used an average of 1,176 plastic bags per day.

Speed 1 is V, Speed 2 is 1 5V, Average Speed = (Speed 1 + Speed 2) 2 = (V + 1 5V) 2 = 3 5V

Assuming x is used before June 1, there is x(1-3 8)=735, and x=735*5 8=1176

Someone goes to a certain place, starts by riding a bicycle at a speed of v, and when they reach four-fifths of the way they ride, they start walking at a speed of one-fifth of the way they ride. The average speed of this man was (21 25)v.

4/5v+1/5*(1/5v)

4/5v+1/25v

21/25v

Before June 1, the average number of plastic bags used in supermarkets per day was x.

then x-3 8x=735

5/8x=735

x=1176

Before June 1, supermarkets used an average of 1,176 plastic bags per day.