I m already in my third year of high school, and I didn t do well in the collection questions. . . I

Broken jars, broken math is not good, don't care about math, just do the rest well, I'm just ,,, begging for it.

There is still half a year, and it is too late.

Math is bad, you can set yourself a target score, let's say it's a passing grade.

Every time you take an exam, you don't have to think about how much you can't, you have to think about how much you can and how many points you can get.

If you get the basic score in every exam, I believe it will not be difficult to pass.

So your first goal is to get all the points on the questions you know.

Although this is a bit difficult, you have to do it with real heart, and you will still have time before the college entrance examination.

The second step is to see what else is weak.

These weak points can be strengthened slowly, one by one.

Don't expect to grasp everything you won't be able to do with one hand, that's unrealistic.

Before the college entrance examination, you can learn as much as you can.

Now you have to have this kind of thought, you should take the college entrance examination tomorrow, and you will only be like this now.

In this way, you can earn as much as you can learn in the future.

Finally, it is still necessary to emphasize that it is necessary to grasp the basic score on the test paper of each math test.

There are basic difficulty questions, medium difficulty questions, and especially difficult ones.

All you have to do is try to get all the points on the basic difficulty, try to fight for the medium difficulty, and give up the especially difficult ones first.

Take your time, the third year of high school is not terrible, the college entrance examination is not terrible, and it is really good to have a good third year of high school! You'll understand later....Don't put pressure on yourself.

You can think of sets as a kind of arithmetic, and that's simple.

Practice more questions,,, the third year of high school, the set of questions will involve a lot of knowledge, such as logarithms, exponents, etc., it is really not good to master ,,,the basic knowledge.

Take your time and overcome your bad behavior.

When a question takes 30 minutes, be sure to stop. Many math problems will not be because you have not mastered the method of that kind of problem, you might as well look at the answers directly. Of course, looking at the answer is not just a simple look, you have to look at the idea of the question, and look for a routine in a similar question.

When I was in high school, I would do a problem that no one else could do, and the teacher would say that I had seen a lot of questions (although I think it was because I had a bright head).

Don't think about it, first look at the conditions to see the problem, see the conditions to associate what I can get from this condition, and then see what to solve first if you want to solve this problem. Sometimes push forward, push back, and the train of thought catches.

Although it is said that sometimes habitual thinking is deadly, most of the questions in high school rely on inertia. The tactics of the sea of questions are to cultivate inertia. But when habitual thinking is too troublesome or can't solve the problem, think from other aspects.

That's all I can think of, and I hope it can help you. It's all the experience of people who have come before.

Also, in the third year of high school, don't be anxious for quick success, have a normal mentality, be aggressive, and work hard to persist and not give up is the king!!

The low efficiency of doing problems is because you are not proficient, like we did a lot at that time and then basically except for the last big problem are all at a glance to see the solution method, so it is very important to do more questions, but at the same time you also have to learn to use it when doing problems, for example, the multiple-choice elimination method is very useful, although I never use this method in mathematics, and you have to be good at using substitution methods, such as substituting some simple numbers or graphics to meet the problem, this is the skill of choosing and filling in the blanks, There is also a multiple-choice question, if you really don't know how to do it, then substitute each option into the meaning of the question to try the character does not match, but also pay attention to the time, and I relied on these skills at the time to basically finish the previous questions in 20 to 30 minutes, and each time it is basically a full score, at most one or two questions are wrong, so skills are very important, and this also requires you to learn from the questions you have done, and you can make a mistake book, and record the questions you did wrong and more representative, Because many times the mathematics of the college entrance examination is those few problem-solving methods, as long as you are proficient. In addition, if your foundation is not particularly good, and the university you want to go to is just an ordinary one, you can optionally give up some difficult questions, and it is basically no problem to get the scores of simple questions, but you must be careful.

Cook Ding to solve the cow, practice makes perfect.

You can only do more and summarize more.

It is recommended to make up for the foundation from now on, and it is really impossible to retreat to the second year of high school to re-read.

1.Let a=, b=Find the value of m that fits a≠b and a (a b)(a≠0,a r).

2.Knowing the set of two integers a=,b=, where a1(1) when a b=, and a1+a4=10, what is the value of a1,a4?

2) If the sum of all the elements in a b is 124, can you determine all the elements in the set a and b 3It is known that set A has 6 elements, set B has 4 elements, and A b ≠; If the set c is really contained in (a b), and there are only 2 elements in c, then the maximum number of sets c that satisfies the above conditions is .

Summary. Well, yes, you should work harder now to make every exam rank first in the class, which is the minimum, not only for difficult questions, but also for all questions.

High school math is not easy to study, I don't brush the questions, but I did well in the exam, and there was a time when the exam was particularly difficult, but I thought it was easy, and I did well in the exam, is it a math genius?

I think you still have to be more objective and rational, and you still have to work hard to study hard when you usually study Yinding, and you also said that there is only one exam that is difficult, but you think it is very easy and simple, and you have done a good job, it may be an opportunity, and you have no intention of inserting willows. But in the future, we must be more attentive and serious in the study of banquets. High imitation genius also needs to work hard!

I did well in all the exams, and there were often questions that the whole class wouldn't have.

Basic plenary session of the operation.

So it is. That's what it is.

The content in the class needs to be mastered, and the difficult problems can be done, so the questions that are sent for scoring also need to be mastered.

Is it a great talent for mathematics?

Well, yes, what you should be working harder on now is to make every exam rank to the level of the first stupid person in the class, which is the minimum, not only for difficult questions, but also for all questions.

Well, thank you.

…It seems that your other sciences are very good, or your full score is not 150, and our side of 70 and 80 have not yet passed = =

You can't just look at the answer, you look at the answer once, close it and make it yourself, change the question and do it again, do it all the time, and do it until you can, I'm like that, there's no shortcut.

Back then, I did more real questions and mock questions, pinched the time to do it, not intermittently, had enough time for two or three times, and finished the answer at once, never do a question, look at the answer to a question, so that you will form a dependence on the answer.

In the third year of high school, whether it is science or liberal arts, after the end of the first semester of study, it will enter a comprehensive review stage. According to what you said, now for some of the problems that you will do before and now you don't know much, maybe there is what you call stereotyped, and when you see a problem, you will enter a solution mode, in fact, there is no big problem, as long as you pay a little attention.

Throughout the review stage of the third year of high school, it is important to summarize the knowledge of each course. Take the science topic you mentioned as an example, on the premise of understanding various theoretical knowledge (i.e., theorems and inferences such as physics, chemistry, mathematics, etc.), when you see a topic, you have to conditionally reflect the knowledge system that he basically needs, and then deliberate within the framework of the reflection, fill in what is missing, and delete the redundant, it's as simple as that.

For the question you said, the advice to you is to make a simple classification and statistics of the topics you think you will do before but will not do now, to see what kind of situation they belong to, whether they have forgotten or confused or have no fundamental understanding of the topic before, it is best to know the scope of textbook knowledge they need, so that you can also have a test of your mastery of theoretical knowledge.

So much for now, I hope it will help you...

I wish you the title of the gold list in advance and achieve the desired results...

It may be because of the academic tension in the third year of high school, which causes you to be nervous, and many simple problems will be complicated by you, just let yourself relax.

Personal experience: After the third year of high school, some science topics will be more complicated, but you may complicate the simple questions, and it is easy to fall into misunderstandings, but you will do it after the teacher clicks it, and you can understand. It is recommended that when you are doing the questions, do not blindly believe that the questions are very complex, and can be broken down gradually, and think about them according to the knowledge points tested in the questions, provided that you must be familiar with the knowledge points (or test points).

I don't know what you're talking about.

Are you saying that you made the original question, and then you couldn't do it?

This points to the reason why your thinking is confused, and you may have a poor memory.

Explanation: This question examines the technique of factoring.

a*a*(1-x)+b*b*(x-1+1)=(a+b)*(a+b)*(x-1+1)*(1-x)

a+b)*a+b] 2=0, i.e.: (a+b)*a+b=0, a=-b (a+b).

Then: 1-x=-b (a+b).

x=1+[b/(a+b)]

a+2b)/(a+b)

The method, the idea is like this, and the result is not necessarily right (just calculate it again);

I wish you a good study in the new semester, grow up happily, and live a happy life.

Original A 2-A 2*X+B 2*X=(A 2+2AB+B 2)*X-(A+B) 2*X 2

Simplification yields (a+b) 2*x 2-2a(a+b)x+a 2=0, and the above equation is exactly a poor squared standard formula, and reduces it to obtain [(a+b)*x-a] 2=0

So we get x=a (a+b).

However, it is not clear that "a, b are unequal constants" in the title"What's the use.

Directly remove the brackets of the equation, then merge the terms in the same column, reduce it to x 2(a+b) 2-x(2a 2+2ab)+a 2=o, and continue to simplify it to [x(a+b)-a] 2=o, and solve x=a (a+b). After a rough calculation, do you calculate the result correctly?

x=1 or a square (a+b) squared, just do hard calculations, my network is slow, you want the process to upload my calculation process later**.

After simplifying a -a x+b x=(a +2ab+b) (x-x )=a (x-x) + 2ab(x-x )+b (x-x) gives a -a x+b x=a x-a x +2ab(x-x)+b x-b x

a =2a x-a x +2ab(x-x)-b x are all moved to the left (a +2ab+b) x -2a(a+b)x+a =0 to get ((a+b)x-a) =0

Get x=aa+b

The discriminant equation of (a+b) 2x 2-2a(a+b)x+a 2=0 is always equal to only the unique solution. The general solution formula is used to obtain x=a (a+b).

Merging an expression of x= ab is a tricky solution, but it's better than not being able to figure it out.

All are disassembled, merged, and then used the root-finding formula.

Here's how:

x1=-6 is not in the complement set of set b.

The instructions are in Set B.

Substituting the equation of the set b solves b

There should be two values.

Finally, verify that both b values are appropriate for the topic.

By the complement of a b, 2 is in set a and 2 is not in set b.

So, 2 is the root of the equation x 2 ax 12 0, which gets: a 4.

At this point, the root of the equation x 2 2 x 12 0 is 6,2, so, a.

From the complement of a b, 6 is not in the complement of set b, so 6 belongs to set b.

So, 6 is the root of the equation x 2 bx b 2 28 0, which gives b 2 6b 8 0 and gives b 2 or 4.

b 2, the solution b satisfies the known conditions.

b 4, the solution to b contradicts the complement of a b.

In summary, a 4, b 2

Set A defines the domain, and that inequality gives (2-x) (x-1)>0 and x ≠ 1 is equivalent to (x -2) (x -1) 0 and x ≠ 1

Get 1 < x 2

The solution set of inequality b 2ax < a + x solves x < a 2a -1

The constraint can be seen that A is a subset of B.

Therefore, when a 2a -1 > 2 is satisfied, the condition is equal to no, and a < 2 3 is finally obtained

If the number under the root number is greater than 0, the denominator cannot be 0

Solve this problem!

2-x)/(x-1)≥0；and x≠1; Solving! Will this be? The one behind this begging a can't be seen clearly!

2 x is a function that can be solved with increment features! I can't see the exact number!