What are the skills for solving grade 6 fraction application problems?

Grade 6 fraction problem solving techniques include but are not limited to:

1. Finding the correct unit "1" is the premise of solving the score application problem.

No matter what kind of fraction application problem, there must be a unit "1" in the question. Finding the unit "1" correctly is the premise and the first task of solving the fraction problem.

2. Finding the correspondence correctly is the key to solving the fraction problem.

Each fraction problem has a correspondence between quantity and fraction, and correctly finding the desired quantity (or fraction) and which fraction (or quantity) corresponds is the key to solving the fraction problem.

3. Solve the "three-step method" of fractional application questions according to the quantitative relation.

To master the above relationships and quantitative relationships, you can follow the following three steps to solve fractional problems:

1) Find the amount of unit "1".

2) Find the right correspondence.

3) Columnar solutions based on quantitative relations.

4. Practice effectively, build models, and improve the ability to solve fractional problems.

In order to solve fractional problems correctly and quickly, it is necessary to practice more and understand the structural characteristics of the basic, slightly complex and complex types clearly, so as to solve the fractional problems proficiently and quickly.

Classification of fractional application questions:

1. Find out what fractions of a number are.

This type of problem is characterized by knowing a number that is regarded as a unit "1", finding what fractions of it is, and multiplication is used to solve this kind of application problem. That is, it reflects the relationship between the whole and the parts, and the basic quantitative relationship is: the whole quantity of the fraction of the corresponding part of the fraction; Or know a number that is regarded as a unit "1", and another number accounts for a fraction of it, find another number, that is, it reflects the relationship between the two numbers A and B, and the basic quantitative relationship is:

Standard Fraction Comparison of fractions.

2. Find a fraction of a number that is another number.

This type of problem is characterized by knowing two quantities, comparing the multiples relationship between them, and using division to solve such problems. The basic quantitative relationship is: the comparative quantity, the standard quantity, and the percentage.

1) Find the fraction of a number that is another number: the amount of comparison standard fraction (fractions).

2) Find how many fractions of a number is more than another: the difference between the standard quantity and the fraction (a few fractions more).

3) Find how many fractions of a number is less than another: the difference of the standard fraction (a fraction of less).

3. Know what the fraction of a number is, and find this number. This type of problem is characterized by knowing what fractions of a number is, finding the quantity of the unit "1", and using division to solve this kind of problem. The basic quantitative relationship is:

The comparative amount corresponding to the score is the standard quantity.

The above content reference: Encyclopedia - Score.

The above content refers to: Encyclopedia - Score Questions.

Grade 6 Math Percentage Problem Solving Skills: The key to percentage problem problems is to find the unit "1", determine whether the unit "1" is known or unknown, use multiplication to calculate the known, divide the unknown, and find the relative percentage.

The question types are: 1. Find out what is the percentage of a number, multiply the corresponding fraction by a number, such as find what is 50 of 250, that is, 250 50.

2. If you know what percentage of a number is, find this number, if you know that 25 of a number is 50, find this number, you need 50 25.

Find how many percent more or less than a number, find what the number is, such as more (or less) than 20 20, find what the number is, multiply 20 (1+20) or 20 (1-20).

The skill of solving the 6th grade percentage application problem is to find the equivalent relationship, solve the result, and then turn it into a percentage.

Find the unit one, then divide it by the unit one to calculate how many percent the reduction is the whole. That is, divide the difference by the unit one.

Brief introduction. The requirement to be able to answer fraction and percentage application questions generally refers to being able to understand the meaning of the application questions, master the most basic quantitative relationships, correctly distinguish the calculation methods, be able to calculate in columns, and be good at testing the rationality and accuracy of the answers.

Due to the quantitative relationship between fractions and percentages, compared with integer problems, there are both commonalities and particularities, which requires students to understand both their commonalities and their particularities, so that students' cognitive level can be improved.

The steps to solve the fraction application problem can be summarized as: one search, two turns, three drawings, four columns, five calculations, and six checks.

One look: Find the amount of unit "1".

Finding the quantity of the unit "1" is the premise of solving the fraction application problem, relying on who "is", "than" who, "occupying" whom, "equivalent to" who regards who as the unit "1", relying on rigid copying can only solve part of the fraction application problem.

For example, if A's 2 5 is 3 8 meters more than B, it is wrong to regard B as the unit "1", and it is correct to analyze who 2 5 belongs to, and to see who is the unit "1". Analyzing the fraction in the sentence of the word problem is to divide whoever is divided and who is regarded as the unit "1", which is the most reliable way to find the unit "1".

2. ** Transformation unit "1".

In fraction problems, if there is only one unit "1" in the question, then it will be difficult to **. If there is only one unit "1", you can go directly to the next step and draw a line segment diagram.

If there are multiple units "1" in the question, you need to convert the unit "1" before drawing the line segment diagram. There are also skills in converting the unit "1", for example: A is 3 5 of B can be converted into 5 3 of B is A, A is 2 5 less than B, B is 2 3 more than A, A is the sum of A and B 3 8 and other 13 different situations, after the unit "1" is unified, you can proceed to the next step, draw a line diagram to solve.

Three drawings: Draw a line segment diagram.

For many complex fraction problems, it is impossible to find the relationship between quantity and fraction without drawing a line segment diagram. Only by learning to draw line diagrams can you find the key to solving fractional problems.

To draw the line segment accurately, you should first draw the sentence with the score in the application problem, then draw the sentence with both the score and the quantity, the third draw the sentence with the quantity, and finally draw the question. Drawing the score above the ** paragraph and the number drawing below the ** paragraph can avoid students from adding the score and the quantity, and it is also convenient to find the correspondence between the quantity and the score clearly.

Four columns: look at the diagram column.

After drawing the line segment diagram, you must learn to look at the diagram and close the series according to the number of application questions according to the score.

The quantity of the unit "1" The corresponding score of the problem = the problem asked.

Corresponding Quantity Corresponding fraction = Quantity in unit "1".

Corresponding Quantity The amount of unit "1" = the corresponding fraction.

Five calculations: accurate calculations.

Six checks: check carefully.

By substituting the calculation results into the original problem, you can deduce it back or use different solution methods to get the same result, which can verify that the problem is correctly solved.