How many to a few more or a few to fill in the blanks What are some more than a few math problems?

10 is 2 more than 8 and 8 is 2 less than 10.

Definition: As in exam-oriented education.

Fill-in-the-blank questions are required questions on almost every subject paper, in the form of giving known conditions first, and then replacing the answers to the question with horizontal lines in the subsequent statements, so as to require the test taker to fill in the correct solution.

Leave a space in the question for the respondent to fill in the relevant content. Generally speaking, it is a word, or a phrase. And most of the fill-in-the-blank math is filled in with numbers.

A few more than a few, a few more than a few, how to do the question.

The first is the drawing method. Because I am a first-grade student, the number in the question cannot be too big, usually within 10 or 20. Children can read the meaning of the question and draw their own pictures.

It is easiest to replace the number with a few specific figures, and draw a circle, for example, drawing 1 circle represents the number 1, and drawing 6 circles represents the number 6.

The second is the columnar method. This method requires students to have a high level of mathematical ability, to be able to read the meaning of the problem, sort out the relationship between numbers, and then list the correct solution to the equation.

This type of question type in the first grade book is generally fill-in-the-blank questions, and students will not be required to calculate in columns, but students who have the ability should learn columns. It is important to note here that the known numbers in the question are in the equals.

to the left, the number in the parentheses is required to the right of the equals sign.

A few to a few is relative to a few to a few. In other words: A has more than B, and vice versa, B has less than A.

For example: 10 is 2 more than 8, and vice versa 8 is 2 less than 10.

Another example: a number that is 5 more than a number is 18, what is this number? Idea: A number with 5 more than a number is 18 (i.e. 18 is greater than "a number"), then the reverse is: a number with 5 less than 18 is the smaller "a number".

So 18-5=13

The required "one number" is 13.

The horizontal line in the middle of the fraction is called the fraction lineThe number above the score line is called the numerator, and the number below the score line is called the denominator. Read as fractions.

A fraction can be expressed as a division equation: for example, one half is equal to 1 divided by 2. where 1 numerator is equal to the dividend, the fractional line is equal to the divisor, the 2 denominator is equal to the divisor, and the fractional value is equal to the quotient.

10 is 2 more than 8 and 8 is 2 less than 10.

Definition: As an important part of the examination in test-oriented education, fill-in-the-blank questions are required questions on the test papers covering almost every subject, and their form is roughly to give the known conditions first, and then replace the blank answers in the sentences with horizontal lines, so as to require the test taker to fill in the correct solution.

Leave a space in the question for the respondent to fill in the relevant content. Generally speaking, it is a word, or a phrase. And most of the fill-in-the-blank math is filled in with numbers.

Training Tips:

The basic requirements for answering fill-in-the-blank questions: "correct, reasonable, and fast" solution.

Its characteristics: fill-in-the-blank questions are small, spanning large, covering a wide range, flexible in form, can synthesize some questions purposefully and harmoniously, and highlight the training of our accurate, rigorous, comprehensive and flexible ability to use knowledge and basic computing ability.

In terms of fill-in-the-blank content, there are two main categories: one is quantitative fill-in-the-blank and the other is qualitative fill-in-the-blank. It only writes the answers, lacks the target information provided by the options, and it is difficult to judge whether the result is correct or not.

If you want to answer fill-in-the-blank questions quickly and accurately, the basic strategy is to work on the word "skillful".

Fill-in-the-blank questions are one of the basic types of questions, and when solving the questions, there should be reasonable analysis and judgment, and every step of reasoning and operation is required to be correct, and the answers are also required to be expressed accurately and completely. Reasoning reasonably, optimizing ideas, and thinking more with less will be the basic requirements for quickly and accurately answering fill-in-the-blank questions.

A few more or a few less than a few are calculated by subtraction. For example: 10 to 5 more, 10 to 5 5, 10 to 5 more. Or 3 is a few less than 5, 5 a 3 2, 3 is 2 less than 5.

The answer to this question can be obtained by calculation, and the operation process is 28-27 1, so the answer to the dry scum case is 1. Didn't catch up.

Please confirm thank you,

According to the meaning of the title, the formula is obtained.

So. 1) 28 less than 27

Summary. What are some more than how many are some math problems?

Good evening, dear! I'll send you a ** here. You can save it and print it out for your child to do!

Fill in the blanks with more, less, more, much more, as follows:

More ),20 )>15 ); Less ),15 )<20 ); Much more ),76 )>15 ); Much less ), 15) <76).

Teaching process:

1) Situational excitement and learning to estimate.

1. Estimator: Students, have you ever seen SpongeBob SquarePants? Today, the teacher will take you to the store for a tour.

Do you want to go with the teacher? Presented **SpongeBob SquarePants.

Teacher: When we came to the store, the saleswoman first introduced us to the Red SpongeBob SquarePants, and she wanted us to guess how many there were. The closer you guess, the more stars you get.

If students guess based on their feelings, guide them to count 10 SpongeBob SquarePants first, let them know that there are so many of 10 SpongeBob SquarePants, and then observe the rest and make a second estimate. ）

Summary: Therefore, when we estimate the number of objects in the future, we can find the reference object first, and then estimate it, which is closer to the correct answer. Q: Is there any other way to help us with our estimates?

2. Guess.

Show the blue and yellow SpongeBob SquarePants' **. Teacher: Now the salesperson introduces us to the blue spongeBob SquarePants and the yellow sponge Baby. She asked us to guess the two, which are 15 and which are 10? Reward stars for guessing correctly.

2) Explore new knowledge, layer by layer.

1. Compare sizes. Teacher: Can you use the knowledge you have learned to compare the size of these three numbers? Please arrange them in order from largest to smallest. According to the student board book: 58>15>10

2. Teaching "more" and "more".

3. Teaching "less", "much less" Q: Who can talk about it in reverse, and how to say it? Please talk to each other at the same table.

Example 1] A number is 5 less than 20, what is this number?

Answer: 20-5=15

A: This number is 15

Example 2] There are 30 oranges, and the number of apples is 17 times less than twice the number of oranges, how many apples are there?

Answer: 30x2-17=60-17=43 (pcs) A: There are 43 apples.

Grandpa is 80 years old and has 10 pears with 100 yuan in his pocket, and Dad has a car at the age of 35, and the money is wrapped in 500 yuan in cash.