Xiao Ming picked 2 apples and 3 pears, how many pears are more than apples?

Solution: 3-2=1

Answer: There is 1 more pear than an apple.

Xiao Ming picked two apples and three pears, and one more pear than apple, 3-2=1.

Addition, subtraction, multiplication and division, the mastery of the four operations.

Addition, subtraction, multiplication and division, and the four operations are of great significance for learning mathematics in advance and systematically. Multiplication and division is the next level that the majority of primary school students must pass, and here I summarize my years of teaching experience.

First, let's talk about the connection between multiplication and division, addition and subtraction. When teaching addition and subtraction, it is necessary to enter some necessary concepts appropriately, such as the commutative law of addition and the concept of inverse operation, these basic concepts will be analogous to help understand multiplication and division. Specifically, 3+2=5 can also be written as 2+3=5;3+2=5 and 3=5-2 are two ways of saying the same thing.

Even when teaching addition and subtraction, the equivalent conversion from addition to multiplication was appropriately introduced. For example: 3+3+3=3*3.

And addition and subtraction should be taught all the way to the addition and subtraction of large numbers, without interruption. And strengthen the addition and subtraction of advance and retreat. Multiplication and division should be taught when addition and subtraction are learned, and there should be many years in between, long intervals will affect the understanding of concepts, and habitual thinking will make it more difficult to learn new operations.

If you can put some audio of multiplication formulas during the enlightenment period of the introduction of multiplication, usually in leisure or at dinner, it will have a very obvious effect on memorizing multiplication formulas in the future.

When it comes to multiplication, it is essential to master the multiplication formula table. So how do you learn multiplication formulas? First of all, the multiplication formula table should be deduced by the parent or teacher and the child together, and the multiplication method should be deduced by addition, so that the child can better understand the interrelationship in the adjacent multiplication formula.

If children can make a multiplication formula table by themselves, then their interest in learning mathematics will definitely increase greatly. Of course, parents need to be patient here, and the company at this time will be twice the result with half the effort in the future. In the process of derivation, it is necessary to explain the multiplication commutative law, which is related to whether the multiplication formula is memorized 45 (small ninety-nine) or 81.

There are also three common ways to memorize multiplication formulas: vertical back (deriving the order of multiplication formulas), horizontal back and bent back. However, the consequence of this is often that the multiplication formulas containing smaller numbers (2,3,4,5) are familiar and the multiplication formulas containing larger numbers (6,7,8,9) are not familiar. For this reason, some parents use the backward memorization method from 9980 onwards, but I personally recommend using the form of card memorization.

The practice method is to scramble the back, and leave the ones that can't be memorized or have a slow reaction speed to a pile and then draw the back next time until they are all passed.

It's not that everything will be fine if you memorize the multiplication formula, but more importantly, the ability to use the multiplication formula. How can I improve my proficiency in the use of multiplication formulas? The method of digging out the blanks is my recommended practice method.

For example, ()*8=72, ()=32, etc. Another way to test whether you are proficient in a multiplication formula is to reconstruct the multiplication formula table in a different order. For example, according to the last digit of the classification, reconstruct the multiplication formula table.

The conditioned reflex of "multiple pairs" in the multiplication formula is the key to improving number sense, for example, the multiple pairs of 2 have 1 and 2, 2 and 4, 3 and 6, etc. Being proficient in "multiples pairs" is also very helpful for learning division in the future.

This problem is very simple to do with equations, and the following is the process of solving the problem

Solution: If there are x apples, then there are (146-x) pears.

After taking 30 pears from the apples and giving them to the pears, there are (x-30) apples left, and (146-x+30) pears. At this point, there are 3 times fewer pears than apples, from which the following equation can be listed:

146-x+30)=(x-30)/3

176-x=(x-30)/3

528-3x=x-30

528+30=x+3x

558=4x

x = the number of apples and pears should be positive integers, so there may be something wrong with the known conditions given in this question, here let x 140, i.e. there are 140 apples.

146-140=6 (pcs).

A: There are 140 apples and 4 pears.

There were a total of 146 hailstones for apples and pears, and 30 for apples and pearspcs

In the pear, the pear is 3 times less than the apple of the pear, ask: how many of the two kinds are there?

Apples take out 30 in pears, pears are 3 times less than apples, which is 4 times more than apples are pears.

Apple-30 = 4* (30 + pear).

Apples - 30 = 120 + 4 pears.

Apple + pear = 146, apple = 146 - pear.

146-pear-30=120+4 pear.

146-30-120 = 5 pears.

5 pears = -4

There is no need for column equations (column equations are not taught in the third grade).

The number of apples is 3 times that of pears, so that is, 1 part of pears and 3 parts of potatoes and fruits. Apples are more friends than pears are slippery.

3-1) servings, so the pear is:

18 (3-1) = 9 (pcs).

Apples are: 9 3 = 27 (pcs).

Summary. Apple.

220-18) 2=101.

Pear. 220-101 = 119.

There are a total of 220 apples and pears in the fruit store, of which there are 18 more pears than apples.

Apples (220-18) 2 = 101 pears, 220-101 = 119 pears.

Four years of sensitivity, 16 fewer girls than boys, and the number of boys is 3 times less than the number of girls.

2 people less, right?

Yes. 16+2) 3 = 6 boys 6 + 16 = 22 people.

Summary. There are 38 apples and pears in total, and apples are 3 times less than pears, how many apples and pears are missing?

Dear, the above is the specific process and solution ideas, which step you don't understand, I can help you explain

The number of apples makes the triumph of the pear 3 times staring at the grinding, right?

Take 16 of them.

Solution: Set took x away.

20 a x) x3 28 a x

60 a 3 x 28 a x

3x a x 60 a 28

2x Sail 32

x＝32÷2

x source sedan which 16

Answer: Took 16 hail yards.