Counting the reciprocal of power
Publish: 2021-04-21 02:00:10
1. 1、 Cultivate students' interest in calculation
simple calculation is often boring and students are easily bored. Therefore, according to the psychological characteristics of the lower grade students who are active and competitive, we can use a variety of training forms to replace the previous single form of practice. For example: training with games, competitions, etc; Driving trains, rushing to answer questions, breaking through barriers, etc. Various forms of training, not only stimulate students' interest in learning, but also make every student actively participate, so as to get twice the result with half the effort. Senior students can explain the principle of problem-solving more, let students understand the context of problem-solving ideas, know the reasons for this problem-solving, deepen the understanding, will improve interest< Second, pay attention to the training of oral arithmetic
oral calculation is the basis of written calculation, which requires not only accuracy but also speed. The formation of oral arithmetic skills and the improvement of speed can not be achieved by one or two days of training, but by constant training. In my opinion, the effect of mental arithmetic three minutes before class is very good. Before each class, prepare ten oral arithmetic questions for students to rush to answer, or let students write in a small book, check the answers in a unified way, make a summary every other time, and praise and reward the excellent students. The enthusiasm of students has been improved, and at the same time, they will pay attention to the correct rate. Of course, remember some common values, such as 2 π、 three π、 four π……， 112, 122, 132... And so on, which have a very good effect on speeding up the speed and accuracy of oral calculation< Third, strengthen the training of estimation
many problems in daily life don't need very accurate results, so we can use estimation to solve them. In this way, the speed is accelerated, and it does not affect the actual operation. When encountering such problems, let the students estimate as much as possible. In addition, even in the calculation of accurate results, the estimation will also play a monitoring role. Every time we finish a question, we can use the method of estimation to verify its correctness< 4. Pay attention to quick calculation and skillful calculation. Quick calculation and skillful calculation, that is, we usually say simple operation, the correct use of simple methods, on the one hand, can improve the speed of problem solving, on the other hand, can also make problem solving simple, improve students' self-confidence. The teacher can teach some basic laws first, let the students answer the questions, in the example of some calculation problems, let the students find the appropriate simple method. This requires students to have a clear grasp of the basic law of operation, especially the scope of its application. For example, multiplication has distributive law, but division does not. This requires students to divide by a number into its reciprocal, in the use of distribution law for calculation< 5. Develop good habits
we know that most of the time, students do not know how to calculate, but they wrong numbers, recite wrong multiplication formulas, or make mistakes in decimal points. These are tiny mistakes, but they often occur. Therefore, the usual practice should be strict, so that students develop a good habit of calculation. The first is to train students to be serious, meticulous, neat and standard. After careful calculation, we must emphasize checking calculation. There are many checking methods, such as checking step by step; It uses addition to check subtraction, multiplication to check division; Put it into the original question to check whether it is in line with the reality; It can also be checked by the above-mentioned estimation. Regular error correction training can also rece students' careless errors to a certain extent. Display the mistakes you are prone to make one by one, and compare them with your own reality. If you have them, you can correct them. If you don't have them, you will make fewer mistakes next time
in a word, computing teaching is a long-term and complex teaching process, and improving students' computing ability is not a matter overnight. Although the above points are not comprehensive, I believe that as long as we can seriously implement the above points, it will play a certain role in improving our computing power.
simple calculation is often boring and students are easily bored. Therefore, according to the psychological characteristics of the lower grade students who are active and competitive, we can use a variety of training forms to replace the previous single form of practice. For example: training with games, competitions, etc; Driving trains, rushing to answer questions, breaking through barriers, etc. Various forms of training, not only stimulate students' interest in learning, but also make every student actively participate, so as to get twice the result with half the effort. Senior students can explain the principle of problem-solving more, let students understand the context of problem-solving ideas, know the reasons for this problem-solving, deepen the understanding, will improve interest< Second, pay attention to the training of oral arithmetic
oral calculation is the basis of written calculation, which requires not only accuracy but also speed. The formation of oral arithmetic skills and the improvement of speed can not be achieved by one or two days of training, but by constant training. In my opinion, the effect of mental arithmetic three minutes before class is very good. Before each class, prepare ten oral arithmetic questions for students to rush to answer, or let students write in a small book, check the answers in a unified way, make a summary every other time, and praise and reward the excellent students. The enthusiasm of students has been improved, and at the same time, they will pay attention to the correct rate. Of course, remember some common values, such as 2 π、 three π、 four π……， 112, 122, 132... And so on, which have a very good effect on speeding up the speed and accuracy of oral calculation< Third, strengthen the training of estimation
many problems in daily life don't need very accurate results, so we can use estimation to solve them. In this way, the speed is accelerated, and it does not affect the actual operation. When encountering such problems, let the students estimate as much as possible. In addition, even in the calculation of accurate results, the estimation will also play a monitoring role. Every time we finish a question, we can use the method of estimation to verify its correctness< 4. Pay attention to quick calculation and skillful calculation. Quick calculation and skillful calculation, that is, we usually say simple operation, the correct use of simple methods, on the one hand, can improve the speed of problem solving, on the other hand, can also make problem solving simple, improve students' self-confidence. The teacher can teach some basic laws first, let the students answer the questions, in the example of some calculation problems, let the students find the appropriate simple method. This requires students to have a clear grasp of the basic law of operation, especially the scope of its application. For example, multiplication has distributive law, but division does not. This requires students to divide by a number into its reciprocal, in the use of distribution law for calculation< 5. Develop good habits
we know that most of the time, students do not know how to calculate, but they wrong numbers, recite wrong multiplication formulas, or make mistakes in decimal points. These are tiny mistakes, but they often occur. Therefore, the usual practice should be strict, so that students develop a good habit of calculation. The first is to train students to be serious, meticulous, neat and standard. After careful calculation, we must emphasize checking calculation. There are many checking methods, such as checking step by step; It uses addition to check subtraction, multiplication to check division; Put it into the original question to check whether it is in line with the reality; It can also be checked by the above-mentioned estimation. Regular error correction training can also rece students' careless errors to a certain extent. Display the mistakes you are prone to make one by one, and compare them with your own reality. If you have them, you can correct them. If you don't have them, you will make fewer mistakes next time
in a word, computing teaching is a long-term and complex teaching process, and improving students' computing ability is not a matter overnight. Although the above points are not comprehensive, I believe that as long as we can seriously implement the above points, it will play a certain role in improving our computing power.
2. The karayas iron mine in the Amazon region of northern Brazil is the largest iron mine in the world. It has been proved that the iron ore reserve in this mining area is 18 billion tons, and the iron content of the ore is 66-67%. There are also rich manganese, nickel, bauxite and gold mines
3. I believe that what we often say about death is just the cessation of the operation of the character's physical body. Our soul has never really died and disappeared, but has been "wandering" in different spaces. If a person's body stops working completely, and the soul leaves the body and enters the state of "bardo", then it is impossible for the soul to enter that body again to "revive". However, after the longest 49 days of Zhongyin, the soul may still be reincarnated into a new body according to its own karma, mission and lessons, or it may exist in the form of only soul but no body. This process can be called reincarnation. However, in the endless samsara, we can not escape the pain of birth, aging, illness, not being able to ask, love parting, hatred meeting and five Yin flourishing. Fortunately, the compassionate and great Amitabha Buddha has built the paradise for us. If we can reach this world, we will not have any trouble and pain, but can live happily forever. The key is that it's easier to go to this world than to reincarnate. As long as you believe, as long as you are willing, as long as you chant more Buddhism every day. Personal ability is limited, I hope this passage can inspire or help you. We also welcome further exchanges. Good luck!
4. How to bring the dead back to life? No matter what animal is sick. so to speak. Use dead horse as living horse doctor! Only in this way can we know how to treat it. When it's cured, it's time to bring the dying back to life.
5. There are two ways to cultivate students' estimation consciousness. On the one hand, in the teaching process, we should consciously infiltrate the idea of estimation, let the students guess the mathematical laws with estimation, test the idea of solving problems with estimation, and test the result of solving problems with estimation, so as to run the idea of estimation through the whole teaching process and make the students strengthen the consciousness of estimation imperceptibly. On the other hand, let the students use estimation as much as possible to solve some problems closely related to life, and estimate according to the actual situation in life< Fourth, help students understand the principles of calculation and reveal the rules.
in the teaching of calculation, let students understand the principles of calculation and know not only what they are, but also why they are. In this way, the teaching of calculation will become lively and colorful. Low grade students' intuitive thinking is dominant, and they graally transition to abstract thinking. Psychologists believe that thinking starts from action. To enable students to master mathematical knowledge and promote the development of thinking, it is necessary to build a bridge between image thinking and mathematical abstraction, and give full play to the role of learning tools. In the teaching of 9 plus a few, students can ask for a stick to study together. In the students' independent operation, we can optimize the ten methods, which will lay the foundation for further study of carry plus and abdication minus. We can also make use of students' existing knowledge and experience to understand new knowledge, construct the main way of teaching knowledge structure, properly use old knowledge in teaching, assimilate new knowledge through analogy, and realize the positive transfer of knowledge, which is concive to students' understanding of new knowledge and recognition of new knowledge structure. For example, if you want to add, calculate, subtract, and seek quotient with pithy formula, students will continue to learn through the connection between knowledge. For another example, the methods of carry plus and abdication minus should be explained clearly, so that students can understand them thoroughly, so that they can correctly and skillfully use the method of calculation< Fifth, cultivate the junior students to develop good calculation habits
good calculation habits directly affect the formation and improvement of students' calculation ability. Many students can understand and master the algorithm, but they often make mistakes, mainly e to the lack of strict training and good learning habits
(1) cultivate students' habit of making drafts. It is a common phenomenon that students don't like to draft when they are calculating. The teacher assigned calculation problems, some students directly oral calculation, some in the book, table or other places, write one or two vertical, as a draft, these are bad calculation habits. Most of the calculation problems, except for a few students who can actually calculate the results directly by mouth, most students probably don't have this ability. In view of this situation, I ask the students to prepare special drafts and make them conscientiously. At the same time, I often go down from the platform to the students in class, and strictly urge the students to implement them. Over time, the students will graally develop this good habit
(2) cultivate students' good habit of careful writing and standard format.
students' habit of careful writing is usually formed. When students do questions, remind them to be careful, see clearly the meaning of the questions, see clearly the data provided by the questions, speak out the quantitative relationship according to the requirements of the questions, and correctly list the formulas for calculation, In the aspect of writing format, students are also required to be meticulous and answer questions according to the correct format. Make students form the habit of proofreading carefully. Students are required to proofread the copied questions carefully, from numbers and symbols, so as to make sure they are good. The checking methods I teach students to calculate are: one pair of copied questions, two pairs of vertical, three pairs of answers. The method of checking questions is to see and think twice. That is: first, look at the whole formula, which is composed of several parts, and think about how to calculate according to the general method; Let's see if there are any special conditions. Let's see if we can use a simple method to calculate. Do not blindly carry out simple calculation, avoid 15 + 5 × 5), which is wrongly calculated as 20 × 1 －0.5< In a word, in primary school mathematics teaching, the purpose of cultivating students' computational ability is not only to improve students' computational ability, but also to improve the development of students' thinking ability, lay the foundation for students' subsequent learning and the improvement of overall mathematical literacy, It depends on the clarity of students' calculation ideas and the rationality and flexibility of calculation methods. It depends on the formation of students' good learning habits and the continuous development of cognitive level. The key lies in Teachers' expectation, motivation, training and cultivation. Therefore, computing teaching is a long-term and complex teaching process, and it is not a matter of one day to improve students' computing ability. As the saying goes, if you want to develop a good skill, you must keep your fists together and keep your tongue in tune. So is the cultivation of oral arithmetic ability. It is a cumulative process, only the joint efforts of teachers and students can be effective.
in the teaching of calculation, let students understand the principles of calculation and know not only what they are, but also why they are. In this way, the teaching of calculation will become lively and colorful. Low grade students' intuitive thinking is dominant, and they graally transition to abstract thinking. Psychologists believe that thinking starts from action. To enable students to master mathematical knowledge and promote the development of thinking, it is necessary to build a bridge between image thinking and mathematical abstraction, and give full play to the role of learning tools. In the teaching of 9 plus a few, students can ask for a stick to study together. In the students' independent operation, we can optimize the ten methods, which will lay the foundation for further study of carry plus and abdication minus. We can also make use of students' existing knowledge and experience to understand new knowledge, construct the main way of teaching knowledge structure, properly use old knowledge in teaching, assimilate new knowledge through analogy, and realize the positive transfer of knowledge, which is concive to students' understanding of new knowledge and recognition of new knowledge structure. For example, if you want to add, calculate, subtract, and seek quotient with pithy formula, students will continue to learn through the connection between knowledge. For another example, the methods of carry plus and abdication minus should be explained clearly, so that students can understand them thoroughly, so that they can correctly and skillfully use the method of calculation< Fifth, cultivate the junior students to develop good calculation habits
good calculation habits directly affect the formation and improvement of students' calculation ability. Many students can understand and master the algorithm, but they often make mistakes, mainly e to the lack of strict training and good learning habits
(1) cultivate students' habit of making drafts. It is a common phenomenon that students don't like to draft when they are calculating. The teacher assigned calculation problems, some students directly oral calculation, some in the book, table or other places, write one or two vertical, as a draft, these are bad calculation habits. Most of the calculation problems, except for a few students who can actually calculate the results directly by mouth, most students probably don't have this ability. In view of this situation, I ask the students to prepare special drafts and make them conscientiously. At the same time, I often go down from the platform to the students in class, and strictly urge the students to implement them. Over time, the students will graally develop this good habit
(2) cultivate students' good habit of careful writing and standard format.
students' habit of careful writing is usually formed. When students do questions, remind them to be careful, see clearly the meaning of the questions, see clearly the data provided by the questions, speak out the quantitative relationship according to the requirements of the questions, and correctly list the formulas for calculation, In the aspect of writing format, students are also required to be meticulous and answer questions according to the correct format. Make students form the habit of proofreading carefully. Students are required to proofread the copied questions carefully, from numbers and symbols, so as to make sure they are good. The checking methods I teach students to calculate are: one pair of copied questions, two pairs of vertical, three pairs of answers. The method of checking questions is to see and think twice. That is: first, look at the whole formula, which is composed of several parts, and think about how to calculate according to the general method; Let's see if there are any special conditions. Let's see if we can use a simple method to calculate. Do not blindly carry out simple calculation, avoid 15 + 5 × 5), which is wrongly calculated as 20 × 1 －0.5< In a word, in primary school mathematics teaching, the purpose of cultivating students' computational ability is not only to improve students' computational ability, but also to improve the development of students' thinking ability, lay the foundation for students' subsequent learning and the improvement of overall mathematical literacy, It depends on the clarity of students' calculation ideas and the rationality and flexibility of calculation methods. It depends on the formation of students' good learning habits and the continuous development of cognitive level. The key lies in Teachers' expectation, motivation, training and cultivation. Therefore, computing teaching is a long-term and complex teaching process, and it is not a matter of one day to improve students' computing ability. As the saying goes, if you want to develop a good skill, you must keep your fists together and keep your tongue in tune. So is the cultivation of oral arithmetic ability. It is a cumulative process, only the joint efforts of teachers and students can be effective.
6. Cultivate interest, increase self-confidence and practice frequently
to cultivate interest is to let children take money to help buy things
to increase self-confidence is the love given by parents, praise and praise Praise and praise are not equal to no criticism)
practice frequently is to do problems after having two strong points, such as doing 20 arithmetic problems every day
said a lot.. Hope to help LZ..
to cultivate interest is to let children take money to help buy things
to increase self-confidence is the love given by parents, praise and praise Praise and praise are not equal to no criticism)
practice frequently is to do problems after having two strong points, such as doing 20 arithmetic problems every day
said a lot.. Hope to help LZ..
7. Unknown_Error
8. 1、 Cultivate students' interest in calculation
simple calculation is often boring and students are easily bored. Therefore, according to the psychological characteristics of the lower grade students who are active and competitive, we can use a variety of training forms to replace the previous single form of practice. For example: training with games, competitions, etc; Driving trains, rushing to answer questions, breaking through barriers, etc. Various forms of training, not only stimulate students' interest in learning, but also make every student actively participate, so as to get twice the result with half the effort. Senior students can explain the principle of problem-solving more, let students understand the context of problem-solving ideas, know the reasons for this problem-solving, deepen the understanding, will improve interest< Second, pay attention to the training of oral arithmetic
oral calculation is the basis of written calculation, which requires not only accuracy but also speed. The formation of oral arithmetic skills and the improvement of speed can not be achieved by one or two days of training, but by constant training. In my opinion, the effect of mental arithmetic three minutes before class is very good. Before each class, prepare ten oral arithmetic questions for students to rush to answer, or let students write in a small book, check the answers in a unified way, make a summary every other time, and praise and reward the excellent students. The enthusiasm of students has been improved, and at the same time, they will pay attention to the correct rate. Of course, remember some common values, such as 2 π、 three π、 four π……， 112, 122, 132... And so on, which have a very good effect on speeding up the speed and accuracy of oral calculation< Third, strengthen the training of estimation
many problems in daily life don't need very accurate results, so we can use estimation to solve them. In this way, the speed is accelerated, and it does not affect the actual operation. When encountering such problems, let the students estimate as much as possible. In addition, even in the calculation of accurate results, the estimation will also play a monitoring role. Every time we finish a question, we can use the method of estimation to verify its correctness< 4. Pay attention to quick calculation and skillful calculation. Quick calculation and skillful calculation, that is, we usually say simple operation, the correct use of simple methods, on the one hand, can improve the speed of problem solving, on the other hand, can also make problem solving simple, improve students' self-confidence. The teacher can teach some basic laws first, let the students answer the questions, in the example of some calculation problems, let the students find the appropriate simple method. This requires students to have a clear grasp of the basic law of operation, especially the scope of its application. For example, multiplication has distributive law, but division does not. This requires students to divide by a number into its reciprocal, in the use of distribution law for calculation< 5. Develop good habits
we know that most of the time, students do not know how to calculate, but they wrong numbers, recite wrong multiplication formulas, or make mistakes in decimal points. These are tiny mistakes, but they often occur. Therefore, the usual practice should be strict, so that students develop a good habit of calculation. The first is to train students to be serious, meticulous, neat and standard. After careful calculation, we must emphasize checking calculation. There are many checking methods, such as checking step by step; It uses addition to check subtraction, multiplication to check division; Put it into the original question to check whether it is in line with the reality; It can also be checked by the above-mentioned estimation. Regular error correction training can also rece students' careless errors to a certain extent. Display the mistakes you are prone to make one by one, and compare them with your own reality. If you have them, you can correct them. If you don't have them, you will make fewer mistakes next time
in a word, computing teaching is a long-term and complex teaching process, and improving students' computing ability is not a matter overnight. Although the above points are not comprehensive, I believe that as long as we can seriously implement the above points, it will play a certain role in improving our computing power.
simple calculation is often boring and students are easily bored. Therefore, according to the psychological characteristics of the lower grade students who are active and competitive, we can use a variety of training forms to replace the previous single form of practice. For example: training with games, competitions, etc; Driving trains, rushing to answer questions, breaking through barriers, etc. Various forms of training, not only stimulate students' interest in learning, but also make every student actively participate, so as to get twice the result with half the effort. Senior students can explain the principle of problem-solving more, let students understand the context of problem-solving ideas, know the reasons for this problem-solving, deepen the understanding, will improve interest< Second, pay attention to the training of oral arithmetic
oral calculation is the basis of written calculation, which requires not only accuracy but also speed. The formation of oral arithmetic skills and the improvement of speed can not be achieved by one or two days of training, but by constant training. In my opinion, the effect of mental arithmetic three minutes before class is very good. Before each class, prepare ten oral arithmetic questions for students to rush to answer, or let students write in a small book, check the answers in a unified way, make a summary every other time, and praise and reward the excellent students. The enthusiasm of students has been improved, and at the same time, they will pay attention to the correct rate. Of course, remember some common values, such as 2 π、 three π、 four π……， 112, 122, 132... And so on, which have a very good effect on speeding up the speed and accuracy of oral calculation< Third, strengthen the training of estimation
many problems in daily life don't need very accurate results, so we can use estimation to solve them. In this way, the speed is accelerated, and it does not affect the actual operation. When encountering such problems, let the students estimate as much as possible. In addition, even in the calculation of accurate results, the estimation will also play a monitoring role. Every time we finish a question, we can use the method of estimation to verify its correctness< 4. Pay attention to quick calculation and skillful calculation. Quick calculation and skillful calculation, that is, we usually say simple operation, the correct use of simple methods, on the one hand, can improve the speed of problem solving, on the other hand, can also make problem solving simple, improve students' self-confidence. The teacher can teach some basic laws first, let the students answer the questions, in the example of some calculation problems, let the students find the appropriate simple method. This requires students to have a clear grasp of the basic law of operation, especially the scope of its application. For example, multiplication has distributive law, but division does not. This requires students to divide by a number into its reciprocal, in the use of distribution law for calculation< 5. Develop good habits
we know that most of the time, students do not know how to calculate, but they wrong numbers, recite wrong multiplication formulas, or make mistakes in decimal points. These are tiny mistakes, but they often occur. Therefore, the usual practice should be strict, so that students develop a good habit of calculation. The first is to train students to be serious, meticulous, neat and standard. After careful calculation, we must emphasize checking calculation. There are many checking methods, such as checking step by step; It uses addition to check subtraction, multiplication to check division; Put it into the original question to check whether it is in line with the reality; It can also be checked by the above-mentioned estimation. Regular error correction training can also rece students' careless errors to a certain extent. Display the mistakes you are prone to make one by one, and compare them with your own reality. If you have them, you can correct them. If you don't have them, you will make fewer mistakes next time
in a word, computing teaching is a long-term and complex teaching process, and improving students' computing ability is not a matter overnight. Although the above points are not comprehensive, I believe that as long as we can seriously implement the above points, it will play a certain role in improving our computing power.
9.
one is to understand the relationship between quantity and quantity. I remember last year when my son was in primary school for the first time, his math skills were worse. When I played games with him:
I: how many
many: 1.2.3.4.5, 5! Good. How about this one? 1.2.3.4.5.6、5
I: & hellip& hellip;
this kind of feedback made me realize that my son knows how to count, but he doesn't understand the correspondence between quantity and quantity. At this time, naturally, he can't cope with a higher level - calculating well. If addition and subtraction are added rigidly, it is contrary to children's cognitive development, which will only bring pressure to children and destroy their self-confidence and learning motivation
how to determine if there is
All of you who click on this article must have a high face value. We are really predestined. Xiaobian brings you different parenting information every day. If you have any opinions on Xiaobian's articles or other things, you are welcome to make positive comments below. Xiaobian will read them carefully. So the content of this issue is: kindergarten Convergence: how to practice mathematical calculation ability? Three steps to make your child a master of mental arithmetic! So let's have a look
within a month, another group of children are going to primary school, and many parents have begun to warm up and prepare for the baby's sprint
a few days ago, long long's mother complained that she encountered a little trouble: the connection between young people and young people has ended, but now the mathematical addition and subtraction method is always wrong, 2 + 5 = 7, 2 + 6 or even 7, but 3 + 6 can be equal to 9 again... She took her children to practice again and again, but the accuracy rate is still like a roller coaster, I really don't know what the problem is
as a person of the past, I understand the anxiety of parents like long long's mother. After all, establishing a good foundation of children to children relationship can help children quickly adapt to primary school life and build up confidence. However, letting children do the same thing before school will make children in a state of mechanized learning and generate resistance. Therefore, we really need to find appropriate methods to solve this problem
according to Earl's cognitive development theory, children aged 2-7 are in the precomputing stage of cognition, and the learning of knowledge and concepts needs to be confirmed through perception
children in grade one are about 6-7 years old. They are not like us when they learn mathematics and calculation. They understand that they are codes and symbols, and understand what they mean, and then put numbers into calculations to get answers
in the eyes of preschool children, a physical apple, a finger and a small dot are objective objects. Another time, it represents abundance and abundance. It needs to be tested and counted through specific events. 2. At this time, they can't directly understand & lt; 1 + 1 = 2”
to understand & lt; 1 + 1 = 2”， The best way is to practice in life experiences and games to understand & lt; 1 + 1 = 2” One apple and one apple are two apples, which means that one plus one is more concive to the improvement of children's computing ability
The method of addition and subtraction is the ability of calculation. If you want this ability to develop well, you must first have & lt; Digital meaning & quot; And & lt; Digital meaning & quotone is to understand the relationship between quantity and quantity. I remember last year when my son was in primary school for the first time, his math skills were worse. When I played games with him:
I: how many
many: 1.2.3.4.5, 5! Good. How about this one? 1.2.3.4.5.6、5
I: & hellip& hellip;
this kind of feedback made me realize that my son knows how to count, but he doesn't understand the correspondence between quantity and quantity. At this time, naturally, he can't cope with a higher level - calculating well. If addition and subtraction are added rigidly, it is contrary to children's cognitive development, which will only bring pressure to children and destroy their self-confidence and learning motivation
how to determine if there is
just follow the above instructions to live with your child. If the child can complete the study smoothly and accurately, that's OK
(the same is true for children before grade one. They don't have to wait until the first grade to go to school.)
addition and subtraction in pure arithmetic are abstract and concrete operations. The direct contact with the first grade children exceeds their cognitive level. The children who improve their ability to brush problems rely more on memory storage. This kind of children will lack more application skills in the future, so they should be prepared for knowledge
5 can be divided into 1 and 4, many children can remember it, but we must pay attention to connect it with real things. Take out the common things, let the children count, constantly perceive them, and form the connection and knowledge between the applications< br />，，= What it means is that you can draw symbols and then have your child use objects to represent numbers and execute equations. In this process, we also need to count, and then graally replace with numbers. Please note that the + and - symbols should be & lt; for the child to enter Piaget; Specific calculation stage & quot; And reverse thinking (such as addition and subtraction of reverse thinking) laid the foundation
I am a family ecation teacher, a senior obstetric teacher, and a multi platform parenting author. Follow me to bring you practical maternal and parenting knowledge. If you have any confusion or questions, please send a private letter and I will reply in time. I hope some of my suggestions can make you open your heart suddenly as a parent and no longer walk on the road of parenting alone
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