In addition to the third and fourth grades and second grades of primary school, there is also a large difference between the sixth grade score part. Many children with good grades in the third and fourth grades and even fifth grades suddenly start to not understand this part, and they misunderstand the questions and copy them hard. It is absolutely uncommon for 80 to 90 to 40 to 50.
The core of this part of knowledge lies in understanding. Unlike the third and fourth grades of primary school, which focuses on calculations and basic mathematical reasoning, and the second grade of junior high school, which focuses on thinking reasoning, this part of content has its unique characteristics. Understanding, understanding the question requires a certain reading comprehension ability.
The two most obvious examples are:
1. One-eighth liter of oil is used for driving three-quarters of a thousand meters. How many liters of oil is used for each kilometer, and how many kilometers can each kilometer travel?
Many teachers will let children remember each word as a divisor. Doing this in a regular question can indeed score points, but if you do not understand the content expressed by the question itself, just remembering it hard is not conducive to the formation of divergent thinking.
The reason why children cannot understand it is easy to get confused is that they have been learning integers before and have no idea about the scores they have come into contact with.
If you change to two liters of oil for four thousand miles, how many liters of oil should be used per kilometer and how many kilometers can be run per kilometer. Most children find it easy.
The ability required here is to imagine fractions as integers, that is, the formation of algebraic thinking, which is the basis for learning the algebraic part of the entire junior high school. From polynomial , equations to function are extensions of this kind of thinking,
, and the sixth grade score part of primary school is a critical period for the formation of this kind of thinking. Being able to compare and understand not only can you learn and cope freely at this stage, but you can also benefit a lot from learning in junior high school.
2. The different meanings of fractions with units and without units
use one quarter of a meter and use one quarter of a quarter. The difference between the two will be confused by many students. The one with units is the numerical value, and the one without units is the ratio. It is also easy to understand if you understand 4 and 4 times in the reverse direction.
Knowledge transfer can be guided by parents and inspire children to gradually cultivate their independent thinking ability.
This stage is not very difficult. It is a real introduction to mathematics and a critical period for the formation of core thinking in mathematics. The development of thinking ability is far more important than scores.
If you start to mix things up, it is not recommended to blindly tutoring. These require one-to-one guidance, rather than repeating the class again, and there is no need to remember some words that are used directly.
Thinking is the core!
