Math Papers in Life 1 Recently, we learned the calculation methods of the volume and surface area of cylinders and cones. I studied the knowledge in class seriously and did some extracurricular exercises to consolidate what I learned. On the basis of comprehensive study and practice, I have summarized the relevant knowledge: there are six main aspects in this respect:
One is volume. Is to roll a rectangular paper into the shape of a cylinder, and then calculate the maximum volume of the cylinder. For example: length 12, 56 meters, width 9. The 42-meter rectangle is rolled into a cylinder, and the overlapping part is ignored. Find the maximum volume of a cylinder. There are two possibilities for this kind of topic, that is, a long circle or a wide circle. Therefore, we should solve these two possibilities and compare them. What needs attention in this topic is that it must be clearly seen that it is rolled into a circle with the length and width of a rectangle respectively.
The second is to turn. That is, a rectangular piece of paper is rotated 3600 degrees along one side to find the volume or area of the final shape. For example, a rectangle with a length of 8 cm and a width of 5 cm can be rotated around its length to calculate the volume of this shape. Rotate a rectangular piece of paper once to get a cylinder, and then use the formula for calculating the volume of the cylinder to get the answer. Pay attention to what shape of paper this topic is rotated with.
The third is cutting. It is an object with a shape. According to certain rules, part of it is removed and the volume or surface area of the remaining shape is calculated. It should be noted that all possibilities should be calculated, and only one can't be lazy.
The fourth is casting. It is to melt an object of one shape into a liquid and then recast it into an object of another shape. This kind of topic should grasp the key points. Although the shape has changed, the volume will not be considered.
The fifth is to increase. Is to continue adding another shape to one shape. We should pay attention to what shape is added.
The sixth is cutting. That's right. Cut a shape into several sections, and then tell you what to add and how much to add, so that you can work out the principle. You should see clearly how this kind of topic is cut, what changes have taken place after cutting, how to increase the area and so on.
The above is my summary and reflection on the contents of my recent study. Do you find mathematics mysterious and interesting?
Mathematics in Life Thesis 2 Mathematics comes from life and is widely used in life. It is one of primary school students' mathematical literacy to apply what they have learned to real life and deal with practical problems. The new curriculum standard emphasizes that mathematics teaching should "proceed from students' existing life experience" and "make students gain an understanding of mathematics knowledge". The life of mathematics knowledge is to restore the rough mathematics knowledge divorced from students' reality in mathematics textbooks and take it from students' life practice, which has certain practical significance, connects mathematics with real life and stimulates students' interest in learning mathematics.
First, let students understand mathematics in their lives.
"Mathematics is a process in which people qualitatively grasp and quantitatively describe the objective world, gradually abstract and generalize, form methods and theories, and widely apply them." Therefore, only by starting from students' life experience and letting students learn and use mathematics in their lives can mathematics teaching be full of vitality.
1. In primary school mathematics teaching, starting from the reality of life, organically combining the contents of teaching materials with "mathematics reality" conforms to the cognitive characteristics of primary school students, which can eliminate students' strangeness to mathematics knowledge, enhance students' awareness of mathematics application and stimulate students' interest in learning. For example, when teaching the concept of cyclic decimal, I will tell students an endless story: "Once upon a time, there was a temple on the mountain, and an old monk in the temple said that there was a temple on the mountain once upon a time ..." Through examples, let students initially perceive "repetition", and then cite the cycle of natural phenomenon "water → steam → cloud → water", which will lead to the concept of "cycle", which will arouse students' strong feelings.
2. Many concepts and laws in primary school mathematics are abstracted from real life, so the teaching of concept laws must also find corresponding examples in real life to guide students to abstract from intuition and gradually deepen their understanding and application. For example, it is difficult for students to understand the "work efficiency" in "work efficiency × working time = total work" when teaching the common quantitative relations of practical problems. To this end, before teaching, I held an oral contest and a skipping contest in my class. When teaching a new class, students can easily understand the abstract and unfamiliar concept of "work efficiency" through the connection of two competitions: the workload completed in unit time. Another example is learning "a simple algorithm for decimal addition and subtraction close to the whole hundred". There is such a problem:128-96 =128-100+4. It is difficult for students to understand how to add 4 when subtracting 100. I designed a life practice of "shopping for change": My birthday is coming, and my mother took 128 yuan to the store and bought me a doll from 96 yuan. Mom paid the shop assistant a hundred-dollar bill (100 yuan minus 128 yuan), and the shop assistant asked 4 yuan (4 yuan should be added). Therefore, the extra 4 should be added.
This example of "life teaching" verifies the abstract operation through life experience and refines the concrete experience into a theory (a simple operation method), which is easy for students to understand and forget.
Let mathematics return to life, let students feel that mathematics is around, and learning mathematics is useful and necessary, thus stimulating the desire to learn mathematics well.
Second, let mathematics knowledge return to students' life.
Learning is for application. Therefore, in teaching, teachers should always cultivate students' awareness and ability to connect with real life, apply mathematical knowledge and solve problems. Knowledge can only be truly mastered by students through application, and its value can only be reflected in practical application.
1. Create situations and cultivate students' ability to solve practical problems.
After students have mastered some mathematical knowledge, they can consciously create some situations and apply what they have learned to real life. For example, after learning interest, let students go to the bank to learn about interest, interest tax and other related knowledge, and let students be parents' little staff: how to save the extra money at home is the most cost-effective? And help parents calculate interest and interest tax.
2. Combining with the reality, enhance students' mathematics consciousness.
Mathematical knowledge is widely used in daily life, and there is mathematics everywhere in life. For example, after learning the stability of triangles, students can observe where the stability of triangles is used in their lives. After learning the knowledge of circle, let the students explain why the shape of the wheel is round from a mathematical point of view. Can other shapes be used? Why?
3. Strengthen the operation and cultivate students' ability to apply what they have learned.
Knowledge comes from practice and guides practice. We often see that due to the lack of students' perceptual knowledge, there is a sense of quantity that does not conform to the reality of objective life. This requires that our classroom teaching should pay more attention to integrating with practice and strengthen students' hands-on activities. After learning about meters, centimeters and how to measure them, let students use their own mathematical knowledge to solve practical problems in life. For example, measure the height, the length of the arm, the length of a step, the width of the classroom door and the width of the window. Through the above activities, students can deepen their understanding of centimeters and meters and consolidate the method of measuring the length of objects with a scale. At the same time, students have obtained some common-sense data in their daily life. In this activity, students' interest in learning and the ability of practical measurement were improved, so that students can use it in their lives.
After learning the average question, let the students choose their own topics in groups and carry out activities, such as calculating the average height, average weight and average age of the class, the average number of all classes in the school, the average age of teachers, and the average price of a vegetable in the nearby vegetable market. Students naturally exercise their ability to solve practical problems in cooperative activities.
Using mathematical knowledge to solve practical problems in life can realize the close combination of mathematics and life, help students learn to observe life with mathematical eyes, and thus constantly experience the value and charm of mathematics.
The world is full of miracles, and there are many interesting math problems in our daily life.
One day, my family took me to the supermarket to buy things. I jumped up and down all the way and was very excited.
After going in, we went shopping for a while, and we brought four bags of laundry detergent. Walking to the stationery section, grandma asked me if I wanted stationery. I went to the bookshelf and looked at it. ...
I bought the following products at the cashier: four bags of laundry detergent and one bag 18. 5 yuan; Ten packs of toilet paper, one pack of four. 5 yuan; One mechanical pencil, one 2. 5 yuan; Three pens and a five. 5 yuan.
After checking out, my grandfather suddenly asked me, "haven't you learned decimals recently?" Can you work out the total price of every commodity you bought today with a pen, and then work out how much it costs? "
"Yes, why not? Can't be wrong! " I answered him confidently.
Do it. I took a piece of advertising paper from the supermarket, took out my pen and immediately counted it in the blank.
My idea is this: one * * * four bags of laundry detergent, each bag 18. 5 yuan, so use multiplication; One * * * ten packs of toilet paper, 4 sheets each. 5 yuan, as long as the decimal point of this decimal point is shifted to the right, it can be calculated; There is only one in mechanical pencil, just add it at the end; There are three more, which are also multiplication calculations.
So I figured it out. I'll use 4× 18 first. 5 = 74 yuan (the teacher said that an integer multiplied by a decimal is equal to a decimal, but if this number is multiplied by two numbers, the result is an integer) to calculate the total price of laundry detergent; Then use 10×4. 5 = 45 yuan (a decimal is multiplied by 10, and shifting the decimal point to the right is the result of this formula) to calculate the total price of toilet paper; Then, use 3×5 again. 5= 16。 5 yuan worked out the total price of pens. The total price of everything I bought today has been worked out. It's time to calculate the cost. A comprehensive formula 74+45+ 16. 5+2。 5 = 138 (yuan) (when talking about decimal addition, the teacher emphasized that the same numbers should be aligned when the columns are vertical), and all the money spent was calculated.
When I handed the paper to my grandfather and told him what I thought, he praised me for being smart and I was happy.
I sincerely say to you: "You should also study mathematics, won't you benefit for life?" I thought: it's really useful to learn math. I will definitely study math well in the future!
Mathematics in life These four mathematics come from life, and mathematical knowledge in life can be seen everywhere. We usually walk, ride a bike, go shopping and so on. , which contains mathematical problems and knowledge. As long as we pay attention to observation, we can find that even aviation, navigation and aerospace are closely related to mathematics.
Mathematics can exercise our thinking gymnastics. We can not only learn knowledge from mathematics, but also find some fun from mathematics.
In my past memory, there have been interesting things about mathematics. One day at grandma's house, grandpa, grandma, sister and I were watching TV. Grandma went to the kitchen to wash three apples and said, "Just these three, one for each of you." Grandpa said, "That won't do. Let them share it, one for each. " Now I'm dumbfounded! I said, "How to divide it if one is missing? My sister said, "I'll divide it." "She picked up a knife, cut each apple into a cross, and cut it into 12 pieces, three pieces, just four pieces. At that time, I was thinking while eating, but I never thought that apples are also learned. This left a deep impression on me.
I once encountered difficulties when I was studying Olympic Mathematics. The title is: Master Xu sawed the wood five times, each section120cm. How long was the original piece of wood? After reading the question, I want to read it five times. Is it five paragraphs? Is this the correct understanding? Suddenly I thought of the circle drawing method taught by the teacher, so I drew a straight line with a ruler and drew five points on the straight line with a pen, indicating that I saw it five times. At first glance, it is six segments, and as a result, I multiply it by 120, which is 720 cm. This is ten. I am very relaxed and confident, and I am deeply impressed by the graphic method of line segments taught by the teacher. I am very happy.
Grandpa has heard the story of "free lunch". In order to attract customers, the signboard at the door reads "free lunch" in four big characters, attracting many people to watch. The person in front also saw a few lines of small characters under the four big characters, which read "Free lunch with correct answer". The topic is: "A group of people came to the restaurant, one with a bowl of rice, two with a bowl of vegetables, and three with one person. Grandpa asked me to count the number of people coming to the hotel. I have thought for a long time that the number of people must be divisible by 2 and 3, and we should use the number 6 divisible by 2 and 3 at the same time to make a trial calculation. Six people are 6+3+2= 1 1, not 12 and 24+ 12+8=22. I finally figured it out. There are 30 people in the hotel. Grandpa asked me happily: What did you think when you did the problem? I said: I asked the number of people, half of them! So I thought of being divisible by 2 and 3. Grandpa said: this is the key to solving the problem. You have found it, and you have succeeded in many experiments. Don't forget! I said I would share the apple. I still remember!