1. In the arrangement of two examples, this unit not only requires students to list the corresponding equations according to the quantitative relationship in the questions through examples, but also includes a new method to solve the equations. In order to make students pay more attention to how to understand the quantitative relationship between two quantities in the topic in the process of learning examples, the equations are listed according to the quantitative relationship. I adjust the teaching of understanding equations appropriately. Before teaching examples, review and consolidate the previously learned equations with the first questions in exercise 1 and exercise 2, and then lead to the new type of equations to be learned today. Let students solve the problem of how to solve this kind of equation through discussion, report, trial and verification. Putting the teaching emphasis of solving equations before the formulation of equations, students can pay more attention to the learning of equation formulation in examples after mastering the method of understanding equations. So as to help students clarify the equation, and at the same time, there are obstacles to consider how to solve the new equation.
2. If the equation verification of this unit is only a problem of solving the equation, just substitute the data into the original equation for verification. But if the problem is solved according to the situation, then students need to substitute the required solution into the original conditions for inspection. We should check not only the sum-difference relationship, but also the multiple relationship. Substituting the original problem can prevent the equation from making mistakes.
3. The equation form of this unit in the book is not difficult, but it is difficult to solve the equation according to the meaning of the topic. For example, there are unknowns in subtraction or division, and students don't know how to deal with them. For example, the unknown is the bottom or height of a triangle or trapezoid, for example, the unknown is the length or width of a rectangle. The appearance of these conditions makes the listed equations complicated and makes it difficult for students to solve the listed equations. Moreover, students often forget to change their signs after going backwards, which seems to be caused by carelessness. In fact, I'm not familiar with the properties of the equation. This problem has arisen since I allowed students to use simpler methods. However, some children still use the nature of the equation to calculate, which seems complicated, but they understand the definition more thoroughly in constant problem solving. More importantly, the operation symbols will not go wrong.
4. Equation of this unit: From examples to exercises, there have been four different types of quantitative relationship equations. The first example is to find an equation whose number is several times more or less than another number; There is an equation in exercise 1, and two parts form a whole to find one of them; The second example is the sum or difference of two quantities with multiple relations; Exercise 2 is the difference or sum of two quantities but not a multiple, but the same factor. This is just the type of quantitative relationship that appears in books, and various types of quantitative relationships are more complicated in homework and practice. For students with weak understanding and poor problem-solving ability, it is more difficult to find out the quantitative relationship and coordination equation correctly.