202 1 summary of personal work of math teachers at the end of the term 1
There are X students in this class, including X boys and X girls. Most students in the class can count all the numbers within 10, and can recognize and write these numbers. A few students have been able to calculate the addition and subtraction within 10; However, some students are not adapted to classroom learning, and their concentration time in class is short. According to these scenarios, in teaching, I should start from students' interest in learning, pay attention to establishing a good relationship between teachers and students, let students love teachers and mathematics, and realize the fun and function of learning mathematics after learning. This semester, I made a work plan for the first semester of mathematics teaching in senior one.
I. teaching material analysis
This experimental teaching material is compiled according to the basic concept of curriculum standard and the specified data. A * * * is divided into ten units: counting, comparison, understanding and addition and subtraction of 1 5, classification, understanding and addition and subtraction of 6 to 10, understanding of120, understanding of clocks and watches, addition and total review within 20, and two mathematical activities.
Second, the focus of teaching
The difficulty is to express the comparison results in correct mathematical language, skillfully calculate the addition and subtraction within 10, and orally calculate the thinking process of carry addition within 20. The knowledge of addition and subtraction within 10, carry addition within 20 and abdication subtraction within 20 are the beginning for students to learn numbers and calculate, which are widely used in daily life and are also the basis of multi-digit calculation. Therefore, the addition and subtraction of one digit is the most basic data in primary school mathematics. It is the essential basic knowledge and skills for students' lifelong learning and development, which students must master.
In addition to digital recognition and calculation, the textbook also arranges intuitive understanding of common geometric figures, comparison of numbers, lengths and heights, simple classification and preliminary understanding of clock faces. Although there are not many materials in each unit, they are all very important, which helps students to understand the practical application of mathematics and cultivate their interest in learning mathematics.
Third, the teaching objectives
According to the requirements of the new curriculum standard, combined with the materials in the first volume of the experimental textbook and the experimental situation in our class, the teaching objectives of the whole volume are determined from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude.
1, knowledge and skills
(1) After experiencing the process of abstracting numbers from daily life, he can skillfully count the number of objects with numbers less than 20, and can distinguish between several and several. Can use numbers to represent the number of objects or the order of things, can compare the sizes of numbers, master the composition of numbers within 10 and numbers within 20, and can recognize, read and write numbers from 0 to 20. A preliminary understanding of numbers and counting units: understand the meaning of numbers on single digits and tens digits. Combined with the specific situation, I initially understood the meaning of addition and subtraction.
(2) Understand the names of all parts of addition and subtraction, preliminarily understand the reciprocal relationship of addition and subtraction, and be proficient in oral calculation of addition and subtraction within 10 and carry addition within 20. Recognize symbols and use symbols to indicate the size of numbers within 20. After recognizing solid figures such as cuboids, cubes, cylinders and spheres through objects and models, we can recognize planar figures such as rectangles, triangles, squares and circles, and we will use these figures to make puzzles.
(3) Have a preliminary understanding of the methods of comparing and classifying things, and be able to compare and classify similar things in combination with reality. Have a preliminary understanding of clocks and watches, and can recognize them by the hour and half an hour. Preliminary study on collecting and sorting out data in daily life, able to read and fill in simple statistical charts and tables. Initially cultivate students' abilities of operation, observation, comparison, analysis, arrangement, induction, language expression and mathematical communication.
2. Mathematical thinking
(1) Abstracts numbers from 0 to 20 with real materials, feels the meaning of numbers from 0 to 20, can describe the size of numbers within 20 with symbols and words, and initially establishes a sense of numbers. Can organize memory in necessary order: synthesis and decomposition of numbers within 10, addition and subtraction of numbers within 10, and carry addition within 20. You can think about the composition and decomposition of numbers within 10, the addition and subtraction numbers within 10 and the carry addition numbers within 20 according to your favorite method to realize the diversity of the algorithm.
(2) Be able to simply and methodically think about the application problems in the understanding and calculation of numbers within 20. After spelling, swinging, drawing and thinking about various graphics, feeling and describing the characteristics of various graphics, and classifying geometric shapes, the concept of space is initially established. We can compare the quantity, length and height of two things by correspondence and comparison.
(3) Some things can be classified according to the characteristics of the same type. In the process of learning, through hands-on operation, independent inquiry, practical activities and so on. Cultivate students' spirit of inquiry, practical skills and innovative consciousness. Through mathematical activities, students' mathematical thinking methods such as correspondence and statistics are initially developed. Initially learn to observe and understand things around you from a mathematical point of view, and develop mathematical consciousness.
Step 3 solve the problem
Some things in daily life can be represented by numbers from 0 to 20. Initially learn to solve some simple problems in life according to the meaning of addition and subtraction, addition and subtraction within 10 and carry addition within 20. Can compare the number, length and height of things in students' lives, and can classify some things in life. Combined with my own life experience, I initially experienced the length of 1 hour, hour and half an hour. Can ask questions and solve problems according to the information in simple statistical charts. Solve the same problem in different ways, and develop students' thinking flexibility, practical ability and innovative consciousness.
IV. Methods and measures
1. Seriously study the standards and teaching materials, improve the teaching concept, make full use of the teaching materials resources based on students' age characteristics, find students' familiar mathematics life, and make them enter the classroom. Use diversified teaching methods to stimulate students' interest in learning. Strengthen demonstration, observation and operation, so that students can experience the process of describing the real world with numbers and mathematical symbols. Advocate students' independent exploration, cooperation and exchange in learning methods.
2, in the classroom teaching, pay more attention to some problems that are beneficial to children's understanding, rather than blindly difficult, partial and extensive. It is necessary to study students' actual thinking level and take care of middle school students and students with slow thinking. Infiltrate ideological and moral education in time with teaching materials. Conduct homework evaluation activities once a month and compare them to see who makes faster progress in learning. Adhere to the positive evaluation of students, help students build confidence in learning mathematics well, and promote their all-round development.
Verb (abbreviation of verb) moral education and mathematics
Excavate moral education factors in teaching materials and optimize teaching process. Give full play to the ideological education function of the textbook itself, and lose no time to infiltrate it imperceptibly. Teachers should be good at excavating and refining the moral education factors contained in teaching materials, organically combine the explicit teaching problems with the implicit moral education influence, and realize the educational function of mathematics.
202 1 summary of personal work of math teachers at the end of the term II
This semester, I adapt to the requirements of teaching in the new period, study the new curriculum standards seriously, pay attention to exchange teaching methods and strategies with the teachers of our teaching and research group, make a teaching plan according to the actual situation of our school and the students' learning situation, and implement it as planned. Make the teaching work planned, organized and step by step. Based on the present and looking forward to the future, in order to make greater progress in the future work, this semester's teaching work is summarized as follows, hoping to carry forward the advantages, overcome the disadvantages, sum up the experimental lessons, carry forward the past and make the teaching work by going up one flight of stairs.
First, focus on collective lesson preparation.
This semester, our teachers' offices are allocated according to the teaching and research group, which is conducive to the exchange of teaching methods, strategies and ideas among teachers of the same grade and with the teaching and research group. Problems in teaching can be discussed and solved in the first time, and good teaching ideas and methods can be exchanged in time, which will make our teaching more orderly. In preparing lessons, according to the content of teaching materials and students' reality, we design course types, draw up teaching methods, record the procedures and time arrangement of teaching process in detail, and carefully compile teaching plans. Every class should be "prepared", and every class should be fully prepared before class, making all kinds of interesting teaching AIDS and courseware to attract students' attention. After class, we should sum up this lesson in time, write about the feelings after teaching, and carefully collect and summarize the information related to knowledge points.
Second, the use of network resources for learning
Now there are computers in the office and at home, so I pay great attention to studying with computers. I am good at collecting all kinds of teaching information from the internet in teaching and research classes. For example, in the teaching process of "Cognition Circle", I watched many publicly published teaching designs, courseware and lectures, and also watched the videos of online demonstration classes, and designed my teaching plans and courseware according to the specific conditions of students in my class. The students in the class have a strong interest, express their opinions and are highly motivated, and have received good teaching results. At the same time, I pay attention to enhancing class skills, improving teaching quality, explaining clearly, accurately and methodically, with clear clues, distinct levels and conciseness. There are also some problems in the classroom. In the future, we should strengthen the communication between teachers and students, make the language more passionate and let students learn easily and happily.
Third, carefully correct homework.
Homework should be arranged and checked; Targeted and hierarchical. In order to do this, I often collect information from teaching AIDS purchased by students themselves. Sometimes I go online to see the types of other teachers' homework in the same period, and screen all kinds of auxiliary materials to make every exercise have the greatest effect. Put forward different requirements for underachievers and arrange problems that meet their actual level. Correcting students' homework in time and seriously, analyzing and recording students' homework, classifying and summarizing the problems that students have in the process of homework, making a thorough evaluation, and improving teaching methods in time according to the relevant situation, so as to be targeted.
Fourth, hierarchical teaching, do a good job of after-school counseling.
Ten fingers are still of different lengths, not to mention students with different personalities from different families. Their learning abilities, methods and attitudes are different. They are conscious, lazy, smart and stupid. In this semester's teaching, I pay special attention to hierarchical teaching. After class, students at different levels should be given corresponding counseling to meet the needs of students at different levels, avoid the disadvantages of one size fits all, and at the same time increase the counseling efforts for underachievers.
Fifth, actively promote quality education.
The current examination mode is still relatively traditional, which determines that teachers' teaching mode should stay at the level of exam-oriented education. To this end, I pay attention to the cultivation of students' ability in teaching, combine imparting knowledge and skills with developing intelligence and ability, inject factors of ideological and emotional education into the knowledge level, give play to students' innovative consciousness and ability, and effectively develop and cultivate students' various qualities.
Sixth, pay close attention to the style of study
I am the head teacher of the class I teach. Students pay more attention to this subject and attend classes seriously. Most students can concentrate on the lecture and finish their homework after class. However, a considerable number of students are afraid of being scolded by the class teacher, afraid to ask the teacher about the problems in their studies, and afraid to find someone else to copy their homework by mistake, which seriously affects the improvement of their grades. In this regard, I am very concerned about the style of study, advocating a serious and realistic style of study in my class and severely criticizing plagiarism. The unit test adopts the strategy of "single person, single table", which makes students feel that plagiarism is hopeless, and they will ask the teacher if they have any questions in their studies.
VII. Contact information of family and school
For the education of students, teachers' unilateral efforts are not enough. This semester, I pay more attention to home visits than before. I will often visit their home on weekends and at noon to learn about their study and life at home and correct problems in time. Schools and families will work together to educate students. Keep in touch with parents. If you don't do your homework sometimes, you must make it up at school. Even if you ask other students to write to your parents to deliver meals, you should do your homework well.
Through a period of hard work, some students have completely got rid of the habit of not doing homework, and some students have repeated behaviors. During this time, I also found that underachievers sometimes have their helplessness without doing their homework. For example, English asks them to write antonyms and tenses, but they really don't know how to write them, because they can't even say the 26 letters clearly, which sometimes makes the teacher very helpless.
Generally speaking, there are gains and losses in teaching this semester. I will regard "gain" as my own wealth, and strive to improve "loss" in future teaching, and strive to make teaching better.
202 1 Math Teacher's Final Personal Work Summary 3
First, the class situation analysis:
There are 27 students in Grade Four, including boys 17, girls 10 and 2 foreign students. Judging from the final exam results of Grade Three, students' calculation ability and problem-solving ability are relatively poor, their seriousness is not enough, their study habits are still relatively poor, and their class scores are average in the whole town.
In view of the actual situation of the above classes, the teaching objectives of this semester are:
(1) Cultivate students' ability to listen to lectures in class and actively think and speak.
(2) Cultivating students' good learning attitude and habits is mainly reflected in correct homework writing and high accuracy.
(3) Cultivate students' cooperative consciousness and ability, and actively participate in the learning of classroom knowledge.
(4) Improve students' ability to ask, analyze and solve problems, build students' self-confidence and cultivate students' interest in learning mathematics.
Second, the teaching content:
This textbook includes the following contents: understanding of large numbers, multiplying three digits by two digits, dividing divisor by two digits, angle measurement, understanding of parallelogram and trapezoid, composite bar graph, mathematical wide angle and mathematical practice activities.
Third, the teaching objectives:
The teaching goal of this book is to enable students to:
1. Know the counting units of "one hundred thousand", "one million", "one billion" and "one hundred billion", know the natural number, master the counting method of decimals, and find the divisor of a number according to the series rounding. Experience and feel the application of large numbers in daily life, and further develop the sense of numbers.
2. I will use a pen to calculate three digits multiplied by two digits and divide by two digits, and I can estimate and check the multiplication and division method accordingly.
3. You can orally calculate two digits multiplied by one digit (the product is within 100) and several hundred dozen multiplied by one digit, divide by ten and divide by several hundred dozen.
4. Know straight lines, rays and line segments, and know their differences; Know several common angles, compare the angles, measure the degrees of the angles with a protractor, and draw the angles according to the prescribed degrees.
5. Know vertical lines and parallel lines, and draw vertical lines and parallel lines with straightedge and triangle; Master the characteristics of parallelogram and trapezoid.
6. Learn relevant knowledge about graphics and develop the concept of space by combining life situations and exploration activities.
7. Understand different forms of bar charts, learn simple data analysis, and further understand the role of statistics in real life.
8. Experience the process of finding, asking and solving problems in real life, understand the role of mathematics in daily life, and initially form the ability to solve problems by comprehensively applying mathematical knowledge.
9. Understand the idea of logistics initially, form the consciousness of discovering mathematical problems from life, and initially form the ability of observation, analysis and reasoning.
10, experience the fun of learning mathematics, improve the interest in learning mathematics, establish confidence in learning mathematics well, and form a good habit of doing homework carefully and writing neatly.
Fourth, measures to improve the quality of teaching
(a), their own quality improvement measures:
1, seriously study cultural knowledge and professional knowledge, and constantly improve and enrich yourself;
2. Seriously participate in various teaching and research activities, consult with excellent teachers modestly, learn their advanced teaching methods, and constantly improve their teaching ability and professional level;
3. Read all kinds of teaching magazines carefully, take reading notes and write down your experiences.
(2) Measures to improve teaching methods and learning effects:
1. Deeply study textbooks, accurately grasp teaching objectives, closely link with students' reality, carefully design teaching plans and arrange teaching links;
2. Strive to cultivate students' initiative and enthusiasm in learning, make full use of modern educational means, stimulate students' interest in learning, and let students acquire knowledge through active exploration.
3. Pay attention to the guidance of learning rules, so that students can change from "learning" to "learning" and achieve the goal of "teaching without teaching".
(3) Methods and measures to change poor students:
1, insist on more praise and less criticism, find their bright spots in time and help them build confidence;
2. Educate students to have a clear learning purpose, correct their learning attitude, and gradually cultivate their consciousness and self-motivation;
3. Use spare time for patient counseling and "one-on-one" activities, so that teachers and students can help them improve together.
4, contact with parents, so that the school and family reach an understanding, and * * * cooperate to cultivate students.
Verb (abbreviation of verb) teaching schedule:
Arrange teaching content during class hours
I. Understanding of Large Numbers (15 class hours)
Understanding of Numbers within 1 and 1 100 million
2. Generation of numbers
3, decimal counting method
4, more than 100 million understanding.
5. Understand computing tools
Step 6 calculate with a calculator
7, sorting and auditing
Second, the angle measurement (4 class hours) Angle measurement
Three digits or three digits multiplied by two digits (9 class hours)
1, oral multiplication
2. Pen multiplication
3, sorting and reviewing
Four, parallelogram and trapezoid (6 class hours)
1, vertical and parallel
2, parallelogram and trapezoid
5. Divider is the division of two digits (17 class hours).
1, numerator
2. Pen master
3, sorting and reviewing
Statistics of intransitive verbs (7 class hours)
1, statistics
2. Did you send a card?
Seven, mathematics wide angle (4 class hours) mathematics wide angle
Eight. General Review (6 class hours) General Review
Final review
202 1 Math Teacher's Final Personal Work Summary 4
This semester, I worked as a math teacher in Team B of Class 1 and Team A of Class 2 of Science in Senior Two, and completed the teaching of required course 5, elective course 2- 1 and elective course 4-4. The main contents of this semester's teaching are: solving triangles, sequences, inequalities, simple logic, conic curves, solid geometry, polar coordinates, parametric equations and so on. The teaching of this semester is summarized as follows:
First, teaching.
1. Grasp the dimensions of the college entrance examination and study the exam instructions and new curriculum standards carefully.
As the saying goes, "Know yourself and know yourself, and fight every battle." Only when you know what to test will you know what to teach. Seriously study "Examination Instructions", find out the requirements of the college entrance examination for each chapter of knowledge, and implement teaching in a targeted manner. It is not enough to know what to teach, but also to know how to teach. The new curriculum standard not only clearly stipulates the teaching objectives, guiding ideology and arrangement of teaching contents, but also points out: "Enriching students' learning methods and improving students' learning methods are the basic ideas pursued by senior high school mathematics curriculum. Independent thinking, independent exploration, hands-on practice, cooperative communication and reading self-study are all important ways to learn mathematics. In high school mathematics teaching, we must attach importance to students' subjective participation and teacher-student interaction. "
2. Improve students' learning style and pay attention to asking questions, exploring problems and solving problems.
Teach students how to find and ask questions. Use questions to guide students to discover, explore, summarize and summarize. Guide them to study more actively and with more interest, and cultivate problem consciousness.
3. Cultivate students' self-study ability and stratify homework.
Homework after class and feedback exercises are important means to check students' learning effect. Grasping the teaching of this link is conducive to reviewing and consolidating the knowledge learned and improving students' self-study ability. After learning a lesson and a unit, let the students summarize independently, so as to make correct feedback on the teaching effect.
4. Make good use of weekly exercises.
In order to make better use of Sunday's math week exercises, the topics should be targeted, and the correction and evaluation should pay attention to timeliness. Generally, the scores and answers should be given within 40 minutes after the end of the exam, so that students can correct their mistakes first, divide the right and wrong questions, and try their best to complete the missing links independently. The evaluation of the next day is the sublimation and display of students' thinking.
5. Do a good job as a tutor to guide students in their study and life.
"Tutorial system" is a unique teacher-student assistance system in our school, which aims to make teachers become the leaders of students' study and life. In this issue, I brought 10 tutor, established a good communication relationship through exchanges, and gained the trust of students. By caring about the tutor's study and physical and mental health, we can guide the tutor to study better, establish learning confidence, cultivate teachers' and students' feelings and enhance home-school communication.
6. Pay attention to cultivate students' good study habits and methods.
(1) Pay attention to classroom efficiency and establish confidence in learning mathematics well.
In view of students' bad habits of listening and taking notes in class, they can't remember well as a result, so they should be corrected as soon as they come into contact with these students. Guide students to prepare well before class and listen to the class with questions, and listening will become targeted. Combined with the study plan, give children more opportunities to show themselves and encourage more children to participate in classroom activities, thus improving classroom efficiency.
(2) At the end of the day, solve the problem in time and never leave any sequelae.
At first, because they are new teachers, students are afraid or unwilling to ask questions to their teachers for various reasons. First of all, I will guide and explain my interest in class, encourage students to study hard and ask more questions. I soon saw the effect. More people came to the office to ask me questions, and more new knowledge was learned and discussed with the teacher. Driven by some students, more and more students dare to ask questions. Inspired the enthusiasm and confidence of most children to learn mathematics.
(3) Correct bad habits and standardize the steps of doing the questions.
Some students have bad study habits, such as sloppy homework, sloppy problem solving, irregular writing of problem solving steps, improper application of mathematical symbols and so on. I use homework and test papers to correct students' homework and point out problems in time. For repetitive mistakes, when they appear on the test paper for the second time, they will not be merciless, but will be given a heavier score to show their vigilance. Because of its strong pertinence, it has achieved outstanding results.
(4) Guide students to set wrong questions and make rational and effective use of the maximum value of wrong questions.
Many people set up the wrong problem book, but in fact they just assembled the wrong problem, with little effect. I guide students from four aspects: the choice of wrong questions, the classification of wrong reasons, the use of wrong questions and the format of wrong questions, which is to maximize the value of wrong questions. Guide students to choose the same type of questions for consolidation training according to the wrong reasons of wrong questions, and strive to solve a wrong question and strengthen a class of questions. After this semester's hard work, most students have benefited a lot.
Second, teaching and research.
1, actively study textbooks and curriculum standards.
Do not rely on the original experience, never tire of reading textbooks, and learn new things every time. Through the study of the textbook, we can deeply understand the arrangement of examples and exercises after class in the textbook, and further understand the textbook.
2. Actively participate in teaching and research activities and evaluation activities.
Through attending and evaluating classes, I have enriched my teaching experience and teaching methods and brought great help to my teaching work. I also reflected on my own teaching, which has many shortcomings. Cherish every opportunity to attend class, learn from excellent teachers, and strive to improve their own quality and improve the level of education and teaching.
3. Strengthen after-class reflection and create a perfect classroom.
Coming to Zhengzhou and interacting with so many excellent teachers and graduates from famous universities, I feel lucky besides the pressure. I initially realized that teaching is not only to make the curriculum design perfect, but also as simple as that. More importantly, through the design of this course, how much students have participated, understood and mastered. Classroom should pay more attention to "learning" rather than "teaching". Because presupposition is very different from random generation, after-class reflection is particularly important. Through reflection, we can understand the gains and losses, and provide reference blueprints and first-hand materials for future teaching design and classroom setting.
Third, some points to pay attention to in the future
1, continue to strengthen teaching and research, expand the scope of teaching and research, actively learn from interdisciplinary experience, and participate in the activity of "one excellent course for one teacher" by learning the video of network excellent courses to improve the professional level.
2. Pay attention to the accumulation of teaching materials and educational stories. Write more blogs, share your experiences and opinions with others and strive for progress.
3. Actively set up school-based courses, challenge yourself on your own "private land", display your talents and find value.
202 1 Math Teacher's Final Personal Work Summary 5
I. teaching material analysis
Students have learned how to distinguish an angle from a right angle through the study of the first volume of the second day of junior high school. Knowing that the size of an angle is related to the opening degree of both sides, they will use triangles to judge whether an angle is a right angle. On this basis, let students know acute angle and obtuse angle. Judging whether an angle is a right angle, an acute angle or an obtuse angle is compared with the right angle on a triangle, which reflects the consistency of the method and is easier for students to master.
Through the study of this part of knowledge, students can use more accurate and specific mathematical language to describe the mathematical phenomena in life and carry out mathematical communication.
Translation and rotation are phenomena that students often see in their daily life. Mathematically speaking, translation and rotation are two basic graphic transformations. The translation and rotation of graphics play a great role in helping students to establish the concept of space and master the mathematical thinking method of reduction. When an object or figure moves in a straight line without changing its direction, it can be approximately considered as a translation phenomenon. When an object moves around a point or an axis, it can be approximately regarded as a rotation phenomenon. When introducing these two phenomena in textbooks, we should pay attention to students' life experience, so that students can initially perceive translation and rotation and realize their different characteristics. In addition, the textbook also enables students to master the translation of the graphics by translating the graphics on the square paper, and draw the translated graphics in the horizontal or vertical direction.
Second, the teaching objectives
1, make students know right angle, acute angle and obtuse angle.
2. Let students perceive translation and rotation with examples.
3. Draw the simple graphics translated horizontally and vertically on the grid paper.
4. Mathematical thinking method of initial infiltration transformation.
Third, teaching suggestions
1. Pay attention to teaching geometry concepts in combination with real life.
Students in the lower grades of primary school need visual support when learning abstract geometric concepts. Therefore, when introducing concepts, we should pay attention to starting from the familiar life reality of students and help them understand. In addition to using the materials provided by textbooks, teachers can also prepare other objects for students in combination with local conditions to help students understand acute angle, obtuse angle, translation and rotation.
2. Help students consolidate their knowledge through operational activities.
In teaching, we can imitate the activities designed in textbooks and help students consolidate their knowledge by folding, making corners, drawing corners, spelling, pulling and turning. In addition to the activities provided in the textbook, teachers can also design some activities according to the characteristics of students. For example, let a student stand in the classroom and demonstrate one or two steps of translation in four directions, that is, forward, backward, left and right ... Another example is to let a group of students join hands in a circle and rotate, or take a thread with an eraser tied at one end and rotate in the air. Through such activities, students can further experience the characteristics of translation and rotation.
3. Accurately grasp the teaching requirements.
When teaching, we should accurately grasp the teaching focus and requirements of this unit. For example, in the teaching of acute angle and obtuse angle, the key point is to let students compare the size of an angle with a right angle and know that it is an acute angle (or obtuse angle). For another example, this unit mainly allows students to have a preliminary perception of translation and rotation from the perspective of life, so that students can roughly distinguish these two phenomena and simply translate (or rotate) graphics through operations.
Fourth, the allocation of teaching time.
This unit can be completed in 4 class hours.
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