Question 2: Factors and multiple mind maps. When we draw a mind map, we will put our identity information on it. Can you use this? Moreover, only factors and multiples are mentioned, and there is no specific content and text reference. Our thinking associations are different, and the map drawn may be far from what you need. This is even less applicable. So, at least you should provide your original materials.
Question 3: Mind Map about Multiples and Factors Mind Map about Multiples and Factors
The first is the central theme. We put in multiples and factors and add background pictures to represent them.
Followed by the first-order branch, magnification, factor and their relationship.
Followed by the secondary branch, put the specific introduction. You can refer to the picture below.
Question 4: The fifth grade mind map, multiples and factors should be drawn.
Question 5: Finding Common Factor Multiples by Short Division Mind Map The method steps of finding the greatest common factor and the smallest common factor by short division:
Step 1: Find the least common factor of two numbers and divide it by the least common factor to get two quotients.
Step 2: Then find out the minimum common factor of the two quotients, and divide it by the minimum common factor to get a new level of two quotients;
Step 3: and so on until both companies are prime numbers (that is, both companies have only one common factor1);
Step 4: Multiply all common factors, and the product is the greatest common factor of two numbers; Multiply all common factors with the last two quotients, and the product is the least common multiple of two numbers.
Question 6: How to draw the mind map of decimal multiplication in the first volume of mathematics in the fifth grade of primary school?
Question 7: How to draw the mind map of decimal multiplication and division in the first volume of fifth grade mathematics in primary school?
Question 8: What is the relationship between Unit 5, Unit 2 and Unit 4 in fifth grade mathematics? People's education publishing house, the first volume of primary school mathematics guidance outline.
Huang Shuo Ye Ling
Unit 1: Location
Themes use pairs of numbers to determine location.
Self-study content textbook P2 case 1
Guiding outline
1. Read the pictures and questions in Example 1 and think about how the teacher determined Sean's position. What is a "column" in your own words? What is "ok"? And how to determine which column and which row?
2. According to the specific situation, if (2,3) is used to represent the position of Sean, how much data is used? What do the numbers in (2, 3) mean?
3. Use (2,3) to indicate Sean's position. Can you point out the location of Rebecca and Zhao Qiang? (Pay attention to your writing format)
4. Combined with the self-study situation, can you try to summarize the method of expressing position with number pairs and its writing format in your own words?
5. Practice and complete the "doing" of P2.
Several pairs on the grid paper were tried to determine the position of the object.
Self-study content textbook P3 case 2
Guiding outline
1. What's the difference between the schematic diagram of the zoo shown in the observation book and what I have seen before?
2. Think about it carefully. In this example of 1, what are the vertical lines and horizontal lines on the square paper? Observe the position of the grid on the grid paper. Can you point out the location of the gate? Say the meaning of each number.
3. Point out the positions of Panda Pavilion, Monkey Mountain, Elephant Pavilion and Aquarium in pairs and record them.
4. Observe and compare the two pairs representing the positions of the Elephant Pavilion and the Aquarium, and see what you find. What are the characteristics of the site selection of these two venues?
5. Use (x, 4) to indicate the location of the elephant house. Can you determine where it is? Why? Think about it. How many numbers do you need to determine the position on the grid paper?
6. Exercise the third question of P5 in the book.
Unit 2 Fractional Multiplication
Subject score multiplied by integer
Self-study content textbook P8~9 case 1, case 2
Guiding outline
1. Read the example 1 on page 8 carefully, and then express the meaning of the question in your own words. What does it mean that a person runs as far as a kangaroo jumps?
Do it yourself, draw a line segment diagram and mark the known situation and problems on the line segment diagram?
3. Combine your own line drawing, use various methods to calculate the formula, and think about how to calculate the score multiplied by the integer.
4. Try to sum up Example 2 by yourself to see if the product you multiplied is the simplest score. Think about how many ways to integer fractions. Which method is simple?
5. Practice and complete P9 "Doing" 1-3.
Subject score multiplied by score
Self-study content textbook P 10~ 1 1 Case 3 and Case 4.
Guiding outline
1. Observe the theme map of P 10 and solve "How many hours did you paint this wall?"
Take out a piece of paper and use it to represent this wall. Apply this paper first, then apply it. According to the coloring results. Think about how to multiply the score by the score.
3 Use your own summary method to calculate, and then origami to verify whether you have calculated correctly.
4 self-study book example 4, formulation, calculation, think about how to multiply the score by the score, how to reduce the score.
5 Calculate and observe the restoration process of textbooks in the preview book, and think about how it is different from the restoration form of P9 case 2. Think about how to divide a fraction by an integer.
6. Exercise: Complete P 1 1 "Do"
The law of integer multiplication is extended to fractions.
Self-study content textbook P 14 Cases 5 and 6
Guiding outline
1. Observe three groups of formulas in case 5 of P 14. What are the differences and connections between the two formulas in each group? What's their score? What should I fill in?
2. Contact the knowledge of integer multiplication formula we have learned before. What pattern did you find?
3. Observe P 14 Case 6, and see what algorithm is used in the first step given in the textbook? And complete the calculation process. And think: why can you make the calculation simple?
4. Exercise: Complete P 14 "Doing"
This problem is to find a fractional multiplication application problem, which is a fraction of a number.
Self-study content textbook P 17 examples 1
Guiding outline
1. Read carefully P 17 cases 1. In your own words, what does it mean that "China's per capita arable land only accounts for the world's per capita arable land"? Draw a schematic diagram of the line segment by yourself, mark the known conditions and problems on the line segment diagram and think about it. > & gt