Children often make mistakes when doing application problems:

First, there is no marked unit.

I wonder what the teacher's thinking of solving problems is now? I saw that the answer to the child's application problem was only a formula, and there was no other explanation. The original didn't even write the unit. After several times, they began to indicate the units on the results of the formula.

Second, multiples and cardinality are in no order.

For example, one number is a, and the other number is five times that. In the calculation of formulas, A should be multiplied by 5 instead of 5 multiplied by A, but similar situations often occur in children's formulas.

I have been talking to my children about the meaning of the formula, which is related to the problem of the unit. Things are getting a little better now.

I don't know if I didn't pay so much attention to this formula order when I was at school.

Third, there are no steps to solve the problem.

This is also the key point to answer "I can't understand the application problem".

If you don't understand the topic, it shouldn't be that you don't know the words, but that you can't contact the topic. Therefore, I have always stressed to my children that to do application problems, we must follow the following steps to list the known conditions, what we want, the problem-solving process and the answers.

1, the known conditions of the topic.

List all clearly indicated information in the title in the order of 123. This process is actually a process to help you understand the meaning of the topic. At the same time, you can also think about how the information you already know can help the answer.

Sometimes children will ask, in fact, these things are all in the title. Why do you want to copy it again? Isn't this a waste of time?

This question is really reasonable. In the case of excluding the child from being lazy and unwilling to write more, I told him with certainty that this process of repeated copying is a process of understanding and letting the brain reconfirm the information. If you just read the questions and start to calculate in the table, it is easy to ignore the implicit conditions in the questions and lead to the failure of the answers.

2. What are the requirements for listing the topics?

This is what bothers children. Why do you have to copy it again when the topics are clearly marked?

I will tell him that by looking at the known conditions, I will find out what is missing and determine the direction to solve the problem.

3. Problem solving process

Ask the children to list the formulas one by one in the order of known conditions. The advantage of this is that it is convenient for them to check, and each step has corresponding content. Once there is a subsequent mistake, they can find out where there is a problem.

In addition, it is also very important to write out the known conditions with formulas. In the exam, even if the final result is wrong or you can't answer it, these listed formulas can get hard marks.

4. Finally, write the answer according to the requirements of the topic.

Children often make a mistake. Formulas are listed, and the results are written out. Regardless of the last step of "answering", the calculation results are correct, but points will be deducted.

The transformation of application problems in mathematics learning is relatively large. It turns out that children are exposed to digital calculations, only formulas. When it comes to application, it's all words. This change is to convert words into formulas. So I have been asking my children to perform the first step and list the formulas word for word. I think this is a better way to guide application problems.