? 1 10 power =?
? 1. 1 to the 65438th power =?
? 0.9 to 10 =?
? With the joint efforts of teachers and students, the power of 1 0 = 1? 1? 1? 1? 1? 1? 1? 1? 1? 1= 1,
1. 1 to the power of 65438 = 1. 1? 1. 1? 1. 1? 1. 1? 1. 1? 1. 1? 1. 1? 1. 1? 1. 1? 1. 1≈2.853 1,
10 to the 0.9 power =0.9? 0.9? 0.9? 0.9? 0.9? 0.9? 0.9? 0.9? 0.9? 0.9≈0.3 133。
? I spent a lot of time working out the final result with the children. The children are most concerned about whether my answer is consistent with the teacher's. As soon as the results came out, the children either cheered or beat their chests, or had a trace of regret on their faces. ...
? The children suddenly realized.
? The second math knowledge shared with children is about the formula of the second unit interest rate.
? What is interest equal to?
? Students answered like a flood, interest = principal? Interest rate? Duration. What if it's for study? The deposit period is the same, the last 2 months; The interest rate is the same, the same classroom, the same teacher; The only difference is that everyone's principal is our next payment. Do you choose to pay 1, 0.9 or 1. 1? The amount of principal ultimately determines the harvest of our graduation exam.
? Continue to let the children observe the three formulas and continue to recall the previous knowledge.
1? 1= 1 (itself),
1. 1? 1. 1 (a number greater than 1) = 1.2 1, 1? 1. 1? ……? 1.1≈ 2.8531,1can also be expressed by a false score of110, and the final result is bigger than itself, and the bigger it is.
0.9? 0.9 (less than 1) = 0.8 1, 0.9? 0.9? ……? 0.9≈0.3 133, 0.9 can also be expressed by a real score of 9/ 10, and the final result is smaller than itself, and the more you multiply it, the smaller it becomes.
? Guide students to find any number that is not 0 and multiply it with a number less than 1, and the product is less than this number; Multiplied by 1, the product remains unchanged; Multiply by a number greater than 1, and the product is greater than this number. We can not only understand the relationship between product and factor, but also help to cultivate the sense of number and judge the rationality of the result of decimal multiplication. Why not?