Whether anyone teaches you this thing or not, the most important thing is whether you have consciousness and perseverance. In fact, the learning methods of any subject are the same. Keep memorizing and practicing, so that knowledge can be engraved in your mind. Here are some sixth-grade math knowledge points I have compiled for you, hoping to help you. The basic concept of travel problem: travel problem is to study the movement of objects, which studies the relationship between speed, time and distance of objects. The basic formula is: distance = speed × time; Distance ÷ time = speed; Distance ÷ Speed = Time Key Problem: Determine the position and direction in the process of movement. Encounter problem: speed sum × encounter time = encounter distance (please write other formulas) Catch-up problem: Catch-up time = distance difference ÷ speed difference (write other formulas) Running water problem: downstream stroke = (ship speed+water speed) × downstream stroke = (ship speed-water speed) × upstream time = downstream speed = ship speed+water speed. Bridge crossing problem: the key is to determine the moving distance of the object, refer to the above formula. Main methods: The basic problem of line drawing method is: knowing any two quantities of distance (meeting distance and catching up distance), time (meeting time and catching up time) and speed (speed and speed difference), and finding the third quantity. The sixth grade mathematics knowledge points are summarized as follows: 1. Characteristics of circle 1 A circle is a plane figure surrounded by a closed curve in a plane. 2. Features of the circle: beautiful appearance and easy rolling. 3. center o: the point of the center is called the center. The center of the circle is generally represented by the letter O. After the circle is folded in half for many times, the intersection of creases is at the center of the circle, that is, the center of the circle. The center of the circle determines the position of the circle. Radius r: The line segment connecting the center of the circle and any point on the circle is called radius. In the same circle, there are countless radii, all of which are equal. The radius determines the size of the circle. Diameter d: The line segment whose two ends pass through the center of the circle is called the diameter. The same circle has countless diameters, and all the diameters are equal. The diameter is the longest line segment in a circle. The inner diameter of the same circle or the same circle is twice the radius: d=2r or r = d ÷ 2 4. Equal circle: circles with equal radius are called concentric circles, and equal circles can be completely overlapped by translation. Concentric circles: Two circles with coincident centers and unequal radii are called concentric circles. 5. The circle is an axisymmetric figure: if a figure is folded in half along a straight line, the figures on both sides can completely overlap, and this figure is an axisymmetric figure. The straight line where the crease lies is called the symmetry axis. Figures with symmetry axis: semicircle, sector, isosceles trapezoid, isosceles triangle and angle. A figure with two symmetrical axes: a rectangle with three symmetrical axes; An equilateral triangle with four axes of symmetry; Square with or without symmetry axis: circle, circle 6. Draw a circle (1) The distance between two feet of the compass is the radius of the circle. (2) Draw a circle: fix the radius, center of the circle and make a circle. Second, the circumference of the circle: the length of the curve around the circle is called the circumference of the circle, and the circumference is represented by the letter C. 1, and the circumference of the circle is always more than three times the diameter. 2. Pi: The ratio of the circumference to the diameter of a circle is a fixed value, which is called Pi and is expressed by the letter π. That is: pi = circumference ÷ diameter ≈3. 14 So, the circumference of a circle (c)= diameter (d)×Pi- circumference formula: c=πd, c=2πr Pi is an infinite acyclic decimal, and 3. 14 is an approximation. 3. Circumference change law: how many times does the radius expand, how many times does the diameter expand, and the circumference expansion multiple is the same as the radius and diameter expansion multiple. 4, semicircle circumference = half circumference+diameter =πr+d Primary school sixth grade mathematics review method 1. To clarify the purpose and task of review, the review divorced from reality must not be a simple mechanical repetition. It is necessary to sort out the basic knowledge of mathematics learned in primary schools through the review system, clarify the key points and key points of knowledge, and clarify the internal relations between knowledge, so that students' four operational abilities, preliminary logical thinking ability and spatial concept can be further improved on the original basis. Through review, students can systematically master the basic knowledge about integers, decimals, fractions, percentages, ratios and simple equations, and can correctly and quickly calculate the four points of integers, decimals and teaching, thus improving their calculation ability. Further mastering a common measurement unit can skillfully calculate the perimeter, area and volume of some geometric shapes, and can simply measure your land and calculate earthwork, thus cultivating students' spatial concept. Being able to master common quantitative relations and methods to solve practical problems, improve students' ability to solve practical problems with arithmetic methods and equations, and cultivate students' ability to solve practical problems with logical thinking. Before reviewing, we must combine the actual situation of the students in this class, determine the key points, and choose the teaching method to review. Each class should have a clear review purpose, requirements and main direction, so as to improve the review quality. Second, determine the focus and scope of review. Reviewing is not simply repeating what you have learned before. Teachers must pay attention to the content of lectures and systematically sort out what you have learned. When reviewing, we should pay attention to give full play to students' main role, arouse students' learning enthusiasm, inspire them to study by themselves, summarize and sort out what they have learned, and systematize their knowledge. Or inspire students to question difficulties, and teachers will guide students to solve doubts, thus promoting students' in-depth understanding of knowledge. The following are ten review points: 1) The meanings of integers and decimals, reading and writing methods, and the mutual conversion of measurement units and names. 2) Elementary arithmetic of integers, decimals and fractions. 3) The concept, perimeter and area of plane figure. 4) Simple equation. 5) Divisibility and abacus of numbers. 6) The meaning and nature of fractions and percentages and the simplification of complex fractions. 7) Surface area and volume of three-dimensional graphics. 8) Proportion and specific gravity. 9) Solutions to various application problems and solving application problems with equations. 1 0) statistics and charts. Third, when using flexible review methods, we must pay attention to giving full play to students' initiative. Encourage students to think independently. Review should not only let students simply reproduce what they have learned in mathematics. This will encourage students to learn by rote, and pay attention to promoting students' mastery and flexible use of what they have learned. 1) comparative analysis method. Some concepts, definitions, formulas and rules that students are easily confused should be gradually mastered on the basis of understanding. And through comparative analysis, help students understand their connections and differences, so as to deepen their memory. 2) autonomous reading method. The reviewed knowledge has already been learned. Teachers can choose several related textbooks for students to read independently. Teachers organize discussions around key topics, grasp key points or briefly explain what students don't understand, disperse students' thinking and cultivate students' ability to analyze problems independently. 3) sorting method. Look at the content of elementary school mathematics application problems, and there are various forms. The arrangement in the textbook is also scattered, especially the knowledge of geometry, which is abstract in content, with many concepts and formulas and complicated in calculation. So be sure to tidy it up when reviewing. Make knowledge systematic and organized. Find out the essential characteristics of all kinds of knowledge and cultivate students' logical thinking ability. 4) Inductive synthesis method. The content and knowledge of primary school mathematics are very wide. The content of each part mostly involves other parts of knowledge, which has great horizontal connection and strong knowledge mobility. Review should be from easy to difficult, from general to special, from basic to flexible, and make full use of the transfer law of knowledge to conduct a comprehensive review. 5) Focus on review. Learn about students' learning situation in time, find out the knowledge defects among students, and remedy them in time according to the specific situation. It is necessary to review and improve students' knowledge in a targeted and focused manner. Fourth, the specific measures of review 1) reflect on teaching and make plans. In the review, you can't repeat the knowledge step by step according to the book arrangement, lest the students eat cold rice and become dull. Teachers should systematically review the basic knowledge effectively and reasonably, internalize the knowledge structure and stimulate students to actively participate in learning activities. Therefore, the first stage of review should focus on the foundation and reflect comprehensively. At the same time, teachers should also ask each student to take notes in class. Students should write down what the teacher reviewed in class, especially the key sentences in the comprehensive blackboard writing. Teachers also check it once a week to urge students to finish it in time. 2) Special training to break through all links. In view of the knowledge points that students are prone to make general mistakes and individual mistakes, we should combine typical reflection with individual reflection, strengthen training, introduce special review methods, and break through the review ideas of all links. On the one hand, students are given special review training. On the other hand, pay attention to the reflection of unit test paper, comprehensive test paper and students' self-evaluation, and review each chapter together. Strengthen the inertia of knowledge and be flexible at this stage. On the other hand, pay attention to the examination marking and evaluation. 3) Hierarchical guidance and overall improvement. Attach importance to the hierarchical guidance of class students, develop and cultivate their individuality, and encourage students to help each other, strive together and improve together. Through these stages of review, every student will improve greatly.

Summary of sixth-grade mathematics knowledge points and related articles: ★ Summary of sixth-grade book 1 ★ Summary of sixth-grade mathematics final review knowledge points ★ Summary of sixth-grade mathematics general review knowledge points by People's Education Press (full version) ★ Review data integration of first-grade to sixth-grade mathematics knowledge points ★ Summary of sixth-grade mathematics knowledge points ★ Summary of sixth-grade important and difficult knowledge points ★ Summary of sixth-grade mathematics knowledge points ★ Complete collection of sixth-grade mathematics learning methods and skills in primary schools.