Brief introduction to the key knowledge of senior one mathematics: understanding graphics
A, graphics can be divided into (1) plane graphics; (2) Three-dimensional graphics
1. Plane graphics: square, rectangle, triangle, circle, parallelogram.
2. Three-dimensional graphics: cuboid, cube, cylinder and sphere.
Second, the combination of graphics.
1. Two identical triangles can be combined into a parallelogram; Two identical triangles can be put together.
Make it into a parallelogram, rectangle or triangle.
2. It takes at least 4 small cubes to form a big cube, and at least 8 small cubes to form a big cube.
Two rectangles can form a big rectangle. Two special rectangles can form a big square.
Four cuboids can form a big cuboid.
Important knowledge points of mathematics in senior one.
Addition and subtraction (1)
Add up two numbers. Appendix+Appendix = Sum
For example, 3+13 = 16,3 and13 are addends, and the sum is16.
Take a part from a number and find out how much is left. Subtract. Negative-negative = difference
For example, 19-6= 13, 19 is the minuend, 6 is the minuend, and the difference is 13.
(1) Memorize the numbers of addition and subtraction in the table.
(2) Understand the following rules
1, addition
(1) Add two numbers and keep the number unchanged: if one of the added two numbers increases, the other decreases, the other increases and the other decreases.
(2) When two numbers are added, one of them remains the same. If the other number changes, this number will also change, and the change of the result is as big as the change of the addend.
(3) Add the two numbers and exchange positions to get the same number.
Step 2 subtract
(1) Subtract one number from another to keep the reduction unchanged: if the minuend increases, the result will also increase, and the result will increase as much as the minuend increases; When the minuend is reduced, the result is also reduced, and the result is also reduced by how much the minuend is.
(2) Subtract one number from another to keep the minuend unchanged: the meiosis increases, the result decreases, and the meiosis increases and the result decreases; If meiosis decreases, the results increase, and the results increase by how much meiosis decreases.
(3) When one number is subtracted from another, the number remains the same: the minuend increases as much as it increases; As much as the minuend is reduced, the minuend will also be reduced.
Mathematics learning methods and skills
Learn math in detail situations.
"Let students learn mathematics in vivid and meticulous situations" is one of the important ideas put forward by the new curriculum standard, and it was also pursued by teachers in the curriculum reform at that time. The first volume of the textbook for Senior One plans learning materials and activity scenarios full of children's interests, such as 6-7 pages of pigs helping rabbits build houses, 14- 15 pages of wildlife parks, 18 pages of queuing to buy tickets, and 29 pages of monkeys eating peaches ... These are all familiar and approachable for children. In education, static text resources should be processed into dynamic mathematics learning resources, and demand and practice should be combined. For example, in education, we should make full use of the theme map to tell students the fairy tale of "Piglet helps Bunny build a house".
Let students walk into the situation, ask and compare carefully, and realize "more", "less" and "same" For another example, teachers can write multimedia animation courseware according to the theme map of 29 pages: little monkeys play, little monkeys go home, little monkeys eat peaches, and stimulate students' learning and love with vivid and humorous situations. After asking the little monkey about eating peaches: there are two peaches on the plate, the little monkey ate one after another, and there was none on the plate ... Understand the change from scratch and perceive the meaning of 0. The situation carefully created by teachers can integrate the day with mathematics and make students' mathematics learning process lively and humorous.
Let students acquire common sense automatically.
The essence of mathematics learning is students' re-invention. The new curriculum standard particularly emphasizes: "Mathematics education activities must be based on students' knowledge and common sense experience … to provide students with sufficient opportunities to engage in mathematics activities", "It is an important way for students to learn mathematics … Mathematics learning activities should be a vivid, automatic and distinctive process".
In education, in the spirit of "students are the masters of mathematics learning", we should provide students with sufficient time and space for exploration, operation, thinking and exchange activities in the lecture hall, so that students can learn mathematics through their own discoveries and gain common sense.
(A) let students gain common sense of mathematics through their own research.
For example, when teaching "the beginning of three-dimensional graphics", prepare various shapes for students before class, so that students can rely on the experience of shape perception to inquire and communicate what the shape of objects is, and put objects with the same shape together. Then talk about "what are the similarities between these items" and understand the characteristics of the shape of the items ... Students conduct in-depth investigations based on the accumulation experience in daily life and their feelings about the actual situation, further summarize the rational experience and open up the concept of space.
(B) Let students gain common sense of mathematics through hands-on operation.
The thinking of first-year students is inseparable from images and movements, and hands-on operation is an important way and method for students to learn mathematics. For example, when teaching "9 plus several", on the basis of students' communication with different algorithms, students are required to introduce their ideas to students by the operation of "putting 1 box making 10", so that students can intuitively understand the process of making 10. Then, arrange activities such as "pendulum, calculation", "circle, calculation" and do accounting while practicing operations. The detailed and vivid operation process corresponds to the general bookkeeping process one by one. Explicit actions drive connotative ideological activities, and students feel and understand new accounting methods in the process of operation.
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★ Summary of the key points at the end of the second volume of the first grade primary school mathematics published by People's Education Publishing House.
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