Reading a topic is to examine the topic, find out the meaning of the topic, clarify the questions that must be asked, and the conditions contained in the topic. Usually, I find that many children will do it immediately after a cursory look at the topic, or simply say that they will not do it. At this time, as long as he reads the topic again, he will be suddenly enlightened. You usually have to read the questions three times. Know what to say the first time, ask questions clearly the second time, and read with questions. At this time, you should read slowly, think while reading, circle the places you think are important, think about the conditions of the questions in the question, and analyze the quantitative relationship between them when reading for the third time.

Second, analyze the quantitative relationship.

Many children begin to write after reading the topic, without analyzing the quantitative relationship in the topic at all. Some children just think there when analyzing the purpose of the problem. You can still cope with those simple problems, and you can't start with the more complicated ones. It is best to use the manuscript paper to analyze the topic. You should write and draw on the manuscript paper. You can extract keywords and draw line segments. Some topics can also be demonstrated in kind and performed by yourself, which is intuitive and easy to remember.

Third, list the formula calculation

After analyzing the quantitative relationship, you can calculate it in column form, so I won't focus on it here. If you usually do problems, you can also think about how to solve them, so that a problem can be analyzed and solved in different ways from different angles, so as to achieve the training of multiple solutions to one problem and expand the thinking of solving problems.

Fourth, check whether it is correct.

After the topic is finished, you should review the problem-solving ideas and see if each step is reasonable. When solving problems, there are generally two kinds of analytical thinking. One is to start with the problem and find out which conditions can be solved, and the other is to start with the conditions and see which conditions can be solved until the problem is solved. When reviewing the train of thought, you can change the train of thought to test whether you have done it right or not. If we start with the problem, we can start with the conditions.

Let's share 50 classic problem-solving ideas and answers, and suggest collecting them to facilitate children's usual practice.