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Knowledge points of mathematics in the second grade of Su Jiaoban primary school
Knowledge is endless. Only by digging to the limit can we appreciate the fun of learning. Knowledge of any subject needs a lot of memory and practice to consolidate. Although hard, but also accompanied by happiness! Here are some second-grade math knowledge points I have compiled for you, hoping to help you.

The Knowledge Point of "Understanding Numbers within 10,000" in Grade Two Mathematics

I. Understanding of Numbers within 1000

1, 10, one hundred is one thousand.

2. When reading, read from a height. There are hundreds in a hundred, ten in ten, and a zero in the middle. No matter how many zeros there are in the end, you don't read them.

3. When writing numbers, you should start from the high position, with hundreds of digits, ten digits and ten digits. Any number without a number will be written as zero.

4. Composition of numbers: According to what number is on each number, it consists of several such counting units.

Second, the understanding of the number within 10000

1, 10 One thousand is ten thousand.

2. Numbers within 10,000 are the same as those within 1000.

3. The minimum two digits are 10, and the two digits of are 99; The minimum three digits are 100, and the three digits are 999; The smallest four digits are 1000, and the four digits are 9999; The smallest five digits are 10000, and the five digits of are 99999.

Three, the whole hundred, integer thousand addition and subtraction

Addition and subtraction methods of 1, integer hundred and integer thousand.

(1) Look at the whole hundred and the whole thousand, and then add and subtract.

(2) Add and subtract the number before 0, and then add the same number of zeros as integer hundred and integer thousand at the end of the obtained number.

Step 2 estimate

Think of a number as its approximation and then calculate it.

Induction of New Methods of Mathematics Learning in Grade Two

"From thin to thick" and "from thick to thin" learning methods

"From thin to thick" and "from thick to thin" are the research methods mentioned by mathematician Hua many times. He believes that learning should go through the process of "from thin to thick" and "from thick to thin". "From thin to thick" means to understand and know the mathematical knowledge you have learned and know why. Learning should not only understand and memorize concepts, theorems, formulas and laws. We should also think about how they were obtained, what is the connection with the previous knowledge, what is missing in the expression, what is the key, whether we have a new understanding of knowledge, whether we have thought of other solutions, and so on. After careful analysis and thinking in this way, some notes will be added to the content, some solutions will be added or a new understanding will be generated. "The more books you read, the thicker you will be."

However, learning can't stop here. We need to integrate the knowledge we have learned, refine its spiritual essence, grasp the key points, clues and basic thinking methods, and organize it into refined content. This is a "from thick to thin" process. In this process, it is not the reduction of quantity, but the improvement of quality, so it plays a more important role. Usually, when summarizing the contents of a chapter, chapters or a book, we should have this requirement and use this method. At this time, due to the high generalization of knowledge, it can promote the transfer of knowledge and is more conducive to further learning.

"From thin to thick" and "from thick to thin" are a spiral rising process, with different levels and requirements, which need to be used many times from low to high in learning to achieve the desired results. This learning method embodies the dialectical unity of "analysis" and "synthesis", "divergence" and "convergence", that is to say, mathematics learning needs the unity of the two.

The method of combining acceptance learning with discovery learning

Mathematics learning should be meaningful acceptance learning and meaningful discovery learning. How to make them cooperate with each other, organically combine and give full play to their respective and comprehensive functions is an important aspect of learning methods.

Learning, whether listening to systematic lectures or teaching materials given in the form of conclusions, does not involve any independent discovery. But in the process of learning, students are in a proactive state, not just accepting. They always ask themselves some questions, such as how the theorem was discovered or produced, how the idea of proof was worked out, and what key places need to be broken. Many mathematicians emphasize "not only to write, but also to read what is behind the book." In the process of acceptance and learning, we should also add some extreme points of discovery and learning, and learn ideas and methods of invention from them, rather than just staying in the acceptance of knowledge.

Discovery learning is to solve a problem independently by observing, comparing, analyzing and synthesizing the provided materials or problems, so as to acquire new knowledge. When solving a problem, we should really understand the essentials, principles, formulas, theorems and laws involved in the problem, understand the significance of each step of operation, and put forward and test the purpose of the hypothesis. When solving problems, we always need to connect the knowledge and methods we have learned in the past. If we can't recall them for a while, we must review them again to further understand the application. Some people encounter problems and even consult reference books or teachers to solve them. It can be seen that this period is also interspersed with learning.

Mathematics learning not only needs to accept learning, but also needs to find learning, which is conducive to thinking and cultivating creativity. Therefore, learning should be based on their own age, learning ability characteristics and teaching content requirements, so that the two can be closely combined.

Three magic weapons to learn mathematics well: correct way of thinking+good study habits+hard work spirit are three magic weapons to learn mathematics well.

The so-called correct way of thinking, popularly speaking, is what students usually say about solving problems. Many students complain that when they see math problems, they have no idea at all and don't know where to start. This shows that students have not yet established a correct way of thinking. It is not difficult to solve this problem. First of all, the class should follow the teacher's ideas, especially when the teacher explains the exercises. We should not only pay attention to the final result, but also pay attention to the process of teacher's explanation and the starting point of thinking. Secondly, we should be diligent in thinking training, such as thinking about similar exercises after class. Here, we should not follow the gourd painting gourd ladle, but must follow the correct thinking from beginning to end. Finally, you should actively participate in the research and discussion of new problems. In fact, discussing and even arguing with your classmates is an effective means to help you improve your way of thinking. In the discussion, you can find points that you didn't think of and accumulate multiple thinking angles of the same problem.

Good study habits not only play an important role in mathematics learning, but also may be a decisive factor in the success or failure of many things in your life. Whether the notes are detailed, whether the papers are written neatly, and whether they are reviewed in time after class. , is whether to establish good study habits. Some students will say, at that time, all the knowledge in the class was understood, so why take notes? Please note that understanding at that time does not mean understanding later. Notes are for future review. Some students will say that it is good to borrow from other students when reviewing, but I don't know that each student will have different emphases in the process of taking notes, even special symbols marked by himself. These are not necessarily your key points, at the same time, you also lost an opportunity to exercise your summing-up ability. In fact, there are many good study habits, which can be gradually felt in the process of learning. The key is to turn learning into a regular and lasting habit, and then enjoy it.

The spirit of hard study is not a simple accumulation of study time, in fact, it does express a persistent spirit. Are you careless about what you don't understand clearly and thoroughly, or do you keep learning until you understand it? In order to improve your calculation speed and accuracy, do you spend a lot of time on calculation exercises? For the simplest example, students with 1+ 1=2 can answer quickly, but 95+36=? Can you give an answer quickly? In fact, this is not because 1+ 1 is simple, but because this conclusion is familiar and does not need to be calculated. Therefore, as long as every student can set a reasonable goal and make unremitting efforts for it, it can be achieved in the end, even what others call a "miracle" goal.

Mathematics teaching plan for the second grade of primary school

Teaching objectives:

1, use your favorite method to count data, and let students experience the process of randomly collecting and sorting out data.

2. Have a preliminary understanding of bar charts and statistical tables (1 stands for two units), and ask simple questions according to the data in the statistical chart.

3. Through the investigation of interesting cases around us, stimulate students' interest in learning statistics, and cultivate students' sense of cooperation and practical ability.

Teaching focus:

Experience the process of data collection, description and analysis, and ask questions according to statistical charts.

Teaching difficulties:

A bar chart represents two units. Teaching preparation: statistical table, grid paper,

Teaching process:

First, review the statistical chart.

Students, in the first grade, we have learned some statistical knowledge. The agricultural teacher will test you today to see who remembers.

Second, stimulate the introduction of interest.

Students, do you like watching cartoons?

2. Teacher Nong also likes watching cartoons. I brought you some friends you like today. Let's see who they are. (Xiu) Do you like them? Now Teacher Nong wants to know which animated character our class likes best among the four animated characters. Which animated character do you like least? Do you want to know?

Teacher: Then let's do some statistics. What our class likes about these animated characters. (blackboard writing topic)

Third, independent inquiry and empirical statistics.

1, guide students to collect. Sort out the data.

In the first year of high school, we learned some statistical knowledge and knew some methods of collecting and recording data. Who can tell me what methods are available? (You can draw circles, squares and boxes, and you can also draw the word "positive" for statistics ...)

Now it is necessary to count the class's liking for animated characters. Which method is the fastest and which method is the best? The teacher provides a way for students to count which animated characters you like, and then you can stand up. The students sitting there count how many * * *? Be careful, not too much and not too little. (class discussion)

Teacher: The process of recording people who like animated characters just now is called "statistics" (blackboard writing project). We fill the statistical data into a table, which is called a statistical table. From this table, we can know the number of people who like various animated characters. If we want to see at a glance which animated character we like, there are many people, and which animated character you like is less. What else can you organize?

Health: ... statistical chart.

2. Instruct students to draw statistical charts by hand through the generated data.

Please look at the table in your hand first and think about it. How much does each box represent? Mark the data first.

② Students make their own statistical charts.

3. Summary: When the statistical data is large, we can use 1 grid to represent two units.

4. Answer the questions according to the drawn statistical chart.

What do we know from this statistical chart?

② What other questions can I ask?

If we want to show cartoons in our class next time, what cartoons should we choose?

Fourth, apply practice to consolidate new knowledge.

What do you know from this chart?

If you are the manager of a supermarket, how do you plan to purchase goods?

Fifth, talk about harvest and self-summary.

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