Starting from this week, the fourth and fifth grades continue to have math classes together, and everyone's enthusiasm is very high. I asked them to learn music scores with intuitive graphics first. They quickly understood the nature of the score and distinguished the size of the score. Through intuition and graphics, they themselves deduced the nature of a fraction: in the case of the same denominator, the larger the molecule, the greater the value of the fraction. Similarly, when learning fractional addition with the same denominator by graphics, they understand it quickly and deduce a law by themselves. When the denominator is the same, the numerators are added directly. When they deduced the nature of the score and the law of addition of the score themselves, the sense of accomplishment and honor of being praised made their learning enthusiasm soar, and they invested more enthusiasm in the following study.

As soon as they came to school this morning, they got together to discuss yesterday's math homework. The fifth-grade students take the initiative to explain to the fourth-grade students what they don't understand. This scene is very touching. The first class is Chinese. When the bell rang, everyone couldn't stop to discuss math. They want to change Chinese class into math class. Judging from their enthusiasm, they should take math class and change the Chinese class to the second class.

Yesterday, they began to learn fractional addition with different denominators. Two days ago, they deduced that there is a very important rule in fractional addition, that is, molecules can only be added under the same denominator, which involves concepts such as multiple, common multiple, least common multiple and total score. So how can students learn and accept happily?

I divided eleven students and a teacher into four study groups with three people in each group. After I solved the problem, I asked them to discuss and do it, trying to sum up the definitions of common multiple and minimum common multiple. The first group to summarize will be applauded by the whole class.

Gan Yongguang, Gan, Huang.

Gan Yutong, Gan Rumeng, Zhao Min.

Gan Zhonghua, Lan Tianyu, Chen.

Teachers Yan Kai, Yufeng and Cheng Xin.

When Gan Yutong's team summarized, Zhao Di raised his fist excitedly.

Chen and his team are working hard.

When they understand the concepts of common multiple and minimum common multiple, they can divide scores with different denominators into scores with the same denominator. At this time, it is simple, and molecules can be added. They are very happy when they see that they can add up the scores of different denominators to get the correct answer, and they can also appreciate the magic and beauty of mathematics.

The time for a class passed quickly, and everyone didn't want to finish. Originally, the second class was Chinese (changed from the first class), but as a result, I continued to take math class at the request of my classmates. They are crazy about mathematics and can't stop. What should we do next?