Two-way detailed list of mathematical subject propositions

An exam that knows the order of questions.

Pre-set scores for horizontal questions

difficulty

1 real number (square root) concept memory multiple-choice question 3 0.95

2 Algebraic expression operation understanding multiple choice questions 3 0.80

3 data (scientific counting, accurate numerical value) memory multiple-choice questions 3 0.90

4 Three Views Understanding Multiple Choice Questions 3 0.90

5 Symmetry of graphics (center, axis) Understanding multiple-choice questions 3 0.80

6 Statistical Comprehension Multiple Choice Questions 3 0.80

7 application of stocks, multiple-choice questions, 3 0.80

8 geometry proposition memory multiple choice questions 3 0.70

9 the relationship between function and image understanding multiple choice questions 3 0.70

Calculate the arc length of 10 circle by multiple choice questions.

1 1 probability comprehension fill in the blank 3 0.80

12 factorization understanding fill-in-the-blank problem 3 0.80

13 Properties of Inverse Proportional Function Image Usage Fill in the blanks 3 0.60

14 Application of Axisymmetry and Minimum Value in Life Fill in the blanks 3 0.60

15 explore the law to fill in the blanks 3 0.50

16 Calculation of Real Numbers and Trigonometric Functions Understanding Solution 6 0.75

17 Fraction Simplified Understanding Solution 7 0.70

The application, understanding and problem solving of 18 quadrilateral 7 0.70

19 application, analysis and estimation of statistical tables and charts, understanding and solving problems 8 0.70

The proof and calculation in 20 circle solved the problem of 8 0.50.

2 1 application of equations and inequalities to solve problems 9 0.50

22 comprehensive questions (based on the combination of geometry and quadratic function, the combination of numbers and shapes, existing problems, classified discussion, moving point problems, etc.). ) solved by 10 0.30.

Summary of Mathematics Proposition Work in Senior High School Entrance Examination in 2009

(Shenzhen 2009 senior high school entrance examination mathematics subject proposition group)

First, the proposition thought

This volume contains ***22 questions, with a full mark of 100, and the examination time is 90 minutes. The examination paper consists of the first volume (multiple choice questions) and the second volume (non-multiple choice questions). Volume 1 has 10 multiple-choice questions, ***30 points; There are five fill-in-the-blank questions in the non-multiple-choice part of Volume 2, with a score of * * *15; Answer 7 questions, ***55 points. The content of the test paper covers the main parts of the four knowledge fields of the curriculum standard: number and algebra are about 46 points; Spatial domain graphics about 30 points; Statistics and probability are about 14; Practice and synthesis are about 10.

A remarkable feature of this test paper is that it contains questions that closely follow the pulse of the times and reflect the fresh themes of the times. For example, question 3, 1 1 is a prudent use of the Olympic theme; Question 7 is about the hot topic-the intervention of stocks; 14 and 18 reflect the role of mathematics in solving practical problems in life; The practical application of 2 1 topic in earthquake relief and other backgrounds. It has played a very good role in infiltrating students' understanding of their own times, enhancing their pride in the times, paying attention to social phenomena around them, caring about the development of the country, and stimulating students' interest in mathematics.

This paper not only attaches importance to the examination of students' mathematical knowledge, but also attaches importance to the examination of students' ability; Not only pay attention to familiar problems and their evolution on this basis, but also pay attention to the innovation of scenarios and knowledge; It not only considers whether the students reach the graduation level stipulated by the curriculum standard, but also takes care of the diversion requirements of the entrance examination. The difficulty distribution of test questions is reasonable and orderly, the expression of test questions is concise and standardized, and the pictures and texts are well-made and arranged reasonably, which is conducive to students' stable display of their true mathematics level.

Second, the design of test questions

1, 1- 10 Multiple choice questions are the most basic questions. Mainly investigate the basic knowledge, skills and experience of basic activities in junior and middle schools. Low starting point, fast start and easy to score.

Question 6 examines students' understanding of the common modes, median, average and range in data. Among them, students' common mistakes in understanding and calculating the concept of median have a great interference on getting the correct result, so it is advisable to design a multiple-choice question.

10, the solution of which depends on students' correct understanding of the formulas of rhombus, sector, equilateral triangle and arc length involved in the figure, and mainly examines students' comprehensive ability to use knowledge to solve problems. This design can effectively examine whether students have solid basic knowledge and basic ability.

2.11-15 is a fill-in-the-blank question.

The question 14 stems from the adaptation of the textbook question. This topic, combined with the actual situation, is placed in the plane rectangular coordinate system to examine the students' ability to transform the real situation into mathematical problems and the ability to combine numbers with shapes. Because the coordinate system and the coordinates of points are given, the difficulty is reduced to some extent.

Question 15, exploring the law, originated from the adaptation of the 2008 senior high school entrance examination mathematics system review book (Beijing Normal University Edition). Let the students look for the rules after observing and thinking, and then draw a general conclusion of conjecture. To a certain extent, the students' sense of number is investigated, and the process of drawing conclusions has the characteristics of concentration and epiphany, so it is very appropriate to use fill-in-the-blank questions.

3. Questions16 and 17 are all derived from the processing and adaptation of textbook questions. This paper not only examines the core content of "Numbers and Formulas"-operation, but also puts the requirements of "openness" into the examination instructions, which provides a platform for students to show.

4. 18, 19, 20 have a slight gradient, but intermediate-level candidates can also complete it well.

18 examines the properties of parallel lines, the definition of angular bisector, the determination of isosceles trapezoid and the properties of right triangle with acute angle of 30. Among them, question ① effectively examines students' basic deductive reasoning ability and conforms to the spirit of curriculum standards; The calculation of geometry in question (2) highlights the significance and function of the transformation from graphics to triangles, and embodies the close relationship between quadrangles and triangles.

Question 19, choose the familiar life situation of students and present it naturally in the form of histogram and fan chart. It not only examines students' ability to directly obtain the required information from a single picture, but also examines students' ability to comprehensively use two statistical pictures to process information and make judgments. It integrates the knowledge of data representation, processing and reasoning.

Question 20, although the narrative is concise and the question setting is clear, but there are many knowledge points to examine, large thinking content, more comprehensive, and a certain gradient. The topic is based on the circle that students are familiar with, and comprehensively uses the judgment of right triangle, similar triangles's judgment and properties, trigonometric function, etc., to systematically examine students' ability to comprehensively apply mathematical knowledge to solve problems.

5, the finale question takes into account the level test function and selection function.

Problem 2 1 is a transportation cost optimization problem. To solve this problem, candidates have to go through the process of "problem scenario-modeling-explanation, application and expansion". The design gradient of this question is reasonable and scientific, which reflects the examination of students' different levels of ability in the process of inquiry. The problems involved include three levels: the first problem is to determine the number of tents and food, and to investigate students to establish equation (group) models; The second question is about scheme design, which examines the ability of students to establish inequality groups and finally solve the range of relevant variables by solving inequality groups; The third problem is how to design a scheme that costs the least. This topic examines students' ability to build models and flexibly use the properties of functions. In a word, this topic reflects the natural relationship between equations, inequalities and functions and related mathematical problems in practical application, and effectively reflects the comprehensive examination of mathematical modeling ideas.

Question 22 consists of four simple to complex questions, and it is a comprehensive question covering algebra, geometry and trigonometry. It can not only examine students' abilities of guessing, analyzing, comparing, inducing and reasoning, but also examine the thinking methods of combination of numbers and shapes, classified discussion, equations, transformations and functions. In addition, the solution is not unique, so that there is a strong discrimination in examining the flexibility and breadth of students' thinking as a whole. The second question is the inquiry question of "existentialism", which is conducive to deepening knowledge. On the surface, the third question seems to be a question of investigating the relevant knowledge of dynamic geometry. In essence, it is a special study of its special position in the process of change. The problem to be solved at this time is bound to be closely related to the application of functions and equations, which emphasizes the examination of the ability to solve geometric problems by algebraic methods. The fourth question is that students explore the maximum triangle area independently, which better examines students' consciousness and ability to apply functions. The problem-solving method is not unique and open, which is conducive to cultivating students' divergent thinking.

By participating in the examination paper distribution and examination, the professional quality has been improved, the spirit of cooperation has been cultivated, the sense of responsibility and mission has been enhanced, and the courage to overcome difficulties has been exercised. These will be brought to our future work and life, so that we can benefit for life!