For the first-year students, the key to solve this problem is not only to use backward deduction, but also a difficulty that is often overlooked, that is, the word "half" has practical significance. If you don't understand half the meaning, then no matter what you say, the child won't understand.

First, help children understand the meaning of half, from the following levels to understand.

I ate half, and the rest was as much as the rest.

If it is a rope, cut off half, the rest is also half, and the rest is also cut off.

With the above understanding, children can be better guided to push back. The guidance process is as follows:

Step 1: Understand that there are/kloc-0 peaches left the next day, so how many did you eat the next day? (If the child doesn't know, please train to understand half of the three meanings) [1 left, 1 eat]

Step 2: How many peaches are there before eating the next day? Column 1+ 1=2 (pieces)

Step 3: Understand that the peaches of the next day are half of the peaches eaten on the first day.

Step 4: I ate half on the first day and left two. How much did I eat? [Two left, two eaten]

Step 5: 2+2=4 (pieces)

Sometimes a child can master the thinking method of many problems, but because some words are not understood, it bothers him and interferes with his thinking. Just like this question, we must first understand half the meaning. ..