600 computing power
Publish: 2021-03-26 18:45:00
1. 1. If there are multiple cubes in your cube, then follow the mouse model, use ray on the model, and the cube touched by ray changes (such as color darkening)
2. Draw multiple cubes, arrange them in order, name them, and remove the meshender attribute (no rendering), which is equivalent to drawing a grid, which is easy to understand
3. It's troublesome to judge the range with two-dimensional array (mainly integer), The simple way is that the computer obtains the original coordinates of the model (such as the center point of the model). When the absolute value of the x value (and y value) of the mouse's real-time coordinates minus the original coordinates is equal to the side length of the square, the square (or other dry points) will be displayed with the real-time coordinates as the center, The real-time coordinates are used as the original coordinates for the next step
2. Draw multiple cubes, arrange them in order, name them, and remove the meshender attribute (no rendering), which is equivalent to drawing a grid, which is easy to understand
3. It's troublesome to judge the range with two-dimensional array (mainly integer), The simple way is that the computer obtains the original coordinates of the model (such as the center point of the model). When the absolute value of the x value (and y value) of the mouse's real-time coordinates minus the original coordinates is equal to the side length of the square, the square (or other dry points) will be displayed with the real-time coordinates as the center, The real-time coordinates are used as the original coordinates for the next step
2. Proton solvent is a kind of solvent that can provide protons. Most of them are alcohols. Of course, mercaptan is also included, but mercaptan is too smelly to be used as solvent
protonation is the complexation of a functional group with a positive H ion e to its negative charge, especially for Oh, aldehydes, ketones and carboxylic acids of alcohols.
protonation is the complexation of a functional group with a positive H ion e to its negative charge, especially for Oh, aldehydes, ketones and carboxylic acids of alcohols.
3. Graphics computing power will not decline, but the difficulty of mining will rise, interested in digging fun net to see.
4. Contract trading is the general name of 796 exchange for the futures contract trading of bitcoin. Like the 796 exchange, you can trade contracts. In June 2013, 796 exchange took the lead in the development of bitcoin weekly delivery standard Futures - t + 0 two-way virtual commodity barter contract (contract trading) in bitcoin instry. The emergence of contract trading ended the previous history that bitcoin could not be short, and opened the prelude to the development and prosperity of bitcoin derivatives market.
5. Hello, there is no bitcoin futures on domestic regular futures platform, so investment should be cautious.
6. How to improve the calculation ability of primary school students can be seen everywhere in life,
is a tool to help people solve problems,
in primary school, the calculation teaching runs through the whole process of mathematics teaching,
is the basic knowledge and skills that primary school students need to grasp when learning mathematics<
to cultivate and improve students' computing ability is one of the main tasks of primary school mathematics.
is a systematic project involving many aspects of teaching content,
"
"
"
accounts for a large proportion in Teaching, no matter it is applied problems, statistical knowledge, geometry problems, simple equations, it is inseparable from calculation. The accuracy and speed of calculation will directly affect the quality of students' learning, so the teaching of calculation can not be ignored. Calculation teaching should be out of the frame of cognitive skills, not the rule, the formation of skills as the only goal,
but should pay more attention to the students' learning process,
let the students participate in the process of exploration of algorithm,
let the students realize the development goals in the process of practice<
calculation is a tool to help us solve problems.
in primary school mathematics teaching,
calculation runs through the whole process of mathematics teaching< The quality of calculation ability is directly related to students' learning mathematics,
is the important foundation for students to learn mathematics in the future, so it is an important task for primary school mathematics teaching to cultivate students' calculation ability< First, cultivate students' interest in computing<
"interest is the best teacher"
, in the teaching of calculation, we should first stimulate students' interest in calculation, make students happy to learn and do, teach students to use oral, written and calculation tools to calculate, and master certain
calculation methods, so as to achieve the goal of accurate and fast calculation
pay attention to the form of training, stimulate interest in computing. In order to improve the students' interest in calculation, combining with
daily teaching content,
students can practice some oral arithmetic
while emphasizing calculation,
pay attention to training form
diversification
such as:
training with games, competitions, etc
use cards,
small blackboard for visual calculation,
listening calculation
limited time oral arithmetic,
self compiled calculation questions, etc
various forms of training,
not only improve students' interest in computing,
also cultivate students' good
computing habits< Second, strengthen the training of basic oral arithmetic, so that students can speak clearly and calculate easily<
in the teaching of multiplication and division in written arithmetic,
it is necessary to master new
calculation skills on the basis of strengthening the training of basic oral arithmetic, such as
238
÷< br />6
19
×
19
, the calculation should be based on the original
20
internal addition and subtraction and table multiplication
division. And also summed up the following experience,
1
, the teacher finished, don't busy let the students all alone
do, first named several on the stage demonstration, other students judge, then practice, the effect will be better<
2
, speak less,
let students practice more
3
, it shows that the written multiplication and division is a kind of programmed labor, which needs to be linked one by one, but not carelessly
when teaching oral division,
does the algorithm of oral division have to be described in written mathematical language? Students often know how to calculate? In my own words:
such as
600
÷<
3
do not look first
600
2
no tail
0
,
count first
6
÷
3
so
600
÷< br />3=200
< br />240
÷
3
want to
3
×< br />
=24
，
24
÷< br />3=8
，
240
÷
3 = 80
,
from the students' answers,
students can already calculate,
but they just can't use written terms
I spent a lot of time to train the students, saying:
6
hundred divided by
3
is equal to
2
hundred, so
600
600
100 ÷<
3 = 200
,
24
decays
with
3
equal to
8
decays, so
240
÷< br />3=80
From the effect point of view, the students speak very hard. How to deal with this situation? After thinking about it for a long time,
came up with a method of dismantling,
when calculating,
just do it according to the students,
such as
600
÷<
3
don't look at
600
not tail
0
,
calculate first
6
÷
3
so
600
÷< br />3=200
again,
don't look at the end
1
number
0
is how many tens this number can be regarded as, don't look at the end
2
number
0
is how many hundreds this number can be regarded as. You can't read less
0
without any reason. Through such an explanation, we can separate calculation from speaking, so that
students can speak clearly and calculate easily<
thirdly,
calculation teaching should pay attention to the use of existing knowledge,
promote the transfer of knowledge,
should also pay attention to the relevant life experience
problem solving
Simple decimal addition and subtraction method,
is based on the previous knowledge of integer and its addition and subtraction method, I first practiced the written calculation of
2
Dao
3
digit addition and subtraction, and asked: what should be paid attention to when calculating
then ask the students to calculate the decimal,
summarize the calculation methods,
when the decimal point is aligned,
when the decimal point is aligned,
the digits are aligned. Because of the contrast, transfer, learning effect is good
for example, in the multiplication teaching,
from
35
rows,
each row
29
people,
700
students come into the classroom,
are there enough seats<
solve practical problems and start to import,
explain the importance of estimation in life,
through the comparison of
3
calculation methods,
find the best method of estimation,
which is easy to calculate,
and close to accuracy is the best method
because of the introction of
solving practical problems, students have a certain sense of achievement, and they will have better motivation to master the calculation method<
in the teaching of written multiplication,
is also introced from the real life situation,
for example, how many crossing points are there on the go board< br />19
×<
19
,
at the beginning, I asked which students knew how many intersection points there were in go.
this aroused great interest of the students, and then through the calculation
19
×<
19
, discuss the calculation method and theory, and get the calculation results. The calculation results are the answers that students want to confirm, and the mastery of the calculation process and method is more profound
in the teaching of multiplication, paying attention to solving practical problems can make students more deeply understand the meaning of multiplication and have a better grasp of the calculation process and methods
for example, in the teaching problem solving unit,
,
also highlights a calculation problem, which should be solved in two steps
"is it necessary for students to master the ability of combining comprehensive formula?"<
,
Teaching
learning to solve problems should focus on the analysis of practical problems,
determine what to seek first and then what to seek,
because the textbook has the arrangement of combining the example
1
into a comprehensive formula,
in the example
1
teaching, I also spent some time talking about how to combine two related
step-by-step formulas into a comprehensive formula:
5
×
50 = 250
(person)
250
×
6 = 1500
(person)
the merging method is to use
5
in the first formula ×
50
replaces
250
in the second formula. In the process of practice, I also pay attention to training students' ability in this aspect, and realize the advantages of listing comprehensive formulas,
but with the increase of comprehensive formulas,
some children do not know when to use brackets,
when not? First
3
what is it? What's the difference? It is necessary to review the operation order of comprehensive formula< However, through the investigation of the previous mathematics textbooks in this volume,
there is no separate arrangement of this content,
e to the class hours,
should I teach or not? Is it worth spending too much time on
when teaching practical problems
"is it necessary to grasp the ability to merge into a comprehensive formula?"
through the discussion, it has been correctly dealt with,
added a class hour to summarize and review the operation sequence of comprehensive formula< Fourth, good calculation habits have a direct impact on the formation and improvement of students' calculation ability.
.
teachers should strictly require students to listen carefully,
think seriously,
finish their homework conscientiously and independently,
and do
review first and then practice. They should study hard and carefully in practice. They should not easily ask others or rush to verify the number
we should also develop the habit of consciously checking, checking and correcting mistakes<
teachers should also strengthen the guidance of writing format,
the standard writing format can express the students' thinking of calculation and
calculation methods and steps, and prevent mistakes and omissions in numbers and operation symbols. Teachers should set an example for students. Such as: problem-solving teaching, examination before, analysis after. Clear thinking and clear hierarchy; The blackboard writing is concise and
key points are highlighted
when cultivating students' good habit of calculation, teachers should be patient and persistent, unify methods and requirements, persevere and grasp to the end<
computing teaching is a long-term and complex teaching process,
to improve students' computing ability is not a matter of one day,
only the joint efforts of teachers and students can achieve results
is a tool to help people solve problems,
in primary school, the calculation teaching runs through the whole process of mathematics teaching,
is the basic knowledge and skills that primary school students need to grasp when learning mathematics<
to cultivate and improve students' computing ability is one of the main tasks of primary school mathematics.
is a systematic project involving many aspects of teaching content,
"
"
"
accounts for a large proportion in Teaching, no matter it is applied problems, statistical knowledge, geometry problems, simple equations, it is inseparable from calculation. The accuracy and speed of calculation will directly affect the quality of students' learning, so the teaching of calculation can not be ignored. Calculation teaching should be out of the frame of cognitive skills, not the rule, the formation of skills as the only goal,
but should pay more attention to the students' learning process,
let the students participate in the process of exploration of algorithm,
let the students realize the development goals in the process of practice<
calculation is a tool to help us solve problems.
in primary school mathematics teaching,
calculation runs through the whole process of mathematics teaching< The quality of calculation ability is directly related to students' learning mathematics,
is the important foundation for students to learn mathematics in the future, so it is an important task for primary school mathematics teaching to cultivate students' calculation ability< First, cultivate students' interest in computing<
"interest is the best teacher"
, in the teaching of calculation, we should first stimulate students' interest in calculation, make students happy to learn and do, teach students to use oral, written and calculation tools to calculate, and master certain
calculation methods, so as to achieve the goal of accurate and fast calculation
pay attention to the form of training, stimulate interest in computing. In order to improve the students' interest in calculation, combining with
daily teaching content,
students can practice some oral arithmetic
while emphasizing calculation,
pay attention to training form
diversification
such as:
training with games, competitions, etc
use cards,
small blackboard for visual calculation,
listening calculation
limited time oral arithmetic,
self compiled calculation questions, etc
various forms of training,
not only improve students' interest in computing,
also cultivate students' good
computing habits< Second, strengthen the training of basic oral arithmetic, so that students can speak clearly and calculate easily<
in the teaching of multiplication and division in written arithmetic,
it is necessary to master new
calculation skills on the basis of strengthening the training of basic oral arithmetic, such as
238
÷< br />6
19
×
19
, the calculation should be based on the original
20
internal addition and subtraction and table multiplication
division. And also summed up the following experience,
1
, the teacher finished, don't busy let the students all alone
do, first named several on the stage demonstration, other students judge, then practice, the effect will be better<
2
, speak less,
let students practice more
3
, it shows that the written multiplication and division is a kind of programmed labor, which needs to be linked one by one, but not carelessly
when teaching oral division,
does the algorithm of oral division have to be described in written mathematical language? Students often know how to calculate? In my own words:
such as
600
÷<
3
do not look first
600
2
no tail
0
,
count first
6
÷
3
so
600
÷< br />3=200
< br />240
÷
3
want to
3
×< br />
=24
，
24
÷< br />3=8
，
240
÷
3 = 80
,
from the students' answers,
students can already calculate,
but they just can't use written terms
I spent a lot of time to train the students, saying:
6
hundred divided by
3
is equal to
2
hundred, so
600
600
100 ÷<
3 = 200
,
24
decays
with
3
equal to
8
decays, so
240
÷< br />3=80
From the effect point of view, the students speak very hard. How to deal with this situation? After thinking about it for a long time,
came up with a method of dismantling,
when calculating,
just do it according to the students,
such as
600
÷<
3
don't look at
600
not tail
0
,
calculate first
6
÷
3
so
600
÷< br />3=200
again,
don't look at the end
1
number
0
is how many tens this number can be regarded as, don't look at the end
2
number
0
is how many hundreds this number can be regarded as. You can't read less
0
without any reason. Through such an explanation, we can separate calculation from speaking, so that
students can speak clearly and calculate easily<
thirdly,
calculation teaching should pay attention to the use of existing knowledge,
promote the transfer of knowledge,
should also pay attention to the relevant life experience
problem solving
Simple decimal addition and subtraction method,
is based on the previous knowledge of integer and its addition and subtraction method, I first practiced the written calculation of
2
Dao
3
digit addition and subtraction, and asked: what should be paid attention to when calculating
then ask the students to calculate the decimal,
summarize the calculation methods,
when the decimal point is aligned,
when the decimal point is aligned,
the digits are aligned. Because of the contrast, transfer, learning effect is good
for example, in the multiplication teaching,
from
35
rows,
each row
29
people,
700
students come into the classroom,
are there enough seats<
solve practical problems and start to import,
explain the importance of estimation in life,
through the comparison of
3
calculation methods,
find the best method of estimation,
which is easy to calculate,
and close to accuracy is the best method
because of the introction of
solving practical problems, students have a certain sense of achievement, and they will have better motivation to master the calculation method<
in the teaching of written multiplication,
is also introced from the real life situation,
for example, how many crossing points are there on the go board< br />19
×<
19
,
at the beginning, I asked which students knew how many intersection points there were in go.
this aroused great interest of the students, and then through the calculation
19
×<
19
, discuss the calculation method and theory, and get the calculation results. The calculation results are the answers that students want to confirm, and the mastery of the calculation process and method is more profound
in the teaching of multiplication, paying attention to solving practical problems can make students more deeply understand the meaning of multiplication and have a better grasp of the calculation process and methods
for example, in the teaching problem solving unit,
,
also highlights a calculation problem, which should be solved in two steps
"is it necessary for students to master the ability of combining comprehensive formula?"<
,
Teaching
learning to solve problems should focus on the analysis of practical problems,
determine what to seek first and then what to seek,
because the textbook has the arrangement of combining the example
1
into a comprehensive formula,
in the example
1
teaching, I also spent some time talking about how to combine two related
step-by-step formulas into a comprehensive formula:
5
×
50 = 250
(person)
250
×
6 = 1500
(person)
the merging method is to use
5
in the first formula ×
50
replaces
250
in the second formula. In the process of practice, I also pay attention to training students' ability in this aspect, and realize the advantages of listing comprehensive formulas,
but with the increase of comprehensive formulas,
some children do not know when to use brackets,
when not? First
3
what is it? What's the difference? It is necessary to review the operation order of comprehensive formula< However, through the investigation of the previous mathematics textbooks in this volume,
there is no separate arrangement of this content,
e to the class hours,
should I teach or not? Is it worth spending too much time on
when teaching practical problems
"is it necessary to grasp the ability to merge into a comprehensive formula?"
through the discussion, it has been correctly dealt with,
added a class hour to summarize and review the operation sequence of comprehensive formula< Fourth, good calculation habits have a direct impact on the formation and improvement of students' calculation ability.
.
teachers should strictly require students to listen carefully,
think seriously,
finish their homework conscientiously and independently,
and do
review first and then practice. They should study hard and carefully in practice. They should not easily ask others or rush to verify the number
we should also develop the habit of consciously checking, checking and correcting mistakes<
teachers should also strengthen the guidance of writing format,
the standard writing format can express the students' thinking of calculation and
calculation methods and steps, and prevent mistakes and omissions in numbers and operation symbols. Teachers should set an example for students. Such as: problem-solving teaching, examination before, analysis after. Clear thinking and clear hierarchy; The blackboard writing is concise and
key points are highlighted
when cultivating students' good habit of calculation, teachers should be patient and persistent, unify methods and requirements, persevere and grasp to the end<
computing teaching is a long-term and complex teaching process,
to improve students' computing ability is not a matter of one day,
only the joint efforts of teachers and students can achieve results
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