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在教了有余数的除法后,我出了下面一道题让学生做: 某乡要修一条660米长的公路,平均分给10个村,每村出12个劳力。问平均每个劳力修多少米?还剩多少米? 作业本收来一看,没想到,同一道题竟出现了三个余数: ①660÷10÷12 ②660÷12÷10 ③660÷(12×10) =66÷12 =55÷10 =660÷120 =5……6 =5……5 =5……60 我对学生的解答过程进行了反复推敲,也没发现什么问题。我去掉“还剩多少米”,结果用分数表示,答
After teaching the division of the remainder, I came up with the following question for the students to do: A township should cultivate a 660-meter-long road with an average of 10 villages and 12 labors per village. Asked how many meters each laborer repaired? How many meters left? The homework received a look, did not expect, the same question actually appeared in the three remaining: ①660 ÷ 10 ÷ 12 ②660 ÷ 12 ÷ 10 ③660 ÷ (12 × 10 ) = 66 ÷ 12 = 55 ÷ 10 = 660 ÷ 120 = 5 ...... 6 = 5 ...... 5 = 5 ...... 60 I made repeated inquiries about the students' answers and did not find any problems. I removed “how many meters left,” the results expressed in the score, answer