Sixth grade math review plan

The course ends in mid-May and the general review begins on May 20.
Week 12 May 20th - May 24th Review Contents: First, the number and the number of operations knowledge points: 1, the meaning of the number 1 pay attention to the meaning of the decimal and the score, the decimal is actually the denominator is 10, 100 The score of 1000, is written in the same way as the integer.
2 The meaning of the clear percentage is different from the meaning of the fraction and the decimal, and cannot be accompanied by the unit name.
3 Clear the difference between digits and digits. The position occupied by each counting unit is called a digit. The number of digits is the number of digits a natural number contains.
4 Emphasize that the judgment of several decimals is not exactly the same as the judgment of several natural numbers. For example, 3.82 shows that the fractional part is two decimal places.
2, the number of reading and writing 1 in the number of reading, writing training, we must emphasize the natural number in the middle, the end has 0 reading and writing methods.
3. Rewriting the number:
Rewrite a large number of digits into a number of 10,000 and 100 million units. There are two cases, so be careful not to confuse:
If the requirement is to rewrite the number in units of 10,000 and 100 million, the mantissa of less than ten million or 100 million is directly rewritten into a decimal.
b If you want to omit the mantissa after 10,000 or tens of millions. It is necessary to write the original multiple digits into its approximate number according to the "rounding" method.
4, the size of the number of comparisons in the comparison of the size of the number of students, we must focus on training, students can be able to compare several different numbers into the same number and then compare.
The number of five divisions helps students grasp the connection between concepts by using the connection network diagram between the P86 concepts in the book.
The focus is on distinguishing the concepts of prime, prime, and prime numbers that are highly confusing.
6, the basic nature of the fractional decimals with the help of the material P87 to understand the basic nature of the fractional decimals and then apply.
7. The meaning and the law of the four arithmetic operations grasp the relationship between the various parts of the four arithmetic operations.
Review how to check the calculation of addition, subtraction, multiplication and division.
Add some exercises that use four to calculate the relationship between the parts and find the unknown number X.
8 Operation law and simple algorithm use examples, review addition, multiplication law, let students experience integers, decimals, scores can use the law of operation.
2) Through practical application, students realize that some laws can be extended or reversed. There are also some laws or properties that can be used for calculation.
9. The four-hybrid operation is based on the correct calculation for students who are difficult to learn, and the correct calculation results are obtained.
For the general students to focus on the ability to test questions, it is possible to determine whether the factors in the title are implied.
For students who have the ability to learn, focus on training their ability to flexibly use simpler methods in the calculation process. Especially according to the actual situation of the topic. The ability to create conditions that make calculations simple.
2. Essentials of algebra preliminary knowledge:
1. The meaning and method of expressing numbers in letters can be used to express the meaning and function of numbers in letters. Make it further understand and understand.
To make a student establish a letter does not simply represent a number, he represents a specific amount of consciousness.
The value of the formula containing the letter can be obtained skillfully based on the value taken by the letter.
2. The meaning of the equation and the method of solving the equation.
Through the judgment of the formula, students can deepen their understanding of the meaning of the equation.
Master the solution to the equation and solve the equation-related concepts.
According to the meaning of the four arithmetic operations, the relationship between the various parts, skillfully solve the simple equation. But at the same time, train students to be able to organize the original equation into an equation that conforms to the basic form of the four arithmetic operations.
Four methods of solving the equation.
a, such as: x-6=20 36÷x=6 5x=25 and other equations can directly use the relationship between the parts of addition, subtraction, multiplication and division to find the value of x
b. First treat the item with the unknown number x as a number, and then solve it.
Such as: 2x + 9 = 35 6x-4 = 30 and other equations, you can first 2x, 6x, etc. x items with unknowns are treated as a number, after they are found, then press four to calculate the parts The relationship between the equations is solved.
c. Calculate in the order of the four arithmetic operations, make the equation change form, and then solve the problem.
Such as: 4x-3.5 × 4 = 10
3/5 × 3.5-x=1.4 To find the product of 3.5 × 4, 3/5 × 3.5, the equation is transformed into: 4x-14=10 2.1-x=1.4.
d. Select the operating law to deform the equation, and then solve the solution as follows: 2/3 x+1/2x=42, x-0.8x-6=32, etc. First use the operating law to deform the equation to x=42, x- 6=32, then calculate the operation in parentheses, and transform the equation to: 11/6x=42, 0.2x-6=32, and finally solve.
3. The nature of the ratio deepens the meaning and basic nature of the understanding ratio, and understands the relationship between ratio and fraction and division.
The relationship between the ratio and the score, ratio and division is related. The three are related, but they must not be considered as division, or score. They are different. The ratio is a relationship between the two quantities. The division is an operation, and the score is a number.
Guide students to build awareness of the conscious transformation of scores and scores. For example, the ratio of the two numbers of A and B is 5:4. It can be seen that the ratio of the number of B to the number of A is 4:5, the number of B is 4/5 of the number of A, and the number of A is 1.25 times of the number of B. The number of A is 5/9 of the sum of the two numbers of A and B, and the number of B is the 4/9 of the sum of the two numbers and so on. This is great for cultivating students' ability to seek different thinking and creatively solve problems.
4. The method of simplification ratio and ratio can skillfully reduce the ratio and ratio, correctly distinguish the simplification ratio and the ratio, and reduce the simplification ratio. The ratio is the quotient of the former and the latter, but the result is Integer, decimal, fraction.
5, the meaning of the scale and its application to further understand the meaning and basic nature of the proportion, and can skillfully solve the proportion.
Further understanding of the meaning of the scale allows skilled students to skillfully apply proportional knowledge. The scale of the plan is correctly obtained, and the distance on the map and the actual distance are obtained from the scale.

In the learning scale, the relationship of "distance on the map / actual distance = scale" is emphasized. The scale is different from the rule of the general measurement length. It is a ratio and should not have a unit name.
The training student will look at the scale of the number of lines attached to the figure and the scale of the latter item. It is felt that the scale of the first item of the scale is 1 and the actual distance can be reduced to the figure. The latter item is a phenomenon in which the scale can enlarge the actual length.
Pay attention to the difference between the ratio and the ratio, they are all representation relations, the ratio is the relationship between the former and the latter, so it has only two; the ratio is equal to the two ratios, so it has four item:
6. The meaning of positive and negative proportions further understand the meaning of positive and negative proportions, and understand the relationship and difference between ratio, proportion, and positive and negative proportions.
According to the relationship between y/x=k and xy=k, it is correctly judged whether the two related quantities are proportional or inversely proportional.
When using the three sets of questions in reviewing simple sets of questions, we should focus on deepening students' understanding of the quantitative relationship and mastering some common quantitative relationships.
The training of the adaptation questions is carried out by changing the known conditions and the unknown condition positions in the title.
2. The basic structure and analysis method of simple application questions enable students to skillfully select calculation methods to solve simple application questions according to the quantitative relationship between the conditions and problems in the questions.
Review the method of analyzing the set of questions, and allow students to choose the method they like to analyze the set of questions.
3, the structure of the composite set of questions and the method of analyzing the quantitative relationship to master the structure of the composite set of questions, and can more skillfully use their favorite methods to analyze the set of questions, and correctly determine the method and steps of answering the set of questions.
It is necessary not only to reproduce the training of the number of applied questions, but also to reproduce the awareness of helping students to establish tests and to master the methods of checking the use of sets of questions.
4. According to the meaning of the title, establish the equal relationship according to the quantitative relationship in the question, correctly establish the equal relationship, and list the equation according to the relationship. The key training is to grasp the most important equivalence relation in the problem to establish the equivalent relational equation. There are big differences between thinking methods and arithmetic methods. Pay attention to the reverse thinking of using arithmetic. Strengthen guidance to prevent students from thinking.
5, a slightly more complicated number of sets of questions, and the answer method can be more skillful to answer the scores of the set of questions to review the percentage of the application of the focus on the following two aspects of training, which is considered as the unit "1";
The second is to find out what is the fraction of a number, or how many fractions of a number are known. Enable students to clarify the quantitative relationship between slightly more complicated questions, improve students' ability to distinguish, and correctly select the appropriate method to answer.
6. Use the positive and negative ratio relationship to solve the problem of applying the problem.
Efforts are made to train students to accurately observe whether there is a proportional relationship between the two related quantities, what proportion relationship, and the ability to list proportional according to nature.
7. Use different knowledge to solve the problem of applying the questions to train students to use the knowledge flexibly to solve the problem of applying questions. Encourage students to use multiple methods to answer the set questions.
Fourth, the amount and measurement knowledge points:
1. The common length unit and the rate of entry between adjacent units.
Master the commonly used metric length units and master the rate of progress between length units.
The rate of entry between units of length is 10, while the rate of entry between meters and kilometers is 1000.
2. The rate of common area units and adjacent units.
Master the commonly used area and plot unit; master the area and the rate of entry between the plot units.
Review the area and the rate of progress among the plot units, and remember on the basis of the students' understanding to help students who have difficulty learning to find out the rate of input between the commonly used area units is 100 instead of 10.
3. Commonly used volume units and the rate of entry between adjacent units.
Master the commonly used volume and volume units; master the rate of entry between volume and volume units.
4. Commonly used weight units and the rate of advancement between adjacent units. Master the common metric weight units and master the rate of entry between weight units.
5, the conversion between commonly used volume units and related volume units, although the mm is related to cubic decimeters, cubic centimeters, but it is not that the volume is the volume, which is two different units of measurement.
Distinguish between good length units, area units and volume units, and establish awareness of the correct use of relevant measurement units.
6. Commonly used plot units master the rate of penetration between plot units
7. Commonly used time units and the rate of progress between adjacent units master the commonly used time units; master the rate of progress between time units.
Deepen the understanding of time units and strengthen the memory of the rate of participation.
8. The rewriting of the number of points focuses on the review of the method of aggregation, especially the method of clustering using the law of positional movement of decimal points.
Improve students' ability to interact with single and multiple names.
V. Geometric preliminary knowledge knowledge points
1. The understanding of straight lines, rays, and line segments deepens the understanding of lines, rays, and line segments, and understands the connections and differences between them.
2. Know the names of the various parts of the corner.
Deepen the understanding of the names of the various parts of the diagonal, master the classification of the angles, and use the tools to draw the various angles required.
When teaching the concept of a corner, you should pay attention to correcting the misunderstanding that the student regards the straight line as a flat or a full angle. To look at the angle or the angle of the corner, look at the angle or the angle of the corner.
3, recognize vertical and parallel can use tools to more skillfully draw perpendicular and parallel lines perpendicular to or parallel to a straight line.
Students can correctly determine whether the two lines are perpendicular or parallel to each other.
4, the understanding of the triangle.
Master the method of classifying triangles according to different classification criteria.
Being able to correctly find the height corresponding to a certain bottom
5. Recognize the characteristics of parallelograms, rectangles, squares, and trapezoids.
Recognize features of parallelograms, rectangles, squares, and trapezoids.
Pay attention to the review of the connections and differences between parallelograms, rectangles, and squares.
6. Recognize symmetrical graphics.
Draw the axis of symmetry of the symmetrical figure.
7. Formula for calculating the perimeter and area of ​​parallelograms, rectangles, squares, and trapezoids.
Further understanding the derivation of the calculation method of the perimeter and area of ​​parallelograms, rectangles, squares, trapezoids.
Master the calculation method and be able to compare the perimeter and area of ​​these figures.
It is necessary to give full play to the role of the network diagram in the textbook so that students can form a structure for the calculation of the plane geometric area.
8. Recognize the characteristics of the circle and the calculation method of the perimeter and area.
Recognize the characteristics of the circle.
Understand the calculation formula of the circumference and area of ​​the circle.
The circumference and area of ​​the circle can be calculated more skillfully.
9. Recognize the characteristics of cuboids, cubes, cylinders, and cones, as well as the calculation of their surface area and volume.
Recognize the characteristics of cuboids, cubes, cylinders, and cones.
Understand the derivation of their surface area and volume calculation formulas.
Their surface area and volume can be calculated correctly.
10. When reviewing the calculation of perimeter, area, and volume, pay attention to the following three points.
Use individual digits and unit names correctly.
When an approximation is required, different methods of approximating values ​​should be used depending on the actual situation.
Allow and encourage students to calculate the perimeter, area, and volume of the graph in a variety of ways.
Six, simple statistical knowledge points:
1. Answer the average number of questions.
Can correctly answer the questions about the average number.
Skilled in answering more complex averaging questions.
In the case of averaging, in the case of incomplete situations, the results should be obtained by using different approximations depending on the specific situation.
2. Collect, analyze and organize data, and draw simple single and double statistics.
Master the classification of data, organize methods, and be able to draw simple single and multiple statistics.
3. Draw simple bar chart and line chart.
Master the characteristics and functions of the three charts, and draw simple bar charts and line charts as needed.
For students who have the ability to learn, you can let them master the method of drawing fan charts.
Drawing a chart focuses on training students to select a certain length based on the size of the paper to indicate a certain amount. Achieve mastery of skills and develop students' aesthetic perspectives simultaneously.
4. Answer relevant questions based on statistical tables and charts.
Be able to answer the relevant questions more skillfully based on the data provided in the statistics and charts.
It is possible to add some training to draw corresponding statistical graphs based on the data reflected in the statistical table.
Seven, comprehensive practice.