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One of the students fault. Some fill team has 5 This question is a known condition and although only a problem, in fact, many conditions implied. If students can not list out the conditions implied that this condition is very difficult to fill in the blank correctly. From the problem of view, the conditions implied there: ① It is seeking a number of how many times another number is certainly calculated by division; ② asked this group to know the number of paintings and chorus numbers; ⑧ chorus numbers must be group more than the painting; ④ group is a multiple of painting, choral group is several times the number. Known conditions and then contact analysis: the number of filled chorus must be a multiple of 6. Know the 5 points, to fill in the blank condition correctly. To be different: A. Chorus of 42 people,[link widoczny dla zalogowanych], B. 18 people chorus,[link widoczny dla zalogowanych], C. 24 in the chorus, D. Chorus of 12 people, E. There 3O chorus of people, F. 36 people chorus, G. There were 48 choir, H. Chorus 9 people,[link widoczny dla zalogowanych], I. Chorus of 54 people. So many fill law. H students not only understand, he did not know the number of the chorus must be a multiple of 6, do not know to use division calculations. In order to consolidate this type of analysis can be modified to the above question and compared: 56 were a choir, choral group, the number is how many times painting? A. According to the problem you get what conditions? B. Several methods to determine filled? C. Similarities and differences compared with the original title. This practice is mainly to master problem-solving methods. -''Pp-''p -''t 'math class, the teacher wrong question, says the wrong thing is a taboo in mathematics teaching. But if we grasp the teaching time to deal wit, negligence, sometimes the resources into student learning,[link widoczny dla zalogowanych], and even receive unexpected results. Once, speaking of multiplication distributive property, I arranged for a group of the consolidation exercise, the last question is: 32 ~ 46 +32 ~ 54, a student to help me get a small blackboard, do not accidentally wipe out the latter part of into 32 to 46, until the chattering class, the students do not say this question, I realized that due to my negligence, causes students to controversy. I wanted to fill a sudden inspiration, this is not just to compile an open problem? Why do not I give students a chance to actively explore it? And I pretending to be mysterious, said: a - t a nose Pi j ■ 0_ = | l drug 1 - nose _ Group Tuo wood pigeon for easy operation with a distributive multiplication exercises, can you guess the teacher behind the content? teachers who help make up? ripple, the enthusiasm of the students were fully mobilized, the following discussion, the discussion louder,[link widoczny dla zalogowanych], like the bombing of the pot in the classroom, students on the board after another to make up , +168 x46,-22x46, ... ... Increased capacity, is also to develop broad thinking.