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在学完圆面积的计算后,我在课堂上组织了一次巩固练习。有一道题是这样的:如图所示,已知正方形的面积是10平方厘米,求圆形的面积是多少平方厘米?学生读完题目,便迅速思考起来。有的埋头计算,有的则小声交流,本来平静的课堂活跃起来。这时,有一个学生说:“老师,这道题求不出半径,无法计算。”真是一石激起千重浪。学生们立即议论开了。“是啊,老师。真的无法计算,您是不是把数出错了啊?!”另一个学生说话时脸上写满了疑问。看着一张张急得发红的脸蛋,我由衷地高兴。
After learning the calculation of the area, I organized a consolidation exercise in class. There is a question like this: As shown, the known square area is 10 square centimeters, circular area is how many square centimeters? Students read the title, they quickly think of it. Some calculations, while others whispered, the quiet class had been active. At this time, a student said: “Teacher, this question can not find a radius, can not be calculated.” The students immediately discussed it. “Yeah, teacher, really can not figure out, did you make a mistake ?! ” Another student’s face was filled with questions. I am glad to see a sheet of red-eyed face.