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《中小学数学》(小学版)2015年7、8期《倍数、分数、百分数应用题万变不离其宗》一文,作者认为:分数、百分数三类应用题是分别由整数倍数应用题扩展延伸而来,要沟通整数、分数、百分数应用题的内在联系,从数量关系分析这一根本入手,以“倍数应用题”数量关系分析解决分数、百分数应用题。以“倍”统领倍数、分数、百分数应用题的教学,是解决这类问题的有效手段。但在教学实施的时候,学生关于“倍”的知
“Primary and secondary mathematics” (primary school) 2015 7, 8 “multiples, scores, the percentage of application questions remain unchanged” article, the author believes that: the fraction of the three types of application questions are extended by the integer multiples Come, to communicate the integer, score, percentage of the application of the internal relations, from the quantitative relationship between the fundamental start with “multiple application questions ” quantitative relationship analysis to solve the scores, the percentage of application questions. In order to “times ” command multiples, scores, the application of the problem of teaching, is an effective means to solve such problems. However, in the implementation of teaching, students about “times ” knowledge