5月雅思口语Part2话题精读配范文：skills you learned in a math class
- 2018年05月11日18:13 来源：小站整理
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古语有云：有话题岂能无范文，有范文岂能无解读?请看小编为大家带来的2018年5-8月雅思口语part 2新题解析：Describe some useful skills you learned in a math class from your primary/high school 数学课上学的有用技能。
You should say:
What the skill was
How you learned it
Who taught you
And why it was useful to you
The useful skill I learned in a math class from my primary school is the multiplication form. This form is made up of results of multiplications between all the numbers from 1 to 9. For example, 2 multiply eight equals 16 and 3 multiply 7 equals 21. It is usually presented in the shape of stairs, and knowing it enables us to get the results of multiplications quickly.
This form is a compulsory content for all the pupils around China in their primary education. From Laokaoya. From day one, I spent a great deal of time familiarizing, learning and practicing it so that I will not forget it for my whole life. This article is from laokaoya website, do not copy or repost it.It has become my instinct and I can still speak out these numbers without thinking.
It was a middle-aged female teacher who taught me this form. At that time, I was quite numb and a slow learner. Even if it was a very simple question, I could get the result wrong. However, the teacher would not criticise me, but patiently explain again and again and guide me through the computing process. Finally, I caught up with my classmates and mastered this form.
It is very useful in life. When we are shopping, we often need to do some simple calculation so that the goods will not exceed our budget. from Laokaoya. Without a calculator at hand, I often resort to this multiplication form to get my numbers and it never goes wrong.
Part 3 问题
Can computers help us in math areas?
What is the first subject learned by children in China?
What methods can be applied to make math class more interesting?
How do you use math in your daily life?
Do you think everyone needs to learn math?
Mental Math Skills 心算能力
The above calculations usually arise at times when, or places where, I do not wish to take the time to pull out a calculating device, or let the world know I cannot figure things out without help.
Descriptive and Predictive Statistics 数据统计
Many news reports and advertisements use statistics, but seldom provide enough information for the viewer or reader to make their own evaluation of the data. A strong background in descriptive statistics helps you to understand how easily incomplete statistical information, or poorly designed polls, can mislead at election time, in advertisements, or in making organizational decisions. Recent research results on brain development also seem to lean towards describing our brain as a marvelous statistical engine that allows us to make reasonable inferences in situations that have a history of varied results.
Work Habits 良好的工作习惯
Using scrap paper to do work on topics not yet mastered, and copying work over before handing it in. It is amazing how much can be learned from copying work over:
– checking for mistakes
– correcting post-mistake work efficiently
– finding a new way to approach a problem
– finding a better or more effective way to present your answer
Keeping course materials organized in a way that makes them easy to review regularly, and find material when needed. Organization skills and habits of mind can help improve both your efficiency and your results on most any task or assignment.
Communicating My Thought Process 思路表达能力
Most math teachers will require their students to “show their work” in order to receive full credit. This is no different than an English teacher requiring a conclusion to be justified by preceding persuasive paragraphs. Writing an “essay” that consisted only of a concluding sentence, even if it is a very good conclusion, would not result in a passing grade. Neither will most work in math and science if all you do is show the result. We always, always need to either convince the reader that our result makes sense, and/or help the reader verify that we have not made any mistakes. In English, we use words to do so; in Math we use both words and the more concise notations developed in each Math course.
The more challenging a task, the more creative the solution approaches need to be. Can a problem be made easier to understand by summarizing or doodling? Can it be broken down into smaller pieces that are easier to tackle? Can you start at the end and work backwards? Can you start somewhere in the middle, then work from there to both the beginning and the end? Can the task be described or illustrated in a different way, one that might bring completely different approaches to mind?
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