There is little knowledge of mathematics in life.

1. What mathematical knowledge do you have in your life? Please make a list and use more words.

There are many mathematical problems around our lives, which run through all aspects of our lives. There are many math games in real life, such as children's quick calculation of 24 when playing poker, math box filling game, and even Zhao Benshan's sketches have many such math games, such as "seven monkeys in the tree, a monkey on the ground, and a few monkeys." And so on. These games constitute a colorful picture in our life. We get together every morning. First of all, we make a relatively simple plan for the day's work, what to do in a day, when to finish it, and what is the budget expenditure and income of this day; After having a preliminary plan, start to implement the work of the day; A day's work is accompanied by various calculations, and the budget is mathematics. After a day's work, the next step is the summary of the day. Summarized by a mathematical operation, the result of the operation is a relatively intuitive number. In our real life, shopping, estimating, calculating time, determining location and buying and selling stocks are all related to mathematics. It can be said that mathematics is everywhere in people's lives. Mathematics is an indispensable tool in daily life. No matter what occupation people are engaged in, they will use mathematical knowledge and skills and mathematical thinking methods to varying degrees. Especially with the popularization and development of computers, this demand is increasing day by day. Whether it is weather forecast, savings, market research and forecast in our daily life, or gene map analysis, engineering design, information coding, quality monitoring and so on. It is inseparable from the support of mathematics. Mathematics, like language, is a tool with international universality. It can be said that there are countless mathematics in nature, such as the honeycomb built by bees, whose surface is composed of wonderful mathematical figures-regular hexagon, which consumes the least material and time; The manhole covers of urban sewers are all round. Do you know why? On the sidewalk, we often see such patterns, which are paved with square or regular hexagonal floor tiles of the same size, so that the floor tiles of this shape can be paved into a flat ground without pores. Is there a mathematical truth of salvation in this? For another example, 100 households need to install telephones, but they don't need 100 telephone lines. As long as they are kept busy for a period of time, the installation cost can be greatly saved, which embodies the role of mathematical statistics. Therefore, life cannot be separated from mathematics, which is the epitome of life. At the end of the year, businessmen said that my new year was coming. Farmers are also talking about how much food they have earned this year; The workers are also discussing whether the income and expenditure of this year are equal and how much savings there are; The soldiers talked about their training achievements this year and how many achievements they improved; Students' academic performance is the standard to measure a teacher's efforts in the past year; The unit is also making such a summary. The end of one year is like this, and the beginning of the next year also needs a budget; People are doing the same thing every day, every month, every quarter and every stage; A person, a family, a unit, an organization, a country, etc. They all use mathematical methods to do certain operations on them in different time, place, space, people and things. And then get an intuitive numerical index as the goal, conclusion, budget, degree, etc. In short, mathematics in life can be said to be everywhere, and mathematics has a serious impact on our lives.

2. What is the common sense of mathematics in life?

This is an interesting common sense of mathematics, and it is also good to use it in mathematics newspapers.

People call 12345679 "Leak 8". This "number without 8" has many surprising characteristics, such as multiplying by multiples of 9, and the product is actually composed of the same number. People call this "uniform". For example:

12345679*9= 1 1 1 1 1 1 1 1 1

12345679* 18=222222222

12345679*27=333333333

……

12345679*8 1=999999999

These are all 0 times to 9 times of 65438+9.

And 99, 108, 1 17 to 17 1. Finally, the answer is:

12345679*99= 122222222 1

12345679* 108= 1333333332

12345679* 1 17= 1444444443

… …

12345679* 17 1=2 1 1 1 1 1 1 109

It is also a "uniform"

3. Mathematical knowledge in life

Learning mathematics should be used in real life. Mathematics is used by people to solve practical problems. In fact, math problems arise from nine kinds of life.

For example, when you go shopping, you will naturally use addition and subtraction, and you always have to draw pictures when you build a house. There are countless problems like this, and this knowledge comes from life and is finally summed up as mathematical knowledge, which solves more practical problems.

I once saw a report that a professor asked a group of foreign students, "How many times will the minute hand and the hour hand overlap between 12 and 1?" Those students all took off their watches from their wrists and began to set hands; When the professor tells the same question to the students in China, the students will use mathematical formulas to make calculations. The commentary said that it can be seen that China students' mathematical knowledge is transferred from books to their brains, so they can't use it flexibly. They seldom think of learning and mastering mathematics knowledge in real life.

From then on, I began to consciously connect mathematics with daily life. Once, my mother baked a cake, and two cakes could be put in the pot.

I thought, isn't this a math problem? It takes two minutes to bake a cake, one minute in front and one minute in the back. At most, two cakes are put in the pot at the same time. How many minutes does it take to bake three cakes at most? I thought about it and came to the conclusion that it takes 3 minutes: first, put the first cake and the second cake into the pot at the same time, 1 minute later, take out the second cake, put the third cake and turn the first cake over; Bake again 1 min, so that the first cake is ready. Take it out. Then put the reverse side of the second cake on it, and turn the third cake upside down at the same time, so it will be all done in 3 minutes.

I told my mother about this idea, and she said, actually, it won't be so coincidental. There must be an error, but the algorithm is correct. It seems that we must apply what we have learned in order to make mathematics serve our lives better.

Mathematics should be studied in life. Some people say that the knowledge in books has little to do with reality now.

This shows that their knowledge transfer ability has not been fully exercised. It is precisely because they can't understand it well and apply it to daily life that many people don't attach importance to mathematics.

I hope that students can learn mathematics in their lives and use mathematics in their lives. Mathematics is inseparable from life. If they study thoroughly, they will naturally find that mathematics is actually very useful. Mathematics in Life Lin Fei's life is the birthplace and root of mathematics, so mathematics can find its trace in life.

"Mathematics Curriculum Standard" points out: "Mathematics is an indispensable tool for people's life, labor and study." Since mathematics comes from life, our mathematics teaching should not only be a simple knowledge transfer, but should follow the concept of coming from life and living in life, so that students can realize that mathematics is around and feel the interest and function of mathematics.

For a long time, why are some students not interested in mathematics, and even have a fear of mathematics learning? The main reason is that mathematics is too far away from students' lives, so students find mathematics boring and abstract and difficult to learn. At present, the new textbooks have overcome this drawback.

It links mathematics with life, with rich themes and various forms, and guides students to explore some mathematical problems. These are all in line with the psychological characteristics of primary school students' strong curiosity, good thinking and innovation.

According to the requirements of the new textbook, I try to make mathematics close to children's lives and pay attention to meeting the needs of children's physical and mental development. Combined with my own practice, I would like to talk about some understandings.

1, matter comes from life, mathematics comes from life, and there is mathematics everywhere in life. When teaching, we should be good at digging up the mathematical materials in life, making mathematics close to life, making students feel the practicality of mathematics and having a sense of intimacy with mathematics.

For example, in the teaching of understanding grams and kilograms, materials are selected from students at the beginning and made into video clips for classroom introduction. These three videos are students weighing, farmers selling vegetables and fruit stalls buying fruit. By reviewing familiar life scenes, students can feel the close connection between quality and our life and eliminate the sense of distance from these knowledge.

In addition, the whole class, from teaching AIDS to learning tools, is taken from the daily necessities that students are most familiar with. When students see their favorite food or familiar necessities appear in the classroom, that kind of intimacy will make their mood unprecedentedly high, thus stimulating their desire to learn actively. In practice, I consciously arranged an after-school practice topic "Being a little helper for mom and dad", asking students to go to the food market or supermarket with mom and dad on weekends to learn the weight of some items and record it, so as to link our small math class with the big social class, so that students can feel the connection between mathematics and life again, and form and consolidate the concept of weight in social practice.

2. Paying attention to life experience Life experience is an important resource for children's mathematics learning. Respecting and acknowledging that "life experience is an important resource for children's mathematics learning" can effectively help teachers change their teaching methods, thus promoting the change of students' learning methods.

If we can't correctly analyze students' existing life experience, it may be difficult to accurately grasp the "starting point" of students' learning, and teaching is likely to return to the old road of "indoctrination". Implementing a kind of "mathematics teaching based on children's life experience" is also one of the core concepts of mathematics curriculum reform.

4. Mathematical knowledge in life

In life. For example, when you go shopping, you will naturally use addition and subtraction, and you always have to draw pictures when you build a house. There are countless problems like this, and this knowledge comes from life and is finally summed up as mathematical knowledge, which solves more practical problems.

I once saw a report that a professor asked a group of foreign students, "How many times will the minute hand and the hour hand overlap between 12 and 1?" Those students all took off their watches from their wrists and began to set hands; When the professor tells the same question to the students in China, the students will use mathematical formulas to make calculations. The commentary said that it can be seen that China students' mathematical knowledge is transferred from books to their brains, so they can't use it flexibly. They seldom think of learning and mastering mathematics knowledge in real life.

From then on, I began to consciously connect mathematics with daily life. Once, my mother baked a cake, and two cakes could be put in the pot. I thought, isn't this a math problem? It takes two minutes to bake a cake, one minute in front and one minute in the back. At most, two cakes are put in the pot at the same time. How many minutes does it take to bake three cakes at most? I thought about it and came to the conclusion that it takes 3 minutes: first, put the first cake and the second cake into the pot at the same time, 1 minute later, take out the second cake, put the third cake and turn the first cake over; Bake again 1 min, so that the first cake is ready. Take it out. Then put the reverse side of the second cake on it, and turn the third cake upside down at the same time, so it will be all done in 3 minutes.

I told my mother about this idea, and she said, actually, it won't be so coincidental. There must be an error, but the algorithm is correct. It seems that we must apply what we have learned in order to make mathematics serve our lives better.

Mathematics should be studied in life. Some people say that the knowledge in books has little to do with reality now. This shows that their knowledge transfer ability has not been fully exercised. It is precisely because learning cannot be well understood and applied in daily life that many people do not attach importance to mathematics. I hope that students can learn mathematics in their lives and use mathematics in their lives. Mathematics is inseparable from life. If they study thoroughly, they will naturally find that mathematics is actually very useful.

5. Math stories in life 100 words, 3 articles are urgent.

One Sunday morning, my parents and I watched TV at home. There was a basketball game on TV.

After watching it for a while, my father suddenly said to me, "Qiqi, let me test you a math problem to see if you can?" I opened my mouth and said, "OK, no problem." Dad thought for a moment and said, "suppose the red team throws eight balls a minute and the blue team throws six balls a minute." After eight minutes of pitching together, the blue team improved its hit rate 10 ball per minute, while the red team only threw six balls per minute because of physical exhaustion. How many minutes later, the red team and the blue team threw the same number? " I thought for a while, but it took him a long time to figure it out.

As time went by, I really couldn't think of it, so I had to say shyly, "I can't do it without a draft." I know that even if I have a draft, I may not be able to do it.

At this moment, my mother said to me: "It turns out that the red team throws two more shots a minute than the blue team, and one * * * throws eight minutes, which is 8*2= 16 (one); Later, the blue team overtook the red team and threw four more balls per minute. How many minutes does it take to throw 16 balls? 16÷4=4 (minutes), it takes 4 minutes to catch up. " I said, "It's so simple! Why didn't I think of that? " Dad smiled and said, "Is it simple? This shows that there is something wrong with your thinking.

In real life, we should be good at discovering things and finding out their laws, then you will feel that mathematics in life is much more interesting than that in class. Through this incident, I found that mathematics in life is indeed everywhere, everywhere in life and study.

From then on, I like math more! Comments (2)3 148 Other answers (2) An enthusiastic friend, animal mathematical meteorologist Lorenz, published a paper entitled "Will butterflies flap their wings to cause tornadoes in taxonomic groups?" This paper discusses that if the initial condition of a system is a little worse, its result will be very unstable. He called this phenomenon "the butterfly effect". Just like we roll the dice twice, no matter how deliberately we roll, the physical phenomena and points thrown twice are not necessarily the same.

Why did Lorenz write this paper? This story happened in the winter of 196 1 2008. He operated the meteorological computer in the office as usual. Usually, he only needs to input meteorological data such as temperature, humidity and air pressure, and the computer will calculate the possible meteorological data at the next moment according to the built-in three differential equations, thus simulating the meteorological change map.

On this day, Lorenz wanted to know more about the subsequent changes of a record. He re-entered the meteorological data at a certain moment into the computer, so that the computer could calculate more subsequent results. At that time, the speed of computer processing data was not fast enough, so he had time to have a cup of coffee and chat with friends for a while before the results came out.

An hour later, the result came out, but he was dumbfounded. Compared with the original information, the original data is similar, and the later data is more different, just like two different pieces of information.

The problem is not the computer, but the data he entered is 0.0005438+027. These subtle differences make a world of difference. So it is impossible to accurately predict the weather for a long time.

References:

Cao Cao's Gourd (Volume II)-Yuan Zhe Science Education Foundation II. The mathematical "genius" hive in animals is a strict hexagonal cylinder with a flat hexagonal opening at one end and a closed hexagonal diamond bottom at the other end, which consists of three identical diamonds. The rhombic obtuse angle of the chassis is 109 degrees 28 minutes, and all acute angles are 70 degrees 32 minutes, which is both firm and material-saving.

The honeycomb wall thickness is 0.073 mm, and the error is very small. Red-crowned cranes always move in groups, forming a "human" shape.

The angle of the herringbone is 1 10 degrees. More accurate calculation also shows that half the angle of the herringbone-that is, the angle between each side and the direction of the crane group is 54 degrees, 44 minutes and 8 seconds! And the angle of diamond crystal is exactly 54 degrees, 44 minutes and 8 seconds! Is it a coincidence or some "tacit understanding" of nature? The spider's "gossip" net is a complex and beautiful octagonal geometric pattern, and it is difficult for people to draw a symmetrical pattern similar to a spider's net even with the compass of a ruler.

In winter, when a cat sleeps, it always hugs its body into a ball. There is also mathematics in it, because the shape of the ball minimizes the surface area of the body, so it emits the least heat. The real "genius" of mathematics is coral.

Coral writes a "calendar" on its body, and "draws" 365 stripes on its wall every year, apparently one a day. Strangely, paleontologists found that corals 350 million years ago "painted" 400 watercolors every year.

Astronomers tell us that at that time, the earth only had 2 1.9 hours a day, not 365 days a year, but 400 days. (Life Times) Comment (1)62 Baiyun Grade 8 2009-08-04 1. Q: It takes 1 minute to fry two cakes in a pan at a time, so it takes two minutes for a cake to go from the pan to * * *. At this rate, three cakes will be fried. A: Three minutes.

In the first minute, fry two cakes first; In the second minute, turn a cake upside down, take out another cake and put in a new cake; In the third minute, take out a cake fried on both sides, turn the other cake over, and then put the cake just fried on one side in. 2. Q: The seawater in a certain place 1000 kg contains 3 kg of salt. 1 kg of seawater is how many kg? 10 kg of seawater? Answer: 3÷ 1000=0.003 kg 3. Q: In our daily life, we often use a kind of transportation-bicycle, whose wheels are round. Do you know why? Can you briefly talk about why the axle should be placed in the center of the wheel with relevant knowledge? Answer: In order to keep the distance between the axle center and the ground stable when riding, the wheels are circles with the axle center as the center, so the wheels of bicycles are all round, and the axles should be placed in the center of the wheels.

Comment on (1)43 short stories about mathematics in life 9 20 12-06-29 interesting stories about mathematics in life 4 20 13-06- 15 complete mathematical stories10/0. 38+04-07-06 Qiu 10 Mathematical Story, 6 20 13-08- 10 More about mathematics in life, about mathematics in life, about mathematics in life >; & gt Find the common sense of mathematics in life and the mathematical stories in life.

6. Little knowledge of mathematics in life: Why do cats sleep?

Math Tips in Life: Why do cats curl up when they sleep? "Cat cakes" and "jiaozi the dog" began to appear in winter.

Even if the room is warm, they still like to form balls. Every time I see the fur balls sleeping in a circle, I really want to ask them if this wonderful posture with their heads pressed against * * * is comfortable! In fact, this sleeping position is uncomfortable, but why is the hairball still like this? Today, let's take a look at the math science in life with the geek math gang.

When sleeping, we can do an experiment: curl up first and then stretch out. I believe you can come to the conclusion right away that the first posture is warmer. It's the same for a cat to curl up when sleeping, because it can greatly reduce the contact area with cold air, emit the least heat, and of course be warmer.

If the cat is also a mathematician, it will come to the conclusion that the surface area of a sphere is the smallest when the volume is the same. Of course, cats don't know any mathematical principles. It just evolved the most suitable behavior for the environment in a long time, which is the wisdom of nature.

Nature is not eccentric, and this wonderful wisdom has also given many animals and plants. For example, a spider writes many secrets on its web.

Spider webs are symmetrical, complex and beautiful. Even if carpenters use compasses and rulers, when scientists study spider webs with mathematical equations and coordinate systems, they are shocked: complex mathematical concepts such as parallel lines, congruent corresponding angles, logarithmic spirals, catenary lines and transcendental lines are actually applied to this small spider web-no! Rather than saying that spiders apply mathematical principles, people feel the wisdom of nature from the exquisiteness of spider webs! Corals are smaller than spiders, and their bodies are natural history books. They write down an annual ring pattern on the body wall every day, 365 in a year and 366 in a leap year, which is extremely accurate. Through research, biologists found that E68A8432313133532363134313333333303739 had 4,000 corals on their bodies 350 million years ago.

If it weren't for these corals, how could humans reproduce the appearance of the earth hundreds of millions of years ago? The well-known golden section of 0.6 18 is not exclusive to Mona Lisa and Venus-to be exact, artists who learn from nature have created beautiful works. If you carefully observe a maple leaf, you will find that the ratio of its vein length to leaf width is about 0.6 18.

The ratio of butterfly's body length to wing width and the diameter ratio of adjacent spirals on Nautilus shell are also close to 0.6 18. Even our favorite pattern-the five-pointed star, its beauty comes from mathematics.

We can find a picture of a regular five-pointed star, measure it with a ruler and calculate it. You will come to an amazing conclusion: every line segment on the five-pointed star conforms to the golden section.

In nature, starfish, carambola and dill are also perfect five-pointed stars. There is no shortage of mathematics in life. Observe carefully and love mathematics. You are a mathematician, too.

7. A little knowledge about mathematics

The discovery of negative numbers people often encounter various quantities with opposite meanings in their lives.

For example, there are surpluses and deficits in accounting; When calculating the rice stored in the granary, sometimes you should remember the grain and sometimes you should remember the valley. For convenience, people think that numbers have opposite meanings.

So people introduced the concepts of positive number and negative number, and recorded the excess money as positive number of grain and the loss of money and grain as negative number. It can be seen that both positive and negative numbers are produced in production practice.

According to historical records, as early as 2000 years ago, China had the concept of positive and negative numbers and mastered the arithmetic of positive and negative numbers. When people calculate, they use some small bamboo sticks to put out various figures to calculate.

These small bamboo sticks are called "computing chips" and can also be made of bones and ivory. Liu Hui, a scholar in China during the Three Kingdoms period, made great contributions to the establishment of the concept of negative numbers.

Liu Hui first gave the definitions of positive numbers and negative numbers. He said: "Today's gains and losses are the opposite, and positive and negative numbers should be named." This means that when you encounter quantities with opposite meanings in the calculation process, you should distinguish between positive numbers and negative numbers.

Liu Hui gave the method of distinguishing positive and negative numbers for the first time. He said: "The front is red and the negative is black; Otherwise, "evil difference" means that the number of red stick pendulum represents positive number, and the number of black stick pendulum represents negative number; You can also use a stick with an oblique pendulum to represent negative numbers, and a stick with a positive pendulum to represent positive numbers.

In China's famous ancient mathematical monograph "Nine Chapters of Arithmetic" (written in the first century AD), the law of addition and subtraction of positive and negative numbers was put forward for the first time: "Positive and negative numbers say: the same name is divided, different names are beneficial, positive and negative; Its synonyms are divided, the same name is beneficial, nothing is positive, nothing is negative. " Name here is a number, division is subtraction, mutual benefit and division are the addition and subtraction of the absolute values of two numbers, and nothing is zero.

In the present words: "the addition and subtraction of positive and negative numbers is: the subtraction of two numbers with the same sign equals the subtraction of their absolute values, and the subtraction of two numbers with different signs equals the addition of their absolute values." Zero minus a positive number is a negative number, and zero minus a positive number.

The addition of two numbers with different signs equals the subtraction of their absolute values, and the addition of two numbers with the same sign equals the addition of their absolute values. Zero plus positive equals positive, zero plus negative equals negative.

"This narrative about the positive and negative number algorithm is completely correct, completely in line with the current law! The introduction of negative numbers is one of the outstanding contributions of mathematicians in China. The habit of using numbers of different colors to represent positive and negative numbers has been preserved until now.

At present, red is generally used to represent negative numbers. The newspaper reports that a country's economy is in deficit, which shows that its expenditure is greater than its income and it has incurred financial losses. Negative numbers are antonyms of positive numbers.

In real life, we often use positive numbers and negative numbers to represent two quantities with opposite meanings. In summer, the temperature in Wuhan is as high as 42℃, and you will feel that Wuhan is really like a stove. The minus sign of the temperature in Harbin in winter is -32℃, which makes you feel the cold in winter in the north.

In the current textbooks for primary and secondary schools, the introduction of negative numbers is through arithmetic operation: a negative number can be obtained by subtracting a larger number from a smaller number. This introduction method can have an intuitive understanding of negative numbers in special problem scenarios.

In ancient mathematics, in the process of solving algebraic equations, negative numbers are often produced. The algebraic study of ancient Babylon found that the Babylonians did not put forward the concept of negative root when solving equations, that is, they did not use or find the concept of negative root.

In the works of Diophantine, a Greek scholar in the 3rd century, only the positive root of the equation was given. However, in China's traditional mathematics, negative numbers and related arithmetic were formed earlier.

In addition to the positive and negative operation methods defined in Nine Chapters Arithmetic, Liu Hong (AD 206) at the end of the Eastern Han Dynasty and Yang Hui (126 1) in the Song Dynasty also discussed the addition and subtraction principles of positive and negative numbers, all of which were completely consistent with those mentioned in Nine Chapters Arithmetic. In particular, in Yuan Dynasty, Zhu Shijie gave not only the rules of addition and subtraction of positive and negative numbers with the same sign but different signs, but also the rules of multiplication and division of positive and negative numbers.

Negative numbers are recognized and recognized abroad, much later than at home. In India, it was not until AD 628 that the mathematician Yarlung Zangbo realized that negative numbers can be the root of quadratic equations.

In Europe, Qiu Kai, the most successful French mathematician in the14th century, described negative numbers as absurd numbers. It was not until the17th century that the Dutchman Jirar (1629) first realized and used negative numbers to solve geometric problems.

Unlike China's ancient mathematicians, western mathematicians are more concerned about the rationality of the existence of negative numbers. In the 16 and 17 centuries, most mathematicians in Europe did not admit that negative numbers were numbers.

Pascal thinks that subtracting 4 from 0 is sheer nonsense. Pascal's friend Ahrend put forward an interesting argument against negative numbers. He said (-1):1=1:(-1), then how can the ratio of smaller numbers to larger numbers be equal to the ratio of larger numbers to smaller numbers? Until 17 12, even Leibniz admitted that this statement was reasonable.

Wally, a British mathematician, acknowledged negative numbers and thought that negative numbers were less than zero and greater than infinity (1655). He explained it this way: Because of a>0, Augustus de Morgan, a famous British mathematician, still thinks that negative numbers are fictitious in 183 1.

He used the following example to illustrate this point: "My father is 56 years old and my son is 29 years old. When will the father be twice as old as his son? " Simultaneous equation 56+x=2(29+x), x=-2 is solved.

He called the solution absurd. Of course, in Europe in the18th century, not many people refused negative numbers.

With the establishment of integer theory in19th century, the logical rationality of negative numbers was really established.