温习课是依据师长教师的认知特色和规律(国外英文资料).doc

复习课是根据学生的认知特点和规律(国外英文资料) Angle A + Angle B + Angle C + Angle. The connection BC converts this irregular figure into a quadrangle. Practice 3 known polygons each interior Angle is equal to 160 °, and the number of the side of the polygon. Two methods: (1) use the polygonal interior angles and the formula 180 (n - 2) = 160n; (2) the inside into outside, each quoin equal to 20 degrees, is 360 present 20 = 18. Because the outside, and has nothing to do with the number of how many, fixed is 360 degrees, so into outside, more simple to solve this problem. The purpose of practice 1, 2, and 3 is to deepen the thought method of transformation. Question 2 in Δ ABC, if = 3 B = 6 C, o triangle of angles. Three of the angles are unknown, but know the relationship between them, as long as the thought of set x, this problem is easy to solve, if do not set x, it is difficult to solve. So not only do you have to set the x consciousness in solving the algebra problem, but in the geometry problem, you also have to have a sense of x when you take the Angle and the length of the line segment. Practice is shown in figure 4, in Δ ABC, AB = AC BC, circumference of 15 cm, the AC line on the side of BD Δ ABC into the perimeter difference is 3 cm two triangles, long for each side of the Δ ABC. Problem 2 and the purpose of exercise 4 is to deepen the thought of the equation. Question 3 in Δ ABC, AB = AC, circumference of 15 cm, the AC line on the side of BD Δ ABC into two triangles perimeter difference is 3 cm, long for each side of the Δ ABC. Whats the difference between problem 3 and problem 2? There is no picture of the size relation between the waist and the bottom. There are two kinds of situations (there are two kinds of isosceles triangle with tall and low fat type). Practice 5 if the sides of an isosceles triangle are 3 and 5, then its circumference is. If the sides of an isosceles triangle are 2 and 5, it has a perimeter. The length of the two sides is not defined by the base or