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有些应用题如果从常规角度考虑比较复杂,这时可换一个角度去寻找解决问题的途径,从而化繁难为简易。笔者现就运用公倍数,巧解传统应用题举例如下,仅供参考。例1 同学们参加野营活动,一个同学到负责后勤的老师那里去领碗,老师问他领多少,他说领55个,又问:“多少人吃饭?”他说:”一人一个饭碗,两人一个菜碗,三人一个汤碗”算一算该同学给多少人领碗(人教版第十一册第105页) 分析:该题的常规解法是:把参加野营活动的总人数看作单位“1”,根据领碗个数相当于总人数的(1+1/2+1/3),求得55÷(1+1/2+1/3)=30(人)。
Some application problems, if considered more complicated from a conventional point of view, can be used to find a solution to the problem at a different angle so as to make the task easier. The author is now using the common multiple, cleverly solve the traditional problems, such as the following, for reference purposes only. Example 1 Students participate in camping activities, a classmate to the teacher responsible for logistics there to receive a bowl, the teacher asked him how much, he said 55, asked: “how many people eat?” He said: “one person a job, two People a bowl, three a soup bowl ”count the number of students to receive the bowl (PEP Edition XI, p. 105) Analysis: The problem of the conventional solution is: to participate in the total number of camping see For unit “1”, calculate 55 ÷ (1 + 1/2 + 1/3) = 30 (person) based on (1 + 1/2 + 1/3)