2018雅思口语5月题库新题：skills you learned in a math class - 雅思论坛

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。

这个题目乍看起来非常难以回答，因为猛地一想，好像数学课上学的东西都没有什么用。按之前网上流传的说法，求导、立体几何、三角函数买菜都用不到的样子。但是，如果大家稍微深入思考一下的话，就会发现数学中有一种题型简直就是为这道题目而生的，那就是应用题。例如数数只会数脚的鸡兔同笼问题，一边进水一边放水的泳池管理员，测不出电线杆高低的工程师，还有永远不能一起出发的兄弟俩等。当然我们也可以真的去追求数学的实用性，说说加减乘除四则运算，以及最最无敌的乘法口诀表。

我要说的从数学课上学到的有用的技能是乘法口诀表。它是一张包括1到9所有数字相乘结果的表格,，例如2乘以8等于16，3乘以7等与21等。通常以阶梯状呈现出来。知道它可以帮助我们快速计算乘法题目的结果。

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.

乘法口诀表是所有中国学生在小学阶段都必须学习的内容。从一年级开始，我们就会投入大量的精力去熟悉、学习和练习相关的题目。保证这些数字印在自己的脑子里一辈子都不会忘掉，并且永远都能下意识的反应过来，脱口而出答案。

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.

我记得当时教我乘法口诀表的是一位中间女老师。那时我比较笨，学东西特别慢。虽然是很简单的题目，但计算的时候总是会出错。每当这时候，她都不会批评我，而是耐心的跟我一遍遍的解释，并且指导我练习。最终我赶上了其他同学，并成功背会了这张表格。

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.

它在生活中非常有用。我们在购物的时候往往需要进行一些简单的计算，以保证物品不超过预算。但这时候手边又没有计算器，我只能求助乘法口诀表，而它也从来没有出错过。

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.

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.

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.

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:

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.

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?