在教学“三角形面积公式”的课堂练习中,我让学生用自带的米尺测量、计算红领巾的面积。对于这道题,我想没有什么可挖掘的,压根儿出不了什么彩。可是在课堂教学中,正当学生积极投入测量计算时,只见 In teaching “triangle area formula ” classroom practice, I let students measure with their own meter, calculate the area of ​​red scarf. For this question, I think there is nothing to dig, simply can not get any color. However, in classroom teaching, just as students actively involved in the measurement calculation, I saw