数学课_六年级作文
【精选】数学作文300字10篇
数学作文300字【精选】数学作文300字10篇数学作文300字篇1晨读课后，我们班数学课开展了一个实践体验活动——感受走一百米或二百米所用的时间和感想。
虽然户外还下着细细小雨，但也挡不住我们激动的心情。
大家就象一只只欢快的小鸟，兴高采烈地打起五颜六色的伞，飞快地冲出教室奔向操场。
在出去的时候我在想：一百米和二百米到底有多远呢？会用多少时间呢？总之，试试就知道啦！这不，大家就早已经开始体验了呢！刚开始，我走了一百米，只用去了2分钟，体力并没有消耗多少。
到了后来走两百米时，我加快了脚步，腿就开始有一点酸了，因为我实在是太兴奋了，就一点没有在意。
有的同学因为是跑，就累得腿酸脚痛了，而有的同学是朋友和朋友拥在一起边走边讨论某些事，所以走得再多也不觉得疲劳……“叮零零，叮零零……”不知不觉中，上课铃忽然响起。
大家反应了过来，迅速地收起雨伞，挂在窗台上，回到了自己的座位上，又开始了一天的课程。
数学作文300字篇2我的数学老师是今年刚新换的，她高高的个子，齐耳短发，显得非常干练。
她做什么事都细心、认真，没有半点的马虎。
对于我们——她的学生，更是负责。
记得开学第一天的时候，第一节是数学课。
因为老师在打完预备铃之后就来到了教室，所以有很多同学在老师之后才回来，老师就原谅了他们。
因为这件事，老师定了个规矩：每节课预备铃打了以后就要马上回到教室，提前预习新课和复习学过的知识。
老师在书写方面要求很严格，对书写潦草的会撕了要求重写。
书写不认真的也会提出批评。
哪怕是很细小的问题，比如列竖式计算时的横线，她都会要求用尺子画。
还有一个特别之处。
老师在每个单元学完之后，都会要求大家做这一单元的数学手抄报。
这在以前从来没有听说过数学还要做手抄报的，现在已经做了三四次了。
还别说，做了就是不一样。
不但能提升我的画画能力和设计能力，还能复习梳理前面学过的知识，真是两全其美呢！我做的两次手抄报还得到了老师的表扬呢，现在我更加喜欢这门功课了。
精选我喜欢数学课作文【通用7篇】
我喜欢数学课作文【通用7篇】今天，第一堂课是数学课，我们像往常一样趴好等何老师来临。
“踏踏”，没想到进来的却是邱老师。
面对大吃一惊的我们，邱老师平静地说：“这节课我来上，何老师有事去了。
”面对突如其来的变化，不知所措的我们“叽叽喳喳”地讨论起来。
过了一会儿稍稍安静一点的教室外出现了陈校长，他东张西望。
邱老师出去讲了几句话，面带微笑地走了。
陈校长进来了！原来由校长代课。
开始上课！大家一动不动地坐着，认真地看着黑板。
毕竟这是校长头一回亲自上课啊。
校长问的问题我们答对了他就竖起大拇指，答错了他就沮丧地摇摇头。
校长上课生动形象、风趣，同学们可以无忧无虑的在数学的海洋中遨游。
小数的世界本来就很难理解，但数的性质，小数的奥秘，个个被我们掌控，仿佛数字全活了。
数学法庭正在讨论45是整数吧，但45。
00是整数还是小数？这堂课给我的印象很深，在这堂课里我感受颇深。
陈校长的课上活了，数学的画卷一一在我身边展开。
这一堂课是我终生难忘！如果我们是小数点，可敬的校长就是整数部分，老师是小数部分。
在老师的帮助下我们在前进；校长就是指南针，指引着我们迈向科学的殿堂。
如果问我最喜欢什么课，我一定会说：“我最喜欢奥数课。
”为什么呢？其实，我最喜欢的是奥数课的一个环节——“滥杀无辜”。
我们的奥数课有三个环节：一是“榜上有名”，就是答对一道题，将名字记在白板上。
时间一到，就进入第二个环节。
可能你不知道什么叫“滥杀无辜”，现在，我告诉你。
“滥杀无辜”就是每一道题都有一个生命值，你可以复活一个被“杀”了的同学或者“杀”掉一个同学。
可以说，“滥杀无辜”是奥数课的精华，若把奥数课比作普通的一堂课，那么第二个环节“滥杀无辜”可以说是“点睛之笔”。
第三个环节是甜蜜蜜的“奖糖环节”，就是将棒棒糖分发给依然留在榜上的同学们。
我最喜欢的环节就是“滥杀无辜”了，多少人向我求救，“皓哥，救救我吧！”我非常享受这样的滋味。
我喜欢奥数课还有另外的一个原因，就是与其他同学竞争。
小学六年级叙事作文：我们班的数学课
三一文库（）小学六年级叙事作文
我们班的数学课
我们二班的数学成绩一直是全年级倒数第一，
差的不得了，经常被其他老师看不起。
就连自
己班里的老师也对我们失去了信心。
但是，现
在我们是五二班的学生了，换了一个德育处的
数学老师。
换了这个老师后，我们班的数学课
大有改变，每个同学的成绩都在飞速地上升，
我们不在是年级最后一名了，也不会被其他老
师瞧不起了，这让数学老师也对我们重拾了信心。
从德育处来的这个老师姓朱，她虽然不是很凶，但也从来不笑，在她的课上，没有人敢走神，
也没有人敢做小动作，更没有人敢窃窃私语。
为什么呢?看了下面你就能知道答案了。
数学课到了，同学们都坐在自己的座位上，朱
老师走进教室，教室里顿时鸦雀无声。
朱老师
看见作业全部交齐了，便先夸我们几句，然后
再出九道口算题，锻炼我们的口算能力和注意
20 × 20。
六年级下册数学第三单元让真情自然流露作文500字5篇
六年级下册数学第三单元让真情自然流露
作文500字5篇
作文一：友谊之花
友谊是我们与他人之间最美的花朵，它需要我们用真情去浇灌。
在数学课上，同学们一起研究、讨论问题，真情自然流露。
每当有
同学遇到难题，我们都愿意伸出援手，互相帮助。
这样的真情友谊
让我们感到温暖和幸福。
作文二：求知之路
数学是一门需要认真研究的学科，而在研究的道路上，我们也
需要朋友的陪伴和帮助。
在数学课上，我们互相探讨问题，共同研究。
这样的交流让我们的求知之路更加丰富和有趣，真情也在这个
过程中自然流露。
作文三：竞赛的友谊
数学竞赛是锻炼我们数学能力的好机会，也是培养友谊的时刻。
在竞赛中，我们和其他年级的同学共同努力，相互鼓励。
尽管只有
一人可以获胜，但我们之间没有嫉妒和争斗，因为我们知道，真正
的友谊是不以胜负为重的，而是建立在相互支持和真情相待的基础
上的。
作文四：感恩的心
在数学课上，老师经常会给我们讲解一些复杂的知识，解答我
们的疑问。
我们应该怀着感恩的心对待老师的教诲和同学的帮助。
只有真正懂得珍惜和感恩，我们才能在数学研究中取得更好的成绩，也会让真情自然流露。
作文五：友情的力量
友谊是一种力量，它可以让我们在研究中更加坚定、努力。
在
数学课上，我们通过互相研究和交流，相互影响。
真情友谊的力量
让我们更加自信和有动力，共同追求数学研究的进步。
这五篇作文都展示了在数学学习中真情友谊的重要性和力量。
让我们用心去浇灌友谊之花，让真情自然流露。
一节难忘的数学课英语作文六年级上册
全文分为作者个人简介和正文两个部分：作者个人简介：Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文：一节难忘的数学课英语作文六年级上册全文共3篇示例，供读者参考篇1An Unforgettable Math LessonMath has never been my favorite subject. I've always found it dry, boring, and way too focused on formulas and numbers. That all changed one day in Mr. Jenkins' 6th grade math class. It was aday that would forever change how I view math and itsreal-world applications.It started off like any other day. We all filed into the classroom, took our seats, and waited for Mr. Jenkins to begin the lesson. He was one of those teachers who always had a warm smile and made you feel at ease. Little did I know, he had something totally different planned for us on this particular morning."Good morning, class!" he began in his usual cheerful tone. "Who can tell me what the definition of mathematics is?" A few hands went up tentatively, but no one seemed very eager to answer. Math definitions meant formulas, numbers, and equations - things we desperately tried to avoid thinking about too much.Mr. Jenkins called on Michael, who offered, "Uhh...isn't it like the study of numbers and shapes and stuff?""Well, you're partially right," Mr. Jenkins replied. "But the true definition of mathematics is much broader than that. Mathematics is the study of patterns - patterns that exist all around us in nature, art, music, and even the universe itself."He could tell the class was still a bit confused, so he continued. "For example, let's think about a sunflower. If you look closely at the head of a sunflower, you'll notice that the seeds spiral outward in a very specific pattern. That spiral follows what is known as the Fibonacci sequence - a mathematical pattern found throughout nature. Plants, sea shells, hurricanes, galaxies - they all follow patterns that can be described using mathematics."Suddenly, math didn't seem quite so dull anymore. Mr. Jenkins had managed to connect it to the real, natural world in a way I had never considered before. He went on to show us examples of patterns in music, pointing out how rhythms and melodies are based on repeating mathematical patterns. Even great works of art utilize mathematical patterns and ratios to achieve balance and aesthetic beauty."You see," he explained, "math is all around us whether we realize it or not. It's the code that explains the patterns of the universe. Once you start recognizing those patterns, the world becomes a much more interesting place."For our lesson that day, Mr. Jenkins had each student go outside and observe patterns in nature. We looked at pinecones, spiderwebs, branches, leaves, you name it. We were asked tosketch the patterns we saw and analyze their mathematical properties. What did we notice about the spiral patterns? The repeating shapes? The symmetric ratios?When we came back inside, Mr. Jenkins had us present our observations. I was amazed by all the different patterns my classmates had found. Sandy noticed how her pinecone followed the same spiral pattern as the sunflower from the example earlier. Josh broke down the geometry and repeating shapes he saw in a spiderweb. It was like the world had been turned into one big, complex math problem - but in the most captivating way.As each student shared, Mr. Jenkins connected what we observed to different mathematical concepts like the golden ratio, Fibonacci numbers, fractals, and geometry. Suddenly, memorizing formulas didn't seem so pointless anymore. It all clicked into place why we were learning this stuff. It was the language to describe the patterns that existed everywhere around us.What really drove the point home, though, was the creative project Mr. Jenkins had us do next. We had to find examples of patterns in art, architecture, or music and break down the mathematical concepts being used. I chose to analyze the balanced geometric shapes and golden ratio found inrenaissance paintings. Jessica looked at the rhythmic patterns in a Beethoven symphony. Seeing these real-world examples of math at work was an eye-opening experience.By the end of the class, I had a completely new appreciation for mathematics. It wasn't just a bland series of formulas and equations. It was a way of understanding and describing the world itself. Those numbers and patterns explained how planets orbited, how seashells formed their beautiful spiral shapes, and even why certain pieces of music and art were perceived as aesthetically pleasing. Math began to feel vibrant, creative, and deeply interwoven with everything in the natural world.As I walked home that day, I found myself seeing mathematical patterns everywhere I looked. The branching fractal shapes in tree limbs. The tessellated honeycomb shapes of the bees visiting flowers. Even the exhaust from passing cars seemed to swirl in almost-recognizable patterns. Suddenly, the world felt more orderly and made more sense. It all followed logical, mathematical patterns - patterns that extended through every facet of the universe in an endlessly repeating cycle.I'll never forget that eye-opening lesson in Mr. Jenkins' class. It was the day math transitioned from being my most loathed subject to one of my favorites. WhileI still had to study formulas and principles, I now understood their real purpose - to quantify the patterns that ruled our very existence. Math was no longera chore, but a way to deeply appreciate the hidden codes that coordinated life, the universe, and everything. Most importantly, it sparked a lifelong curiosity to keep exploringthose patterns in everything I saw. Mr. Jenkins' unforgettable lesson had turned me into a true pattern seeker. And for that, I'm forever grateful.篇2An Unforgettable Math LessonMath has never been my favorite subject. I find it dry and boring most of the time, full of confusing formulas and numbers that make my head spin. But one day last year, we had a math lesson that was different - it was interactive, engaging, and most surprisingly, actually fun! It's a lesson I'll never forget.It was a crisp fall day, and I trudged into Mr. Wilson's class, dreading the hour of torture that was to come. Math was the last period of the day, so I spent most of the day watching the clock, anxious for 3pm to roll around so I could go home. Little did I know, Mr. Wilson had a surprise in store for us."Good afternoon class," he began in his usual cheerful tone. I zoned out as he droned on about the lesson for the day - something about percents and decimals. My mind started to wander, thinking about the new video game I wanted to play when I got home.Suddenly, Mr. Wilson's voice snapped me out of my daydream. "Who here likes pizza?" he asked enthusiastically. My head immediately perked up at the mention of my favorite food.A few of my classmates raised their hands tentatively."Well, I happen to have a few pizzas here today to help us learn about percents," Mr. Wilson announced with a sly smile. From behind his desk, he revealed three pizza boxes. The class broke out in murmurs of surprise and delight. Finally, a math lesson that didn't seem boring!Mr. Wilson opened the first pizza box to reveal a classic pepperoni pizza, still steaming with delicious aromas that made my mouth water. "This pizza is a whole, or 100%," he explained. "If I cut it into four equal slices, what percentage would one slice be?"A few hands shot up instantly. "25 percent!" one of the brighter students called out. Mr. Wilson gave an approving nod and cut the pizza into four pieces to demonstrate.He then opened the second box, which contained a veggie pizza with mushrooms, peppers, olives and more. "This pizza only has eight slices," he said. "If I gave one piece to each of you, what percentage would you each be getting?"I did some quick math in my head. Eight slices per whole pizza, one slice each...that means 1/8 of the pizza, which converts to 12.5 percent! The principles of percents were finally starting to click.The final box revealed a Hawaiian pizza, which made a few students scrunch their noses in disgust. "Ah yes, the controversial Hawaiian pizza," Mr. Wilson said with a chuckle. "But even if you don't like it, we can use it for our next example..."Over the next 20 minutes, he continued incorporating the pizzas into examples and practice problems about converting between percents, decimals and fractions. We calculated what percentage of each pizza had certain toppings, what percentage we would be eating if we split it different ways, and even did some silly examples like calculating what percentage of a pizza would be left if Timmy the rat ate 1/8 of it.With the delicious smell of pizza surrounding us, and the opportunity to eat the examples when we were done practicing, I found myself entirely engaged in the lesson. The concepts finallymade sense, visualized through the real pizza examples. Even the most restless students were focused, eager to understand so they could earn a slice at the end. Never before had I been so captivated learning about percents and decimals.When the class was over, Mr. Wilson passed out the remaining slices as a reward. I happily munched on my pepperoni slice, amazed at how effective and memorable the hands-on pizza lesson had been. Not only had I understood the concepts, but I had genuinely enjoyed the class period for once. Maybe math didn't have to be so dry and boring after all!From that day forward, I approached my math lessons with a newfound enthusiasm. While Mr. Wilson didn't have pizza every day (unfortunately!), he always made an effort to incorporate visuals, real-world examples, and interactive elements to bring the concepts to life. Math started to make more sense, and dare I say, I actually began looking forward to those once-dreaded periods.Looking back, that creative pizza lesson was a turning point for me. It showed me that even the most intimidating math topics could become comprehensible and engaging with the right approach. Mr. Wilson's passion for teaching, coupled with innovative methods like that one, ultimately helped me get overmy long-held math phobia. While I may never be a perfect math whiz, I'm no longer terrified of picking up a pencil to do calculations.So thank you, Mr. Wilson, for going the extra mile and taking a chance on an unconventional lesson. Your pizza-math brilliant worked - you helped make a potentially boring topic fun, and your methods opened my eyes to the possibility of actually enjoying math. You've inspired me to approach learning with an open mind, and showed me that sometimes, you have to think outside the box (or pizza box!) to really grasp a difficult concept. It was one lesson I'll never forget.篇3An Unforgettable Math ClassIt was just another dreary Monday morning as I trudged my way to Mr. Johnson's math class. Math had never been my favorite subject – there was something about all those numbers, formulas, and theories that made my brain feel like it was twisting into knots. I much preferred classes like English or Art where I could let my creativity run wild.As I slumped down at my usual desk near the back of the classroom, I noticed Mr. Johnson seemed...different somehow.There was an extra bounce in his step and a mischievous glint in his eyes that wasn't normally there. He began writing some sort of equation on the board, but it didn't look like any math I'd ever seen before. Instead of numbers and symbols, the board was filled with...words?"Good morning, class!" Mr. Johnson bellowed in his signature enthusiastic tone. "Who's ready for some wordplay math fun?"The room was dead silent, aside from a few bewildered blinks. Wordplay...math? Those were two things that definitely didn't seem to belong in the same sentence.Mr. Johnson chuckled at our dumbfounded expressions. "I can tell you're already riveted. Let me explain..."He launched into an explanation about something called "alphametics" – a bizarre twist on algebra where letters were used to represent unknown numbers. The equation on the board read:FACEBEERFIRST"Your challenge is to figure out what digits each letter represents to make this addition problem work!" Mr. Johnson's eyes danced with delight. "The best part is, there are multiple possible solutions. It's like one big, delicious logic puzzle."From that moment on, I was hooked. Suddenly math didn't seem like this dry, formulaic slog anymore. It was a game – a riddle that engaged my creative thinking in a way I'd never experienced before in this class. My hand shot up instantly to take a stab at solving the alphametic.What followed was one of the most lively, engaging lessons I've ever participated in. Every time someone offered a potential solution, we worked through it together on the board to see if it checked out. When it didn't, we had to parse through where the logic broke down and start over.Time seemed to fly by as we grappled with letter substitutions and carried numbers. I was vaguely aware of pencils scratching feverishly and the occasional "Aha!" from a classmate who thought they'd cracked it. Mr. Johnson danced between desks like a eccentric conductor, fueling our competitive problem-solving fire.Finally, after what felt like just a few minutes but was actually nearly the whole class period, Betty raised her hand with atriumphant grin. Mr. Johnson called on her, and she recited the solution that did in fact work:852313379860The room erupted into cheers and high-fives. We had solved the alphametic! I couldn't believe how insanely satisfying it felt to finally crack that silly little word puzzle after so much trial and error.As the bell rang for our next class, nobody wanted to leave. We literally had to be shooed out by Mr. Johnson, who was beaming as if he'd just witnessed a classroom renaissance. "Who knew math could be so much fun?" he asked rhetorically.Speaking just for myself, I'd never been more enthralled by a math class in my life. Solving that alphametic ignited a creative problem-solving drive that traditional arithmetic and algebra problems had never sparked for me before. Suddenly, I had tasted the sweet rush of applying logic and out-of-the-box thinking to overcome a worthwhile challenge.From that day forward, my perspective on math was forever changed. What had once felt like a chore was now invigorating ina way I could scarcely describe. Every alphametic, logic puzzle, or brain teaser was like a tiny mystery to be unraveled through creative reasoning.I owe so much to Mr. Johnson for having the courage to ditch the textbook for a day and try something new. By tapping into the fun, interactive nature of wordplay, he revealed how exhilarating math could truly be. That singular class awoke something inside of me that no amount of lecturing or rote memorization ever could.So while colleagues may have chided Mr. Johnson's unorthodox teaching style, I'll always remember that fateful day as the one where math stopped being a numbing grind and started feeling like an adventure. All it took was a little creativity, an appetite for problem-solving, and one extraordinary teacher's passion for doing things differently.。
2018年一堂特别的数学课六年级作文1000字-范文模板 (2页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==一堂特别的数学课六年级作文1000字今天上午吴老师上完课，对我们说：“今天下午第二节课，有外校老师来给同学们上数学课。
”这激动人心的语句让教室顿时成了兴奋的海洋。
读了六年书，可没外校老师给我们上过公开课。
同学们个个脸上都洋溢着兴奋的笑容。
下午第一节课上课前，所谓的“外校老师”出现在我们眼前。
他，一双炯炯有神的眼睛，一副黑边眼镜，一身黑色中长风衣，显得格外精神。
他脸上一直挂着微笑，让我觉得他特别特别亲切。
这个老师姓高，是成绵路小学的高级教师。
我们在教室焦急而又耐心的等待第二节课的来到。
终于一阵“温婉”的音乐响过后，同学们拿着书、本子和笔，鱼贯走进了阶梯教室。
我往四周瞧了瞧，“哇！”这不瞧倒好，一瞧吓一跳，只见四周密密麻麻的坐满了许多老师。
我尽量平复自己那紧张的心情，并在心里不断地告诉自己：不要紧张，不要紧张，不就是人多了点吗，没什么大不了的……转身，我便看见高老师面带笑容地走上讲台。
这堂“生活中的数学——折扣”课开始了。
我刚开始还有点不适应，但看见高老师在讲台上“手舞足蹈”，又是指导我们看大屏幕上的图，又一边比划着，生怕我们不理解。
同学们激烈的发言，让我也不禁投入其中，积极地举起了手。
不知是我运气好，还是上帝的赏赐，竟然一举手就被抽中了。
我惊呆了，盯着老师，不相信地用手指指我。
见老师点点头，血管里的血沸腾了起来。
我回想起老师刚刚问的问题：“去商场还要注意什么？”立即兴奋地回答道：“还要注意打多少折扣。
”我回答完问题，只见高老师眼里溢出慈祥的笑容，示意我坐下来。
我觉得很有成就感。
之后的一段时间，不知是老师慈祥的笑容鼓励着我，还是我自己鼓励着自己，我一直积极的发言。
后来高老师问我们：“折扣的意义是什么？”我们纷纷举起了手，不料高老师没有抽我们，反而抽了在第一排“纹丝不动”地秦紫怡。
关于数学作文500字六篇
数学作文500字关于数学作文500字六篇无论在学习、工作或是生活中，大家总少不了接触作文吧，作文是人们以书面形式表情达意的言语活动。
那么你有了解过作文吗？以下是小编为大家收集的数学作文500字6篇，欢迎阅读，希望大家能够喜欢。
数学作文500字篇1同学们，你们在生活中是否会和我一样，发现一些关于数学的问题，并去解决它们?这不，今天妈妈带我一起去菜市场买菜，她也不忘考考我一些题目呢!精挑细选了一番，终于找到了合适又新鲜的食材，可这时，妈妈又给我出了个难题：“来，现在我来考考你!”妈妈一边付钱給小贩买青菜和萝卜的钱，一边笑着对我说。
“萝卜一斤2元，青菜一斤1。
5元，我一共花了10元，共买了6斤菜。
你知道我买了几斤青菜，几斤萝卜吗?”“这还不简单!”我对妈妈说“以前老师教过我们这种题目!”说着我便讲起了思路来。
“只要用假设的方法就可以了!假设全都是青菜，那么就花了9元，还少花了1元，青菜与萝卜一共相差0。
5元，求萝卜就用1除以0。
5，一共买了2斤萝卜，求青菜就容易了，只要用6减2，青菜就买了4斤，最后检验一下。
最终答案就是萝卜买了2斤，青菜买了4斤。
”妈妈听了之后连连点头，语重心长地说：“其实生活中有很多题目，只要多留心就可以发现!你们作业本、书上的解决问题不都是来自生活吗?”“对啊!以后只要留心观察，哪里都有实际问题”我答到。
其实，我们的生活中，题目真是数不胜数，我们要处处留心，发现它，并去解决，就能帮助我们在数学方面得到更多的课外知识，教给我们许多的知识。
数学作文500字篇2在放寒假的前几个星期，我被告知要去外公家参加一个“数学探秘”的任务。
得知这个消息，我兴奋得一蹦三尺高。
要知道，我最擅长数字。
爸爸说将来我一定是理科上的人才。
一放寒假，我就迫不及待地赶到外公家。
我走进大门，放下行李，刚坐下来，外公就捧着一本厚厚的数学书。
我一看，ohmygod，这么厚，头就开始大了，虽然我是数学好，但也经不起这么耗啊。
数学游戏作文六年级
数学游戏作文六年级【篇1】数学游戏作文六年级在一个风和日丽的周末午后，家中的气氛因一场别开生面的数学游戏而变得异常活跃。
这场游戏的发起者，竟是我那平日里沉默寡言，却对数学情有独钟的父亲。
父亲是个数学迷，每当夜深人静之时，总能见他伏案疾书，与那些复杂的公式和数字较劲。
而今天，他决定将这份热爱传递给家中的每一个人——包括我这个对数学总是提不起兴趣的小学生。
“来，咱们来玩个游戏。
”父亲神秘兮兮地从书房里端出一个棋盘，但这可不是普通的棋盘，上面布满了各种数学符号和算式，仿佛是一个充满挑战的迷宫。
“这是什么？”我好奇地问道。
“这是数学棋盘，今天咱们就来一场数学大冒险。
”父亲眼中闪烁着兴奋的光芒，仿佛回到了他那无忧无虑的童年时光。
游戏规则很简单，每个人轮流掷骰子，根据骰子上的点数前进相应的步数，并在所到的格子上解答相应的数学题。
答对了，可以继续前进；答错了，则要后退几步。
游戏一开始，我便被这个新奇的方式深深吸引。
原本枯燥无味的数学题，在棋盘上变得生动有趣起来。
每当我成功解答出一道难题，心中便涌起一股难以言喻的成就感；而当我答错时，父亲也会耐心地给我讲解，直到我恍然大悟。
母亲也被我们的欢声笑语所吸引，她放下手中的家务，加入了这场数学盛宴。
她虽然对数学不太擅长，但在父亲的鼓励和帮助下，也渐渐找到了解题的乐趣。
整个下午，我们都在这个数学棋盘上度过。
时间仿佛凝固了，只剩下我们三人沉浸在数学的海洋中，享受着探索与发现的快乐。
夕阳西下，游戏终于落下帷幕。
虽然我没有赢得最终的胜利，但在这场数学游戏中，我收获了比胜利更重要的东西——对数学的兴趣和热爱。
从那以后，每当遇到数学难题，我都会想起那个阳光明媚的午后，想起父亲那充满期待的眼神。
正是那场数学游戏，让我爱上了这个充满奥秘与魅力的学科。
【篇2】数学游戏作文六年级在一个阳光明媚的下午，我们的姜老师踏着轻快的步伐走进教室，脸上挂着一抹神秘的微笑。
他站在讲台上，清了清嗓子，用一种近乎魔术师的口吻说道：“同学们，今天我们不学作文，我们要来玩一场数学游戏！”这话一出，教室里顿时炸开了锅。
我最喜欢的一堂数学课_有趣的课堂作文500字
我最喜欢的一堂数学课_有趣的课堂作文500字
上数学课很有趣，每一节都很快乐，其中让我最喜欢的一堂课是10月13日早上的第二节数学课。
上课了，雷老师抄了一黑板题说：”同学们：今天你们讲题我来听，只要把这道题怎么做、要注意什么讲清楚就加5分。
“同学们欢呼起来。
第一次能当老师大家都很激动，而且讲好了还能给个人表现加分呢!
同学们高高的举起手来争先恐后地要发言，第一个上台讲解是郭琪琦，她可能有点紧张声音有点小。
雷老师微笑着鼓励她，很快，她就镇定了许多，讲得有声有色。
她讲完之后，大家都急着举手要补充说明这道题要注意什么。
因为雷老师说每组只能有一个人上台，不过每个人都可以补充说明，这样我们都有发言的机会。
看着郭琪琦讲题那种神气的样子，同学们都跃跃欲试。
雷老师让杨腾上台讲比大小，他讲错了，同学们都焦急地提醒他。
他认真地想了想，纠正了错误，顺利地讲完了这道题。
我虽然没有上台讲，可是我发言很多次也感到很快乐!这节课的时间真短暂啊!不知不觉下课铃响了，大家都意犹未尽地在课间里热烈地讨论。
这节数学课，我们不仅学会了正确的解题方法，还对容易出错的地方加深了印象。
这样的复习课让我们感到很生动，很新奇，我们都很喜欢!。
数学的作文600字(共34篇)
数学的作文600字(共34篇)（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、合同协议、条据书信、讲话致辞、规章制度、策划方案、句子大全、教学资料、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample texts for everyone, such as work summaries, work plans, contract agreements, document letters, speeches, rules and regulations, planning plans, sentence summaries, teaching materials, other sample texts, etc. If you want to learn about different sample formats and writing methods, please pay attention!数学的作文600字(共34篇)数学的作文600字第一篇我是一名三年级的小学生，从小就喜欢数学，因为生活中处处都能学到与数学有关的知识，学好数学还给我带来了许许多多的乐趣。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
第1页 共1页
数学课
说了一会儿，我的名字就光荣地写在了黑板上。
今天第二节数学课是上公开课，因为没有校服，或者是有些
不去，所以就留下了我们14人在教室做作业、看书。
因为没有老师，所以罗老师就替我们找了一位"小老师"。起
初，在"小老师"的看管下，教室很安静，没有一点声音。
过了一会儿，便有人开始说话了，然后，便有几个人在说话
了。渐渐地、我也说起话了。说了一会儿，我的名字就"光荣"地
写在了黑板上。我立刻做封嘴的样子，埋头写作业了。没过多久，
又有人忍不住了开始说话，"王老师"听见了，把刘嘉诺的名字写
在黑板上，可他呢？若无其事一样，依旧我行我素，在他的座位
上说个没完没了。终于在他的名字下面画上了双横线，表示这个
人已经是很严重了。这一招很有效，再也没有人敢吱声了。
突然，偶说："王老师，我要上厕所。""去吧，快点回来！"
王老师大叫。我大步流星，飞快地奔向厕所。不一会儿，就回来
了。回来做了一会儿题，就做完了剩下的一些题。我满教室寻找
借书者。我问了许多人，结果一无所获……
我好想当一回小老师，可一直都没机会，我真的好想当啊！
罗老师，您可以帮我实现这一个小小的愿望吗？