Xiaozhi Math Lesson Planner

Problem

Math lesson design often stays at the surface: memorizing definitions, walking through standard answers, and accumulating practice problems. What teachers need is a reusable instructional structure: how to build concepts from context, how to guide example reasoning without giving the answer away, how to design variation practice that changes conditions, contexts, and depth, and how to turn student errors into a reviewable archive.

How It Works

This skill outputs a lesson framework and a concept-building path rather than a finished lesson script:
- Concept building: follows a path such as context introduction, abstraction, naming/application, and systematization, so definitions are not treated as endpoints.
- Example guidance: each example should include reasoning, steps, and common errors, emphasizing guided thinking instead of reading the answer aloud.
- Variation practice: covers multiple solutions, multiple problems sharing one solution, and condition changes, shifting training from volume to structural variation.
- Class wrap-up and error archive: uses structure maps, mnemonics, and reflection questions to close the lesson, and classifies error causes for future prevention.
- Reusable references: templates such as references/concept-build-template.md, references/variation-design.md, and references/error-pattern-rubric.md can support broader curriculum workflows.

Boundaries

It is suitable for lesson design, curriculum discussion, and tracking mathematical thinking growth, but it explicitly does not replace teacher preparation, solve student problems, or produce a standard answer. Problems should include copyrightStatus, and unlicensed problem banks should not be copied. Student errors and real names should not be published. Treating it as an automatic solver or problem-bank generator misses its instructional purpose.