Mathematics comprehensive practice activities should proceed from students' reality, closely link mathematics teaching with real life, make mathematics problems live and mathematize life problems, let students truly feel that mathematics comes from life, serves life, and there is mathematics everywhere in life, so as to experience life, know society, understand mathematics value and cultivate mathematics consciousness.

For example, in the second volume of Senior One, I designed an on-site shopping activity of "I am an excellent salesman". I contacted the owner of the canteen in advance. The location is the school cafeteria. The salesperson is several students, the customer is the whole class, and the recommenders are teachers and classmates. This is how I teach:

Requirements: teamwork takes turns to be a salesman and a customer;

2 on-site shopping: practice recognizing, calculating and changing money;

③ Class communication: the experience of being a salesman;

④ Class evaluation: several excellent salespeople.

⑤ Through this design, the comprehensive practice activity is not only knowledgeable, but also operational and interesting, because it changes the old method characterized by knowledge memory in traditional teaching and allows students to understand it.

Understand, master and apply mathematics in the process of solving specific problems, gain direct experience, and cultivate practical ability to analyze and solve problems in the process, and enjoy the happiness of success. The practice of "small shop" gives children a chance to experience and show for themselves. How happy and excited they will be, which further increases their interest and confidence in learning mathematics. At the same time, the practice of "small shop" is carried out in the fields, so that students can experience it personally, learn about RMB in the practice of selling and shopping, learn the calculation of Jiao Yuan's score, and learn knowledge and cultivate their ability in a relaxed and pleasant atmosphere. Let students experience life boldly and enjoy success. Especially the students who were rated as excellent salespeople, their faces became a flower with a smile. Teaching through fun and learning through fun have achieved good results.

Second, let students strengthen the comprehensive application of knowledge in comprehensive practical activities.

Mathematics is not only a science, but also an art, which is an indispensable foundation and tool for people's daily life and study. The practice of primary schools emphasizes the combination of mathematical knowledge and social life. Comprehensive practical activity class is an effective way to develop students' personality, innovative spirit and ability. It is a comprehensive practical activity carried out by students themselves under the organization and guidance of teachers, and it is a course to improve students' comprehensive application ability and enhance their scientific consciousness. For example, in the first volume of grade four, I designed the teaching like this:

① Film presentation: the relationship between papermaking, sending greeting cards and cutting down trees. Let the students talk about their own views;

② Group cooperation inquiry statistics: the total number and average number of greeting cards received by individuals and families in the group last year;

③ Calculation and estimation: How many greeting cards will be sent nationwide in a year;

Class communication: What is the relationship between sending greeting cards and cutting down trees?

⑤ Divergent activities: I give ideas for environmental protection.

This design pays attention to the comprehensive application of knowledge. One is to comprehensively apply a lot of knowledge in mathematics. In the activity of "Have you ever sent a greeting card", the design of "counting the total number and average of greeting cards received by individuals and families in the group in the last year and calculating and estimating how many greeting cards were sent in the whole country in a year" closely integrates a series of knowledge in mathematics, such as addition, subtraction, multiplication and division, finding the total number and average, calculating and estimating, statistics and so on. And require students to skillfully use and integrate. Secondly, the activity design of "Did you send a greeting card" links mathematics, Chinese, ethics, society, environmental protection and other disciplines, effectively strengthening the relationship between mathematics and other disciplines and promoting the coordinated development of disciplines. Thirdly, the activity of "Did you send a greeting card" links paper saving with environmental protection knowledge such as protecting trees, so that students can not only understand the topic while studying, but also closely connect with real life. Through this activity, students have improved their ability to use knowledge comprehensively.

Third, let students cultivate their innovative ability in comprehensive practical activities.

Innovation is the soul of a nation's progress and an inexhaustible motive force for a country's prosperity. Our nation needs innovation, our education needs innovation and our mathematics teaching needs innovation. Mathematics comprehensive practice is the best activity to cultivate innovative consciousness, innovative thinking and innovative ability, which can be thoroughly infiltrated, cultivated and improved in the activity. For example, I taught the exercise "Designing Campus" in the second volume of the third grade: ① Investigation before class: What is in the campus of our school and other schools; ② Group discussion: What should be added to our campus; ③ Teamwork: designing a new campus by hand; (4) Exhibition of Works: Evaluate which group of designed campus is the most reasonable and beautiful. Through the activities, a beautiful campus scene was displayed in front of the whole class, and students' abilities and talents were fully developed. Openness is an important symbol of comprehensive practical activities. The teaching design of "Design Campus" practice activities, the pre-class survey is an open design, which is to let students have a general impression of ordinary campuses, so as to understand what these campuses still lack and what is the fly in the ointment, and to stimulate students' innovative consciousness in improvement and optimization. The practice of "designing campus" allows students to cooperate in groups and discuss what should be added to our campus. Children speak freely. Some say to build a big garden, some say to build a small fountain, and some say to build a single parallel bar ladder activity area. In the process of such activities, students often have different ways of thinking from their own life experiences and perspectives. Teachers guide students to discuss and communicate, cultivate students' good thinking habits and cooperative consciousness, and fully cultivate students' innovative thinking. The practice of "designing campus" allows students to give full play to their imagination and boldly design a new campus. Everyone is offering suggestions on how to make the campus more reasonable and beautiful. Everyone uses their brains and hands to draw their ideal campus with crayons. This practical activity class fully explored and brought into play students' innovative thinking and ability, and received very gratifying results.

In short, the design of mathematics comprehensive practice activities must be guided by mathematics curriculum standards, based on mathematics textbooks, organically combined with the three-dimensional goal of mathematics teaching, so that students can feel the importance of mathematics and improve their understanding of mathematics.

Interest, gaining more abilities and skills, can also promote students to study mathematics more consciously, apply mathematics and love mathematics.