1, the design of mathematical exercises should be hierarchical.

Exercise design should follow students' cognitive rules. The practice course should be carefully designed according to the structural characteristics of knowledge, students' cognitive rules and the requirements of the new curriculum standards, so as to make it from shallow to deep, with levels and slopes, interlocking and lively teaching rhythm. The classroom design of practical courses should reasonably choose examples and exercises.

2. The design of math exercises should be interesting.

Practice classes should also create scenarios to stimulate interest. Pupils' fascination with mathematics often begins with interest, from interest to exploration, from exploration to success, generating new interest in successful experience and promoting the continuous success of mathematics learning.

However, the abstractness and rigor of mathematics often make them feel boring. In order to make students realize that mathematics is so vivid, interesting and charming in mathematics learning activities, it is very important to strengthen their interest in mathematics practice. In teaching, according to the characteristics of teaching materials, suspense is set through interesting exercises to reveal contradictions, arouse students' cognitive conflicts, make students doubt and ask for clarification.

3. The design of math exercises should be open.

In mathematics teaching, as long as closed practice is improved, it will become more interesting and challenging open practice, which will give students the opportunity to use a series of thinking strategies to carry out activities, thus consolidating knowledge and skills related to practice, developing mathematical thinking ability and making students move from imitation to innovation.

4. The design of math exercises should have a breath of life.

Mathematics can not be separated from life, and there is mathematics everywhere in life. Mathematics comes from life and is applied to life. Knowledge that comes from life and belongs to life is valuable knowledge. Linking mathematics with life, let students feel the true meaning of mathematics unconsciously. For example, after learning the problem of planting trees, ask students what is the relationship between the number and spacing of trees.

5. The design of mathematical exercises should be targeted.

There should be clear teaching objectives when designing exercises. First, we should study the new curriculum standards in depth and determine the key and difficult points of the textbooks at this stage; Second, we should thoroughly study the actual situation of students' learning. The classroom teaching plan of practice class should highlight the key points and break through the difficulties. In the teaching process of design practice course, we should grasp the key and difficult points of teaching.