Primary school students' self-control ability and hands-on operation ability are often poor, and there is no way to complete the learning task well in the process of drawing mathematics. At this time, it is necessary to use tools to assist and help students complete the drawing work.

In the process of painting teaching, we will come into contact with different kinds of graphics such as square, rectangle and circle, which requires us to use different tools to assist. Using rulers, triangles and compasses to draw figures, what we need to do is to teach students how to use these tools, so as to improve our teaching efficiency and help students find efficient drawing methods.

(B) to cultivate the interest of primary school students

Interest is the best teacher, especially for students in the lower grades of primary school. Students in the lower grades of primary school are naturally active and often can't concentrate well in the process of learning, which brings a great burden to our teaching work. If we can cultivate primary school students' interest in mathematical drawing, we can improve our work efficiency in the teaching process.

We can lead primary school students to play corresponding learning games, so that primary school students gradually fall in love with painting as a learning method. For example, in the teaching process of "Understanding RMB", students can come up with some corresponding RMB for comparison. Ask the students to simulate the consumption behavior and break down the large denomination RMB into several combinations of small denominations RMB. In this process, through games, primary school students can gradually appreciate the fun of painting, thus improving teaching efficiency.

(3) Cultivate students' painting habits

The power of habit is enormous, and good study habits can often get twice the result with half the effort. In the process of teaching students, let them develop the habit of drawing and solving problems. In the usual classroom teaching, students can be assigned some corresponding homework, so that students can use their spare time to finish their homework after going home. We can arrange some homework forms for students to draw, such as showing the knowledge learned today in the form of pictures and checking it in the next day's teaching process, so as to cultivate students' painting habits.

You can also actively communicate with students' parents, carry out parent-child learning, and let parents and students draw together. In this process, students can feel companionship, not loneliness, and can enhance parent-child relationship. Parents can also monitor students' learning status, so as to cultivate students' habit of drawing mathematics and help students learn and grow better.