The design of exercises should be suitable for students and teaching content. The new curriculum establishes the concept of "for the development of every student" and tells us to let different people get different development in mathematics. Therefore, the coverage of practice should be broad, the starting point should be low, and the content should be hierarchical, forming a certain gradient. If the exercises are too shallow or too small, students can finish them easily, which not only consolidates their due knowledge, but also makes students complacent. If the topic is too difficult or too heavy, students can't finish it within the specified time, which will make them lose confidence. Therefore, when designing exercise questions, on the one hand, according to the law of knowledge occurrence and development, the content of this section is designed into several big questions, and there is a close internal connection between each big question, which makes the knowledge from shallow to deep, from single knowledge point to comprehensive application, forming a big climax; On the other hand, each big question is designed with three levels of small questions around a central knowledge point, and several small questions are graded at different levels, forming several small climaxes from low to high. The big questions and the small questions are interlocking and step by step, forming an organic knowledge chain. When solving each big problem, students in Group A are required to solve low-level problems and try their best to solve intermediate problems. Group b students solve intermediate problems; Strive to solve the problem of high grade; Group C students can directly solve high-level problems, organically combine the law of knowledge occurrence and development with the law of students' cognition, and the teaching goal points to each student's "nearest development zone", with hierarchical problem solving, hierarchical guidance, hierarchical homework and hierarchical evaluation. The guiding ideology of the whole exercise design is "low starting point, multi-level and high requirements". Let all students participate, give each student a space for self-improvement, and let students at different levels have the opportunity to experience success and maintain their enthusiasm for learning.