Length in the classroom, poor students perform on the blackboard, average students correct, and excellent students solve problems. Extracurricular tutoring, using spare time, for example, from after lunch to before nap.

2. Take "one-on-one" action against a gifted student and a poor student.

3. Ask the top students to introduce their learning experience, while the poor students learn.

4. Create opportunities in the classroom and use the thinking and methods of top students to influence poor students.

5. Do more and practice more for poor students. Eugenics appropriately increases the difficulty of the topic.

6. Affirm every progress made by poor students, encourage them to continue to forge ahead, set an example among outstanding students, give them opportunities to show their performance, and stimulate their enthusiasm for learning and sense of success.

7. Fully understand the current learning methods of poor students, give correct guidance, develop in the right direction, and ensure that poor students improve their current learning disabilities and improve their academic performance.

Strengthen the research of concept teaching, pay attention to the practice of comprehensive application of concepts, and pay attention to the examination of questions and calculation methods of 40% mixed operation.

Individual training should be persistent, do a good job of calculation, strengthen the accumulation of perceptual materials, let students imagine on the basis of intuitive operation, and cultivate their spatial concept. Appropriately open examination questions and design exercises, and explore ways and methods to solve problems from multiple angles.

Cultivate students' interest in learning mathematics, and let students change from passive learning to active learning, and from not wanting to learn to wanting to learn. Start teaching from the most basic place and make students feel that they are making progress every time. And then step by step. Methods: for example, the application of surface area, from the basic point of view, explain a problem thoroughly. If the students understand, let the students try to speak as a little teacher, and the teacher can judge whether the students understand through the process of speaking.

Then several similar questions are given for students to do, in order to let students learn to draw inferences from others. Gradually, children are no longer afraid of this type of questions, and they will be very happy every time they do them, and then the teacher will follow them step by step. In this way, students gradually mastered the method of doing application problems and became interested in mathematics. Their achievements in school have also been greatly improved and praised by school teachers.