Real life is the source of mathematics, and mathematics comes from and serves life. As Suhomlinski said: "To develop children's thinking, we must first develop their ability to see and observe, that is, enrich their thoughts through visual perception of the world around them." And learning to observe is the premise of learning mathematics well. Through observation, students begin to understand numbers from physical objects, from concrete to abstract, and initially establish digital consciousness. In the teaching process, teachers should fully explore the materials around students, let students know the things around them from the perspective of mathematics, analyze and understand them with mathematical thinking, and let students experience and appreciate the generation process of mathematics in real life, so as to truly understand the meaning of numbers and cultivate a good sense of numbers. Therefore, in teaching, teachers must pay attention to linking knowledge with real life, so that students can fully perceive and experience in life, and then abstract and summarize appropriately. For example, in the teaching of "number recognition", teachers should make full use of the mathematical materials around students, try to awaken the students' existing life experience, show students the realistic source and practical application of the concept of number, and create a mathematics teaching situation that is helpful for students to understand. When teaching the understanding of the number "5", teachers can guide students to observe the theme map in the book. The bright colors and childlike pictures on the theme map will soon bring students back to happy memories of life. Students will count the objects that can be represented by "5" on the pictures with great interest: 5 trees, 5 small animals, 5 colorful flags, etc. , thus abstracting the number "5". Numbers are indispensable tools for students to communicate with pictures in books. Through observation, we can find objects, from abstract to concrete, and initially cultivate a sense of number.

Second, cultivate a sense of numbers in "activities"

The famous mathematician Paulia said, "The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the deepest to understand and the easiest to grasp the internal laws, properties and connections." Mathematical practice activities emphasize that students learn mathematics through personal experience, learn mathematics with their hands and use mathematics with their hands. The cultivation and development of number sense can not be separated from practical activities. Such as operation, observation, guessing and communication, are attractive to students. In the textbook, in order to cultivate students' sense of numbers, I designed many interesting practical activities to let students explore the answers to questions themselves. For example, in the teaching of "classification", I asked students to tidy their schoolbags by themselves, extending to tidy their rooms by themselves, and explained the reasons for this arrangement; When teaching "Understanding 1 1 ~ 20", I infiltrated the idea of "one-to-one correspondence" through the combination of numbers and shapes, so that students could count 13 sticks. The process of counting is a process of practical exploration. When counting, students are required to count by various methods: one is 1 root, and the other is 1 root. 5 pieces, 5 pieces of land ... and then guide the students to count 10 pieces and then count 3 pieces. It is easy to see that it is a 13 stick, which makes them vividly feel the superiority of this method of "bundling 10" and makes them feel that "10 is 1".

In practice, I asked students to take out 14 and 17, and then let them hold them in their hands to compare the number of these two bundles, so that students can experience the numbers again in comparison and establish a good sense of numbers. In this way, I put the cultivation of number sense into specific activities, which is related to students' real life, so that students can have a vivid representation of numbers. When encountering similar situations, they will have a specific reference in their minds and truly establish a good sense of numbers. The sense of number is not cultivated through teaching. It is important to let students perceive, discover and explore by themselves, so that students can develop a variety of abilities and mobilize non-intellectual factors while acquiring knowledge. Therefore, in teaching, teachers should create various forms of exploration and learning opportunities.