Mathematics originates from life and is rooted in life. Mathematics teaching should start from students' life experience and existing knowledge points, talk about mathematics in connection with life, mathematize life experience, make mathematics problems live, and close the relationship between mathematics and life, so that students can feel that they are learning useful mathematics in life, enhance their consciousness of learning mathematics, and let them feel the charm of "life mathematics". Therefore, our mathematics teaching should be based on the idea that mathematics comes from life, exists in life, is used in life and is higher than life, and actively construct a teaching process that comes from life, refines it into mathematical problems and applies it to practice. In the actual classroom teaching, students' awareness of mathematics life and practical ability have been improved, and their innovative potential has been developed.

Teaching content is close to life.

Students' interest in learning largely stems from their interest in what they have learned. Almost all the teaching contents of primary school mathematics can be found in life. If we can turn the problems in life into the objects of mathematical research, students will realize the connection between mathematics and life and the interesting and colorful mathematics in the process of turning real problems into mathematical problems, which will certainly stimulate students' interest in learning. For example, teaching translation and rotation, using multimedia to show students familiar life scenes such as train linear motion, fan rotation and wheel rotation. , and tell the characteristics and similarities and differences of translation and rotation. On this basis, let the students look for translation and rotation around the "car". The students said a lot: the car moves forward to translate, the door opens to rotate, the window opens to translate, and the steering wheel rotates ... Some students said that opening the door of the van is translation. The teacher also took out the children's toys: bamboo dragonflies, and asked the students to observe and express their opinions. ..... In this way, through vivid life situations, the content of teaching materials is activated, and realistic, meaningful and challenging content is taken as an effective carrier for students to observe, experiment, guess, verify and reason. Students are full of interest and initiative, gain mathematical experience through personalized understanding and communication, make mathematics closely linked with life, expand their thinking, master mathematical ideas and methods, and arouse strong feelings of learning mathematics well.