How to do a good job in math review for grade six. In order to do a good job in the sixth grade math review, as a sixth grade math teacher in the front line of education, we should sum up experience, find practical measures, improve students' academic performance, and successfully complete all the tasks of primary school math review. To this end, I put forward the following suggestions: First, the knowledge of learning and teaching is scattered from thick to thin, and some rules or general problem-solving ideas can be summarized, so that students will not have the situation that "dogs bite hedgehogs, there is no way to talk about it". For example, when talking about compound application problems, application problems are a great difficulty, involving many types and applying many quantitative relationships. At this time, we should not just stare at the topic, but teach students some methods to analyze the application problems. There are two ways to solve compound application problems: analytical method and comprehensive method, or to deduce the final problem from known conditions; Either start from the problem and push it to the most primitive known conditions. For another example, solving application problems by using the method of column equation can be summarized into several categories, and then students can be taught to find the method of equivalence, so that complex knowledge can be divided into several categories and various topics can be treated with general regular knowledge, thus teaching textbooks from thick to thin. Second, textbooks should be taught from thin to thick, which is a process of expanding knowledge. For example, when it comes to compound application problems, we have summarized some rules or solutions, but compound application problems may involve many quantitative relations, but the analysis methods they use are only analysis and synthesis. We can use these two methods to analyze application problems involving different quantitative relationships, thus teaching students to solve different types of compound application problems. Realize the process of expanding knowledge. Another example is the review of basic knowledge of geometry. There are only some calculation formulas in the textbook, but the derivation process is not very specific. When reviewing this part, we should talk about the derivation process in detail and expand the knowledge in the textbook. The problems in textbooks are relatively simple, or there are few kinds, but in practice, it is found that students can't do many problems, probably because they have not expanded their textbook knowledge. Third, strengthen the vertical connection between knowledge, and combine horizontal and vertical connection. Only by combining the horizontal and vertical connections between knowledge can we master knowledge comprehensively. For example, in the teaching of application problems, the vertical connection is more prominent in the process of beginners, which is divided into integers, decimals and fractions, but the horizontal connection is more prominent in the review of volume 12. How to combine the two? I think what application problems can be involved in the review book 12, so I will take out the textbook of this part of application problems for longitudinal review. Then review the relevant contents of volume 12. Another example: the number of A is 24, and the ratio of A to B is 3: 2. To find the sum of numbers A and B, we can list them as 24÷3×2+24 (by number of shares), 24÷ +24 (by multiple), 24× +24 (by fraction) and 24÷ (by proportion), thus strengthening the knowledge room. For another example, some application problems can be solved by arithmetic and equations at the same time, so that students can solve them in various ways, analyze them from various angles, strengthen the connection between the two solutions, and let students choose the method that suits them in comparison. Fourth, make full use of multimedia to assist teaching. Multimedia is a teaching auxiliary facility that integrates information transmission means such as words, images and sounds. It has a strong sense of reality and expressive force, and can mobilize students' various senses and learning activities in a short time, which not only stimulates students' learning interest and enthusiasm, but also enables students to obtain dynamic information directly and form a clear perceptual knowledge, laying the foundation for further promotion and rational understanding. Thereby optimizing the teaching process and improving the teaching effect. Many problems in teaching are closely related to our lives. However, due to the theoretical and abstract nature of mathematical knowledge, many students have separated their mathematical knowledge from the reality of life. Through the special settings of movies and courseware, the abstract mathematical knowledge is linked with the real life, which is convenient for students to understand the relevant principles of mathematics from the perceptual point of view, reduce the abstract thinking process of students and enhance their understanding ability. For example, when learning the contents of points, lines, planes and bodies, a large number of images and video clips can be used to make students feel the geometric facts of points moving into lines, lines moving into planes and planes moving into bodies, which is much faster than dry pure theory to explain knowledge and make students accept it. Therefore, multimedia-assisted teaching plays an inestimable role in the teaching of new textbooks. It plays an irreplaceable role in cultivating students' interest in learning and in their understanding and application of knowledge. Fifth, to protect the self-esteem of underachievers and take practical measures to improve their academic performance, we must first protect the self-esteem of underachievers. The underachievers lose the most points in every exam. These students have strong self-esteem and are the most vulnerable. Therefore, we should fully protect the self-esteem of these students. This requires teachers to be careful not to say sarcastic words when speaking, and give these students some encouragement appropriately. We should look at the underachievers in an all-round way and give them some encouragement whenever they make progress, so as to improve their self-confidence and interest in learning. Interest is the best teacher, which is very helpful to the progress of underachievers. Secondly, practical measures should be taken to improve the performance of underachievers. Teachers should ask these students more questions in class, give targeted counseling after class, and solve problems in time when they are found. Teachers should treat underachievers differently when assigning homework. Those difficult and deep problems or exercises should be done by top students, and the focus of cultivating underachievers should be on moderate or simple problems. Students can't eat one fat person at a time. I hope that teachers can sum up their own teaching experience, do a good job in reviewing sixth-grade mathematics in an orderly and targeted manner, and let students successfully complete all the tasks of primary school mathematics learning.