First, it is very important to explore the sense of number in life, which comes from life. For example, in physical education class, take part in running training and feel the distance of 60 meters, 100 meters, 200 meters, 400 meters and 800 meters; Go to the supermarket, weigh all kinds of vegetables, fruits and pennies, and feel the actual weight 1 00g, 1 kg,1kg,1g and so on. These activities are deeply loved by students, which can not only inspire their sense of numbers, but also cultivate their "pro-mathematics" behavior and make them full of fun in mathematics learning. Primary school students have had some life experience and are full of curiosity about all kinds of things and phenomena around them. In teaching, teachers should start from students' life experience and be good at digging up the materials in life, so that students can find that mathematics is around and life is full of mathematics. Let the students observe and know the things around them by themselves from a mathematical perspective, and express and communicate in mathematical language. For example, when learning the number within 10, when learning "1", ask the students to say what "1" means in real life. Students cite: 1 book, 1 bird, 1 tree, 1 stick, 1 country, 1 grape, 1 string stick ... and then instruct students to count. How many are there in a bundle? Help students understand that "1" can mean 1 individual (1 branch) or 1 set of such individuals (1 branch); It can represent very large objects (1 country) or very small objects (1 grape). It is the idea of "1" and "1" that permeates many of them. These are all things around students, and students can easily understand and accept them. In this way, students' sense of numbers in life has been successfully explored, and students' strong interest in learning mathematics has been cultivated.
Second, cultivate a sense of numbers in the classroom. Create problem situations for students in teaching, so that students can inspire each other, learn from each other and learn from each other in the process of discussion. Empirical number can be used to express and exchange information, so that students can expand their thinking, enrich their understanding of logarithm and appreciate the value of mathematics when communicating their perception of logarithm, thus promoting the formation of number sense. For example, when talking about "liters and milliliters", ask students to look at the scale and say the volume of water in practice. The picture shows that one measuring cylinder holds 1000 ml of water, and the other measuring cylinder holds 200 ml of water. What's the total? After reading the picture, the students came up with various methods, and some said 1 liter 200ml；; Some say1200ml; Some people say 1 and 1/5 liters. Students express the same quantity in many ways, and judge whether these methods are correct through discussion. Description also indicates the volume of water in a picture, which can be expressed by integers, decimals and fractions. In this way, students establish the relationship among fractions, decimals and integers, and know that they can understand a number from many aspects, which enriches the understanding of logarithm and further develops the sense of number.
Third, the development of number sense in comparison Grasping the relative size relationship of numbers in specific situations is not only the need to understand numbers, but also to deepen students' understanding of the practical significance of numbers, so that students can understand more, less, more, less and several times in comparison, thus developing number sense. For example, in the teaching of large number estimation, I ask students to try to estimate how many words there are in a newspaper. How many sheets are there in a stack of paper? How many melon seeds are there in a handful? How many students are there in the school? How many seats are there in the gym? What is the relationship between the number of students in the whole school and the number of seats in the gymnasium? Few students will estimate out of thin air when estimating. Most students can consciously divide the number to be estimated into several parts, count some of them, and then see how many times this large number is equal to 1, and estimate these large numbers in this way. When students compare the number of a copy with a large number and observe and feel that the large number is several times the decimal number, they will know the number of the large number and understand the application of the large number in real life. In this kind of estimation training, students' estimation ability is gradually improved, they can see things in life, quickly establish contact with numbers, realize the practical significance of the size and quantity of numbers, and their logarithmic perception ability will also be gradually improved. Therefore, when students have a preliminary experience of logarithm, only through comparison can they deepen their understanding of logarithm, realize the size and difference of numbers, perceive large numbers with decimals, and treat a number dialectically, thus further developing their sense of numbers.
In short, there are many ways to cultivate primary school students' sense of numbers, as long as we are good at finding them. The potential of students is infinite. A successful math teacher must be a person who is good at discovering, trying and innovating. Pupils have a strong sense of numbers, which is of great significance for pupils to continue studying mathematics in the future and will give students more development prospects in the mathematics kingdom.