1. Make full use of the cognitive basis in teaching design, and compare the differences between the original application problems and the application problems learned in this class through the organization of the theory of application problems, so that students can understand that the new knowledge in this class has developed from one unknown to two unknowns.

2. Teachers ask questions according to students' familiar life, stimulate students' interest in learning mathematics, and further realize that mathematics knowledge is closely related to real life, comes from life and is applied to life.

In this class, the teacher created a guessing activity that students like, and the students are very interested. Interest is the best teacher. Only when you are interested will you concentrate and take an active part.

4. Ask students to apply the methods they have mastered to the practice of solving problems, cultivate students' flexibility and fluency in thinking, develop students' intelligence, cultivate students' ability, and improve the level of students' problem-solving methods.

5. Textbooks are the carrier of knowledge, and teachers can handle the contents of textbooks flexibly on the premise of fully mastering the knowledge points of textbooks.