First, pay attention to tap the learning resources around students. In this class, the teacher embodies this idea well, fully arouses students' enthusiasm for learning, and makes students' activities closely related to their lives. For example, guessing sticks creates a thinking space for students to discover and explore, so that students can discover and understand the meaning of much, much more, much less and much less by themselves in the process of actively participating in activities, and can use it to describe the size relationship between two numbers.

Second, the guidance of the estimation method is just right. The duty of a math teacher is not simply to impart ready-made math knowledge to students. It is to guide students to actively use their brains to explore knowledge in practice. Teacher Wang did a good job. For example, in the lead-in section, let the students guess for the first time. How many sticks does the teacher have? At this time, students have no standard guess, so the teacher takes out a stick of 10 to guide students to guess again. As soon as the students are pushed by the teacher, they know that they should use the 10 stick as a reference, and the students' answers are closer to the exact figures. The teacher leads the students to discuss again: Why is the second guess closer to the exact figure? In this way, students can benefit greatly from guiding them to estimate at different levels. Students deeply know that when estimating the number of objects in the future, they can find out the reference objects and re-estimate, which is closer to the accurate answer.

Third, practice designing multiple questions. After students acquire new knowledge, teachers pay more attention to students' changeable training in the design of exercises and cultivate the flexibility of thinking, such as guessing skirts and scores.