1. target. Refers to the expected purpose of some mathematical operation activity. The goal should be appropriate and specific, directly pointing to the mathematical knowledge (experience) and skills that children can acquire, and directly pointing to the all-round development of children.

2. materials. Refers to tools and materials operated by children. Including physical objects, pictures, seals, demonstration materials, instrument materials and operation sheets. Its specific requirements are:

(1) materials should be sufficient to fully meet the needs of children's repeated practice.

(2) The materials of similar activities should have three levels: objects, pictures and symbols, so as to adapt to or guide children to gradually develop from the logical thinking of actions, images and symbols.

(3) The materials for learning the same concept or understanding the same relationship should be diversified to help children accumulate mathematical experience, help them generalize and abstract the attributes of mathematical concepts and form preliminary mathematical concepts.

3. rules. Mainly refers to the steps and requirements necessary for children to complete activities, so that children know how to operate materials. Activity rules should pay attention to the following three points;

(1) rules should reflect the attributes and relationships of mathematical concepts, as well as the properties and laws of operations.

(2) Rules should be understood and mastered by children. According to children's cognitive ability, children can understand rules in different ways and put them in materials and operations. For example, rules can be expressed in model rooms for children to follow, and rules can also be expressed in language.

(3) By changing the rules of activities, make full use of materials, and make materials-things multi-purpose.

4. Form. Refers to the way children operate. It can be divided into individual operation, cooperative operation and similar operation. The first two forms of operation are widely used.

5. guidance. Mainly refers to how teachers introduce the materials and rules of activities to children, explain the guiding points of teachers in the process of children's activities and the requirements of activities after changing the materials and rules.

6. evaluation. The purpose of activity evaluation is to determine the educational effect. Teachers should take evaluation items as the basis for observing children's behaviors and activities to help children learn. The evaluation content can be the direct behavior of children or the result of activities. We should respect the individual differences of children when evaluating.