"Mathematics Curriculum Standard" puts forward that mathematics teaching should reflect the characteristics that mathematics originates from life and is applied to life, so that students can feel the close connection between mathematics and real life, feel the interest and function of mathematics, enhance their understanding of mathematics, and have confidence in learning and applying mathematics. Life is inseparable from mathematics, and mathematics is inseparable from life. Especially in our primary school mathematics, we can find its prototype mathematics in our life, and many familiar things around students are "living" textbooks of mathematics. Husserl, a famous German thinker, believes that the life world is intuitive, concrete, realistic and historical, so it is also rich. As a teacher, we should make rational use of life materials and create learning situations closely related to students' living environment and knowledge background, so that students can establish the connection between life and mathematics in real or simulated situations. For example, when teaching "percentage application problems", we can make full use of the relationship between the number of boys and girls and the number of groups in our class to design exercises. There are 60 students in Grade Six, including 33 boys and 27 girls. What percentage of boys are in this class? What percentage of girls are in the class? Students are also free to give questions. The student union will make up the topic that there are more boys than girls and fewer girls than boys. In this way, students feel that there is mathematics everywhere in their lives and realize the usefulness of mathematics in their lives. For example, it is difficult for students to distinguish between geometric figures. When we teach the understanding of rectangle, square, triangle and circle, we can first show the table, book, red scarf, ball and other physical objects we usually see with slides, and then remove the physical objects, leaving geometric shapes such as corners, rectangles, squares, triangles and circles, so that students can find these graphics around and feel that mathematics is no longer boring.