It is an important and arduous task to train outstanding students to make up for the differences in the review process. The existence of student differences will inevitably lead to top students and poor students. And this polarization may be more serious in the review stage. How to face this unavoidable reality, the author here provides some immature practices to discuss with you. First of all, let's talk about "making up the difference", which is divided into two parts, the first time. The second make-up lesson after review is to dredge the content of today's review again, ask them what they haven't mastered well, and buffer and strengthen it in a targeted way. For those knowledge that is really difficult to understand, teachers should learn to "reluctantly give up what one loves", appropriately lower the requirements when assigning homework, and truly embody "teaching students in accordance with their aptitude" and "teaching students in accordance with their aptitude". Secondly, let's talk about "cultivating excellent students". Generally speaking, eugenics are particularly relaxed when reviewing, because the content of the review has been understood and mastered by them. How to make them "full"? The author's approach is: 1. In the review class, try to give the opportunity to answer to the "middle and lower students", let the "eugenics" be "little teachers" to evaluate the answers of the "middle and lower students" and introduce their good ideas and practices to everyone, so that they will be mutually beneficial and complement each other; 2. Let gifted students participate in teachers' lesson preparation and topic writing, listen to their suggestions, and "come from students and go to students" to make the review effect more targeted; 3. Arrange "self-help homework" for them to choose, leave more time for them to read math extracurricular books, constantly enrich and improve their comprehensive mathematics literacy, and let them really "eat enough".