The sixth grade math teacher should let students learn to determine the position of an object by direction and distance, and understand the application of the knowledge of determining the position in life by solving practical problems. The following is the teaching plan of the position and direction of the first volume of mathematics in grade six, which I compiled, hoping to provide you with reference and reference.

The sixth grade mathematics orientation and direction teaching plan model Wen Yi first volume

Teaching objectives:

Knowledge and ability: Based on the materials provided by the textbook, the position of the object can be determined, and according to the two data, the position of the object can be determined with grid paper.

Process and method: I can express my thinking process and results in words, and have good communication and cooperation with my peers.

Emotion, attitude and values: I can skillfully determine the position of objects on square paper and get a preliminary understanding of the idea of coordinates.

Teaching emphasis: Understand the method of determining the position of objects according to direction and distance.

Teaching difficulty: According to the description, the specific position of the object can be marked on the plan.

Class schedule: 1 class hour

Teaching process:

Learning before class (guided learning)

Two minutes before class.

First, pave the way for old knowledge and introduce review classes.

1. Tell me where your home is at school.

Show your learning goals.

Knowledge and ability: Based on the materials provided by the textbook, the position of the object can be determined, and according to the two data, the position of the object can be determined with grid paper.

Process and method: I can express my thinking process and results in words, and have good communication and cooperation with my peers.

Emotion, attitude and values: I can skillfully determine the position of objects on square paper and get a preliminary understanding of the idea of coordinates.

Preview (self-study)

(1) The teacher affirmed the way described by the students above.

(2) It is clear that in this class, we should further review the relevant knowledge of determining the position.

Let the students speak freely, talk about their problems in the learning process and discuss them together.

Group work

study

(Learn from each other)

1, teaching example 1 projection display theme map:

(1) Tell me the meaning in the main picture:

The typhoon is located 30 degrees southeast of A city, 600 kilometers away from A city, and is moving to A city in a straight line at a speed of 20 kilometers per hour.

(2) Students observe the seat map, and if you want to tell your partner whose position you want to tell.

(3) Understand the meaning of the problem, determine the observation points and establish the pattern.

(4) The typhoon is 30 degrees southeast of City A, 600 kilometers away.

(5) The legend should be understood.

(6) Explore ways to express positions with data.

Where is the typhoon center in city A? On the basis of students' discussion, the teacher guides students to understand the method of expressing the position of objects with data.

Classroom communication

Display learning

(display)

2. Finish page 20 of the textbook, and then do it.

3. Review teaching examples 2

Show the theme map in the textbook by projection.

(1) Observe the schematic diagram and say what you see.

(2) Tell the meaning of this topic.

(3) Discuss methods with each other.

4. Do it on page 2 1.

1) What did you do?

2) collective modification.

5. Example 3 on page 22 of the self-study textbook for students.

(1) Describe the typhoon route map in your own language.

(2) Sit together and talk about the road map of the typhoon.

Complete the "do" on page 22 of the textbook. P23 Questions 2, 4, 6 and 7

Collective revision.

Choose a typical topic for average practice, such as average speed; Review the process of drawing corners, and describe the position of Kobayashi's family in Xiao Qiang's family and Xiao Qiang's family in Kobayashi's family.

Extended detection

study

(evaluation)

What did you get from this lesson?

How did we find a way to express the position of an object just now?

The method of drawing a plan: first determine the direction, and then determine the distance. When determining the distance, the distance on the ground can be represented by a number of line segments.

The first volume of the sixth grade mathematics orientation and direction teaching plan model essay II

Teaching objectives:

1, learn to use direction and distance to determine the position of an object.

2. Understand the application of location knowledge in life by solving practical problems.

Teaching emphasis and difficulty: learn to use direction and distance to determine the position of objects.

First, check the import.

1. Show the position of "__x" class with the learned mathematical knowledge? Refers to a lifetime. (This student is represented by a number pair.)

2. Take the school as a reference and talk about the location of the flag hospital. Refers to a lifetime answer. Banner Hospital is in the northwest of the school. This student is represented by direction, why not by number pairs? On the contrary, why is the first question not expressed in terms of direction? )

The teacher's summary leads to a new lesson. When indicating the position, the area is small, and when there is no reference point, it can be expressed by several pairs, such as the first small question. When there is a large reference point in the area, it should be indicated by the direction, such as the second question, but there are many buildings in the northwest of the school, such as the family building of the water pump factory, Jinshan Citizen Square and Xifu Gas Station. How can we show the location of the flag hospital more specifically? Let's discuss it in this class.

Second, the new curriculum exploration

1. Show me the picture of the textbook and tell me the content. What mathematical information do you know? What don't you understand? (Students ask questions)

What does the default value of 1: 30 in the southeast of a city mean and how to determine it? (Students speak first, which is inaccurate and incomplete. Teacher: That makes sense. Are you serious? Courseware demonstration: 30 degrees southeast of a city is a process of turning 30 degrees south with a city as its apex and due east as its starting edge. )

Preset 2: How to draw 30 southeast in the picture? (This problem will be solved later)

Premise 3: Who is the reference point? It's 30 degrees east of south. Who can answer his question? "One city", is that what you think? Not bad)

Presupposition 4: How big is the typhoon center? Who can answer his question? Is that what you think of A City and Its Surroundings? Your idea coincides with the teacher's

Presupposition 5: Can you say due south by east? Your idea is very creative, can you say so? Who knows how "south by east" expresses "energy"? Students narrate first. That's right. It seems that the combination of pictures and words will be better. Courseware display: 60 east by south is a process of turning 60 east with a city as the apex and due south as the starting edge. They represent the same rays as 30 south by east, so 30 south by east can also be expressed as 60 east by south. Then 20 north by west can also explain why? The student said "70 north by west". Can you give another example like this? Students are really amazing, and teachers should learn from you. )

2. We understood the meaning of the problem and solved the problem we didn't understand. It's time to test everyone. The teacher shows only four directions, one for each student. ) Can you show the specific location of the wind center with the azimuth icon? Please think independently and finish.

3. Choose a representative picture to show on the booth, and say whether this picture can show the specific location of the air outlet center, why, why not? (Default: 1, not marked; 2. There is no standard and distance; 3. East-south 30 is wrong; 4 only direction, no distance, etc. )

4. Do the students know how to accurately point out the specific location of the wind center now?

5. Modify your own picture and talk about how you drew it in the group.

6. Show two groups of pictures and discuss what to draw first and then what to draw.

7. Summary: How to determine the specific position of an object?

First, draw the orientation map of four directions; Then draw the direction and mark the degree; Use one

The line segment represents a certain distance, and the distance is marked on the map; Mark each name.

Think about it: What points are needed to determine the specific position of an object? Direction, distance

Second, consolidate the practice.

Complete the "doing" on page 20 of the textbook independently, and then communicate in groups.

Think about it: What points are needed to determine the specific position of an object? Direction, distance

Four, my harvest and thinking

Five, the blackboard design

Position and direction

Specific location: direction, distance

The first volume of the sixth grade mathematics orientation and direction teaching plan model Wen San

First, the teaching content:

1. Determine the position of the object according to the two conditions of direction and distance.

2. Draw the distance of the object on the map according to the direction and distance.

3. Understand the relativity of positional relationship.

4. Describe and draw a simple road map.

Second, the teaching objectives:

1. By solving practical problems, let students know the application of positioning in life and the methods of positioning.

2. Enable students to determine the position of objects according to the direction and distance, and describe and draw a simple road map.

Third, the teaching focus:

1, experience the relativity of positional relationship.

2. Determine the position of the object according to the direction and distance, and draw the distance of the object on the map.

Fourth, the schedule:

1. Determine the position of the object according to the two conditions of direction and distance. 1 class hour

2. Draw the distance of the object on the map according to the direction and distance. 1 class hour

Location and direction (1)

Teaching content: Determine the position of an object according to any direction and distance.

Teaching objectives:

1, through specific activities, understand the role of direction and distance in determining position.

2. The position of the object can be determined according to any direction and distance.

3. Develop students' concept of space.

Teaching emphases and difficulties:

1, the position of an object can be determined according to any direction and distance.

2. Accurate description of any angle and specific direction.

Teaching process:

First, set the scene:

If you were a racing driver, which direction would you travel from the base camp? How do you determine the direction?

Group discussion: use the knowledge you have learned before to get the general direction.

1. Cultivate the awareness of adding direction signs: What are the benefits of adding direction signs?

2. Highlight the base camp as the observation point: Why draw the direction in the base camp?

Explore any direction and distance to determine the position of the object.

Question:

1, do you know Turpan is in the northeast of the base camp?

What will happen if we start now?

Group discussion:

In which direction can contestants find their destination more accurately and quickly?

When studying, you can use the tools at hand.

Turpan is 30 degrees northeast of the base camp.

Practice: You said that I set it for small animals and settled it.

Cut out the small picture before class and do it in class. )

Example: I set the panda's home in the opposite direction.

I set the panda's home 30 degrees northwest. Where is the panda? Discussion: Why is the home of the monkey 30 degrees southwest and the home of the rabbit 30 degrees southwest?

Solve the problem and find a way to get the distance.

If your car is driving at a speed of 200 kilometers per hour, how many hours will it take you to get to the inspection site?

The distance is not directly marked on the map. What can you do to solve it?

Look at the map carefully. What did you find? Try to solve it in groups.

Second, practice:

1. Take the radar station as the observation point and fill it in.

The position of the frigate is oblique, with a distance of 0/000km from the radar station1000km. The position of the cruiser is oblique, with a distance of 0/000km from the radar station100km from the torpedo boat.

2. Take the TV tower as the observation point and fill in the blanks as required.

The cultural square is 45 degrees south of the west of the TV tower; The stadium is 30 degrees southeast of the TV tower; The museum is 60 degrees southeast of the TV tower; The zoo is 40 degrees northwest of the TV tower.

Third, after-school development:

There will be two new amusement projects in the amusement park: one in the direction of 40o northwest of sightseeing bus.

In fact, about 200 meters away, a new "lunar module" was added, and another "whisperd" was 20o east of the south of sightseeing bus, about 150m away. Please mark the location of this new project on the floor plan.

Position and direction (2)

Teaching content: Draw the distance of objects on the map according to the direction and distance.

Teaching objectives:

1, can draw a schematic diagram. Through the process of drawing, let students know how to mark the position of objects on the diagram according to the direction and distance.

2. Cultivate students' hands-on operation ability by drawing the floor plan. In the activity, cultivate students' consciousness and ability of cooperative inquiry.

3. By solving problems, students can apply what they have learned and enhance their interest and awareness in learning mathematics well.

Emphasis and difficulty in teaching: draw a plan according to the direction and distance.

Teaching process:

First, review the introduction.

Cooperative drawing and practice consolidation

The purpose is to look at the picture and answer questions, review and consolidate the knowledge about the direction, angle and distance on the picture, and prepare for drawing the floor plan for yourself.

(1) The parking lot is in the direction of the square, about meters away. Xiaohong's home is in the direction of the square, about 100 meters away.

(2) The subway station is 45 degrees east of the square and 0/00 meters away from the square. Can you mark the location of the subway station on the map? Speak your mind.

1, showing school videos or pictures.

Q: What buildings are there in the school? Now there are some data. Can you mark these buildings on the floor plan according to these data?

Display data: the teaching building is at the north side of the school gate150m. The library is 35 degrees northeast of the school gate150m. The gymnasium is 200 meters north of the school gate at 40 degrees. The activity angle is 50 meters east of the school gate 15 degrees.

2. Group discussion: How are you going to finish the task? Is there any problem to be solved?

3. The group reports the plan of drawing the floor plan, and the teacher arranges it:

(1) Method of drawing plan:

First determine the direction on the floor plan, and then determine the distance of each building. If the students say nothing, the teacher can guide them: How are you going to show 150m, 200m, 50m on the map? So as to help students determine the scale and distance on the map.

(2) How to divide the work when teamwork, and how to complete the task well and quickly in a limited time.

4. Group activities and plan.

5. Show the floor plan drawn by each group for collective review.

(1) Evaluate the correctness of the drawings. If there is a problem with the plan, tell us what the problem is and how to determine the location.

Revised communication: What do your group think should be paid attention to when determining the location of this point on the map? How can we be sure?

Teacher's summary: Generally, when drawing a plan, the angle is determined first, and then the distance on the plan is determined.

(2) Comparing schemes, why are some schemes large and some schemes small?

Summary: 1 cm indicates that the size of the graph is different.

Second, practice:

1, complete questions 3 and 4 on page 2 1 in the book and modify them.

2. Design residential areas on paper and explain the location of each building.

Teachers provide students with some pictures of buildings, such as hospitals, schools, shops, banks, post offices, pharmacies and so on.

Postscript:

The teaching content of "location" is the expansion and perfection of the corresponding teaching content in the first phase. Students have learned how to determine the position of objects according to rows and columns in the lower grades. Through the study of "position and direction" in the middle grades, they know that the position of objects can be determined according to two conditions in the plane. On this basis, this lesson allows students to learn to use number pairs to represent the position of objects in specific situations, thus further enhancing the existing experience and cultivating the concept of space.

Unit summary

Through learning, most students can basically judge the direction and distance of an object, draw the position of the object correctly and draw the orientation map correctly according to the relevant requirements, which is more accurate and standardized, but some students can't find the right direction and can't judge the direction and draw the orientation map correctly.