Tisch
Teaching objectives
1. Let students know more about graphic translation. They can first translate simple graphics horizontally or vertically, and then translate them vertically or horizontally on the grid paper.
2. Let students be interested in graphic transformation in the process of understanding translation.
Emphasis and difficulty in teaching
Methods of translation.
teaching process
Import scene
1. Move textbooks and pencil boxes (create emotional scenes)
Teacher: Please move the textbook to your left and the pencil box to your right, so that the desk in front of you is empty.
2. Push the window (create an emotional scene)
Teacher: The classroom needs ventilation. Please open the window.
Teacher: If the classroom is cold, what should we do with the windows?
Health: Turn it off.
Teacher: Yes, please close the window. In life, we will encounter many jobs that need to move.
3. Move the paper box (create an emotional scene)
Teacher: Students, here is a big cardboard box. Now, what can you do to put it on the other side? (Students operate, put the carton on the middle side in different ways)
Teacher: Just now, some students pushed, some students dragged, some students moved, and many methods were used. All these methods can move the box to the other side. There are many examples in life like we move boxes.
4. Show a wall chart of life scenes (create emotional scenes)
Teacher: (Show: (1) the elevator map of the construction site, (2) the sightseeing cable car map inspires students to think) How do they move? What happened after they moved? What hasn't changed?
Teacher: (Students summarize after answering) Moving textbooks and pencil boxes, opening and closing windows, moving cartons to the other side, lifting elevators, starting cable cars and so on. These objects all move in a straight line, and the movement process only changes the position, and nothing else has changed. This phenomenon is called translation. In this class, let's learn translation together, shall we? (blackboard writing topic)
New course teaching
Show textbook example 3
Draw the translated picture, count it again and fill it in.
1. First, translate the arrow up by 5 squares. The specific counting method is based on a certain point. Then translate 7 squares to the right. Depending on a certain point, count 7 squares to the right to draw the translated map.
2. Q: How did these two pictures translate to the present position? Students speak freely, and the teacher encourages students to say different translation methods.
3. Draw the translated picture.
4. Students complete independently and give guidance to students with difficulties.
5. The comparison between the translated figure and the original figure makes students draw the conclusion that the position of the object has changed, but the shape and size have not changed.
6. Continue to pan the chart to the lower left. Collective comments of the whole class.
Homework done in the classroom
Follow page 86 of the textbook.
Course summary
What did you get from this lesson? Summary: In this lesson, I learned all kinds of translation phenomena in my life and how to draw translation graphics. I know that the translated graphics only change their positions, and their shapes and sizes remain the same.
Homework after class
1. Exercise 2 1 on page 88 of the textbook.
2. Complete the exercises in this lesson in the workbook.
Graphic Translation in the Third Classroom
The position of the object has changed, but the shape and size have not changed.
Teaching reflection
This lesson mainly allows students to further understand the translation of graphics and master the translation drawing method of simple graphics. In teaching, students should participate in learning, guide students to explore independently, and experience the characteristics and drawing methods of translated graphics in group discussion.
extreme
Teaching objectives:
1. Through observation and comparison, we can master the method of graphic translation, and we can translate simple graphics on square paper.
2. Cultivate students' operational ability and analytical ability, and develop students' spatial concept.
3. Stimulate students' interest in learning mathematics through graphic translation, and accumulate successful experience.
Teaching focus:
Master the method of graphic translation and translate simple graphics on square paper.
Teaching difficulties:
It can accurately judge the distance in the process of graphic translation.
Teaching AIDS:
courseware
Teaching process:
First, situational import
1. Courseware shows some translation phenomena in life.
Question: Students, do you know what these phenomena are?
Guide the students to say that this is a translation phenomenon in life.
Follow-up: Can you do gesture translation?
Students do it by hand.
2. Introduce new courses.
In the previous research, we observed some translation phenomena in our life. Today, we will learn more about graphic translation. (Title on the blackboard: Translation of graphics)
Second, communicate and enjoy.
1. The courseware shows the example 1 on page 1 of the textbook.
Ask a question: How do the boat chart and goldfish chart move respectively? What are the similarities and differences between their actions?
2. The teacher animated the movement process of the boat map and the goldfish map.
(1) Students observe and feel translation.
(2) Emphasize the direction of translation.
Q: Both the ship map and the goldfish map have been translated. In which direction did they translate?
Students can observe that both the ship map and the goldfish map are translated to the right.
3. Know the distance of translation.
(1) Question: Both the ship chart and the goldfish chart are translated to the right. Are there any differences in their movements?
Guide the students to find that the translation distance of the ship map is farther than that of the goldfish map.
(2) counting.
Guide: How many squares has the ship map moved to the right?
(3) Group discussion, teachers' inspection and individual counseling.
(4) Organize class communication.
Teacher's question: A classmate calculated the distance between two ships as 4 squares, and he thought the translation distance was 4 squares. Do you think this is right?
Guide the students to draw the following conclusion: four squares are only the distance between two ships, not the translation distance between two ships.
Follow-up: Just now, the students exchanged ways to move a few squares in the group. Who will share it with you and how to calculate it?
Guide students to report and communicate. Students may have different counting methods. Teachers can organize the whole class to evaluate and judge, and if necessary, let students demonstrate their counting methods on stage.
Mathematical presupposition
Method 1: Look at a line segment on the sail. This line segment moves 9 squares to the right, and the ship map moves 9 squares to the right.
Method 2: Look at a point on the bow. This point moves 9 squares to the right, and the ship map moves 9 squares to the right.
(5) Count: How many squares has the goldfish map moved to the right? Then communicate with your classmates.
Let the students finish it independently first, then organize communication and the teacher will patrol.
(6) Summarize the method of determining the translation distance.
Let the students talk about it first, and then the teacher will sum up with the students' speeches: when determining the translation distance of the figure, we can first find out the reference point and see which direction it has translated a few squares, and the figure has translated a few squares in that direction.
4. Practice in real time.
Finish the second page of the textbook and have a try.
(1) Students draw independently.
Teachers patrol to understand students' problems and give appropriate guidance to individual students with difficulties.
(2) Organize the report.
Students show the drawn figures by projection and report how they are drawn.
The teacher summarized the drawing methods according to the students' report: one method is to determine the four vertices of the parallelogram, find out the corresponding points of each vertex after translation, and then connect the four corresponding points in turn; Another method is to find the corresponding edge of each edge after translation.
Third, the feedback is perfect.
1. Complete the second page of the textbook, exercise 1.
The focus of this problem is to consolidate the translation distance and strengthen the method of determining the translation distance through practice.
Let the students finish independently first, and then report to the class after group communication.
2. Finish the second page of the textbook and practice the second question.
This problem is two elements to consolidate translation: direction and distance.
You can let the students finish it independently first, then organize the report exchange, and let the students talk about how to judge in the exchange.
Fourth, reflection and summary.
What have you gained from learning this lesson? What other questions are there?