Teaching objective: 1. Combine examples and students' life experience to perceive translation and rotation, and can judge and distinguish these two phenomena. 2. You can count the squares that a simple figure translates horizontally or vertically on the grid paper. 3. Understand the application of translation and rotation in life and the relationship between mathematics and production. 4. Develop students' spatial concept and cultivate their observation ability and cooperative consciousness through inquiry research activities. Teaching emphasis: distinguish translation and rotation intuitively. Teaching difficulties: preparation for translation distance teaching: related wall charts, square paper, small triangle card teaching process: 1, situation introduction: in this class, we go to the processing factory in the new countryside to see what students are interested in. The teacher shows the flip chart and the students observe the pictures. 2. Teaching Translation and Rotation (1) Teacher: Who will answer the teacher's question just now? Students: conveyor belts, exhaust fans, elevators, wheels, electric doors, electric fans, etc. Teacher: Please think about how these objects move. We classify these objects according to the way they move. After discussion, the students answered by name, and the teacher concluded that the conveyor belt, elevator and electric door all move in a straight line, which we call translation. The exhaust fan, wheel and electric fan rotate around a point, and we translate this phenomenon electrically. (2) Students look for role models in life. Students look for the phenomenon of translation and do it by hand. (3) Independent exercise: complete the title on page 59 1 and revise it collectively. 3. Learn how to translate (1) and translate numbers on a piece of square paper; There is a triangle that needs to be translated two squares to the left on the grid paper. Can you help it? Students use learning tools to move triangles by themselves, and discuss their own moving methods with the group of students. Name the students and tell the results of the discussion. Teacher's summary: let's discuss how many squares the ship has moved. Is there any way to draw a conclusion quickly and accurately? Can you observe it through a certain point or an edge on the map? Students discuss that we have just learned how to calculate how many squares a figure has moved. Let's try to draw a moving figure. The group discussed a reasonable drawing step, which can improve the efficiency (as long as the position of some feature points after the translation of a simple graphic can be determined). From the above research, we can find that there are many ways to look at the distance after the plane figure is translated, and it is a better method to grasp a point in the figure and look at the distance of the corresponding point after the translation. (2) Practice observing the picture below and tell me which direction and how many squares each figure has been translated. On Sunday, Pingping will go to the Book City with her mother to buy books. Please see how many roads there are. What exercise did you do when you walked every road? Which is the shortest way? 4. Summary: (1), the teacher asked: What did you learn in this class? (2) The teacher showed a triangle with a smiling face on the square paper and said: Today, the students did well in this class. Everyone helps Xiao Triangle. Xiao Sanjiao is very happy. It makes the teacher say, "Thank you!"