Teaching objectives:

Knowledge and ability: make students know and discover the arrangement law of figures, know that there is mathematics everywhere in life, and learn to use mathematics.

Process and method: Find out the arrangement rules of figures through observation, guessing, experiment and reasoning.

Emotional attitude and values: cultivate students' awareness of discovering and appreciating the beauty of mathematics and creating beauty with mathematics.

Teaching emphases and difficulties:

1. Key point: Know and discover the arrangement law of figures, know that there is mathematics everywhere in life, and learn to use mathematics.

2. Difficulties: By observing, guessing, experimenting, calculating and reasoning, we can find out the arrangement rules of graphics and design certain graphics rules.

Teaching process:

First of all, stimulate interesting conversations, review old knowledge and prepare for introducing new lessons.

Teacher: Students, I still remember that we learned some legal knowledge in the first grade. Mingming decorated his room with our knowledge of the rules. He invited Cong Cong to visit his room. Cong Cong immediately discovered the rules of the room. Students, did you find them? (Show a clear room map)

Health 1: lanterns are red and white, and red and white are arranged regularly.

Health 2: The curtains are a yellow one, a blue one and a yellow one arranged regularly.

Health 3: The desktop is white and green, and white and green are arranged regularly.

……

Second, the introduction of new courses.

This is a simple arrangement law that we learned in senior one. In fact, there are rules everywhere in our lives, and many of them are better and more complicated than what we have learned before. In this class, the teacher will continue to explore these better and more complicated laws with everyone. Is everyone willing? Have confidence? Writing on the blackboard: looking for the law

Third, explore new knowledge.

1. Appreciate the theme map and perceive the law.

(1) Teacher: Cong Cong also went home to decorate his room. Please observe the children carefully and discuss in groups of four whether there are any rules to follow. What are the rules?

(2) Students: Cooperate and communicate, explore the rules, and then report the rules found by each group. We should actively evaluate and encourage the laws discovered by students to increase their confidence in learning.

(3) Teacher: The teacher found that some students obeyed some rules, but some students were confused. Let's explore this picture with everyone and see what kind of rules there are. First, lead the students to talk about the numbers in each line. How are they arranged? What is the relationship between the first line and the second line, and what is the relationship between the second line and the third line? With the help of courseware demonstration, students can find that the first figure in the previous row of two adjacent rows moves to the end of the second row, and all other figures move forward one space.

(4) When students discover the law between rows, guide them to observe the relationship between columns. Let the students find that the changing rules between peers and rows are the same.

2. Further explore the verification method.

(1) Teacher: Cong Cong, for everyone has been busy for so long, would you please treat everyone to some fruit? (Show the courseware).

(2) Students: Look at the pictures of fruits and observe the arrangement of the first three rows of fruits.

(3) Teacher: In what order should the fruits in the fourth row be placed? Can you use the law of the wall to find the law of the fruit map?

(4) Student: Talk about the law discovered by the deskmate, and then make a pendulum to supplement the fourth line.

(5) Teacher: If it is put on the next line, how should it be put?

(6) Students: Answer questions after observation.

(7) Teacher: Reveal the concept of "cycle".

3. Further verify the rules in the game.

(1) Name four people queuing in front of the stage.

(2) The teacher called the second student a leader and asked: Where should the first student go?

(3) Name the third student taking the lead. How should other students move? (Students change their positions and other students correct them)

4. Solve problems by law.

Teacher: The students did really well, and found interesting patterns from the wall decoration and fruit map. Now the teacher asks you to do me a favor, ok? (yes). There is a rag in the middle of the teacher's house. Please use the rules I have learned to make it up for me. See who can fix it quickly and well! (Name 1 person added to the blackboard)

Student: Take out your pen and draw a picture on the paper after observation.

Teacher: Evaluate students' supplementary grades (pay attention to encouragement).

5. Discuss the graph with the opposite cycle direction.

(1) Teacher: The students have found so many interesting rules. Let's enjoy the bedroom curtains with the teacher and see what rules their patterns are arranged. Is it the same as the pattern we found before?

(2) Students: Observe the pictures, discuss in groups, and report and communicate.

(3) Student: Make a gesture and fill in the fourth blank line.

Fourth, the use of laws for personality design.

1. Design benchmark law

Teacher: The walls of Cong Cong's house have been decorated, but the decoration of the ground gives him a headache. Today, Cong Cong wants to select a few excellent little designers among us to design regular patterns for Cong Cong's houses. Let's compare whose design is the best.

2. Thank you for your work.

Show students' works and evaluate whether they meet the requirements. As long as it is regular, we should give praise and encouragement.

Verb (abbreviation for verb) class summary.

Today, the teacher explored many interesting laws with everyone, and at the same time solved many problems in life by using the discovered laws. There are many more interesting knowledge waiting for us to continue to explore in our mathematical paradise. I hope everyone is willing to climb the peak forever.