2. Go through the process of exploring the method of determining the position of objects, so that students can develop the concept of space in the learning process.
3. Make students feel the rich realistic scene of determining the position, realize the value of mathematics, and have a sense of intimacy with mathematics.
Teaching emphasis: The position of an object can be represented by several pairs.
Difficulties in teaching: the position of objects can be expressed by number pairs, and the order of rows and columns can be correctly distinguished.
Teaching preparation: projector, seat map of students in this class
Teaching process:
First, review the old knowledge, a preliminary understanding
1. Teacher's question: Students, can you tell me where your seats are?
Students can introduce the location in the following two ways:
(1) is described by "which group is which".
I use "front", "back", "left" and "right" to describe it. Let the students talk about it first
There are 48 students in our class, but most students and teachers don't know each other. If I want to invite one of you to speak, can you help me think about how to express it simply and accurately?
3. Students express their opinions and discuss how to use the method of "which column and which row".
Second, explore new knowledge.
1, teaching example 1 (showing the students' seat map of this class)
(1) If the teacher uses the second column and the third line to indicate the position of XX, can you also use this method to indicate your position?
Students make a preliminary perception against the seat map and tell their position. Individual report, collective error correction.
(2) Students practice showing other students' positions in this way. (pay attention to the column first and then the emphasis of the lines)
(3) Teaching writing: the position of XX is in the second column and the third line, which we can express as: (2, 3). Can you write down your position according to this method? (Students write down their positions in their exercise books and name their answers)
2. Summary example 1:
(1) How much data did you use to locate a classmate? (2)
(2) We are used to saying columns before rows, so the first data represents columns and the second data represents rows. If the order of these two data is different, then the position of the representation is different. Compare the differences between (2,3) and (3,2).
{Find differences in comparison, so as to deepen students' understanding of logarithmic pairs. }
Step 3 practice:
(1) The teacher reads the name of a classmate in the class, and the students write his exact position in the exercise book.
(2) When do you need to locate yourself in your life? Talk about the way they determine their position.
(The seats in the electric *, the longitude and latitude on the globe, the ancient Go in China, etc. )
{Broaden students' horizons and let them experience the application of mathematics in life. }
Third, in-class evaluation
The teacher presents the courseware and the students finish it independently. Error correction in group evaluation.
{Qiang Bing, be a soldier trainer. }
Fourth, class summary.
What did we learn today? What do you think of your present situation? What else don't you understand?
{Let the students speak out and understand the mastery of knowledge. }
Position (2)
Teaching objectives:
1. enables students to determine the position on the grid paper with two data, and determine the position on the grid paper according to the given data.
2. Through learning activities, enhance students' ability to use what they have learned to solve practical problems and improve their awareness of application.
Teaching focus:
Determine the position of a point on a square paper with several pairs.
Teaching difficulties:
Correctly represent columns and rows with grid paper.
Teaching preparation:
Teacher preparation: projector.
Student Preparation: Square Paper
teaching process
First, review and consolidate.
Mark the positions of the students in the following classes (sketch)
{With the help of the teacher's operation of the student seat map on the platform, the actual specific situation can be quickly mathematized}
Second, explore new knowledge.
(A) Teaching Example 2
1. We just learned how to indicate the position of our classmates. Now let's see how to show the location of the venue on such a schematic diagram.
2. According to the example 1, the whole class discussed how to show the position of the gate. (3,0)
In the teaching process, teachers should pay special attention to the 0 th column and 0 th line to guide students to find it correctly. )
3. Discuss and tell the location of other venues at the same table, and answer by name.
4. According to the data given in the book, students mark the positions of "Bird House", "Orangutan House" and "Lion Tiger Mountain" on the map. (Projection Review)
{Make full use of students' existing life experience and knowledge, and encourage students to explore independently and cooperate and exchange. In teaching, we should make full use of these experiences and knowledge to provide students with exploration space, so that students can describe the position from life experience to determine the position by mathematical methods, develop mathematical thinking and cultivate spatial concepts through observation, analysis, independent thinking and cooperative communication. (2) Classroom improvement
Exercise 1, question 6
(1) Write the position of each vertex on the graph independently.
(2) Vertex A is translated 5 units to the right. Where is it? What data has changed? Point a is further shifted upward by 5 units. Where is it? What data has also changed?
(3) Translate point B and point C according to the method of point A, and get a complete triangle after translation.
(4) Observe the pictures before and after translation and tell me what you found. Talk to each other in groups.
(The graph remains the same, the column, that is, the first data changes when moving to the right, and the row, that is, the second data changes when moving up).
{。 Let the students see the method of expressing the position of points on the plane with number pairs, build a bridge between number and shape, and strengthen the mutual connection between knowledge. }
Third, in-class evaluation
Exercise 1, question 4
Students finish independently, and then students check and communicate with each other. Finally, the teacher shows the students' works and the students evaluate them.
Exercise 1, question 5
(1) Students draw a simple polygon on paper. Each vertex is represented by two data.
(2) Work at the same table, with one person describing and one drawing.
Continue to infiltrate the idea of combining numbers with shapes.
Fourth, classroom self-evaluation.
What do you think of your performance in this class? What areas need to continue to work hard?
Verb (abbreviation of verb) Design intention:
In this section, I make full use of students' existing life experience and knowledge, starting from familiar seating positions, and let students subtly establish the concept of "which column and which line" in the practice of dictation, and cultivate the habit of saying "column" before "line" from habit. Then use the grid diagram to show the position, so that students can know how to find the corresponding position from the grid coordinates. This is from intuition to abstraction, from easy to difficult, in line with children's learning characteristics.
Determine the position with digital pairs
Teaching objectives
1. can explore the method of determining the position and tell the position of the object in a specific situation.
2. Will use the "number pair" on the grid paper to determine the position of the object.
3. Develop the concept of space and initially realize the idea of combining numbers with shapes.
4. Experience mathematics everywhere in life and improve the ability to use knowledge to solve practical problems.
Teaching focus
Make the students go through the whole process of determining the position, so as to master the method of determining the position with number pairs.
Teaching difficulties
Use "number pairs" to determine the position on the square paper.
teaching method
Situational teaching method, creating the situation of looking for librarians, stimulating learning interest and determining the position through perception.
learning method
Active participation method, in the learning process, actively think, understand the method of determining the position with number pairs, actively participate in hands-on activities, and improve the ability to look at pictures.
Teaching preparation
multimedia courseware
teaching process
First, dialogue import
1. Teachers talk to students.
The school asked our class to recommend a classmate to be a librarian in the school library. The teacher has been chosen, so do you want to know who this classmate is?
This classmate is in the third group in the class. Do you know who this classmate is? Who is his classmate? What conditions do you need to know to find this classmate?
This classmate's seat is in the third row. Do you know who this classmate is?
2. Introduce new courses.
In this class today, we will learn how to determine the position together.
Writing on the blackboard: using number pairs to determine the position
Design intention: By introducing mathematical questions into the dialogue, students' interest and enthusiasm in learning can be fully aroused, and the foundation for learning new knowledge can be laid.
Second, explore new knowledge.
1. Teaching examples 1.
(1) shows the teaching diagram of the example 1.
Look at the pictures. Which column is Sean sitting in? What line?
(Vertical rows are called columns, and horizontal rows are called rows)
Sean is sitting in the second row and the third row. (2, 3) is represented by a number pair.
(3) Ask the students to point out the positions of Rebecca and Zhao Qiang in pairs.
Rebecca (3, 4 years old) Zhao Qiang (4, 3 years old)
(4) summary.
To determine a classmate's position in the classroom, we should consider two elements: which column and which line.
Design intention: Through concrete examples, guide students to know the judgment method of which column and which line, and experience the process of analyzing and solving problems by using mathematical knowledge.
2. Complete "Done" on page 3.
There are pictures of electricity and movie tickets in the courseware. Exhibition topic: give examples of determining the position in life and talk about the method of determining the position.
(electricity * use movie tickets to determine the location. Movie tickets generally say "several lines and numbers", "line" refers to the line and "number" refers to the column. For example, "No.7 in line 3" means (7,3) in pairs.
Design intention: Starting from the familiar scenes of students, choose things that students are interested in, ask relevant questions, and stimulate students' interest in learning.
3. Teaching example 2.
(1) Understand the grid diagram.
Show me the map of the zoo.
Guide the students to observe the pictures.
The schematic diagram of this zoo is different from the previous schematic diagram in the following points: first, all the venues of the zoo are drawn as a point, which only reflects the location of each venue and does not reflect other contents; Secondly, the points representing the positions of each site are scattered at the intersection of the vertical line and the horizontal line of the grid paper; 3. The vertical lines of square paper are marked with 0, 1, 2, …, 6 from left to right respectively; Horizontal lines are marked with 0, 1, 2, …, 6 from bottom to top, where "0" is both the beginning of a column and the beginning of a row.
(2) Number pairs are used to indicate the locations of venues in the drawing.
Question 1: I used several pairs (3,0) to indicate the position of the gate. You know what I'm thinking?
The door is in the position of "vertical line 3, horizontal line 0" in the schematic diagram, so it can be represented by several pairs (3,0).
Can you use numbers to indicate the locations of other venues?
Panda Pavilion (3,5) Elephant Pavilion (1 4) Monkey Mountain (2,2) Aquarium (6,4)
(3) Mark the position according to the number.
Mark the locations of the following venues on the map: Bird Pavilion (1, 1), Orangutan Pavilion (0,3) and Lion Tiger Mountain (4,3).
Design intention: Through concrete examples, we can know and understand the corresponding relationship between position and numerical value in coordinates, so that students can not only describe the position in real life with numerical pairs, but also describe the position of objects on the coordinate map.
Third, consolidate the use
1. Game: See who has the fastest response.
The teacher said that in pairs, the corresponding students should stand up in 3 seconds.
2. Do it. (Courseware demonstration)
Design intention: through practice, cultivate students' ability to analyze and solve problems, and deepen their understanding and application of knowledge.
Fourth, class summary.
In this lesson, we learn how to use number pairs to determine the position. When a number pair is used to determine the position, the first number in the number pair indicates which column and the last number indicates which row.
Five, the blackboard design
Use digital pairs to determine position.
Vertical rows from left to right are called columns.
The horizontal row is called the row from front to back.
Sean sits in the second column and the third row (2, 3).
(column, row)