Tisch
Teaching objectives: Knowledge and skills: Experience the process of pattern design through translation, rotation or axial symmetry, and be able to design patterns on square paper through graphic transformation.
Process and method: Through pattern design, we can further understand the role of translation, rotation and axial symmetry in pattern design and develop the concept of space.
Emotional attitude and values: appreciate and design beautiful patterns and feel the magic of the graphic world.
Teaching focus:
The process of systematically expressing the translation and rotation of simple graphics or making axisymmetric graphics.
Teaching difficulties:
Flexible use of translation, rotation and axisymmetric methods to design patterns on square paper.
Teaching aid preparation:
Chessboard, petal card, crayons, taiji diagram, bauhinia pattern.
Teaching process:
First of all, create situations and create problems.
The teacher shows Tai Chi pictures and bauhinia patterns.
Teacher: Do you think these patterns are beautiful?
Health: It's beautiful.
Teacher: Do you know how these patterns are designed?
Health: I don't know.
Teacher: In fact, the method is very simple, that is, we use the method of graphic transformation to design. Who can tell us which graphic transformations we have learned, which graphic transformations we have learned, which graphic transformations we have learned and which graphic transformation methods we have learned?
Health: The methods we have learned to change graphics are translation, rotation and axial symmetry.
Teacher: The students speak very well. In this course, we will use these methods to design patterns. Do you have the confidence to challenge them?
Health: Yes!
Second, discuss communication and solve problems.
The teacher showed the petals on the chessboard and cards.
Teacher: I have these materials here. How can I get a whole petal?
Group discussion, do it yourself, and report back.
Health 1: I draw the symmetry axis on the right side of the petals to make its symmetry axis figure B, and then draw the symmetry axis under them to make AB's symmetry axis figure CD. You will see the pattern of petals. (Explain while demonstrating on the cardboard)
Teacher: Is he right? All right, tell me about it. Any different ideas?
Health 2: Here's what I do: Take the O point as the center, rotate it 90 degrees clockwise around the O point, and rotate it three times to get the petal pattern. (Explain while demonstrating on the cardboard)
Teacher: Your idea is very clever. Who else has a fantastic idea?
Health 3: I can first make an axis of symmetry under the petals, make an axisymmetric figure of the petals, and then rotate 180 degrees. (Explain while demonstrating on the cardboard)
Teacher: You are great! The students' ideas are great. Let's use your clever little brain to see how to get the next pattern with this pattern. (Show Figure 2 on page 37 of the textbook)
Discuss and communicate in groups and report feedback.
1: I translated Figure A to the right by 3 squares, then I translated Figure B to the left by 3 squares, and then I translated CD in the same way.
Health 2: I put two petals into a group. One * * * has two groups, just translate it left and right twice respectively.
Teacher: Wow, your idea is really great.
Health 3: I have another method, which is to divide it into upper and lower parts and then translate it up and down.
Health 4: I will draw a circle in a square, and then divide it into four semicircles with the four corners of the square as the center and half the length of the square as the radius.
Teacher: Your idea is unique. You can draw without basic graphics.
I have another question I want you to help me answer.
Third, consolidate the application and improve the internalization.
1, the first question of "practice"
Tell me how you move.
Students present their ideas.
2. Complete the first question of "growing with you" pattern design.
Students answer questions independently and show communication.
3. Complete the second question of "growing with you" pattern design.
Students do it independently and show it to everyone.
Fourth, review and improve.
What did you learn from this course?
Health: I have seen many beautiful patterns and think math is amazing.
Student: I learned to design patterns through translation, rotation and axial symmetry.
Design a pattern on square paper with the method we have learned, and bring it to class for display next time.
Blackboard design:
pattern plan
Symmetrical rotation translation
extreme
Teaching objectives:
1, has experienced the process of translation, rotation or axial symmetry pattern design, and can use graphic transformation to design patterns on grid paper.
2. Combined with the process of pattern design, we can further understand the role of translation, rotation and axial symmetry in pattern design, experience the transformation process of graphics and develop the concept of space.
3. Feel the magic of the graphic world by appreciating and designing beautiful patterns.
Teaching focus:
It can accurately describe the process of translation, rotation and axial symmetry.
Teaching difficulties:
You can use this knowledge to design beautiful patterns.
Teaching methods:
Independent exploration, cooperation and exchange of teaching AIDS, learning tools petal map
Teaching process:
First, create a fascinating situation.
Appreciate the emblem of the 2008 Olympic Games and ask questions about its common sense; Browse some Olympic emblems online, think about the characteristics of these designs and exchange feelings.
Second, cooperative inquiry and independent inquiry.
1. Guide the students to analyze how the petal pattern is obtained from the simple figure A through graphic transformation.
2. Operation demonstration
(1) Demonstrate the drawing process of four petals, and the teacher teaches the basic knowledge of the pattern formation of four petals;
(2) Students learn the specific operation steps independently; Pay attention to the complete description of the language. There are several key words in brackets.
For example, the figure A is rotated (90 degrees) around the point (O) (clockwise) to obtain the axisymmetric figure B of the figure B with (MN) as the axis of symmetry.
(3) Let the students think: What is the angle between two adjacent vertices of four petals and the center of the circle? According to the media demonstration method, can you divide a circle into four equal parts?
Summary: The design of patterns may be the continuous application of one method or the combination of several methods.
3. Cooperative exploration on page 37 of this book (2). On the basis of communication and discussion, let students know the method and key of drawing through demonstration.
Third, try to create
1. Divide the students into seven groups to complete the following questions: Take the given graph "○, △△, =" (two circles, two triangles and two line segments) as components, and conceive a unique and meaningful graph.
2. Please use basic geometric figures (such as lines, rays, line segments, angles, triangles, quadrilaterals, polygons, circles, arcs, etc.). ) Design a header model for the class entitled "It is everyone's responsibility to protect the environment". 3. Mutual evaluation works show the patterns drawn by students, and make self-evaluation comments on creativity and composition.
Tisso
Teaching objectives:
1, has experienced the process of translation, rotation or axial symmetry pattern design, and can use graphic transformation to design patterns on grid paper.
2. Combined with the process of pattern design, we can further understand the role of translation, rotation and axial symmetry in pattern design, experience the transformation process of graphics and develop the concept of space.
3. Feel the magic of the graphic world by appreciating and designing beautiful patterns.
Key points and difficulties:
1, which can systematically express the process of translation, rotation or axisymmetric graphics of simple graphics.
2, can flexibly use translation, rotation and axial symmetry to design patterns on grid paper.
Teaching AIDS:
Triangular ruler, ruler, marker, compass, cardboard, scissors, thumbtack, adhesive tape.
Teaching process:
First, create a situation
1, enjoy the beautiful patterns in life.
2. What do you think of these beautiful patterns in life?
3. Reveal the topic: Today, let's make beautiful patterns.
[Stimulate students' exploration of beautiful patterns by appreciating the beautiful patterns in life *, and stimulate students' interest in making patterns. ]
Second, the observation and analysis mode.
1, courseware 2 shows the petal patterns in the textbook. Ask the students to observe and say how these patterns are obtained, and which basic patterns are obtained by what transformation method.
By appreciating the petal pattern again and observing and analyzing the composition of the pattern, students can further understand the process of making simple patterns through translation, rotation or axial symmetry, and experience the basic process of pattern design. ] 2. communicate in groups.
3. The group representative reports the research results.
4. Do you have any other methods?
Encourage students to communicate in different ways through group cooperation and free discussion. Focus on cultivating students' imagination and practical ability, and analyze the relationship between graphics. Cultivate students' ability to learn spatial graphics, have a preliminary concept of space and experience the joy of successful activities. ] 5. Show the courseware
Smiling can turn the line chart 1 into Figure 2. Do you know how she did it? (Answer after talking at the same table)
6. Teacher's summary
In fact, many beautiful patterns are transformed from basic patterns. As long as we observe them carefully, we can find their laws.
Third, the design mode.
Complete 37 pages of books and exercise 1 and 2 questions independently.
Fourth, class summary.
1. Students, you learn from each other and cooperate with each other in this class. Tell us what you learned in this class. How do you feel?
2. Teachers inspire students and arouse hope.
Through class summary, let students feel the fun of learning mathematics knowledge, and know what knowledge they have learned in this class, what shortcomings they have and what problems they should pay attention to in the future.
Verb (abbreviation for verb) homework after class
Design patterns in groups.