The main content of this unit is to determine the position, including the method of determining the position by using two data and the method of determining the position of the object by using grid paper. The content of this unit is taught on the basis that students learn to use "up", "down", "front", "back", "left" and "which row is which seat" to describe the plane position of objects. Let students develop the concept of space in the process of exploring knowledge.
Teaching content:
This lesson is the content of the first unit of the textbook "How to Determine the Position of Objects" (textbook 2 ~ 3 pages, example 1, example 2, exercise 1 1 ~ 5).
Teaching objectives:
1, knowledge and skills
(1) enables students to learn how to determine the position in a specific situation, knowing that two data can be used to determine the position of an object.
(2) Enable 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. Process and method
(1) Let students develop the concept of space in the process of learning by exploring the process of determining the position of objects.
(2) Through learning activities, enhance students' ability to solve practical problems with what they have learned, and improve their awareness of application.
3. Emotional attitudes and values
Make students feel the rich realistic situation 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: courseware
Teaching process:
First, create a life situation:
Teacher: There are 40 students in our class. If I want to invite one of you to speak without calling your names, can you help me figure out how to express it simply and accurately?
Students express their opinions and discuss how to use the method of "which column and which row"
Today, I will continue to learn Location on the basis of my previous study.
Second, explore new knowledge:
1, teaching example 1
(1) Who can describe the specific location where XX students sit?
Some students describe their classmates' positions with the methods they have learned before, while others express their positions with lines, columns or columns. Teachers all give affirmation.
If the teacher uses column 3, line 4 to indicate the position of XX, can you also use this method to indicate the position of other students?
(2) Students practice showing other students' positions in this way. (pay attention to emphasize the column before saying the lines. Say the names, then ask each other questions at the same table and say them to each other. You can practice with different questions. Students evaluate each other.
(3) Teachers' teaching writing: The position of XX students is in the third column and the fourth line, which we can express as: (3,4). Can you write down your position according to this method? Students write their positions in their exercise books and call the roll. Students evaluate each other.
2. Examples of teacher-student summary 1:
(1) How much data did you use to locate a classmate just now? (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, so the position of the representation is also different. Let students understand the relativity of position. )
3. Consolidation exercises:
(1) The teacher reads the name of a classmate in the class, and the students write his exact position in the exercise book.
(2) roll call students, other students write down the exact location in the notebook and correct them collectively.
(3) Say the name of a classmate to the other person in the same seat, and the other person will write the position; Or a certain position, let the students say which one?
(4) Divergent thinking: When do you need to determine your position in life? Talk about how they determine the location.
4. Teaching Example 2
(1) Teacher: We just learned how to show the position of our classmates. Now let's see how to show the location of the venue on such a schematic diagram.
(2) Ask the students to discuss and say how to display the gate according to the example 1. (3,0)
(3) Discuss and tell the location of other venues at the same table, and answer by name.
(4) Students mark the positions of "Bird House", "Orangutan House" and "Lion Tiger Mountain" on the map according to the data given in the book. (Projection Review)
Summary: When representing the position of each object on the diagram, we should pay attention to defining rows and columns, and say columns first, then rows.
Third, classroom exercises:
1, Exercise 1, Question 4
(1) Students independently find out the positions of the letters in the pictures and give the answers.
⑵ Students mark the positions of letters according to the given data, and connect them into graphs in turn, and check them at the same table.
2. Exercise 1, Question 3: Guide the students to know how to read the page number first, and then find the corresponding position according to the data.
3. 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) The method of point A translates point B and point C, and a complete triangle is obtained after translation.
(4) Observe the pictures before and after translation and tell me what you found. (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).
Fourth, summary.
What did we learn today? What do you think of your present situation?
Students can express and evaluate freely. The teacher finally summed it up.
Verb (short for verb) homework
Exercise 1: Question 1, 2,5,7,8.
Blackboard design: location
Example 1: Column 3, Line 4 (3,4) Example 2: Sketch
Digital pair
Columns first, then rows.