Teaching plan of "shape movement" in the second volume of fifth grade mathematics

Good teaching plans can improve teachers' teaching efficiency! So do you know how to write a lesson plan? The following is the teaching plan of "The Movement of Graphics", the second volume of fifth grade mathematics, which I carefully arranged for you. There are more excellent articles. Welcome to reading. The content is for reference only. I hope it helps you!

The fifth grade mathematics "graphic movement" teaching plan 1 teaching goal;

(1) Knowledge and skills: further understand the rotation of graphics, make clear the meaning, and recognize the characteristics and properties. Can clearly describe the process of rotating motion in mathematical language.

(2) Process and method: Through observing examples, operating imagination, language description, drawing graphics and other activities, we accumulate experience in geometric activities and develop the concept of space.

(3) Emotion, attitude and values: appreciate the beauty created by the rotation and transformation of graphics, learn to observe and think about life from a mathematical point of view, and appreciate the value of mathematics.

Key points: communicate with each other through various learning activities to understand the significance, characteristics and nature of rotation.

Difficulties: Describe the rotating process of the object with mathematical language, and draw the graph after the line segment rotates 90 on the grid paper.

Teaching process:

First, create situations, present life cases and lead to topics.

1, class, what season is it? Spring is the best time to travel. Do you like spring outing? Today the teacher will take you to a beautiful place to see. (Showing pictures) Want to see it?

Students, what do you see?

How does the windmill move? (Rotation) Blackboard Theme: Rotation

(Design intention: The design of this link captures the age characteristics of children who love to play, stimulates students' interest, and makes them enter the learning state unconsciously. )

2. Students give examples.

We have known the word "rotation" since the second grade. Who wants to talk about which objects in life are rotating? Let's compare who knows more. Share it with everyone. )

Teacher: The students are really open-minded. There are many spinning phenomena like this in life. The teacher also collected some. Let's have a look. (Show courseware)

The phenomenon of rotation can be seen everywhere in our daily life, but what knowledge is hidden in the rotation?

Second, show the learning objectives:

1, master the three elements and properties of rotation.

2. The process of rotating motion can be simply described in mathematical language.

Third, learn to explore new knowledge.

1, now the teacher wants to test the students' eyesight, see who is the eye-catching, and carefully observe how these objects rotate. (Talking to each other at the same table)

(Introduce the direction, center and significance of rotation. ) blackboard writing

Teacher: We call this point or axis "rotation center" or "rotation point". (blackboard writing: rotation center)

(Design intention: Connecting with the reality of life, select the familiar examples of students as the material, study the rotation phenomenon, and lead to the rotation movement of graphics. Feel the applied value, cultural value and aesthetic value of mathematics. Clockwise and counterclockwise directions are the first time for students to understand formally. The teacher took clocks and windmills as examples. By observing and comparing the differences between the two objects, let students feel that the rotation of objects in real life is directional and know the clockwise and counterclockwise directions. )

3. I found that my classmates' eyesight is getting better and better, and their brains are more and more fond of thinking. Now I want to try my classmates' eyesight again. Are you ready?

Please look at the big screen. Please observe carefully. How does the pointer rotate?

Default value:

1) The pointer rotates clockwise.

2) The pointer rotates around a point, and this point does not move. (teacher added; This point is the center of rotation we just mentioned, which is represented by the letter O.

3) The pointer rotates 30 clockwise from 12 to 1. How can you be sure that it has rotated by 30?

(blackboard writing: rotation angle)

4) Who can tell the three elements of rotation completely? (Student answers)

Then show 2 or 3 forms, and the students will observe and report. (You can communicate with each other at the same table)

4. Teacher: Can you describe the rotating process of an object in words? (Yes)

Oh, the elf can't stand the teacher and wants to test you. Can you stand the test of elves? How about this deskmate competition? )

Please look at the big screen, read the requirements carefully and see who dials first.

After we dial, let's compare each other at the same table. Raise your hand bravely if it's different, okay?

(Design intention: The design of this link is based on the reality of life, so that students can experience rotation through practical operation and lay a good foundation for learning the characteristics of rotation in the future. )

5. Now we know that how a figure rotates is generally described from three aspects: rotation center, rotation direction and rotation angle. So if you are given a basic figure, how do you draw it?

Would you like to have a try?

Ok, let's take out Tika 1 and examine the questions carefully.

Teacher: Let's compare the students who finished at the same table. Please raise your hand if the answers are different.

(Design intention: The rotation of line segment is the teaching focus of this lesson, which has risen from the rotation phenomenon in life to the rotation of graphics. Drawing on paper is a special operation activity, which plays an indispensable role in the teaching process of preliminary understanding of graphic transformation. Because learning painting is a learning goal that students must achieve, it also reflects whether students understand related concepts and master the expression forms and detection means of related features. Here, the teacher designs to draw a figure after rotating the line segment by 90 on a square paper, so that students can simulate "rotation" and then "draw". Through the operation, they can clearly see the position of the graph after rotation, and then discuss how to draw it, so it is easier to find a drawing method. The rotation of line segments not only deepens the understanding of rotating elements, but also lays a solid foundation for the rotation of subsequent learning surfaces. )

6. Just now we studied the rotation of line segments. If you were given a plane figure, how would it rotate?

Please look at the big screen. Let's explore with the help of a triangular ruler. (Ask us to read the questions quickly)

Please take out a triangular ruler similar to the one in the picture, arrange the grid paper, arrange the triangle on the grid paper, and rotate as required. When you take turns, you should operate with questions. (Look at the screen)

Note: use a triangle to rotate on square paper, don't draw a triangle to hold a pen.

Can you discuss how to rotate at the same table? Students who know can help a group of students who don't understand and see who will be a small teacher. We should help each other.

Teacher: OK, are you good at spinning? Observe your spinning process. What did you find? Who wants you to see how you spin?

(Design intention: With the help of the rotation of the triangular ruler on the square paper, let the students initially perceive the characteristics of rotation and prepare for the next class to draw the rotated graphics. The purpose of this link design is to let students discover and solve problems themselves, sublimate concepts and acquire knowledge in practice. )

Default: 1) I found that the position of the rotation center has not changed.

2) The two right-angle sides of the triangular ruler rotate 90 clockwise around the O point respectively. ..

Teacher: I want to ask the students, how do you judge that the triangular ruler has rotated 90?

(Look at the two right-angled sides or one side of the triangular ruler connecting point O)

Even the two sides of point O rotate in the same direction and angle. The distance from each vertex to point O remains the same before and after rotation.

3) The shape and size of the rotated triangular ruler have not changed, but the position has changed.

(prepare, look at the time. Teacher: Triangle rotation has these characteristics, so do other graphic rotations also have these characteristics? Please take out the rectangle and try it on the square paper.

(rotate 90 counterclockwise) to perform on stage. Say find it. )

Design Intention: Here, the teacher designed the activity of operating the small triangle to rotate 90 on the paper with squares. Using triangle learning tools, operating on the square paper, incubating knowledge and skills for the next class, and cultivating students' hands-on operation ability and keen observation ability.

Fourth, consolidate practice.

Have the students mastered the knowledge about rotation? The teacher wants to test you. Are you confident to accept the challenge?

Exercise 1 Find a small picture.

(Design intention: This topic presents several patterns formed by rotating motion, so that students can judge which basic pattern is rotated according to the characteristics of rotating transformation, and further cultivate students' spatial imagination and thinking ability. )

Question 2: Which point in the original triangle is the center of the shadow triangle?

Question 3: Road brake.

(Students cite examples from life and ask them about the three elements of rotation.)

(Design intention: Select typical examples in life, and pay special attention to the selection of turnstiles and swings with rotation angles beyond 360, so as to enrich students' cognition and let them fully perceive the rotation phenomenon. )

Five, talk about harvest, summary

What did you gain from today's study?

Teacher: In our life, wonderful rotation is everywhere. Let's walk into life with harvest and find more interesting spinning phenomena and more beautiful sports in life!

Understanding of the textbook "The Movement of Figures" in the second volume of fifth grade mathematics

According to the arrangement of the whole set of teaching materials, students begin to learn the third graphic transformation-rotation. Before, students have learned two kinds of graphic transformation, translation and axial symmetry, and have a certain understanding of graphic transformation. After students have a certain understanding of the concepts and properties of translation, axis symmetry and rotation, the textbook comprehensively uses these graphic transformation properties for pattern design.

design concept

The new curriculum concept emphasizes that students are the main body of learning. Therefore, in this class, I adopted the teaching method of self-inquiry, cooperative communication and teacher's inspiration and guidance.

Brief introduction of academic situation

Students have learned translation and axial symmetry, and they already know the transformation of graphics. From the perspective of translation and axis symmetry learning, learning a graphic transformation generally includes the following contents: (1) Understanding this graphic transformation through concrete examples; ⑵ Explore the essence of this graphic transformation; (3) make a graph after this transformation; (4) using this graphic transformation to design patterns; 5] Use coordinates to represent this graphic transformation. The teaching of "rotation" in this chapter is also carried out from the above aspects.

Teaching objectives

1. To further understand the rotation of graphics and explore the characteristics and properties of graphics rotation, you can rotate simple graphics on grid paper by 90.

2. Let students learn how to design patterns on paper through symmetry, translation and rotation.

3. Let students experience the application of graphic transformation in life, design patterns with graphic transformation, and feel the beauty brought by patterns and the application value of mathematics.

Teaching focus

Understand and master the characteristics and properties of rotating 90 on square paper.

Difficulties in teaching: Understand and master the characteristics and properties of 90-degree rotation on square paper.

teaching method

Autonomous, cooperative, discussion and counseling teaching

Teaching preparation

courseware

Class arrangement

1 class hour

teaching process

teaching process

First, check the import.

1. What should I say if I want to describe the rotation phenomenon clearly?

2. How many degrees did the minute hand of the clock turn from 12 to 6? How many degrees has the hour hand turned at this moment?

Second, the new teaching

1. Explore the characteristics and attributes of rotating graphics.

(1) The teacher used the courseware to show the figure of Example 2 on page 84 of the textbook, in which the triangle rotates 90 clockwise around the O point.

Teacher: What did you find by observing the rotation of the triangle just now? How to judge that the triangle rotates 90 clockwise around the O point?

Organize students to observe and discuss in groups.

(2) What will happen after the triangle rotates?

The teacher demonstrates the spinning process of the windmill again for students to observe. Then organize students to discuss and report in groups. (The teacher pays attention to guidance)

Summary: Through observation, we found that after the windmill rotates, not only each triangle rotates 90 clockwise around the O point, but also each line segment and each vertex rotates 90 clockwise around the O point. ..

(3) Reveal the characteristics and properties of rotation.

Teacher: From the picture, we can clearly see that the position of the triangle has changed after rotation, so what hasn't changed?

① The shape of the triangle has not changed;

② The position of point O has not changed;

③ The length of the corresponding line segment has not changed;

④ The included angle of the corresponding line segment has not changed.

If you continue to rotate the triangle 180 clockwise around the O point on the basis of rotation, where should the triangle turn?

2. Learn to draw the rotated figure.

(1) The teacher shows the textbook, 84 pages, Example 3.

Teacher: How to draw the figure after the triangle rotates 90 clockwise around the O point?

First organize students to discuss and communicate in groups: how to rotate? How to draw the rotated figure?

Students may say:

(1) Draw a little A' first, OA' is perpendicular to OA, and the distance between A' and O is 6 squares;

② Draw point B' in the same way;

③ Then connect OA ′, OB ′ and A ′ B ′.

(2) Organize students to draw a picture on the textbook and then check each other.

3. Complete the "Do" on page 83.

4. Complete the "Do" below page 84 of the textbook.

Let the students draw independently first. Then the whole class reports and exchanges, and finally the teacher summarizes. This paper introduces the application of rotation in life combined with mathematics in life.

Third, class assignments.

1. Complete Exercise 2 1 Questions 4-6 on pages 85-86.

(1) Question 3 allows students to make judgments by comprehensively applying what they have learned about symmetry, translation and rotation transformation. Pay attention to let students feel the beauty of mathematics and realize the application of graphic transformation in real life.

(2) In the practice of question 4, students can freely design and communicate, so that students can further understand the characteristics and essence of rotation and appreciate the beauty created by rotation in hands-on practice.

2. Complete Exercise 22, Question 1 ~ 3.

Fourth, class summary.

Students, what have you gained through the learning activities in this class?

Verb (abbreviation for verb) homework after class

Complete the exercises in this lesson in the workbook.

Teaching reflection

The graphics in daily life are rich and varied. How to make students understand the essence of mathematics through various complicated phenomena in a class, how to give full play to its best benefits in class, and how to make students clear the context of knowledge occurrence and become the active recipients of classroom knowledge are what I tried to break through in the process of teaching design.

Therefore, I mainly follow the following teaching principles in teaching:

1, activity principle. That is, the whole classroom is composed of the joint activities of teachers and students. Students try to learn under the guidance of teachers, students become the rest subject of learning, and the classroom becomes the platform for the occurrence and development of students' thinking.

2. The principle of gradualism. In other words, the teaching process not only conforms to the process of knowledge generation, but also conforms to children's cognitive law. According to this principle, I designed the thinking development process from "concrete" to "abstract" to "concrete" and then to "abstract". From the examples in life, to the fuzzy perception in the mind, to the practice operation, to the abstract mathematical model, and then to the concrete exercise.

3. Feedback principle. Through the setting of exploration and practice, students can understand the knowledge in time and play the role of error correction.

In this course, I think it is most important to encourage exploration. Teaching students interest in learning is far greater than teaching them knowledge.

The third teaching goal of fifth grade mathematics "the movement of graphics"

1. Make students further understand the axial symmetry of graphics, explore the characteristics and properties of the axial symmetry of graphics, and draw the axial symmetry of graphics on grid paper.

2. Further understand the rotation of graphics, explore the characteristics and properties of graphics rotation, and rotate simple graphics 90 degrees on grid paper.

3. Initially learn to design patterns on grid paper by means of symmetry, translation and rotation. Further strengthen the concept of space, so as to appreciate the beauty of graphic creation. Experience the value of mathematics.

Important and difficult

1. Explore the characteristics and properties of graphic symmetry or rotation.

2. Can draw axisymmetric figures on paper and rotate simple figures by 90.

teaching process

Import scene

1. Teachers demonstrate with courseware:

(1) clock rotation; (2) the rotation of the windmill. Question: Observe the demonstration of courseware. What do you see?

Students may say:

(1) The clock and the pointer on the windmill are turning;

(2) Both the hands on the clock and the windmill rotate around a point;

(3) The hands on the clock rotate clockwise and the windmill rotates counterclockwise.

Teacher: The phenomenon that both the hands on the clock and the windmill rotate around a point or an axis is rotation. (Blackboard Title: Rotation and Transformation of Graphics)

2. Question: What are the situations of rotation phenomenon?

Write the answers on the blackboard.

3. Teacher: Where have you seen the phenomenon of rotation in your daily life? Give the students an example.

New course teaching

Show the clock face of the example 1 on page 83 of the textbook.

(1) Observe and describe the rotation phenomenon.

Observation: Play the animation (the pointer points from 12 to 1). Please observe the rotation process of the pointer carefully. Question: Who can fully describe this rotation process in one sentence?

(The teacher guides the students to complete the narration) Observation: Show the animation (the pointer points from 1 to 3).

Question: How did the pointer rotate this time? Observe: Play the animation (the pointer points from 3 to 6). Talk to each other at the same table about how the pointer rotates.

Question: If the pointer continues to rotate clockwise around the O point from "6" 180, what will it point to? (2) Teacher: According to the rotation phenomenon we just described, think about it. In order to describe a rotation phenomenon clearly, what aspects should be explained?

Summary: To describe a rotation phenomenon clearly, we should not only know what rotation is and the starting and ending position of the movement, but also know the point, direction and angle around the rotation.

Homework done in the classroom

Complete question 2 1 question 1~3 on page 85 of the textbook.

Course summary

Students, what have you gained in today's learning activities?

Homework after class

Complete the exercises in this lesson in the workbook.

The distance between points corresponding to rotation in blackboard design 1 class is equal to O point.

second kind

teaching process

View import

1. What should I say if I want to describe the rotation phenomenon clearly?

2. How many degrees did the minute hand of the clock turn from 12 to 6? How many degrees has the hour hand turned at this moment?

New course teaching

1. Explore the characteristics and attributes of rotating graphics.

(1) The teacher used the courseware to show the figure of Example 2 on page 84 of the textbook, in which the triangle rotates 90 clockwise around the O point Teacher: What did you find just now by observing the rotation of the triangle? How to judge that the triangle rotates 90 clockwise around the O point? Organize students to observe and discuss in groups.

(2) What will happen after the triangle rotates? The teacher demonstrates the spinning process of the windmill again for students to observe. Then organize students to discuss and report in groups. Summary: Through observation, we found that after the windmill rotates, not only each triangle rotates 90 clockwise around the O point, but also each line segment and each vertex rotates 90 clockwise around the O point.

(3) Reveal the characteristics and properties of rotation. Teacher: From the picture, we can clearly see that the position of the triangle has changed after rotation, so what hasn't changed?

① The shape of the triangle has not changed;

② The position of point O has not changed;

③ The length of the corresponding line segment has not changed;

④ The included angle of the corresponding line segment has not changed. If you continue to rotate the triangle 180 clockwise around the O point on the basis of rotation, where should the triangle turn? 2. Learn to draw the rotated figure.

(1) The teacher shows the textbook, 84 pages, Example 3. Teacher: How to draw the figure after the triangle rotates 90 clockwise around the O point? First organize students to discuss and communicate in groups: how to rotate? How to draw the rotated figure? Students may say:

(1) Draw a little A' first, OA' is perpendicular to OA, and the distance between A' and O is 6 squares;

② Draw point B' in the same way;

③ Then connect OA ′, OB ′ and A ′ B ′.

(2) Organize students to draw a picture on the textbook and then check each other.

3. Complete the "Do" on page 83.

4. Complete the "Do" below page 84 of the textbook. Let the students draw independently first. Then the whole class reports and exchanges, and finally the teacher summarizes. This paper introduces the application of rotation in life combined with mathematics in life.

Homework done in the classroom

1. Complete "Doing" on page 84 of the textbook.

2. Complete Exercise 2 1, Question 4-6 (1) and Question 3 on page 85-86, so that students can comprehensively use their knowledge about symmetry, translation and rotation transformation to make judgments, and pay attention to let students feel the beauty of mathematics and realize the application of graphic transformation in real life.

(2) In the practice of question 4, students can freely design and communicate, so that students can further understand the characteristics and essence of rotation and appreciate the beauty created by rotation in hands-on practice.

3. Complete Exercise 22, Question 1 ~ 3.

Course summary

Students, what have you gained through the learning activities in this class?

Homework after class

Complete the exercises in this lesson in the workbook.