6th Grade Upper Math Position and Direction Lesson Plan Template 2020
Math teachers in the sixth grade want students to learn to determine the position of an object using direction and distance, and to understand the application of the knowledge of determining the position in life by solving real-world problems. The following is my compilation of sixth grade first grade math position and direction lesson plans, I hope to provide you with reference and reference.
Grade 6 Upper Math Position and Direction Lesson Plan Sample 1
Teaching Objectives:
Knowledge and Ability: Combined with the material provided by the textbook, it will determine the position of the object and can use the grid paper to determine the position of the object based on two data.
Process and method: to be able to express their thinking process and results in words, and to communicate and cooperate well with their peers.
Emotional attitudes and values: to be able to determine the position of the object on the grid paper more skillfully, the initial experience of the idea of coordinates.
Teaching focus: to understand the method of determining the position of an object according to the direction and distance.
Teaching Difficulties: to be able to label the exact position of an object on a plan according to the description.
Lesson schedule: 1 hour
Teaching process:
Pre-course guidance (guide)
Two minutes before class
I. Old knowledge padding, introduction to review the lesson
1, say their home in the school of what location?
Produce learning objectives
Knowledge and ability: combined with the material provided by the textbook, will determine the location of the object, and can use the grid paper to determine the location of the object based on two data.
Process and method: to be able to express their thinking process and results in words, and to communicate and cooperate with their peers.
Emotional attitudes and values: to be able to determine the position of the object on the grid paper more skillfully, the initial experience of the idea of coordinates.
Pre-learning (self-study)
(1) The teacher recognizes the way the students described above.
(2) Clearly state that in this lesson we are going to further review what we know about determining position.
Let the students speak freely about what they have encountered in the learning process and what is still lacking, and discuss them together.
Group cooperation
Learning
(mutual learning)
1, Teaching Example 1 Physical projection showing the theme map:
(1) Say the meaning of what is said in the main picture:
The typhoon is located in the direction of 30 degrees east of southeast of city A, 600 kilometers away from the city of A in the ocean, and it is moving towards the city of A at the rate of 20 kilometers per hour along the straight line. City A.
(2) Students look at the seating chart and talk to their peers if they want to say where anyone is located.
(3) Understand the question, identify the observation points, and create a directional map.
(4) The typhoon is 30 degrees south-east of city A at a distance of 600 kilometers.
(5) The legend should be understood.
(6) Explore ways to represent location with data.
Where is the center of the typhoon in city A? And based on the students' discussion, the teacher guides the students to recognize the way to use data to represent the location of an object object.
Class exchange
Demonstration of learning
(show)
2, complete the textbook page 20 to do a do,
3, review the teaching of Example 2
Projection to show the textbook in the theme of the map
(1) Observe the schematic diagram, say what that see.
(2) Say what the question means.
(3) Discuss the method with each other.
4. Complete the do-it-yourself on page 21.
1) How did you do it?
2)Revise collectively.
5. Students study on their own Example 3 on page 22 of the textbook.
(1) Describe the roadmap of the passage of the typhoon in your own words.
(2), the same sit with each other to say a roadmap of the passage of the typhoon.
Complete the "Do it" on page 22 of the textbook. P23, questions 2,4,6,7
Revise collectively.
Pick a typical average questions to practice, such as finding the average speed; review the process of drawing angles, and describe where Lin's house is in Xiao Qiang's house, and where Xiao Qiang's house is in Lin's house?
Expansion test
Learning
(Assessment)
Through the learning of this lesson, what do you have to gain?
How did we find out how to represent the position of an object?
The method of drawing a plan: first determine the direction, and then determine the distance, determine the distance can be used to indicate the distance on the ground with a line segment labeled with the number.
Sample Lesson Plan for Math Position and Direction, Grade 6, Book 2
Teaching Objectives:
1, learn to determine the position of objects using direction and distance.
2. To understand the application of the knowledge of determining position in life by solving practical problems.
Teaching key points: learn to use direction and distance to determine the location of objects.
I. Review introduction
1, with the learned math knowledge to indicate the location of the class "__x" students? Point to a student to say. (This student is expressed in pairs)
2, to the school as a reference point point, say the location of the flag hospital? Point to a lifetime to answer. (The flag hospital is in the northwest of the school.) (This student used the direction, why didn't he use the number pair? Conversely, why didn't the first question use directions?)
3, the teacher summarizes the introduction of the new lesson, when the location, the region is small, there is no point of reference can be expressed in pairs, such as the first question. Regional large reference point to use the direction of the representation, such as the second question, but there are many buildings in the northwest direction of the school, such as the water pump factory family building, Jinshan Civic Plaza, Xifu gas station, etc., how to be more specific to indicate the location of the flag hospital? This lesson we will explore.
Second, the new class to explore
1, show the textbook situation map, say a picture of what is told? Know what math information? What don't you understand? (Students ask questions)
Preset 1: What does it mean that City A is 30° southeast and how can it be determined? (Students say first and say inaccurately and incompletely. Teacher: It makes sense, is that what you mean. Lesson Demonstration: 30° southeast of city A is a 30° rotation to the south with city A as the vertex and due east as the starting side.)
Preset 2: How do you draw 30° southeast in a diagram? (This problem will be solved later)
Presupposition 3: It is 30° south by east with whoever is the reference point. (Who can answer his question? "City A." Is that what you think? Not bad)
Preset 4: In what large area is the center of the typhoon? (Who can answer his question? "A city and its surroundings." Is that what you think? Your idea coincides with the teacher's)
Preset 5: Can you say south by east? (This is a very innovative idea of yours, can you say it like this? "Who knows how to say "south by east"? (The students will describe it first.) (This is a good idea, but it would be better to combine it with a diagram. The 60° south by east, 60° south by east, is a 60° rotation to the east with city A as the vertex and due south as the starting side. With 30° south by east, they represent the same ray. So 30° south by east can also be expressed as 60° east by south. What else can be expressed as 20° west by north? (The student says "70° west by north." Can you give me an example like this?) (The students are really great, can cite an example, the teacher also want to learn from you.)
2, we understand the meaning of the question, do not understand the problem has been solved, the test of the time has come, (teachers show only four directions of the orientation map, students each a) you can use the orientation map to indicate the specific location of the typhoon center? Please think independently and complete.
3, select a representative map displayed in the booth, and say whether the map can indicate the specific location of the typhoon center, why can and why not? (Preset: 1, did not mark the name; 2, did not mark the number of degrees, the distance; 3, 30 ° south of east by drawing the wrong; 4 only the direction of no distance, etc.)
4, now students know how to accurately represent the specific location of the center of the typhoon?
5, modify their own map, and in the group to say how you draw?
6, show the diagrams of the two groups and say what was drawn first and then what?
7, summary: how to determine the specific location of the object?
First draw a 4-direction azimuth diagram; then draw the direction and label the degrees; use a
line segment to represent a certain distance, label the distance on the diagram; label the individual names.
Think: What points are needed to determine the exact location of an object? Direction, distance
Second, consolidate the practice
Independently complete the textbook page 20 of the "do a do", and then in the group exchange.
Think: What are the points needed to determine the specific location of an object? Direction, distance
Fourth, my gains and thinking
V. Board Design
Location and Direction
Specific location: direction, distance
Sixth Grade Upper Math Location and Direction Lesson Plan Sample III
I. Teaching content:
1, according to direction and distance two conditions to determine the position of the object.
2. Plot the distance of an object on a graph according to direction and distance.
3. To appreciate the relativity of positional relationships.
4. Describe and draw simple road maps.
II. Teaching Objectives:
1. Through solving practical problems, make students appreciate the application of determining the position in life and understand the methods of determining the position.
2. To enable students to determine the position of objects according to the direction and distance, and can describe, draw a simple road map.
3. Teaching focus:
1. To appreciate the relativity of positional relationships.
2, according to the direction and distance to determine the location of the object and draw the distance of the object on the map.
IV. Lesson Schedule:
1. Determine the position of an object according to the two conditions of direction and distance.1 lesson time
2. Plot the distance of an object on a diagram according to the direction and distance.1 lesson time
Position and Direction (I)
Teaching Content: Determine the position of an object according to any direction and distance
Teaching Objectives. :
1. To recognize the role of direction and distance in determining position through concrete activities.
2. To be able to determine the position of an object according to any direction and distance.
3. Develop students' spatial concepts.
Teaching Key Points and Difficulties:
1. To be able to determine the position of an object according to any direction and distance.
2, accurate description of the specific direction of any angle.
Teaching process:
I. Setting the scene:
If you are the racer, what direction will you travel from the base camp? How did you determine the direction?
Group discussion: use what you have learned before to get the general direction.
1. Train the awareness of adding a direction marker: what are the benefits of adding a direction marker?
2. Highlight the base camp as the observation point: why draw the direction markers at the base camp?
Explore the arbitrary direction and distance to determine the position of an object.
Questioning:
1, know that Turpan is northeast of base camp can set off?
2. What might happen if we set off at this point?
Group Discussion:
The direction in which you go ensures that the racers will find their destination more accurately and more quickly.
Research with the tools you have at hand.
Tulufan is 30 degrees north-east of Tabun
Practice: you say and I swing to make a home for the critters.
(Cut out small pictures before class and work on them in class.)
Example: I put the panda's home in the direction of bias.
Example: I put the panda's home in the direction of 30 degrees west-northwest, where is the panda placed? Discuss: Why is the monkey's home in the direction of 30 degrees west by south, while the rabbit's home is in the direction of 30 degrees south by west?
Solve the problem and find a way to derive the distances.
If your race car travels 200 kilometers per hour, how many hours do you have to travel to reach the expedition site?
The distance is not directly labeled on the graph, so what is your solution to it?
What do you notice when you look closely at the map? Try to solve it as a group.
II. Exercises:
1. Fill in the radar station as an observation point.
The position of the frigate is degrees off, kilometers from the radar station. The position of the cruiser is degrees off, kilometers from the radar station. The position of the torpedo boat is degrees off, kilometers from the radar station.
2. Take the TV tower as the observation point and fill in the blanks as required.
Cultural Square in the direction of 45 degrees southwest of the TV tower; stadium in the direction of 30 degrees east of the TV tower; museums in the direction of 60 degrees east of the TV tower; zoo in the direction of 40 degrees north west of the TV tower.
Third, the extension of the lesson:
The amusement park to build two new rides: one in the observation car north-south 40o direction
on, about 200 meters away from the new addition of a "lunar module", the other "guests from the sky" The other one is about 150 meters away, 20o south-east of the car. Mark the location of this new item on the plan.
Location and Direction (II)
Teaching content: Plotting the distance of an object on a graph according to direction and distance
Teaching Objectives:
1, to be able to draw a planar schematic diagram, and through the process of making a planar diagram, so that the students will know how to mark the location of an object on the graph according to direction and distance.
2. Through drawing plane diagrams, develop students' hands-on ability. In the activity, cultivate students' consciousness and ability of cooperative inquiry.
3. By solving problems, students can experience the application of what they have learned in life and enhance their interest and awareness of learning mathematics.
Teaching key points and difficulties: according to the direction and distance, draw a plane schematic.
Teaching process:
I. Review and introduction
Cooperative drawing, practice and consolidation
The purpose is to look at the map to answer the questions, review and consolidate the knowledge about the direction, angle, distance and other knowledge of the map, and to prepare for the following drawing of their own floor plans.
(1) The parking lot is in the direction of the square, the distance is about meters. Xiaohong's house is in the off-direction of the square, and the distance is about meters.
(2) The subway station is in the direction of 45 degrees southeast of the square and is 100 meters away. Can you mark the location of the subway station on the diagram? And say how it is thought.
1. Show a video or picture of the school
Q: What are the buildings in the school? Now there are some data, can you label these buildings on the floor plan according to this data?
Show the data: the school building is 150 meters due north of the school gate. The library is 150 meters east of 35 degrees north of the school gate. The gymnasium is 200 meters west of the school gate in the direction of 40 degrees north. The Activity Corner is 50 meters east of the school gate at 15 degrees north-east.
2. Group discussion: How do you plan to accomplish the task? Are there any problems to be solved?
3, the group report to complete the plan to draw the plan, the teacher to sort out:
(1) the method of drawing the plan:
First determine the direction on the plan, and then determine the distance of each building. If the students did not say, the teacher can guide: how do you plan to represent 150 meters, 200 meters and 50 meters on the map? Thus helping students to determine the scale, and the distance on the map.
(2) group work to complete, how can you divide the labor, can be in a limited time and good and fast to complete the task.
4, group activities, drawing a floor plan.
5, show the plan drawn by each group, the collective to comment.
(1) Evaluate the correctness of the drawing, if there is a problem with the floor plan, say what the problem is and how the position should be determined.
After the correction of the exchange: your group think in determining the location of this point on the map, what should pay attention to? How to determine?
Teacher summary: when drawing a plan, generally determine the angle first, and then determine the distance on the map.
(2) Compare the plans, why are some larger and some smaller?
Summary: 1 centimeter represents different sizes, and the graphs are different sizes.
Second, practice:
1, complete the book exercises 21 page 3, 4 questions and revise.
2, in the paper design neighborhood, and explain the location of each building.
The teacher provides the students with some pictures of buildings: hospitals, schools, stores, banks, post offices, pharmacies, etc.
The teacher provides the students with some pictures of buildings.
Note:
The teaching of "location" is an extension and improvement of the corresponding teaching content in the first period. Students in the lower grades have learned how to determine the position of objects according to rows and columns, and through the middle grades "position and direction" of the study, know that in the plane can be based on two conditions to determine the position of the object. On this basis, this lesson allows students to learn to use pairs of numbers to represent the position of objects in specific situations, further enhancing students' prior experience and developing their spatial concepts.
Unit Summary
Through learning, most of the students can basically correctly determine the direction and distance of the object, and can correctly draw the position of the object on the orientation map according to the relevant requirements and correctly draw the orientation map, which is relatively accurate, and standardized drawing, but individual students are always unable to find the direction, and thus cannot determine the direction and draw the orientation map correctly.