Animals on a coordinate plane with coordinates. Start in science

COORDINATE PLANE

6th grade

Elephant

1) (2; - 3), (2; - 2), (4; - 2), (4; - 1), (3; 1), (2; 1), (1; 2), (0; 0), (- 3; 2), (- 4; 5), (0; 8), (2; 7), (6; 7), (8; 8), (10; 6), (10; 2), (7; 0), (6; 2), (6; - 2), (5; - 3), (2; - 3).

2) (4; - 3), (4; - 5), (3; - 9), (0; - 8), (1; - 5), (1; - 4), (0; - 4), (0; - 9), (- 3; - 9), (- 3; - 3), (- 7; - 3), (- 7; - 7), (- 8; - 7), (- 8; - 8), (- 11; - 8), (- 10; - 4), (- 11; - 1), (- 14; - 3),
(- 12; - 1), (- 11;2), (- 8;4), (- 4;5).

3) Eyes: (2; 4), (6; 4).

Wolf

1) (- 9; 5), (- 7; 5), (- 6; 6), (- 5; 6), (- 4; 7), (- 4; 6), (- 1; 3), (8; 3), (10; 1), (10; - 4),
(9; - 5), (9; - 1), (7; - 7), (5; - 7), (6; - 6), (6; - 4), (5; - 2), (5; - 1), (3; - 2), (0; - 1),
(- 3; - 2), (- 3; - 7), (- 5; - 7), (- 4; - 6), (- 4; - 1), (- 6; 3), (- 9; 4), (- 9; 5).

2) Eye: (- 6; 5)

Magpie

1) (- 1; 2), (5; 6), (7; 13), (10; 11), (7; 5), (1; - 4), (- 2; - 4), (- 5; 0), (- 3; 0), (- 1; 2),
(- 2; 4), (- 5; 5), (- 7; 3), (- 11; 1), (- 6; 1), (- 7; 3), (- 5; 0), (- 6; 0), (- 10; - 1), (- 7; 1),
(- 6; 0).

2) Wing: (0; 0), (7; 3), (6; 1), (1; - 3), (0; 0).

3) (1; - 4), (1; - 7).

4) (- 1; - 4), (- 1; - 7).

5) Eye: (- 5; 3).

Camel

1) (- 9; 6), (- 5; 9), (- 5; 10), (- 4; 10), (- 4; 4), (- 3; 4), (0; 7), (2; 4), (4; 7), (7; 4),
(9; 3), (9; 1), (8; - 1), (8; 1), (7; 1), (7; - 7), (6; - 7), (6; - 2), (4; - 1), (- 5; - 1), (- 5; - 7),
(- 6; - 7), (- 6; 5), (- 7;5), (- 8; 4), (- 9; 4), (- 9; 6).

2) Eye: (- 6; 7).

Horse

1) (14; - 3), (6,5; 0), (4; 7), (2; 9), (3; 11), (3; 13), (0; 10), (- 2; 10), (- 8; 5,5), (- 8; 3), (- 7; 2), (- 5; 3), (- 5; 4,5), (0; 4), (- 2; 0), (- 2; - 3), (- 5; - 1), (- 7; - 2), (- 5; - 10),
(- 2; - 11), (- 2; - 8,5), (- 4; - 8), (- 4; - 4), (0; - 7,5), (3; - 5).

2) Eye: (- 2; 7).

Ostrich

1) (0; 0), (- 1; 1), (- 3; 1), (- 2; 3), (- 3; 3), (- 4; 6), (0; 8), (2; 5), (2; 11), (6; 10), (3; 9), (4; 5), (3; 0), (2; 0), (1; - 7), (3; - 8), (0; - 8), (0; 0).

2) Eye: (3; 10).

Goose

1) (- 3; 9), (- 1; 10), (- 1; 11), (0; 12), (1,5; 11), (1,5; 7), (- 0,5; 4), (- 0,5; 3), (1; 2),
(8; 2), (10; 5), (9; - 1), (7; - 4), (1; - 4), (- 2; 0), (- 2; 4), (0; 7), (0; 9), (- 3; 9).

2) Wing: (1; 1), (7; 1), (7; - 1), (2; - 3), (1; 1).

3) Eye: (0; 10.5).

Swan

1) (2; 7), (0; 5), (- 2; 7), (0; 8), (2; 7), (- 4; - 3), (4; 0), (11; - 2), (9; - 2), (11; - 3),
(9; - 3), (5; - 7), (- 4; - 3).

2) Beak: (- 4; 8), (- 2; 7), (- 4; 6).

3) Wing: (1; - 3), (4; - 2), (7; - 3), (4; - 5), (1; - 3).

4) Eye: (0; 7).

Fox

1) (- 3; 0), (- 2; 1), (3; 1), (3; 2), (5; 5), (5; 3), (6; 2), (7; 2), (7; 1,5), (5; 0), (4; 0),
(4; - 1,5), (3; - 1), (3; - 1,5), (4; - 2,5), (4,5; - 2,5), (- 4,5; - 3), (3,5; - 3), (2; - 1,5),
(2; - 1), (- 2; - 2), (- 2; - 2,5), (- 1; - 2,5), (- 1; - 3), (- 3; - 3), (- 3; - 2), (- 2; - 1),
(- 3; - 1), (- 4; - 2), (- 7; - 2), (- 8; - 1), (- 7; 0), (- 3; 0).

2) Eye: (5; 2).

Gossip Fox

1) (- 7; 6), (1; 8), (3; 11), (4; 8), (6; 8), (5; 6), (5; 5), (2; 0), (- 7; 6).

2) (- 4; 0), (8; 0), (5; - 3), (8; - 9), (- 3; - 9), (0; - 3), (- 4; 0).

3) Tail: (6.5; - 6), (10; - 6), (11; - 8), (11; - 9), (8; - 9).

4) Scarf: (- 4; 0), (- 9; - 4), (- 3; - 4), (- 4; 0).

5) Eye: (1; 6).

1) (- 8; - 9), (- 6; - 7), (- 3; - 7), (1; 1), (1; 3), (4; 7), (4; 4), (7; 2,5),
(4; 1), (6; - 8), (7; - 8), (7; - 9), (5; - 9), (3; - 3), (1,5; - 6), (3; - 8), (3; - 9), (- 8; - 9).

2) Eye: (4; 3).

1) (- 10; - 4), (- 10; - 3), (- 7; 6), (1; 6), (8; - 2), (11; 2), (11; - 4), (- 10; - 4).

2) (- 6; 1), (- 6; 3), (- 4; 3), (- 4; 1), (- 6; 1).

3) (- 5; 10), (- 5; 11), (- 1; 11), (- 1; 10).

4) (- 3; 6), (- 3; 11).

5) (- 10; - 2), (- 5; - 2), (- 5; - 4).

6) (- 10; - 3), (- 5; - 3).

Mouse

1) (3; - 4), (3; - 1), (2; 3), (2; 5), (3; 6), (3; 8), (2; 9), (1; 9), (- 1; 7), (- 1; 6),
(- 4; 4), (- 2; 3), (- 1; 3), (- 1; 1), (- 2; 1), (-2; - 1), (- 1; 0), (- 1; - 4), (- 2; - 4),
(- 2; - 6), (- 3; - 6), (- 3; - 7), (- 1; - 7), (- 1; - 5), (1; - 5), (1; - 6), (3; - 6), (3; - 7),
(4; - 7), (4; - 5), (2; - 5), (3; - 4).

2) Tail: (3; - 3), (5; - 3), (5; 3).

3) Eye: (- 1; 5).

Runner

1) (- 8; 1), (- 6; 2), (- 2; 0), (1; 2), (5; 1), (7; - 4), (9; - 3).

2) (- 2; 6), (0; 8), (3; 7), (5; 5), (7; 7).

3) (1; 2), (3; 9), (3; 10), (4; 11), (5; 11), (6; 10), (6; 9), (5; 8), (4; 8), (3; 9).

Rocket

1) (1; 5), (0; 6), (- 1; 5), (0; 4), (0; - 8), (- 1; - 10), (0; 1), (0; - 8).

2) (- 4; - 6), (- 1; 10), (0; 12), (1; 10), (4; - 6), (- 4; - 6).

3) (- 3; - 6), (- 6; - 7), (- 2; 1), (- 3; - 6).

4) (2; 1), (3; - 6), (6; - 7), (2; 1).

sailboat

1) (0; 0), (- 10; 1), (0; 16), (- 1; 2), (0; 0).

2) (- 9; 0), (- 8; - 1), (- 6; - 2), (- 3; - 3), (5; - 3), (10; - 2), (12; - 1), (13; 0), (- 9; 0).

3) (0; 0), (0; 16), (12; 2), (0; 0).

Airplane

1) (- 7; 0), (- 5; 2), (7; 2), (9; 5), (10; 5), (10; 1), (9; 0), (- 7; 0).

2) (0; 2), (5; 6), (7; 6), (4; 2).

3) (0; 1), (6; - 3), (8; - 3), (4; 1), (0; 1).

Helicopter

1) (- 5; 3), (- 3; 5), (6; 5), (10; 3), (10; 1), (9; 0), (- 2; 0), (- 5; 3).

2) (- 5; 3), (- 10; 7), (- 3; 5).

3) (5; 0), (5; - 1), (6; - 2), (8; - 2), (9; - 2,5), (8; - 3), (- 3; - 3), (- 4; - 2,5), (- 3; - 2),
(- 1; - 2), (- 2; - 1), (- 2; 0).

4) (- 12; 5), (- 8; 9).

5) (- 6; 7), (10; 7).

6) (2; 5), (2; 7).

7) (- 1; 1), (- 1; 4), (2; 4), (2; 1), (- 1; 1).

8) (5; 5), (5; 2), (10; 2).

Desk lamp

(0; 0), (- 3; 0), (- 3; - 1), (4; - 1), (4; 0), (1; 0), (6; 6), (0; 10), (1; 11), (- 2; 13),
(- 3; 12), (- 7; 12), (0; 5), (0; 9), (5; 6), (0; 0).

Fungus

1) (6; 0), (6; 2), (5; 1,5), (4; 3), (2; 1), (0; 2,5), (- 1,5; 1,5), (- 2; 5), (- 3; 0,5), (- 4; 2), (- 4; 0).

2) (2; 1), (2,2; 2), (2,3; 4), (2,5; 6), (2,3; 8), (2; 10), (6; 10), (4,8; 12), (3; 13,3), (1; 14), (0; 14), (- 2; 13,3),
(- 3,8; 12), (- 5; 10), (2; 10).

3) (- 1; 10), (- 1,3; 8), (- 1,5; 6), (- 1,2; 4), (- 0,8;2).

(0;-4); (1;-8); (2;-8); (2;-2); (4;-8); (5;-8); (4;2); (3;3); (4;5); (4;7); (3;8); (2;10); (1;8); (-2;6); (-4;6); (-2;3); (-1;2); (-4;0);(-5;-2); (-5;-5); (-7;-5); (-9;-6); (-10;-7); (-10;-8); (-9;-9); (-7;-10); (-3;-10); (-2;-9); (-4;-8); (-6;-8); (-7;-7);(-6;-6);(-5;-6); (-3;-8); (1;-8); (0;-7); (-2;-7); (-1;-7); (0;-6); (0;-4); (-1;-3); (-2;-3); Eyes: (-1;4); (0;4); (0;5); (-1;4) and (1;6); (2;6); (2;7); (1;6); Mustache: (-2;2); (1;3); (-1;1) and (5;7); (3;5); (5;6).

TURTLE

(-8;-3); (-10;-2);(-12;-2);(-14;-4);(-12;-5);(-6;-5); (-6;-6);(-7;-6); (-8;-7); (-5;-7); (-4;-6); (-4;-5); (3;-5); (3;-6); (2;-6); (1;-7); (4;-7); (5;-6); (5;-5); (7;-5); (9;-4); (11;-2); (9;-2); (8;-1);(7;2); (4;4); (2;5); (-1;5); (-4;3); (-6;1); (-7;-2); (-8;-3); (-6;-4); (5;-4); (8;-3); (9;-2); (5;-2); (5;-4); (4;-4); (4;-2); (1;-2); (1;-4); (-1;-4); (-1;-2);(-4;-2); (-4;-4); (-5;-4); (-5;-2); (-7;-2).

Separately:(-6;-1);(-5;1);(-2;1);(-2;-1); (-6;-1) and (-1;-1); (-1;1); (2;1); (2;-1); (-1;-1) and (3;-1); (3;1);(6;1); (7;-1); (3;-1) and (-3;2); (-1;4); (0;4);(0;2); (-3;2);and (1;2); (1;4); (3;4); (5;2); (1;2).Eye: (-12;-4); (-11;-3); (-10;-3); (-10;-4); (-12;-4).

DINOSAUR

(-9;-2); (-12;-2); (-14;-4); (-12;-5); (-10;-5); (-9;-4); (-4;-4); (-4;-6); (-5;-7); (-3;-7); (-2;-6);(-2;-3); (0;-2);(2;-2);(4;-3);(4;-6);(3;-7);(5;-7);(6;-6);( 6;-4);(13;-4);(15;-3); (17;-1); (15;-2); (11;-2);(9;-1);(8;0);(7;2);(5;4);(3;5);(-1;5);(-5;3 );(-7;1); (-8;-1); (-9;-2); (-9;-1);(-8;-1);(-8;1); (-7;1);(-7;3); (-5;3);(-5;5);(-3;4); (-3;6);(-1;5);(0;7); (1;5);(2;7); (3;5); (5;6); (5;4); (7;4); (7;2); (8;2); (8;0); (9;0); (9;-1); (11;-1); (11;-2); (12;-1); (13;-2); (14;-1);(15;-2);(15;-1);(17;-1); Eye:(-12;-4); (-11;-4); (-11;-3); (-12;-4).

(4;5);(2;7);(-3;7); (-5;5);(-6;7);(-6;8);(-3;8); (-6;8); (-5;9); (-3;9); (-3;7); (-5;5); (-7;7); (-7;8);(-5;10);(-3;10); (-2;9); (-1;7); (0;7); (1;9); (2;10); (4;10); (6;8); (6;7); (4;5); (5;7); (5;8); (2;8); (5;8); (4;9); (2;9); (2;7); (4;5); (4;4); (3;2); (1;1); (-2;1); (-4;2); (-5;4); (-5;5); (-5;4); (-4;0); (-5;3); (-7;4); (-8;4); (-9;3); (-9;0); (-7;-2);(-11;-2);(-12;-3); (-5;-3);(-5;-2); (-7;1); (-5;-2); (-5;-3);(-4;0); (-5;-3); (-7;-5); (-5;-4); (-6;-7);(-4;-4);(-3;-7);(-3;-4); (-1;-4); (-3;-3);(-2;-1); (-1;0); (0;0);(1;-1); (2;-3);(0;-4); (2;-4); (2;-7); (3;-4); (5;-7);(4;-4);(6;-5); (4;-3); (4;-2); (6;1); (4;-2);(4;-3); (11;-3); (10;-2); (6;-2); (8;0); (8;3);(7;4); (6;4);(4;3); (3;0);(4;-3);(3;0); (4;4);

Separately: (3;4); (2;3); (0;2); (-1;2); (-3;3); (-4;4).

Presentation of a creative project by 6th grade students “Animals on the Coordinate Plane”, completed during the study of the topic “Coordinate Plane”

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“Creative project of 6th grade students “Animals on the coordinate plane””

Pupils of grade 6a completed:

Gridasova P., Karimova D.,

Polyanskaya K., Shapovalova Y.,

Lipovskaya D.

Head: Karimova E.V.


  • Learn to build animal figures

on the coordinate plane.

  • Get acquainted with the concept of “syncwine” and the rules for compiling a syncwine.
  • Learn to compose syncwines.

Stages of work on the project:

  • Draw animals.
  • Place them on the coordinate plane.
  • Mark the points by connecting them with segments along the contour of the animal.
  • Determine the coordinates of the points.
  • Find out what “syncwine” is and the rules for its preparation.
  • Make up syncwines about animals.
  • Draw up a work report and make a presentation.

Sinkwine

The word "syncwine" comes from French word"five" and means "a poem consisting of five lines."


Compilation rules syncwine

  • First line - syncwine theme , contains one word (usually noun or pronoun ), which denotes the object or subject that will be discussed.
  • Second line - two words (most often adjectives or participles ), they give description of features and properties the item or object selected in the syncwine.
  • Third line - formed by three verbs or participles , describing characteristic actions object.
  • Fourth line - phrase from four words, expressing personal attitude the author of the syncwine to the described item or object.
  • Fifth line - one word- resume , characterizing essence subject or object.

Elephant.

Big, thick-skinned.

Trampling, trumpeting, eating.

We love circus elephants.

Sacred animal of India.

Completed Shapovalova Yulia


Noble, brave.

Runs, hunts, growls.

Belongs to the cat family.

King of beasts.

Performed by Dinara Karimova


Elk.

Noble, majestic.

Trumpets, wears horns, jumps.

The most majestic animal of the taiga.

Elk.


Fox.

Sly, energetic.

Covers his tracks hunts, mouses.

Favorite hero from children's fairy tales.

Redhead.

Completed Lipovskaya Daria


Horse.

Fast, hardy.

Jumps, jumps, laughs.

I love it graceful animal.

Horse.

Completed Polyanskaya Kristina


Completed Gridasova Polina

Doberman.

Friendly, playful.

Plays, hunts, barks.

A very well trained breed.

Man's friend.


  • We learned how to work with a coordinate plane, depict animals on it, and determine the coordinates of points.
  • We also learned what a syncwine is and learned how to compose syncwines.
  • We have compiled several syncwines about animals, it turns out this is a very interesting and exciting activity.

The text of the work is posted without images and formulas.
Full version work is available in the "Work Files" tab in PDF format

Introduction

Relevance of the study: Why did I choose this topic? While studying the topic “Coordinate Plane” as an elective, I came across some beautiful assignments. They aroused my great interest. All the students in our class enjoyed drawing pictures on the coordinate plane. We learned to understand that abstract dots can be used to create a familiar pattern: we depicted not only individual dots, but also any objects, animals and plants. When my mathematics teacher Natalya Alekseevna asked us homework- come up with your own drawing in the coordinate plane and write down the coordinates of the points from which you can build this drawing, I really liked this task. And I wanted to come up with my own entertaining tasks for constructing drawings in the coordinate plane.

Hypothesis: I assume that the tasks created by me will be very interesting to my classmates.

Purpose of the study:

create entertaining tasks for constructing drawings for work in mathematics lessons.

Tasks:

  • find the necessary information on this topic;
  • get acquainted with the history of the origin of coordinates;
  • create your own entertaining tasks for constructing drawings in the coordinate plane;
  • study the zodiac constellations;
  • construct an image of the constellations on the coordinate plane;
  • conduct astrological research for students in grade 6 “B”;
  • conduct a survey among classmates and demonstrate the results of my research.

Objects of study:

  • coordinate plane;
  • signs of the zodiac;
  • zodiac constellations;
  • students of grade 6 "B".

Subject of research: construction on the coordinate plane.

Expected results:

Create visual aids on the topic under study in the form of cards with tasks that can be used by the teacher in the lesson and a stand to help schoolchildren.

1. Theoretical part:

1.1.Historical background

The history of the origin of coordinates and coordinate systems begins a very, very long time ago. The idea of ​​the coordinate method originally arose in ancient world in connection with the needs of astronomy, geography, painting. Ancient Greek scientist Anaximander of Miletus (c. 610-546 BC) (Fig. 1) he is considered to be the first compiler of a geographical map. He clearly described the latitude and longitude of a place using rectangular projections.

Rice. 1

In the 2nd century, the Greek scientist Claudius Ptolemy (Fig. 2)- astronomer, astrologer, mathematician, mechanic, optician, music theorist and geographer, used latitude and longitude as coordinates. He left a deep mark in other fields of knowledge - in optics, geography, mathematics, and also in astrology.

Rice. 2

In the 14th century, French mathematician Nicolas Oresme (Fig. 3) entered by analogy with geographical coordinates

on a plane. He proposed to cover the plane with a rectangular grid and call latitude and longitude what we now call abscissa and ordinate. This innovation turned out to be very productive. On its basis, the coordinate method arose, connecting geometry with algebra.

Rice. 3

A point on the plane is replaced by a pair of numbers (x; y), i.e. algebraic object. The words “abscissa”, “ordinate”, “coordinates” were first used by Gottfried Wilhelm Leibniz at the end of the 17th century. ( Rice. 4)

Rice. 4

1.2.Rene Descartes

But the main credit for creating the coordinate method belongs to the French mathematician Rene Descartes (Fig. 5).

In 1637, Rene Descartes created his own coordinate system, later named “Cartesian” in his honor.

Rice. 5

Rene Descartes - French mathematician, philosopher, physicist and physiologist, creator of analytical geometry and modern algebraic symbolism, author of the method of radical doubt in philosophy, mechanism in physics.

There are several legends about the invention of the coordinate system.

Such stories have reached our times.

Legend 1: Visiting Parisian theaters, Descartes never tired of being amazed at the confusion, squabbles, and sometimes even challenges to a duel caused by the absence of elementary order distribution of the audience in the auditorium. The numbering system he proposed, in which each seat received a row number and a serial number from the edge, immediately removed all reasons for contention and created a real sensation in Parisian high society.

Legend 2: One day, Rene Descartes lay in bed all day, thinking about something, and a fly buzzed around and did not allow him to concentrate. He began to think about how to describe the position of a fly at any given time mathematically in order to be able to swat it without missing. And... I came up with Cartesian coordinates, one of greatest inventions in the history of mankind.

After the publication of the work “Geometry”, Rene Descartes’ system won recognition in scientific circles and influenced the development of all areas of mathematical sciences. Thanks to the coordinate system he invented, it was possible to actually interpret the origin of a negative number.

Already at the end of the 17th century, the concept of a coordinate plane began to be widely used in the world of mathematics.

1.3. Other types of coordinate systems

Polar coordinate system.

It is used in cases where the location of a point is determined on a plane.

Such a system is used in navigation, medicine (computed tomography), geodesy, and modeling.

Rice. 6

Oblique coordinate system, most similar to rectangular (Cartesian). It is used in some mechanisms, when calculating in mechanics, when projecting objects.

Rice. 7

Spherical coordinate system.

Used for display geometric properties figures in three dimensions by specifying three coordinates. Used in astronomy.

Rice. 8

Cylindrical coordinate system.

It is an extension of the polar coordinate system by adding a third coordinate, which specifies the height of the point above the plane. Used in geography and military affairs.

Rice. 9

2. Practical part

Stage I: November - December 2017

  • collected information about the history of the invention of the coordinate system,
  • learned to mark points in the coordinate plane before we learned this topic in the classroom (date of passing at school 02/07/2018),
  • made drawings on a coordinate plane for my drawings and wrote down their coordinates,
  • presented the results of her work to her classmates in January 2018.

In total, I created 13 drawings and wrote out the coordinates of the points from which they could be constructed. These tasks can be used as material in mathematics lessons on the topic “Coordinate plane”. All drawings are in Appendix 1 to the work.

In order to check the coordinates of my drawings, my mathematics teacher Natalya Alekseevna and I conducted three mathematics lessons with my classmates and students 6 “a” and 6 “b”. They were given cards with the coordinates of the points, and they completed the constructions. This experiment confirmed that all the coordinates of the points in my drawings correspond to my drawings. The students really liked the drawings.

Here's the feedback I received:

  • Interesting task. Veronica is a good person.
  • Veronica, thank you very much for an interesting task.
  • I really liked it. There would be more such tasks. Thank you!
  • I liked everything, it was clear and simple! Thank you!
  • Everything is very cool! It worked! Thank you!
  • Thank you for the interesting and entertaining work, as well as for the cool drawings!
  • It was cool and interesting. At first I didn’t understand what it was, but they told me. In fact, everything was cool and the figures were so complex. I liked everything.
  • Cool, big, best.
  • Veronica is a good teacher. He will always help and will not leave anyone unattended. I liked it!
  • This is the top job. The coolest math lesson ever.

Can be done conclusion, that my hypothesis was confirmed - the tasks I created were very interesting to my classmates.

Stage II: January 2018

I didn’t stop only at creating entertaining tasks, on the construction of drawings in the coordinate plane. I always liked watching starry sky. But then I had no idea that in addition to their beautiful location in the sky, you can learn about the zodiac constellations unique, interesting myths and legends, theories of origin and much more about the signs of the zodiac. In the process of working on the project, I decided to research the signs of the Zodiac and associate their location with the coordinate plane, thereby expanding my knowledge not only in mathematics, but also in astronomy. I think that tasks on building constellations will be very interesting to my classmates. Many people know about the zodiac constellations, but not everyone knows what they look like. This part of my work is aimed at constructing the signs of the Zodiac on the coordinate plane.

At this stage of your research:

  • collected information about the dates of birth of classmates,
  • compiled an astrological characteristics of class 6 “b”,
  • found information about these zodiac signs and their constellations,
  • made drawings on the coordinate plane for each constellation and wrote out the coordinates of the graphs,
  • presented the results of her work to her classmates on 02/09/2018.

To compile the astrological characteristics of grade 6 “b”, I conducted a survey:

- “What is your zodiac sign?”

- “Do you know what your constellation looks like?” and compiled table No. 1 based on the responses.

Table No. 1

Last name and first name of the student

Date of birth

Zodiac sign

Do you know what your constellation looks like?

1.Arkhipova Anna

2. Baimurzin Arsentiy

3. Bugaev Nikita

4. Valieva Alina

5. Valyavina Veronica

6. Voznesensky Pavel

Twins

7. Gapichenko Ekaterina

8. Zakharov Matvey

9. Kovalev Georgy

10. Kochetkova Arina

11. Kuznetsova Daria

12. Materukhin Egor

13. Frost Anna

14. Nikita Nasonov

15. Panova Elena

Twins

16. Petrov Mark

Twins

17. Razumova Vladislava

18. Storozhev Arkhip

Twins

19. Sumbaeva Ksenia

20. Tolkueva Maria

21. Khoreshko Stepan

22. Chereshneva Anastasia

From which it is clear that (100%) of students do not know what their constellation looks like.

LIBRA (24.09 - 23.10). There are 3 people in our class.

Libras do not look for easy ways and can endlessly argue over the simplest question; they are always very sociable.

Table No. 2

CAPRICORN (22.12 - 20.01). There are 2 people in the class.

People with this zodiac sign are big dreamers. Having set a goal, they clearly move towards it.

Table No. 3

AQUARIUS (21.01 - 20.02). There is 1 person in the class.

Aquarians are absolute realists. People with this zodiac sign are deeply interested in turning the world into best place for life. They are kind, curious, calm and reasonable.

Table No. 4

PISCES (21.02 - 20.03). There are 3 people in the class.

Pisces know a lot and demand just as much. Pisces have a very vulnerable character, so they are easily offended.

Table No. 5

ARIES (21.03 - 20.04). There is 1 person in the class.

Aries are generous, kind, honest and optimistic. Aries has unconventional thinking.

Table No. 6

TAURUS (21.04 - 20.05). There are 3 people in the class.

Taurus people love life because they live it. They know how to work.

Table No. 7

GEMINI (21.05 - 21.06). There are 4 people in our class of children who know this. The developed mind of Gemini often leads to exaggeration of events. People with this zodiac sign are excessively stubborn, self-confident, talkative and self-willed.

Table No. 8

CANCER (22.06 - 22.07). There is 1 person in the class.

All Cancers, without exception, have gullibility, gentleness and vulnerability.

Table No. 9

LEO (23.07 - 23.08). There are 4 people in the class.

Leos are hardworking to the point of fanaticism, enterprising and persistent in achieving their goals. They set goals for themselves, trying to achieve their maximum potential in different areas.

Table No. 10

Conclusion: In total there are 9 zodiac signs in our class. Most of all the children were born under the constellations Gemini and Leo, 4 people each, under the constellations Pisces, Libra and Taurus, 3 people each, 2 people were born under the constellations Capricorn, Cancer, Aries and Aquarius, 1 person each. Based on the characteristics of the signs, in general we can say about our class that we are smart, hardworking, persistent, we are interested in everything, we are trusting, optimistic and reasonable, a little talkative and headstrong. We love life and try to understand and learn a lot.

Conclusion

During the implementation of this research work I managed to summarize and systematize the studied material on the chosen topic. I got acquainted with the history of the origin of coordinates, learned about various types coordinate systems and their purpose. While creating tasks for constructing drawings using the coordinates of points, I worked on the topic “Coordinate Plane” in full. These tasks develop students' attentiveness. While working on the project, I learned a lot about the constellations of the zodiac signs. I shared the information I collected with my classmates; they were interested in seeing their zodiac sign and plotting it on a coordinate plane. In the practical part, each card has an image of one of the zodiac signs and gives the coordinates of points (stars) and ways to connect these points. My hypothesis was confirmed - the tasks I created were very interesting to my classmates.

At the end of the work, I believe that my hypothesis has been proven, the set goals and objectives have been accomplished. My classmates and I are pleased with the new knowledge we have received.

Sources of information

  1. Asmus V.F. Ancient philosophy. - M.: graduate School, 1998, p. 11.
  2. Asmus V. F. Descartes. - M.: 1956. Reprint: Asmus V. F. Descartes. - M.: Higher School, 2006.
  3. Bronshten V. A. Claudius Ptolemy. M.: Nauka, 1985. 239 pp. 15,000 copies.
  4. Grigoriev - Dynamics. — M.: Great Russian Encyclopedia, 2007
  5. Zhitomirsky S.V. Ancient astronomy and orphism. - M.: Janus-K, 2001.
  6. Lanskoy G. Yu. Jean Buridan and Nikolai Oresme on the daily rotation of the Earth // Studies in the history of physics and mechanics. 1995 -1997. - M.: Nauka, 1999.
  7. Wikipedia. Leibniz. Gottfried Wilhelm
  8. http://v-kosmose.com/sozvezdiya/
  9. Photos of constellations - http://womanadvice.ru/sozvezdiya-znakov-zodiaka
  10. http://womanadvice.ru/sozvezdiya-znakov-zodiaka

APPENDIX 1:

Tasks for constructing drawings using coordinates

Drawing

Coordinates for drawing

№1: "Goldfish"

Body (7.5;1.5) (8;1) (8.5;1.5) (8;2) (8.5;3) (8;3.5) (7;3) (7 ;4) (6;5.5) (4.5;7) (3;8) (1;8.5) (-1;8.5) (-3;8) (-5;7) ( -6.5;5) (-8.5;3)

(-9,5;2) (-11;0,5) (-10;0) (-8;-2) (-6;-3) (-4;-4) (-2;-4,5) (0;-5)

(1,5;-4,5) (3;-3,5) (4,5;-2,5) (6;-1) (7,5;1,5)

Starting from point (4,5;7) (3;6) (1,5;4) (1;2) (2;-1) (3;-2) (4;-3)

Eye (4.5;3.5)

Tail (-10.5;1) (-11;2) (-12.5;2.5) (-14;4) (-15;4) (-16;3) (-17;2)

(-17;0) (-6,5;-2) (-16;-4) (-15;-6) (-14,5;-8) (-14;-10) (-13,5;-11)

(-13,5;-12) (-14;-13) (-14,5;-15) (-16;-17) (-17;-19) (-15;-20)

(-14;-20) (-12,5;-18) (-11,5;-19) (-11;-20) (-9;-20) (-7,5;-20)

(-7;-19) (-6,5;-18) (-6;-17) (-5;-17,5) (-4;-18) (-3;-18) (-2;-17)

(-2;-16) (-2;-14) (-2,5;-12,5) (-3;-11) (-4;-12) (-5;-12) (-7;-11)

(-9;-10) (-11;-9) (-12;-7,5) (-13;-6) (-13;-2,5) (-12;-1,5)

(-11;-1) (-10;0)

Upper fin

Starting from point (4,5;7) (4;9) (3;11) (1;13) (-1;14) (-2;14)

(-2,5;13) (-3;12,5) (-4;12,5) (-5;13) (-6;13) (-6,5;12,5) (-7;11)

(-7,5;9,5) (-8,5;8,5) (-9,5;7,5) (-9,5;6,5) (-9;5) (-9;4) (-9,5;2)

Lower fins

Starting from point (4;-3) (4;-4) (4;-6) (3.5;-8) (2.5;-9) (1;-8.5)

(0;-7) (1;-6) (2;-5) (3;-3,5)

Starting from point (-2;-4.5) (-3;-5) (-5.5;-5.5) (-7;-6) (-8;-5)

(-8,5;-4) (-8;-3) (-7,5;-2,5)

№2: "Mushroom"

(-14;-10) 2.(-12,5;-3) 3.(-11;-10) 4.(-8;-6) 5.(-7;-7) 6.(-2;-9) 7.(0;-8) 8.(5;-9) 9.(6;-7) 10.(8;-3) 11.(9;-10) 12.(11;-6) 13.(12;-10)

Starting from point (6;-7) 14.(6;-2) 15.(4.5;1.5) 16.(7;1) 17.(9;2) 18.(10;9) 19 .(4;16) 20.(0;18) 21.(-1;18) 22.(-5;16) 23.(-10;9) 24.(-8;3) 25.(-5 ;2) 26.(-2;3) 27.(0;3) 28.(4.5;1.5)

Starting from point (-7;-7) 29.(-6;-5) 30.(-5;-2)

1.(-2;18) 2.(-3;17) 3.(-3;15) 4.(-5;13) 5.(-5;11) 6.(-6;12) 7.(-8;10)

8.(-8;11) 9.(-11;8)

1.(6;7) 2.(5;7) 3.(4;6) 4.(4;5) 5.(5;5) 6.(6;6) 7.(6;7) 8.(6;8) 9.(6;7)

Paws of a bug.

1.(5;7) 2.(5;7,5) 3.(4,5;7,5)

Starting from point (4.5;6.5) 1.(4.5;7) 2.(4;7)

Starting from point (4;6) 1.(4;6.5) 2.(3.5;6.5)

Starting from point (5;5) 1.(5.5;5) 2.(5.5;4.5)

Starting from point (5.5;5.5) 1.(6;5.5) 2.(6;5)

Starting from point (6;6) 1.(6.5;6) 2.(6.5;5.5)

№3: Rejuvenating apples from the cartoon

Wood (-3;-19) (2;-19) (1.5;-17) (1.5;-16) (2;-15) (2;-14)

(2;-13) (2,5;-12) (2,5;-11) (3;-10) (3;-9) (3,5;-8) (3,5;-7)

(4;-6) (4;-5) (4,5;-4) (4,5;-3) (6;-4) (7,5;-4,5) (9;-5) (11;-4,5)

(12;-3) (13;-2) (14;-1) (14;1) (13;3) (12,5;5) (12;6) (11;8)

(10,5;10) (9;11) (8,5;12,5) (7,5;13,5) (6,5;14,5) (5,5;15,5)

(4;16) (-3,5;16) (-4;15) (-5,5;14) (-7;13) (-8,5;12) (-9,5;10)

(10,5;8) (-11,5;6) (-12,5;4) (-13;2) (-13;0) (-12;-2) (-11;-3)

(-10;-4) (-9,5;-5) (-8,5;-5) (-7;-4,5) (-6;-4) (-5,5;-5) (-5;-6)

(-5;-7) (-4,5;-8) (-4,5;-9) (-4;-10) (-4;-11) (-3,5;-12) (-3;-13)

(-3;-14) (-3;-15) (-2,5;-16,5) (-2,5;-17,5) (-3;-19)

Starting from point (-5;-4) (-4.5;-3) (-4;-4) (-2;-5) (1;-4) (2;-3.5)

(2,5;-3) (4,5;-3)

Apple 1 (5.5;13) (5;12) (3;12) (2.5;11) (2.5;9.5) (4;9)

(5,5;10,5) (6;10,5) (6;11,5) (5;12)

Bullseye 2 (-6;12) (-5;11) (-6;11) (-6.5;10) (-6.5;9) (-5.5;8)

(-4;8) (-2,5;8,5) (-2;10) (-2;11) (-3;11,5) (-4;11,5) (-5;11)

Bullseye 3 (0;6) (1;5) (0;5) (-1;4) (-0.5;9) (-.5;2) (2;1.5)

(3,5;1) (4,5;1,5) (5,5;2,5) (5,5;3,5) (5;5) (4;5,5) (3;5,5) (2;5)

Bullseye 4 (-7;2) (-8;1) (-8.5;1.5) (-9.5;2) (-10.5;1.5) (-11.5;0, 5)

(-11,5;-1) (-10,5;-2) (-9,5;-2,5) (-8,5;-2) (-7,5;-1) (-7,5;0)

Bullseye 5 (8;0) (9;-1) (8;-1) (7;-2) (7.5;-3) (9;-3.5) (10.5;-3)

(10,5;-1) (9;-1)

№4: The Little Mermaid

1(2;1) 2(1;1) 3(1;2) 4(-1;2) 5(-3;1) 6(-4;-1) 7(-6;-4) 8( -8;-5) 9(-11;-5) 10(-13;-4) 11(-15;-4)12(-17;-5) 13(-16;-5) 14(-11 ;-10) 15(-8;11) 16(-3;-11) 17(-4;-10) 18(-5;-7) 19(-4;-6) 20(1;-3) 21(2;-1) 22(2;1) 23(3;1.5) 24(3;1) 25(3;-2) 26(4;-1) 27(4;10 28(4; 2) 29(4;3) 30(3;3) 31(3;4) 32(2;4) 33(1;4) 34(-1;4) 35(-2;4) 36(-1 ;3) 37(1;3) 38(1.5;3) 39(1;2) 40(3;4) 41(4;5) 42(4;6) 43(5;7) 44(6 ;7) 45(7;6) 46(7;5) 47(6;4) 48(5;4) 49(4;3) 50(5;7) 51(4;7) 52(1;4) ) 53(7;6) 54(7;5) 55(7;4) 56(4;1) eyes and mouth 1(5;6) 2(6;5) 3(5;5)

№5: Fantasy flower

(-4;-3) (-3,5;-4) (-2,5;-4,5) (-1;-4,5) (0,5;-4) (2;-3) (2;-2) (2;0)

(3,5;0,5) (5;1) (6;2) (6,5;3) (6,5;4,5) (6;5,5) (5;6,5) (6;8) (6,5;9,5)

(6,5;11,5) (5,5;12,5) (4;13,5) (3;14) (2,5;15,5) (1;16,5) (-1;17)

(-3;17) (-4,5;16) (-5;16,5) (-7;17) (-9;17) (-10,5;16,5) (-11,5;15,5)

(-12;14) (-14;13,5) (-15,5;12,5) (-16;11) (-16;8,5) (-15;7)

(-14;6,5) (-14,5;5,5) (-15;4) (-15;2) (-13;0,5) (-11;0,5) (-11,5;-1)

(-11,5;2,5) (-10,5;-3,5) (-8;-4) (-6;-4) (-4,5;-3)

Draw straight lines from point (-4;-3) to (-4.5;16)

From point (2;0) to (-12;14)

From point (5;6.5) to (-14;6.5)

From point (3;13.5) to (-11;0.5)

Stem (-1;-15) (-0.5;-15) (-3;-4.5) (-2.5;-4.5)

Leaf (0;-15) (0.5;-13) (1.5;-11) (3;-9) (4.5;-7.5) (6;-6) (7.5; -4)

(9;-2) (10;1) (11;4) (12;1) (12;-2) (12;-4) (10;-6) (8;-8) (6;-10)

(4;-12) (2;-14) (2;15)

Pot (-8;-15) (-6;-22) (6;-22) (8;-15) (-8;-15)

№6: Pencils

1 pencil (9;13.5) (7;13) (5;12) (1;6) (2.5;3.5) (5;4) (9;10)

Starting from point (5,12) (6;12) (6;11) (7;11) (7.5;10.5) (8.5;10.5)

Starting from point (1;6) (3.5;5.5) (5;4)

Point (3;4,5)

Pencil 2 (-11;13) (-10.10) (-9;8) (3;-4) (5;-3) (6;-1) (-5.5;10.5) (- 8;12) (-11;13)

Draw a straight line from point (-10;10) to (-8;12)

Starting from point (-9;8) (-9;9) (-8;9) (-8;10) (-7;10) (-7;11)

Starting from point (3;-4) (4;-2) (6;-1)

Point (4.5;-2.5)

Pencil 3 (-9.5;-1.5) (-9;-3) (-8;-5) (-3;-10) (-1.5;-9.5)

(-1;-8) (-6;-3) (-8;-2) (-9,5;-1,5)

Draw a straight line from point (-9;-3) to (-8;-2)

Starting from point (-8;-5) (-8;-4) (-7;-4) (-7;-3) (-6;-3)

Starting from point (-3;-10) (-2.5;-8.5) (-1;-8)

Point (-2;-9)

Pencil 4 (14;4.5) (12;3.5) (10;2) (3;-10) (4.5;-12.5) (7;-12)

(14;0) (14;2,5) (14;4,5)

Draw a straight line from point (12;3,5) to (14;2,5)

Starting from point (10;2) (11;2) (12;1) (12;0) (13;0.5) (14;0.5)

Point (5;-11.5)

№7: Scientist Owl

Body (0;-7) (2;-7) (3;-6.5) (5;-6) (6;-4) (6.5;-2) (7;0) (7;5 ) (6.5;7)

(6;9) (5,5;10,5) (5;12) (4;13,5) (3;15) (2;16) (-2;16) (-4;15)

(-5;13,5) (-6;12) (-6,5;10,5) (-7;9) (-7,5;7) (-8;5) (-8;0) (-7,5;-2)

(-7;-4) (-6;-6) (-4;-6,5) (-3;-7) (0;-7)

Starting from point (2;16) (2.5;17) (5;17.5) (1;20) (-4.5;17.5)

(-2,5;17) (-2;16) (2;16)

Starting from point (-2.5;17) (0.5;16.5) (2.5;17)

Starting from point (-4;15) (-5;16) (-6.5;16.5) (-6.5;15) (-6;13)

(-6;12) (3;15) (4;16) (6;16,5) (5,5;15) (5;13) (5;12)

Starting from point (0;11) (-1;11.5) (-2;12) (-3;12) (-3.5;11.5)

(-4;11) (-4;10) (-3,5;9) (-3;8,5) (-2;8,5) (-1;8,5) (0;9) (1;8,5)

(2;8,5) (3;8,5) (3,5;9) (4;10) (4;11) (3;12) (2;12) (1;11,5)

From point (-1.5;9.5) circle D=0.5 cm

From point (1.5;9.5) circle D=0.5 cm

Beak (-1;8) (0;8.5) (1;8) (0;7) (-1;8)

Starting from point (-1;8) (-2.7) (-3;6) (-4;4) (-5;2) (-8;0) (-7.5;-2)

(-7;-4) (-6;6) (-4;-6,5) (-3;-7) (2;-7) (3;-6,5) (5;-6) (5;2) (4;4)

(3;6) (2;7) (1;8)

Starting from point (-3;4) (-2.5;3) (-2;2.5) (-1.5;3) (-1;4) (-0.5;3)

(0;2,5) (0,5;3) (1;4) (1,5;3) (2;2,5) (2,5;3) (3;4)

Starting from point (-4;-2) (-3.5;-3) (-3;-3) (-2.5;-2) (-2;-3) (-1;-3)

(-1;-2) (0;-3) (0,5;-30) (1;-2) (1,5;-3) (2;-3) (2,5;-2) (3;-3) (3,5;-3)

Paws (-3;-7) (-3;-7.5) (-2.5;-8) (-2.5;-7.5) (-2.5;-7) (-2. 5;-8)

(-2;-8,5) (-2;-8) (-2;-7) (-2;-8) (-1,5;-8) (-1,5;-7) (1;-8) (1,5;-8,5)

(1,5;-7) (1,5;-8,5) (2;-8,5) (2;-7) (20;-8,5) (2,5;-8) (2,5;-7)

№8:Autumn leaf

(9;-18) (8;-15) (8;-13,5) (6,5;-12) (6;-11) (8;-12) (9;-13) (11;-13)

(9;-11) (8;-9) (7;-8) (8;-8) (10;-9) (12;-9) (10;-7) (9;-5) (8;-3)

(7;-1) (7;0) (8;-1) (9;-2) (11;-3) (12,5;-3,5) (14,-3) (13;-2) (12;0,5)

(14,5;0) (13;2) (12;3,5) (10;4) (9;5) (15;5) (13,5;6,5) (11;7) (9;8)

(8;9) (11;9) (10;10) (9,5;11) (8;12) (7;14) (5;15) (3;15,5) (1;16)

(-1,5;15) (-3;14) (-4;13) (-4,5;12) (-4,5;11) (-4,5;9) (;7) (-3;5)

(-1,5;3) (-1;1) (0;0) (1;-1) (2;-4) (3;-7) (4;-10) (5;-12) (7;-15)

(9;-18) (7;-16,5) (5;-16) (3;-15,5) (1;-15) (-1;-14) (-3;-12) (-5;-10)

(-7;-8) (-9;-6) (-9;-7) (-10,5;-6) (-11,5;-4) (-12;-2) (-12,5;-1) (-13;-2) (-14;1) (-14;4,5) (-13,6) (-12;7) (-11;8) (-9;9,5) (-11,5;9)

(-11;10) (-9,5;11,5) (-8;12,5) (-7;12,5) (-5;12) (-5,5;13) (-6;14)

(-5;15) (-4,5;14) (-4,5;13) (-4,5;12)

№9: Torch

1(-2;-11) 2(0;-11) 3(3;2) 4(3;4) 5(2;9) 6(1;7) 7(0;11) 8(-3;7) 9(-4;8) 10(-5;4) 11(-5;2) 12(-2;-11) 13(-5;-2) 14(3;2) 15(3;4) 16(-5;4)

№10: Crystal

1(0;-10) 2(10;2) 3(0;-10) 4(3;2) 5(0;-10) 6(-3;2) 7(0;-10) 8(-10;2) 9(10;2) 10(6;5) 11(3;2) 12(0;5) 13(-3;2) 14(-6;5) 15(-10;2) 16(-6;5) 17(6;5)

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