Junior high school teaching plan template model math 202 1

The lesson plan is prepared for the classroom, in order to better teach students the knowledge in the classroom. The following is "Math 202 1" which I compiled for you, for reference only, and you are welcome to read it.

Junior high school teaching plan template model math 202 1 11, teaching objectives

1, understand the meaning of the formula, so that students can use the formula to solve simple practical problems;

2. Initially cultivate students' ability of observation, analysis and generalization;

3. Through the teaching of this course, students can initially understand that formulas come from practice and react to practice.

Second, the key points and difficulties

(A) the focus and difficulty of teaching

Key points: Understand and apply the formula through concrete examples.

Difficulties: Find the relationship between quantity and abstract it into concrete formulas from practical problems, and pay attention to the inductive thinking method reflected from it.

(2) Analysis of key points and difficulties

People abstract many commonly used and basic quantitative relations from some practical problems, which are often written into formulas for application. For example, the area formulas of trapezoid and circle in this lesson. When applying these formulas, we must first understand the meaning of the letters in the formula and the quantitative relationship between these letters, and then we can use the formula to find the required unknowns from the known numbers. The concrete calculation is to find the value of algebraic expression. Some formulas can be deduced by operation; Some formulas can be summed up mathematically from some data (such as data tables) that reflect the quantitative relationship through experiments. Solving some problems with these abstract general formulas will bring us a lot of convenience in understanding and transforming the world.

Third, knowledge structure.

At the beginning of this section, some commonly used formulas are summarized, and then examples are given to illustrate the direct application of formulas, the derivation of formulas before application, and some practical problems are solved through observation and induction. The whole article is permeated with dialectical thought from general to special, and then from special to general.

Four. Suggestions on teaching methods

1. For a given formula that can be directly applied, under the premise of giving concrete examples, teachers first create situations to guide students to clearly understand the meaning of each letter and number in the formula and the corresponding relationship between these numbers. On the basis of concrete examples, students can participate in the excavation of the ideas contained in it, make clear that the application of the formula is universal and realize the flexible application of the formula.

2. In the teaching process, students should realize that there is no ready-made formula to solve problems, which requires students to try to explore the relationship between quantity and quantity themselves, and derive new formulas on the basis of existing formulas through analysis and concrete operation.

3. When solving practical problems, students should observe which quantities are constant and which quantities are changing, make clear the corresponding change law between quantities, list formulas according to the laws, and then solve problems further according to the formulas. This cognitive process from special to general and then from general to special is helpful to improve students' ability to analyze and solve problems.

Verb (abbreviation of verb) teaching goal

(A) the main points of knowledge teaching

1, so that students can use formulas to solve simple practical problems.

2. Make students understand the relationship between formulas and algebraic expressions.

(2) Key points of ability training

1, the ability to use mathematical formulas to solve practical problems.

2. The ability to derive new formulas from known formulas.

(C) moral education penetration point

Mathematics comes from production practice, which in turn serves production practice.

(D) the starting point of aesthetic education

Mathematical formulas use concise mathematical forms to clarify the laws of nature, solve practical problems, form colorful mathematical methods, and let students feel the beauty of simplicity of mathematical formulas.

Sixth, the teaching steps

(A) the creation of scenarios, review the import

Teacher: As you already know, an important feature of algebra is to use letters to represent numbers. There are many applications of letters to represent numbers, and formulas are one of them. We learned many formulas in primary school. Please recall which formulas we have learned. Teaching methods show that students can participate in classroom teaching from the beginning, and later they are unfamiliar with formula calculation.

After the students said several formulas, the teacher suggested that we learn how to use formulas to solve practical problems on the basis of primary school study in this class.

Blackboard writing: formula

Teacher: What area formulas have you learned in primary school?

Blackboard: S = ah

(Display projection 1). Explain the area formulas of triangle and trapezoid.

Junior high school teaching plan template model math 202 1 2 1, teaching objectives

Knowledge and skills

Knowing the concept of number axis, rational numbers can be accurately represented by points on the number axis.

(2) Process and method

Through observation and practical operation, we can understand the corresponding relationship between rational numbers and points on the number axis, and realize the idea of combining numbers with shapes.

(3) Emotion, attitude and values

In the process of combining numbers with shapes, we can experience the fun of mathematics learning.

Second, the difficulties in teaching

(A) the focus of teaching

The three elements of the number axis represent rational numbers with points on the number axis.

(B) Teaching difficulties

The thinking method of combining numbers and shapes.

Third, the teaching process

(A) the introduction of new courses

Ask a question: through the example of the meaning of numbers on a thermometer, it is concluded that there is also an axis in mathematics that can be used to represent numbers like a thermometer, which is the number axis we are studying today.

(2) Explore new knowledge

Student activities: group discussion, showing the relationship between poplars, willows and bus stop signs on the east-west road in the form of painting;

Question 1: In the above questions, "east" and "west", "left" and "right" all have opposite meanings. We know that positive and negative numbers can represent quantities with opposite meanings. Then, how to use numbers to represent the relative positions of these trees, telephone poles and bus stop signs?

Student activity: Ask questions after painting a picture.

Question 2: What does "0" stand for? What is the practical significance of the symbols of numbers? Answer the thermometer.

The teacher gave a definition: in mathematics, numbers can be represented by points on a straight line, which is called the number axis, and it meets the following conditions: take any point to represent the number 0, representing the origin; Usually, the right (or up) on a straight line is the positive direction, and the left (or down) from the origin is the negative direction; Select the appropriate length as the unit length.

Question 3: How to understand the three elements of the number axis?

Teachers and students sum up together: the "origin" of the number axis is the "benchmark", which means 0 and is the dividing point between positive and negative numbers. The positive direction is artificially specified, and the appropriate unit length should be selected according to the actual problem.

(3) Classroom exercises

As shown in the figure, write the numbers represented by points A, B, C, D and E on the number axis.

(4) Summarize the homework

Question: What did you get today?

Guide the students to review: the three elements of the number axis, and use the number axis to represent the number.

Junior high school teaching plan template model math 202 1 3. Teaching objectives

1. Make students master the methods and steps of solving simple application problems with linear equations; And will enumerate the simple application problems of solving one-dimensional linear equations;

2. Cultivate students' observation ability and improve their ability to analyze and solve problems;

3. Make students form the good habit of thinking correctly.

Second, the teaching focus and difficulties

Methods and steps of solving simple application problems with linear equations of one variable.

Third, the design of classroom teaching process

(A) from the students' original cognitive structure to ask questions

In elementary school arithmetic, we learned the knowledge of solving practical problems with arithmetic. So, can a linear equation solve a practical problem? If it can be solved, how? What are the advantages of solving application problems with one-dimensional linear equations compared with solving application problems with arithmetic methods?

To answer these questions, let's look at the following examples.

Example 1 3 times of a certain number minus 2 equals the sum of a certain number and 4, so find a certain number.

(First, solve it by arithmetic, the students answer, and the teacher writes it on the blackboard.)

Solution 1: (4+2) ÷ (3- 1) = 3.

A: A certain number is 3.

(Secondly, solve the problem by algebraic method, with the guidance of the teacher and oral completion by the students. )

Solution 2: Let a certain number be x, then there is 3x-2=x+4.

X=3 is obtained by solving.

A: A certain number is 3.

Looking at the two solutions of the example 1, it is obvious that the arithmetic method is not easy to think about, but the solution of the application problem is obtained by setting unknowns, listing equations and solving equations, which is one of the purposes of learning to solve the application problem with linear equations.

We know that the equation is an equation with unknowns, and the equation represents an equal relationship. Therefore, for any condition provided in an application problem, we must first find an equal relationship from it, and then express this equal relationship as an equation.

In this lesson, we will explain how to find an equality relationship and the methods and steps to transform this equality relationship into an equation through examples.

(2) Teachers and students jointly analyze and study the methods and steps of solving simple application problems with linear equations of one variable.

Example 2 After 15% of the flour stored in the flour warehouse was shipped out, there were still 42,500 kilograms left. How much flour is there in this warehouse?

Teacher and student analysis:

1. What are the known and unknown quantities given in this question?

2. What is the equal relationship between known quantity and unknown quantity? (Original weight-shipping weight = remaining weight)

3. If the original flour has X kilograms, how many kilograms can the flour represent? Using the above equation relationship, how to formulate the equation?

The above analysis process can be listed as follows:

Solution: Assuming there are X kilograms of flour, then 15%x kilograms will be shipped out.

x- 15%x=42 500，

So x = 50,000.

A: There used to be 50,000 kilograms of flour.

At this point, let the students discuss: are there any other expressions in this question besides the above expression of equal relationship? If so, what is it?

(Also, original weight = shipping weight+remaining weight; Original weight-remaining weight = shipping weight)

What the teacher wants to point out is: (1) The expression of these two equal relations is different from "original weight-shipped weight = remaining weight", but the essence is the same, so you can choose one of the equations at will;

(2) The process of solving the equation in Example 2 is relatively simple, and students should pay attention to imitation.

According to the analysis and solution process of Example 2, please first think about the methods and steps to solve application problems by making linear equations with one variable. Then, give feedback by asking questions; Finally, according to the students' summary, the teacher summarized as follows:

(1) Carefully examine the questions and thoroughly understand the meaning of the questions. That is, find out the known quantity, unknown quantity and their relationship, and use letters (such as X) to represent a reasonable unknown quantity in the problem;

(2) According to the meaning of the question, find an equivalent relationship that can express all the meanings of the application question. (This is a key step);

(3) According to the relationship of equations, the equations are listed correctly, that is, the listed equations should satisfy that the quantities on both sides should be equal; The units of algebraic expressions on both sides of the equation should be the same; The conditions in the problem should be fully utilized, and none of them can be omitted or reused.

(4) solving the listed equations;

(5) Write the answers clearly and completely after the exam. The test required here should be that the solution obtained from the test can not only make the equation valid, but also make the application problem meaningful.

Example 3 (Projection) The first batch of students from Class 2, Grade 1 went to the apple orchard to take part in labor. During the break, the master picked apples and distributed them to the students. If everyone has three students, there are nine left. If everyone has five students and one person is divided into four groups, how many students are there in the first group and how many apples are picked?

(Analyze this problem by imitating the analysis method of Example 2. If students feel difficult in a certain place, teachers should give appropriate instructions. In the process of solving the problem, please ask a student to perform on the board and the teacher to patrol, and correct all kinds of mistakes that may occur when students write this problem in time. And strictly regulate the writing format. )

Solution: suppose there are x students in the first group. According to the meaning of the question, they get

3x+9=5x-(5-4)，

Solve this equation: 2x= 10,

So x=5.

The number of apples is 3× 5+9=24.

There are five students in the first group, and they picked 24 apples.

After the students perform, guide the students to explore whether there are other solutions to this problem and list the equations.

Suppose the first group picks X apples, depending on the meaning of the question.

(3) Classroom exercises

1. spent 1.24 yuan bought four exercise books and three pencils. Given that each pencil is 0. 12 yuan, how much is each exercise book?

2. The savings deposits of urban and rural residents in China reached 380.2 billion yuan at the end of 1988, 400 million yuan more than the savings deposits at the end of 1978. Ask for the savings deposit at the end of 1978.

3. Female workers in a factory account for 35% of the total number of workers in the factory, and there are 252 more male workers than female workers, so as to seek the total number of workers in the factory.

(D) Summary of teachers and students

First, let the students answer the following questions:

1. What did you learn in this class?

2. What are the methods and steps to solve application problems by enumerating linear equations of one variable?

3. What should I pay attention to when applying the above methods and steps?

According to the students' answers, the teacher summarized as follows:

The basic steps of (1) algebra method are: fully grasp the meaning of the question; Appropriate selection of variables; Find out the equal relationship; The solution of Brillouin equation; Check the written answers. The third step is the key.

(2) Students should remember the above steps on the basis of understanding.

(5) homework

1. Buy 3kg of apples, pay 10 yuan and get back 34 cents. How much are apples per kilogram?

2. Make a rectangular teaching aid with 76 cm long wire. If the width is 16 cm, how long is it?

A factory produced 2050 TV sets in June last year, which was more than twice the output in June last year. How many TV sets were produced in this factory in June+10 of the year before last?

The big box contains 36 kilograms of washing powder, and the washing powder in the big box is divided into four small boxes with the same size, and there are 2 kilograms of washing powder left after filling. How many kilograms of washing powder is contained in each small box?

5. Divide the bonus of 1400 to 22 winners, the first prize is 200 yuan, and the second prize is 50 yuan. Number of people who won the first prize and the second prize.