Middle School Math Design Lesson Plan Template Example

The teacher in charge of the class will prepare a lesson plan before class according to the direction and content of the teaching, including the learning process of the students, so that the teaching work can be carried out properly. According to the lesson plan will be a few minutes of the classroom efficiently used to achieve efficient classroom. The following is a "junior high school mathematics design lesson plan template example", which is for reference only.

Middle school math design lesson plan template example (a)

I. Teaching objectives

(a) Cognitive objectives:

1. Understand the concept of a system of quadratic equations.

2. Understand the concept of the solution of a system of quadratic equations.

3. Can find the solution of a system of quadratic equations by list attempts.

(ii) Ability Objectives:

1. To penetrate the idea of abstracting practical problems into mathematical models.

2. Cultivate students' ability to explore by trying to solve.

(3) Emotional Objectives:

1. Cultivate students' meticulous and serious study habits.

2. To promote the emotional exchange between teachers and students in positive teaching evaluation.

II. Teaching

1. The concept of a system of binary equations and their solutions.

2. The solution of a system of equations by list attempts.

III. Teaching process

(a) Create a scenario to introduce the topic:

1. There are 40 students in this class***, can you determine how many men and women there are? Why?

(1) If you set x boys and y girls in this class, how can you express it with an equation? (x+y=40)

(2) What is this equation? On what basis?

2. There are 2 more boys than girls. Given that there are x boys and y girls, how is the equation expressed?What are the values of x, y?

3. There are 2 more boys than girls in this class and there are 40 boys ****, let there be x boys and y girls in the class. How is the equation expressed?

What does x in both equations represent? What does y in both similar equations represent?

Like this, when the same unknown represents the same quantity, we should join them in a system of equations using curly brackets.

4. Illuminate the topic: systems of quadratic equations.

(B) explore new knowledge, practice consolidation:

1. The concept of the system of quadratic equations

(1) Please look at the textbook, to understand the concept of the system of quadratic equations, and find out the key words by the teacher's board.

(2) Exercise: to determine whether the following is a system of quadratic equations:

x + y = 3, x + y = 200,

2x-3 = 7, 3x + 4y = 3,

y + z = 5, x = y + 10,

2y + 1 = 5, 4x - y2 = 2.

The students to make a judgment and have to explain. reasons.

2. The concept of solution of a system of quadratic equations

(1) The student gives the answer to the cited example and the teacher points out that this is the solution of the system of equations.

(2) Exercise: fill in the appropriate place in the graph with the question order of the following sets of numbers:

x=1; x=-2; x=; -x=?

y=0; y=2; y=1; y=?

Solution of the equation x+y=0, solution of the equation 2x+3y=2, solution of the system of equations x+y=0.

2x+3y=2.

(3) A solution that satisfies both the first and the second equation is called a solution of a system of quadratic equations.

(4) Exercise: find the values of a, b, knowing that x=0 is a solution of the system of equations x-b=y.

y=0.55x+2a=2y.

(3) Collaborative exploration, try to find the solution:

Now let's explore together how to find the solution of the system of equations?

1. Knowing two integers x, y, try to find the solution of the system of equations 3x + y = 8.

2x+3y=10.

Students work in groups of two to explore. And have the students who have already found the solution to the system of equations explain their solutions, using a physical projection.

Refinement method: list try method.

General idea: from one equation to take the appropriate value of xy, substitute to another equation to try.

2. It is understood that a store sells two different asterisks "red double happiness" brand table tennis. Red Double Happiness" two-star ping-pong balls per box of six, three-star ping-pong balls per box of three. A student bought 4 boxes of just 15 balls.

(1) The student bought x boxes of Red Double Happiness 2-star ping-pong balls, and y boxes of 3-star ping-pong balls, so make a system of equations about x and y according to the conditions of the problem. (1) The number of boxes of ping pong balls you bought is x. (2) Solve this system of equations by trying it out in a list.

To be done by students independently and analyzed and explained.

(4) class summary, assign homework:

1. What knowledge and methods are learned in this class? (System of quadratic equations and the concept of solving, list try method)

2. What other questions or ideas do you need to share with the group?

3. Workbook.

Teaching design notes: 1. There are two main lines in the design of this lesson. One is the knowledge line, the content from the concept of the system of quadratic equations to the concept of the solution of the system of quadratic equations to the list of attempts to try the method, interlinked, layer by layer; the second is the ability to train the line, students from reading to understand the concept of the system of quadratic equations to learn to generalize the solution of the concept of the system of quadratic equations to the independent exploration, try to solve the problem with the list of methods, step by step, gradually improve.

2. "Let the students become the real subject of the classroom" is the main concept of the design of this lesson. By the students to give the data, the results, and then let them actively try to explain after the realization of the student-student mutual evaluation. All the classroom to the students, I believe that they can be further learning on the existing knowledge to improve, the teacher is just a point of view and guide.

3. The design of this lesson in the design of the textbook also made appropriate changes. In the case of the example, taking into account the number of * era, students have gradually lost interest in film, so changed to students are more familiar with the ping-pong ball as a genre. On the other hand, fully exploiting the role of practice, for the implementation of knowledge to lay a solid foundation for the implementation of students to pave the way for further learning in the future.

junior high school mathematics design lesson plan template example (two)

I. Teaching objectives

1. Through the analysis of a number of real-world problems, so that students appreciate the role of the quadratic equation as a mathematical model of the actual problem.

2. To enable students to solve some simple application problems by setting up quadratic equations.

3. To determine whether a number is a solution to a particular equation.

II. Key Points and Difficult Points

1. Key Points: they can make one-variable equations to solve some simple application problems.

2. Difficulties: to clarify the meaning of the problem, to find out the "equal relationship".

The teaching process

(a) Review questions

A notebook costs 1.2 yuan. Xiaohong has 6 yuan, so how many such notebooks can she buy at most?

Solution: let Xiaohong can buy the work notebook, then according to the meaning of the question, we get 1.2x = 6.

Because 1.2 x 5 = 6, so Xiaohong can buy 5 notebooks.

(B) new teaching

Problem 1: a school junior high school first grade 328 teachers and students by car out spring trip, there have been 2 school buses can take 64 people, but also need to rent a 44-seat bus how many? (Let the students think, answer, and then the teacher to make comments)

Arithmetic: (328-64) ÷ 44 = 264 ÷ 44 = 6 (cars).

Equation: set the need to rent x buses, can be obtained.

44x+64=328 (1)

Solve this equation to get the required result.

Q: Can you solve this equation? Try it?

Problem 2: During an extracurricular activity, Mr. Zhang noticed that most of his classmates were 13 years old, so he asked his classmates, "I am 45 years old this year, and in a few years your age will be one-third of my age?"

By analyzing, make an equation: 13 + x = (45 + x).

Q: Can you solve this equation? Can you get inspiration from Xiao Min's solution?

Substituting x=3 into equation (2), the left side = 13+3=16, and the right side = (45+3)=×48=16,

Since the left side = the right side, x=3 is the solution to this equation.

This method of arriving at a solution to an equation by experimentation is also a basic method of mathematical thinking. You can also test whether a number is a solution to an equation accordingly.

Q: If you replace "one-third" with "one-half" in Example 2, what is the answer? What did you find out by trying your hands?

Similarly, it is difficult to get a solution to the equation by testing, because the value of x is large here. Also, there are equations whose solutions are not necessarily integers, so where to try? What to do when how to test is simply not manual?

Fourth, consolidation exercises

Textbook exercises

Fifth, summary

In this lesson, we mainly learned how to make equations to solve the application of the problem to solve some practical problems. Talk about your learning experience.

junior high school math design lesson plan template example (3)

I. Teaching Objectives

1. Understand the significance of the formula, so that students can use the formula to solve simple real-world problems;

2. Initially cultivate the ability of students to observe, analyze and generalize;

3. Understand that the formula comes from practice and reacts to practice.

Second, teaching suggestions

(a) teaching key points, difficult points

Key points: understand the formula through specific examples, the application of the formula.

Difficulties: from the actual problem to find the relationship between quantities and abstracted into specific formulas, we should pay attention to the reaction from the inductive way of thinking.

(B) focus, difficulty analysis

People from some practical problems in the abstraction of many commonly used, basic quantitative relationships, often written into formulas for application. Such as the trapezoid in this lesson, the area of the circle formula. Application of these formulas, first of all, to figure out the meaning of the letters in the formula, as well as the quantitative relationship between these letters, and then you can use the formula by the known number of unknowns required. The specific calculation is to find the value of the algebraic formula. Some formulas can be derived with the help of arithmetic; some formulas can be obtained through experiments, from the quantitative relationships reflecting some of the data (such as data tables), mathematical methods to generalize. With these abstract formulas with a general solution to some problems, will give us a lot of knowledge and transformation of the world to bring convenience.

(C) knowledge structure

The beginning of this section first outlined some common formulas, and then three examples step by step to explain the direct application of formulas, formulas derived first and then applied, as well as through the observation and induction of derivation of formulas to solve some practical problems. The whole section is permeated with the discursive ideas from general to special and then from special to general.

Three, teaching methodology recommendations

1. For the given formula can be directly applied, first of all, under the premise of giving a specific example, the teacher to create a situation to guide the students to clearly recognize the significance of the formula of each letter, number, and the correspondence between these quantities, on the basis of a specific example, so that the students involved in digging stubborn. The idea of which is embedded in the formula, clear application of the formula has universality, to achieve the flexible application of the formula.

2. In the teaching process, students should be made to realize that sometimes there is no ready-made formula for solving problems, which requires students to try to explore the relationship between quantities, on the basis of existing formulas, through the analysis and specific calculations to derive new formulas.

3. In solving practical problems, students should observe which quantities are unchanged, which quantities are changing, and make clear the law of change between the corresponding quantities, and then list the formulas based on the law, and then solve the problem further based on the formula. This from special to general, and then from general to special understanding process, help to improve students' ability to analyze and solve problems.

junior high school math design lesson plan template example (4)

I. Teaching objectives

(a) Knowledge Teaching Points

1. To enable students to use the formula to solve simple practical problems.

2. To enable students to understand the relationship between formulas and algebraic formulas.

(ii) Competency training points

1. The ability to use mathematical formulas to solve practical problems.

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

(C) Moral penetration points

Mathematics comes from the production practice, and in turn serves the production practice.

(D) aesthetic penetration point

Mathematical formula is a concise mathematical form to elucidate the provisions of nature, to solve practical problems, the formation of a colorful variety of mathematical methods, so that the students feel the beauty of the simplicity of mathematical formulas.

Second, the learning method guide

1. Mathematical methods: guide the discovery of the method, to review the question in elementary school learned formulas as the basis, breakthroughs.

2. Student learning method: observation → analysis → derivation → calculation

Third, the key points, difficulties, doubts and solutions

1. Key points: the use of old formulas to derive the formula for the calculation of the new figure.

2. Difficulties: the same as the focus.

3. Doubt: how to decompose the required graph into the sum or difference of already familiar graphs.

IV. Lesson Schedule

One lesson.

V. Preparation of teaching and learning aids

Projector, homemade film.

VI. Teacher-Student Interaction Activity Design

The teacher projected to show the derivation of the trapezoidal area calculation formula of the figure, the students to think, teachers and students *** with the completion of Example 1 to solve the problem; the teacher inspired the students to find the area of the figure, teachers and students to summarize the formula for finding the area of the figure.