Model essay on junior high school mathematics teaching plan template

Teaching plan is a practical teaching document for teachers to design and arrange teaching contents, teaching steps and teaching methods. Below, I sorted out the model essay of junior high school mathematics teaching plan template for reference only.

Mathematics teaching plan of binary linear equation in junior middle school I. Teaching objectives:

1. Cognitive goal:

1) Understand the concept of binary linear equations.

2) Understand the concept of solutions of binary linear equations.

3) I will try to find the solution of binary linear equations by listing.

2. Ability objectives:

1) permeates the idea of abstracting practical problems into mathematical models.

2) Cultivate students' exploration ability by trying to solve it.

3. Emotional goals:

1) Cultivate students' careful study habits.

2) Promote emotional communication between teachers and students in positive teaching evaluation.

2. Emphasis and difficulty in teaching

Emphasis: the concept of binary linear equations and its solution.

Difficulty: try to find the solution of equations by list method.

Three. teaching process

(A) create scenarios and introduce topics

1. There are 40 students in this class. Can you confirm the number of boys and girls? Why?

(1) If there are x boys and *y boys in this class, how can it be expressed by an equation? (x+y=40)

(2) What equation is this? According to what?

There are two more boys than *. Suppose there are x boys and y boys. How to express the equation? What are the values of x and y?

There are 2 more boys than * and 40 more boys than * in this class. Suppose there are X boys and Y boys in this class. How to express the equation?

What does x mean in the two equations? Y in two similar equations represents?

In this way, the same unknown represents the same quantity, so we connect them with braces to form an equation group.

4. Point out the topic: Binary linear equations.

[Design intent: Take data from students and make them feel that there is mathematics everywhere in their lives]

(2) Explore new knowledge and practice consolidation.

1. The concept of binary linear equations

(1) Please read the textbook, understand the concept of binary linear equations and find out the key words.

Let the students read the books and draw their attention to the teaching materials. Find the key words and deepen their understanding of the concept. ]

(2) Exercise: Judge whether the following are binary linear 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

Students make judgments and give reasons.

2. The concept of solution of binary linear equations

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

(2) Exercise: Fill in the order of the following groups in the appropriate position in the figure:

x = 1； x =-2； x =； -x=？

y = 0； y = 2； y = 1； y=？

The solution of equation x+y=0, the solution of equation 2x+3y=2, and the solution of equation x+y=0.

2x+3y=2

(3) The solution that satisfies both the first equation and the second equation is called the solution of the binary linear equations.

(4) Exercise: It is known that x=0 is the solution of the system of equations x-b=y, and the values of A and B are found.

y=0.55x+2a=2y

(3) Cooperation and exploration, and efforts to solve.

Now let's explore how to find the solution of the equation.

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

2x+3y= 10

Students explore in pairs. And let the students who have found the solution of the equations use physical projection to explain their own problem-solving ideas.

Refining method: list trial and error method.

Take an appropriate xy value from one equation and try to substitute it into another equation.

Return the classroom to students, let them explore and answer questions, and accumulate experience in mathematics activities while acquiring new knowledge.

It is understood that a store sells two kinds of "double happiness" table tennis with different asterisks. Among them, "Double Happiness" two-star table tennis has 6 in a box and Samsung table tennis has 3 in a box. A classmate bought 4 boxes, which happened to have 15 balls.

(1) Suppose the classmate "Double Happiness" bought X boxes of two-star table tennis, and Samsung bought Y boxes of table tennis. Please list the equations about x and y according to the conditions in the question. (2) Solving the equations with list trial algorithm.

Finish it independently by students, and analyze and explain it.

(D) class summary, homework

1. What knowledge and methods have you learned in this course? (Binary linear equations and solution concepts, list trial and error method)

2. Do you have any questions or ideas to communicate with you?

3. Exercise book.

Instruction design: 1. There are two main lines in this course design. One is the knowledge line, from the concept of binary linear equations to the concept of binary linear equations to the list trial algorithm, which is interlocking and step by step; The second is the ability training line. Students learn the concept of binary linear equation and inductive solution by reading books, and then explore independently and try to solve problems by listing, step by step and gradually improve.

2. "Let students become the real subject of the classroom" is the theme of this course design. Students give data and get results. After actively trying to achieve mutual evaluation among students, let them explain. Give everything in the class to the students, and I believe they can further learn and improve their existing knowledge. The teacher is just on call, guiding the way.

3. In the process of designing this course, the teaching materials have also been modified appropriately. For example, in the digital age, students gradually lose interest in movies, so they play table tennis, which students are familiar with. On the other hand, fully tap the role of practice, lay a solid foundation for the implementation of knowledge and pave the way for students' further study in the future.

One-dimensional linear inequality group teaching plan template 1. One-dimensional linear inequality group: several one-dimensional linear inequalities about the same unknown quantity are combined to form a one-dimensional linear inequality group. The concept of one-dimensional linear inequalities can be understood from the following aspects:

(1) The inequalities that make up the inequality group must be one-dimensional linear inequalities;

(2) In quantity, the number of inequalities must be two or more;

(3) The position of each inequality in the inequality group is not fixed, they are parallel.

2. Solution set and solution set of one-dimensional linear inequality group: In one-dimensional linear inequality group, the common part of the solution set of each inequality is called the solution set of this one-dimensional linear inequality group. The process of finding the solution set of this inequality group is called solving inequality group. Steps to solve a set of unary linear inequalities:

(1) First, the solution set of each inequality in the inequality group is found separately;

(2) Using the number axis or formula, find the common part of these solution sets, that is, get the solution sets of inequality groups.

3. The number axis representation of inequality solution set (group):

Knowledge points of one-dimensional linear inequality system

1. When using the number axis to represent the solution set of inequality, remember the following rules: draw more to the right and less to the left, draw a solid origin with an equal sign, and draw a hollow circle without an equal sign;

2. First, we can draw the solution set of inequality group with the solution set of each inequality on the number axis, and find out that the common part is the solution set of inequality. The common part is the overlapping part of the solution set of each inequality on the number axis;

3. According to the one-dimensional linear inequality group, we simplify it to the simplest inequality group, and then classify it. Usually we can divide one-dimensional linear inequalities into the above four categories.

Note: When the inequality group contains "≤" or "≥", we can ignore this equal sign when solving problems, so this kind of inequality can be classified into one of the above four basic inequality groups. But in the process of solving problems, this equal sign should be connected with that equal sign and cannot be separated.

4. Find some special solutions: find special solutions such as positive integer solutions and integer solutions of inequality (group) (these special solutions are often limited), and the steps to solve such problems: first find the solution set of this inequality, and then find the required special solution with the help of the number axis.

Test point analysis of one-dimensional linear inequality system

(1) Investigate the concept of inequality group;

(2) Investigate the solution set of linear inequalities in one variable and its representation on the number axis;

(3) Test the special solution of the inequality group;

(4) Determine the value of letters.

Misunderstanding of knowledge points of one-dimensional linear inequality group

(1) Misunderstanding, confusing inequality and equality;

(2) The common part of the solution set of inequality group cannot be determined correctly;

(3) When the solution set of inequality group is represented on the number axis, the representation method of boundary points is confused;

(4) thoughtlessness and omission of implied conditions;

(5) When there are multiple constraints, the exploration of inequality relations is not comprehensive, which leads to the expansion of the unknown range;

(6) For inequalities with letters, there is no classification to discuss the values of letters.