Seven grades, the first volume of mathematics "Geometry" excellent teaching plan model 5 articles.

Education is a stone that strikes the spark of life. Education is a lamp, illuminating Nightcrawler's solitary road. Education is the road, leading mankind to the dawn. Because of education, everything is so beautiful, because of education, human beings have endless hope. Below I will take you to know about the model essay of the first volume of mathematics "Geometry" in grade seven, hoping to help you.

model essay 1 of the first volume of the seventh grade mathematics "Geometry" excellent teaching plan

1. Analysis of content structure

"Nine-year compulsory education curriculum standard experimental textbook & middot; The fourth chapter of the first volume of the seventh grade of Mathematics is "Preliminary Geometry Graphics". This chapter is the beginning of the field of "Space and Graphics" in the third period of compulsory education. In this chapter, on the basis of the content of "Space and Graphics" learned in the previous two periods, students will further appreciate the colorful graphic world, see more three-dimensional graphics and plane graphics, initially understand the relationship between three-dimensional graphics and plane graphics, and get to know some simple things through line segments and angles.

(2) Mathematics is accompanied by the progress and development of human beings, and human beings cannot do without mathematics;

(3) Everyone can learn mathematics and stimulate students' interest in learning mathematics;

(4) turn practical problems into mathematical problems;

(5) Actively participate in mathematics learning activities, experience mathematics activities full of exploration and creation, and feel the rigor of mathematics and the accuracy of mathematical laws.

Teaching difficulties:

(1) Understanding mathematics is closely related to our growth;

(2) Students cut pictures and puzzles for gymnastics;

(3) Try to find, put forward and solve mathematical problems, and realize the importance of cooperation and communication with people.

(3) Teaching objectives:

(1) Knowledge and skills:

Understand three-dimensional graphics intuitively and master the basic knowledge of plane graphics; Draw three views and plane expansion drawings of simple three-dimensional graphics, and draw some simple physical drawings according to the three views; Carry out simple calculation of line segments, correctly distinguish line segments, rays and straight lines, master the basic concepts of angles and carry out related operations; Consolidating the knowledge of diagonal measurement and operation can solve some practical problems.

⑵ Process and method:

Through the study of this chapter, learn to abstract and summarize mathematical principles in two specific situations; Learn to imagine rationally and think simply and methodically in the process of solving problems; Solve mathematical problems through group cooperation, hands-on operation and experimental verification.

(3) Emotion, attitude and values:

In the process of exploring the interrelationship and application of knowledge, experience the significance of reasoning, Gain learning experience.

4. Class assignment

4.1 Geometry 4. Class

4.2 Lines, rays, Line segment 3 class hours

4.3 angle 2 class hours

4.4 project learning 2 class hours

summary 3 class hours

unit test and evaluation 3 class hours

Model essay 2, the first volume of seventh grade mathematics "Geometry" excellent teaching plan

Teaching objectives:

Knowledge and skills:

Understanding common geometry, And can describe the characteristics

process and methods of common geometric figures in their own language:

1. Experience the process of abstracting geometric figures from the real world, and summarize the objects of geometric research through comparison

2. Establish the corresponding relationship between physical objects and geometric figures, and establish the concept of geometric figures on the basis of reviewing the plane figures learned in primary school, and develop the concept of space

Emotional attitude and values:

Experience.

Teaching emphasis:

Through observation, discussion, thinking and practice, students can identify geometry

Teaching difficulties:

Abstracting the concept of geometry from concrete objects

Teaching methods:

Inquiry

Teaching tools:

Geometric models, objects and multimedia

Teaching process design: 2. prepare some pictures by the teacher before class or demonstrate them in class

Question: Which of these objects are similar in shape but different in size?

students think positively and speak enthusiastically.

Guide students to briefly explain their reasons and describe the characteristics of these geometric bodies in their own language

Teacher: Did you consider their colors, materials and quality when classifying them?

Health: No

Teacher: There are many objects with similar shapes in our life, and if we only pay attention to their shapes, sizes and positions without considering their colors, materials and quality, we will get the geometric figures we will learn in the future.

Find out the geometric figures you know

Student: Cone, cylinder, ball

Teacher: Let's know them together, (the computer displays the geometric figures abstracted from the above objects) and annotate the names of the geometric figures (in Chinese and English). Please observe, what kind of geometry does the object just now resemble on the screen?

cylinder, cone, square, cuboid, prism, ball

circular, cylinder, cone, cube, cuboid, prism, sphere

Students: Think and answer

Teacher: Let's recall which objects we have seen in our daily life are similar in shape to the above geometry.

2. Do it

Teacher: Print the P3 figure in the book on the screen, and let the students do it together to consolidate the concept

3. Explore together

1. Demonstrate seven kinds of geometry by computer, and let the students name them

2. Think, which of the above geometries are the plane figures we have learned?

After thinking for a period of time, students communicate at the same table and divide some geometric figures, so as to let students know the difference between geometric figures and plane figures.

Let students think further:

(1) What is the difference between three-dimensional graphics and plane graphics?

(2) how many parts is the geometric figure?

IV. Summary

What are the gains of this class?

harvest: (1) I got a preliminary understanding of geometric figures, including three-dimensional figures and plane figures.

(2) Classification of three-dimensional graphics

Have you read the teaching schedule of the first volume of mathematics geometry graphics for the seventh grade I provided for you carefully? Finally, I wish the students progress in their studies.

model essay iii, the first volume of the seventh grade mathematics "geometric figures"

understanding of plane figures in the first class

teaching goal: through review, students can further understand the concepts of angles, perpendicularity and parallelism, triangles and quadrangles, and master their characteristics and properties, so as to be related to various figures. & lsquo;

teaching process:

straight line, ray and line segment.

Question: 1) What are straight lines, rays and line segments respectively?

what's the difference between a line, a ray and a line segment?

complete "do it" on page 123. (Students write)

Corner

Question: 1) What is a corner?

2) what is the size of the angle related to?

sorting: fill in the blanks in the table completely.

complete questions 1 and 2 on page 123.

acute angle

right angle

obtuse angle

straight angle

round angle

greater than &; deg;

less than 9 & deg;

vertical and parallel

Question:

1) What are the mutual positions of two straight lines in the same plane?

2) what two straight lines are perpendicular to each other?

what kind of two straight lines are parallel to each other?

answer: among the following groups of straight lines, which two straight lines are perpendicular to each other? Which group of two straight lines are flat with each other

Complete the "do it"

triangle on page 124 of the textbook.

Question:

1) What is a triangle?

2) in the triangle below, which side does the opposite side of vertex a refer to?

Write first: Draw the height of the triangle with the opposite side of vertex A as the base, and mark the base and height. (A picture on the previous page)

Fill in the names of triangles and their respective characteristics in the table below.

Name

Graphics

Features

Answer: The connection and difference between acute triangle, right triangle and obtuse triangle.

quadrilateral

Question: What is a quadrilateral?

Answer: Look at the pictures and tell the characteristics of the following pictures, and then say what the letters in the pictures mean.

Think about it: Why are rectangles and squares special parallelograms? Why is a square a special rectangle?

complete questions 1 and 2 on page 125.

model essay iv of the first volume of mathematics "geometric figures" in the seventh grade

Understanding three-dimensional figures and plane figures in the first class

Teaching objectives

1. Geometric figures can be abstracted from the shapes of simple objects, and the differences between three-dimensional figures and plane figures can be understood;

2. Can judge whether a geometric figure is a three-dimensional figure or a plane figure, and can accurately identify a prism and a pyramid.

Teaching process

1. Situational introduction

Observing objects and enjoying pictures:

We live in a graphic world. The graphic world is colorful, which contains a large number of geometric figures. In this section, we will study the graphic problem.

Second, we will cooperate to explore

Exploration point 1: Three-dimensional figures

Types 1: Understanding of abstracting three-dimensional figures from physical drawings

Example 1: Observe the following physical model, whose shape is a cylinder ()

Analysis: the upper and lower bottom surfaces of the cylinder are all circles. Therefore, the correct method is D.

summary: recognize common three-dimensional figures, such as cuboids, cubes, cylinders, cones, spheres, prisms, pyramids, etc.

Name and classification of type II three-dimensional figures

Example 2 is shown as eight three-dimensional figures.

Among them, the serial number of the cylinder is _ _ _ _ _ _. The serial number of the ball is _ _ _ _ _ _ _.

Analysis: According to the definitions of cylinder, cone and sphere, it can be concluded that the cylinder is ① 25⑦ ⑧, the cone is ④ ⑦, and the ball is ③, so fill in ① 25⑦ ⑧; ④⑥; ③.

method summary: correctly understanding the definition of three-dimensional graphics is the key to solving problems.

exploration point 2: understanding of plane graphics

type-recognition of plane graphics

Example 3 has the following graphics: ① triangle, ② rectangle, ③ parallelogram, ④ cube, ⑤ cone, ⑧ cylinder, ⑦ circle, and ⑧ sphere. Among them, the number of plane figures is ()

A.5 B.4

C.3 D.2

Analysis: According to the definition of plane figures, it can be judged that all parts of a figure are in the same plane. Therefore, B.

Method summary: To distinguish plane figures, we should remember the characteristics of plane figures, that is, the characteristics of a figure.

solution: (1) it consists of five graphs;

(2) consists of two squares and one rectangle;

(3) consists of three quadrangles.

Method summary: The key to solve this kind of problem is to correctly distinguish the shapes and names of figures.

Third, Blackboard design

1. Stereo graphics

Features: all parts of geometric graphics are not in the same plane.

2. Plane graphics

Features: all parts of geometric graphics are in the same plane.

Reflection on teaching

This section uses courseware to show pictures, connect with real life and stimulate learning interest. Arouse students' enthusiasm, make them devote themselves to their studies in the best condition. Through hands-on operation, students' hands-on operation ability is cultivated, and at the same time, their understanding of three-dimensional graphics and plane graphics is deepened, so that students can sum up the characteristics of three-dimensional graphics and plane graphics on the basis of discussion and communication.

In the second class, look at the development diagram of three-dimensional graphics and three-dimensional graphics from different directions

Teaching objectives

1. Experience the activity process of observing objects from different directions, and get a preliminary understanding from different directions.

2. Be able to draw some simple geometric bodies from different directions and the plane figures obtained from their simple combinations, and understand the development diagrams of straight prisms, cylinders and cones or judge the three-dimensional figures according to the development diagrams. (Key points and difficulties)

Teaching process

1. Situational introduction

The title Xilin Wall

Su Dongpo

is viewed as a peak on the side of the ridge. The distance is different.

I don't know the true face of Lushan Mountain, but I live in this mountain.

The poem depicts two different pictures that the poet saw when facing Lushan Mountain. Can you outline them with simple graphics?

second, cooperative exploration

exploration point 1: observe the three-dimensional figure from different directions

type 1 judge the figure seen from different directions

Example 1 shows the object after cutting off a part along the diameter of the upper bottom surface of the cylinder. The figure it sees from above is ()

Analysis: the combined figure of two semicircles can still be obtained from above. Therefore, D.

Method summary: This question examines the object observed from different directions. When solving the problem, it should be noted that the invisible lines are drawn as dashed lines and the visible lines are drawn as solid lines.

Type 2 draws the figure seen from different directions

Example 2 is shown in the figure. Please draw the plane figure from its front, left and top.

Analysis: the figure from the front has three columns from left to right, with 1, 1 and 2 small squares respectively; Seen from the left, there are two columns from left to right, with 2 and 1 small squares respectively; Seen from above, there are three columns from left to right, with 2, 1 and 1 small squares respectively.

Solution: As shown in the figure:

Method summary: Draw the shapes of objects viewed from different directions.