5 excellent lesson plan examples for the first volume of seventh-grade mathematics "Geometric Figures"

Education is a stone, the spark that strikes life. Education is a lamp that illuminates the path of the night walker walking alone. Education is the road that leads mankind to the dawn. Because of education, everything is beautiful, and because of education, human beings have endless hope. Now I will take you to learn about the excellent lesson plan sample of "Geometric Figures" in the first volume of seventh grade mathematics. I hope it can help you.

Example 1 of the excellent teaching plan for seventh-grade mathematics volume "Geometric Figures"

1. Content structure analysis

"Nine-year compulsory education curriculum standard experimental textbook amp; middot "Mathematics" Chapter 1 of the seventh-grade volume is "Preliminary Geometric Figures". This chapter is the starting chapter of the "Space and Figures" field in the third stage of compulsory education. In this chapter, you will learn in the first two stages of education Based on the content of "Space and Graphics", students can further appreciate the colorful world of graphics, see more three-dimensional graphics and plane graphics, initially understand the relationship between three-dimensional graphics and plane graphics, and understand through line segments and angles Some simple graphics, and can be used initially.

2. Teaching focus and difficulty:

Teaching focus:

⑴ Mathematics is closely related to our growth ;

⑵ Mathematics accompanies the progress and development of human beings, and humans cannot do without mathematics;

⑶Everyone can learn mathematics, stimulating students’ interest in learning mathematics;

⑷Convert practical problems into mathematical problems;

⑸Actively 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:

⑴Understand that mathematics is closely related to our growth;

⑵Students’ specific operations of cutting out picture puzzles;

⑶Try to discover , raise and solve mathematical problems, and realize the importance of cooperation and communication with others.

3. Teaching objectives:

⑴Knowledge and skills:

Intuitively understand three-dimensional objects Graphics, master the basic knowledge of plane graphics; draw three-dimensional views and planar expansions of simple three-dimensional figures, and draw some simple physical drawings based on the three-dimensional views; perform simple calculations of line segments, correctly distinguish line segments, rays, and straight lines. Master the angles Basic concepts, perform relevant operations; consolidate the mastery of diagonal measurement and operation knowledge, and be able to solve some practical problems.

⑵ Process and methods:

Through studying this chapter, learn In specific 2 situations, abstract mathematical principles; learn to use reasonable imagination and simple, organized thinking in the process of solving problems; solve mathematical problems through group cooperation, hands-on operations, and experimental verification.

⑶Emotions, attitudes and values:

In the process of exploring the interconnections and applications of knowledge, experience the meaning of reasoning and gain learning experience.

4. Class allocation

4.1 Geometric figures 4 classes

4.2 Lines, rays, line segments 3 classes

4.3 Angles 2 classes

Teaching objectives:

Knowledge and skills:

Recognize common geometric figures and be able to describe the characteristics of common geometric figures in your own language

Process and methods:

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

2. Between physical objects and geometric figures Establish corresponding relationships between them, establish the concept of geometric figures and develop spatial concepts on the basis of reviewing the plane figures learned in primary school

Emotional attitudes and values:

Experience the fun of learning mathematics, Increase awareness of mathematical applications.

Teaching focus:

Through activities such as observation, discussion, thinking and practice, students will be able to identify geometric objects

Teaching difficulties:

From Abstract the concept of geometry from concrete objects

Teaching methods:

Inquiry-based

Teaching tools:

Geometric models, objects, multimedia

Teaching process design:

1. Observation and thinking

Teacher: 1. Present some objects in life: water cup, book, pencil, pen holder, ping pong Balls, apples, checkers, ice cream cones. 2. The teacher prepares some pictures before class or demonstrates them in class

Ask: Which of these objects have similar shapes but different sizes?

Students think actively and speak enthusiastically.

Guide students to briefly describe their reasons and describe the characteristics of these geometric objects in their own words

Teacher: Did everyone consider their color, material, and quality when classifying?

Student: None

Teacher: There are many objects with similar shapes in our lives, and for these objects, if we do not consider their color, material, and quality, but only pay attention to their shape , size and position, we will get the geometric figures we will learn in the future.

Find the geometric figures you know

Student: cone, cylinder, sphere

Teacher: Let’s get to know them together, (computer display above The abstracted geometry of each object) is accompanied by the name of each geometry (Chinese and English). Please observe, students, what kind of geometry on the screen are the objects just like?

Cylinder, cone, square, cuboid, prism, ball

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

Student: Think and answer

Teacher: Let us recall what objects we have seen in daily life The shape is similar to the above geometry, (establish a corresponding relationship between the physical object and the geometry model).

2. Do it

Teacher: Put the P3 picture in the book on the screen, and students will do it together to consolidate the concept

3. Explore together

1. The computer demonstrates seven geometric solids, and students name them.

2. Think about it, among the above geometric solids, which of them are the plane figures we have learned?

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After the students thought for a while, they communicated with their deskmates and split some geometric figures to achieve the purpose of allowing students to understand the difference between geometric figures and plane figures.

Further let students think:

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

(2) How many parts are geometric figures divided into?

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4. Summary

Students, what are the gains from this lesson?

Gains: (1) Preliminary understanding of geometric figures, including three-dimensional figures and planes graphics.

(2) Classification of three-dimensional figures

Have you read carefully the teaching plan for mathematical geometric figures in the first volume of seventh grade that I have provided for you? Finally, I wish the students to make progress in their studies.

Example Three of the Excellent Lesson Plans for Seventh Grade Mathematics "Geometric Figures" Volume 1

First Lesson

Understanding of Plane Figures

Teaching Objectives: Through review, students can further understand the concepts of angles, perpendiculars and parallels, triangles and quadrilaterals, master their characteristics and properties, and connect them with various figures. ‘

Teaching process:

Lines, rays, line segments.

Questions: 1) Tell us what a straight line, a ray, and a line segment are respectively?

What is the difference between a straight line, a ray, and a line segment?

Complete page 123 The "do it". (Students’ drawings)

Angle

Questions: 1) What is an angle?

2) What does the size of an angle relate to?

Organize: Fill in the blanks in the table completely.

Complete questions 1 and 2 of "Do it" on page 123.

Acute angle

Right angle

Obtuse angle

Straight angle

Circumferential angle

Greater than 0amp ;deg;

Less than 90amp;deg;

Vertical and parallel

Question:

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

2) What kind of two straight lines are called mutually perpendicular?

What kind of two straight lines are called mutually parallel?

Answer: Among the following sets of straight lines, which set has two straight lines that are perpendicular to each other? Which set of two straight lines are parallel to each other

Complete "Do it" on page 124 of the textbook

triangle.

Question:

1) What is a triangle?

2) In the triangle below, which side is opposite to vertex A?

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Do it first: take the opposite side of vertex A as the base, draw the height of the triangle, and mark the base and height. (Picture on previous page)

Fill in the table below with the name of the triangle and its respective characteristics.

Name

Shape

Characteristics

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 talk about what the letters in the pictures mean

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Think about it: Why are rectangles and squares special parallelograms? Why are squares said to be special rectangles?

Complete questions 1 and 2 in the "Do it" on page 125 .

Example Four of Excellent Lesson Plans for Seventh Grade Mathematics "Geometric Figures" Volume 1

Understand three-dimensional figures and plane figures in the first lesson

Teaching Objectives

1. Can abstract geometric figures from the appearance of simple objects, and understand the difference between three-dimensional figures and planar figures;

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

Teaching process

1. Situation introduction

Observing physical objects and appreciating pictures:

We live in a world of graphics In , the world of graphics is colorful. It contains a large number of geometric figures. In this section, we will study graphics issues.

2. Collaborative exploration

Exploration point one: three-dimensional Figures

Type 1: Understanding of abstract three-dimensional figures from physical drawings

Example 1 Observe the following physical models, the shape of which is a cylinder is (　)

Analysis : The upper and lower bases of the cylinder are circles, so the correct one is D.

Method summary: Combined with real objects, recognize common three-dimensional figures, such as: cuboid, cube, cylinder, cone, sphere, prism, pyramid, etc. .

Name and classification of type 2 three-dimensional figures

Example 2 As shown in the figure, there are 8 three-dimensional figures.

Among them, the serial number of the cylinder is ________, the serial number of the cone is ________, and 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 ①②⑤⑦⑧, and the cone is The body is ④⑥ and the sphere is ③, so fill in ①②⑤⑦⑧; ④⑥; ③.

Method summary: Correctly understanding the definition of three-dimensional figures is the key to solving the problem.

Research point 2: Plane Understanding of Figures

Type-Identification of Plane Figures

Example 3 There are the following figures, ① triangle, ② rectangle, ③ parallelogram, ④ cube, ⑤ cone, ⑥ cylinder, ⑦ circle , ⑧Sphere, the number of plane figures is (　)

A. 5 B. 4

C. 3 D. 2

Analysis: According to the definition of plane figures: all parts of a figure are in the same plane. It can be judged that ①②③⑦ are plane figures. Therefore, choose B.

Method summary: To distinguish plane figures, you must remember the characteristics of plane figures. , that is, all parts of a figure are in the same plane.

Type 2 graphics composed of plane graphics

Example 4 As shown in the figure, what are the main components of the graphics of each logo? Composed of simple plane graphics?

Solution: (1) Composed of 5 graphics;

(2) Composed of 2 squares and 1 rectangle;

(3) Composed of 3 quadrilaterals.

Method summary: The key to solving this type of problem is to correctly distinguish the shape and name of the graphics.

3. Blackboard writing design

1. Three-dimensional figures

Features: All parts of geometric figures are not in the same plane.

2. Plane figures

Features: Geometric figures All parts of are on the same plane.

Teaching Reflection

This section uses courseware to display pictures, connect them with real life, stimulate learning interest, and mobilize students' enthusiasm. So that students can learn in the best way. The state is devoted to learning. Through hands-on operations, students' hands-on operation ability is cultivated, and at the same time it deepens students' understanding of three-dimensional figures and plane figures. It enables students to summarize the characteristics of three-dimensional figures and plane figures based on discussion and communication.

In Lesson 2, look at three-dimensional figures and the expansion of three-dimensional figures from different directions

Teaching objectives

1. Experience the process of observing objects from different directions, and initially Experience observing the same person from different directions

An object may have different results;

2. Be able to draw plane graphics obtained by looking at some simple geometric objects and simple combinations composed of them from different directions, and understand the functions of right prisms, cylinders, and cones. Expand the diagram or judge the three-dimensional figure based on the expanded diagram. (Key points, difficulties)

Teaching process

1. Situation introduction

"Inscription on the Western Forest Wall"

Su Dongpo

Viewed from the side, there are ridges and peaks, with different heights near and far.

I don’t know the true face of Mount Lu, just because I am in this mountain.

The poem depicts two different pictures that the poet saw when facing Lushan Mountain. Can you use concise graphics to outline them vividly?

2. Collaborative exploration

Research point 1: Observing three-dimensional figures from different directions

Type 1 Determining figures seen from different directions

Example 1 An object with a part cut off along the diameter of the upper bottom surface of a cylinder As shown in the figure, the shape seen from above is (　)

Analysis: Viewed from above, the combined shape of two semicircles can still be obtained. Therefore, D is selected.

Summary of method : This question tests the observation of objects from different directions. When solving the problem, please note that invisible lines are drawn as dotted lines and visible lines are drawn as solid lines.

Type 2 draws from different directions The figure seen

Example 2 As shown in the figure, a three-dimensional figure composed of five small cubes, please draw the plane figure obtained from its front, left and upper directions. .

Analysis: When looking at the figure from the front, there are three columns from left to right, with 1, 1, and 2 small squares respectively; when looking at the figure from the left, there are two columns from left to right. There are 2, 1, and 1 small squares in each column; looking at the figure 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: Method to draw the shape of an object viewed from different directions: first observe the object, draw the outer contour of the view, and then complete the view, including the visible part of the contour It is usually drawn as a solid line, and the outline of the invisible part is usually drawn as a dotted line. When drawing the three views, the graphics seen from the front and above should be long and aligned, the graphics seen from the front and left should be high and flush, and the graphics seen from the front and left should be high and flush. The shapes seen above and on the left should be of equal width.

Sample 5 of the excellent teaching plan "Geometric Figures" in the first volume of seventh-grade mathematics

Teaching objectives

1. Knowledge and Skills

(1) Be able to abstract geometric figures from real objects and correctly distinguish three-dimensional figures from plane figures;

(2) Be able to transform some three-dimensional figure problems into Research and process plane graphics, and explore the relationship between plane graphics and three-dimensional graphics.

2. Process and methods

(1) Experience exploring plane graphics and three-dimensional graphics The relationship between graphics, develop spatial concepts, and cultivate and improve the ability of observation, analysis, abstraction, and generalization, and cultivate hands-on ability.

(2) Experience the problem-solving process and improve problem-solving Ability.

3. Emotional attitudes and values ??

(1) Actively participate in the teaching process, form a conscious and serious learning attitude, and cultivate the courage to face learning difficulties spirit and feel the beauty of geometric figures;

(2) Advocate the spirit of independent learning and group cooperation. On the basis of independent thinking, & bull; can benefit from group communication and have a positive understanding of the learning process Make correct evaluations and realize the importance of cooperative learning.

Emphasis, difficulty and key points

1. Key points: abstract geometric figures from real objects, and transform three-dimensional figures into The key point is to convert into plane graphics.

2. Difficulty: The conversion between three-dimensional graphics and plane graphics is the difficulty.

3. Key point:

Starting from real situations, conducting experiments through hands-on operations, and combining group communication and learning is the key.

Preparation of teaching aids

Geometric models of cuboids, cubes, spheres, cylinders, cones, etc. , ink bottle packaging box (prepare one for each student) teaching wall chart

Teaching process

1. Introduction of new lessons

1. Open the textbook and read Chapter 1. On page 117, students watch the modern buildings in the city carefully.

2. Ask the question: What are the geometric figures that we are familiar with?

2. New teaching

1. After reviewing the pictures they just looked at, students fully express their opinions and communicate in groups to supplement their opinions and accumulate experience in group activities.

2. Designate a student to answer the questions and Be able to correctly name the names of these geometric figures. Students answer: There are cylinders, cuboids, cubes, etc.

Teacher activity: Correct the errors in the names of the geometric figures mentioned by the students and show the corresponding geometric models for them to Students observe their characteristics.

3. The concept of three-dimensional figures.

(1) Cuboids, cubes, spheres, cylinders, cones, etc. are all three-dimensional figures.

(2) Student activities: After looking at the textbook picture 4.1-3, students think: What kind of three-dimensional figure do these objects give us? (Prisms and pyramids)

(3) Use teaching wall charts to display the pictures 4.1-4

(4) Ask the question: What simple plane graphics are included in the wall chart?

(5) Explore ways to solve the problem.

①Students communicate in groups, and the teacher guides each group, and through communication, answers to the questions are obtained.

②Students answer: The plane figures included include rectangles, circles, squares, polygons, triangles, etc.

4. The concept of plane figures.

Rectangles, squares, triangles, circles, etc. are all plane figures that we are very familiar with. Note: The concepts of three-dimensional figures and plane figures are not the same. A complete definition is required, and students are only required to be able to correctly distinguish three-dimensional figures and two-dimensional figures.

5. Transformation of three-dimensional figures and two-dimensional figures.

(1) Viewed from different directions : Show the workpiece model shown in Figure 4.1-7(1) of the textbook, and let students look at it from different directions.

(2) Ask questions.

View from the front , looking from the left, looking from the top, what kind of plane figure will you get? Can you draw the plane figure you see?

(3) Explore ways to solve problems.

①Student activities: Let students look at the workpiece model from different directions and independently draw various plane graphics.

②Contact in groups, evaluate the conclusions obtained by each, and draw correct conclusions. ③ Assign three students to draw the graphics on the blackboard.

6. Think and operate.