Teaching objectives of the People's Education Edition (1) of the first volume of mathematics teaching plan for the ninth grade.
1. Make students learn the calculation method of circular area and the related calculation method of circular and rectangular mixed graphics.
2. Learn to use the existing knowledge, use mathematical thinking and methods, and derive the calculation formula of the area of the ring. The application of circle and square has solutions.
3. Cultivate students' abilities of observation, analysis, reasoning and generalization, and develop students' spatial concepts.
Emphasis and difficulty in teaching
Teaching emphasis of 1: I will use circle and other related knowledge to solve practical problems.
2 Teaching difficulties: the mixture of circle and other graphic calculation formulas.
teaching tool
PPT card.
teaching process
1 Review and consolidate previous knowledge and introduce new lessons.
2 New knowledge exploration
2. 1 ring zone
First, the introduction of the problem
Do students know what CDs can be used for? Who can describe the appearance of a CD?
Answer (abbreviated).
Today we will do some math problems related to CD.
Second, the ring zone solution
Example 2. The silver part of the CD is a ring with an inner radius of 50px and an outer radius of 150px. What is the area of this ring?
Steps:
Teacher: What do you need to find the area of a circle first?
Health: area of inner ring and outer ring
Teacher: Students can do it themselves and communicate solutions in groups.
Teacher: Give the calculation process and results:
Third, the application of knowledge
Do the second question:
The circular island is 50m in diameter, with a circular flower bed with a diameter of 10m in the middle and lawns in other places. What is the area of the lawn?
Teacher: This is a typical round area application problem. It is very simple to get the radius from the diameter and substitute it into the formula of ring area.
2.2 Round and Square
First, the introduction of the problem
Teacher: The students know the gardens in Suzhou. Have you ever observed the windows of garden buildings? It has many beautiful designs and many common graphics, such as pentagon, hexagon, octagon and so on. Among them, the inside of the outer circle or the outside of the inner circle is a very common design.
Teacher: Not only in gardens, but also in China's architecture and other designs, you can often see "the inside of the outer circle" and "the inside of the outer circle", such as this Fiona Fang Building in Shenyang, trademarks and so on. Let's get to know this figure consisting of a circle and a square.
Second, knowledge points
Example 3: The radius of two circles in the figure is1m. Can you find the area between a square and a circle?
Steps:
Teacher: What does this topic tell us?
Health: the radius of the left circle = half the side length of a square =1m; The area of the right circle = half of the diagonal of the square =1m.
Teacher: What are the requirements?
Health: the area of a square is greater than that of a circle, and the area of a circle is greater than that of a square.
Teacher: What should I do?
Inductive summary
If the radii of two circles are both R, what is the result?
When r= 1, it is completely consistent with the previous results.
Fourth, knowledge application.
On page 70, do:
The picture below shows the bronze mirror inside the outer ring of China in the Tang Dynasty. The diameter of the bronze mirror is 600px. What is the area between the outer circle and the inner side?
Teacher: Students, please use what we have just learned to solve this problem.
Solution: The radius of bronze mirror is 300px.
2.3 classroom exercises
If you have enough time, practice 5/6/7 exercises in class.
(Students can be invited to write the problem-solving process on the blackboard.)
3 abstract
1. What did we learn together today?
Today, under the premise of knowing the area formulas of circles and squares, this paper discusses the area calculation method of rings and figures inside the outer circle and outside the inner circle. This is not to ask students to remember these derived formulas, but to hope that students can understand the derivation method and use what they have learned to solve similar problems in the future.
2. In our daily life, we often need to find the area of a circle. For example, yurts are round, because the living area can be used to the maximum extent, and the cross section of plant roots is round, because it can absorb water to the maximum extent. We can also give some other examples, such as why do plates and wheels have to be round? Everyone needs to think more!
4 blackboard writing
Ordinary ninth grade first volume mathematics teaching plan people's education edition (II) I. Guiding ideology:
We should further publicize and implement the spirit of the new curriculum standard of junior high school mathematics, take the development of students as the foundation, change the way of learning as the goal, train high-quality talents as the goal, and cultivate students' innovative spirit and practical ability as the focus of quality education, and explore new modes of effective teaching. Focusing on classroom teaching, closely surrounding the "basic requirements" of junior high school mathematics textbooks and mathematics subjects, this paper studies the changes and trends of the proposition of the senior high school entrance examination in recent years, collects test papers, selects exercises, establishes a question bank, tries to grasp the direction of the senior high school entrance examination, actively explores efficient review ways, strives to achieve the purpose of reducing burdens, boosting pressure and increasing efficiency, promotes students' lively and active study, and strives to achieve good results in the senior high school entrance examination. Through mathematics teaching, students can learn the basic knowledge and ability necessary for modernization and further study, and make progress and development in thinking ability, emotional attitude and values.
Second, the analysis of learning situation:
Grade 9 students in xxx class are seriously polarized. Individual students don't pay attention to study and have poor study habits. After a semester of hard work, many students' study habits have been greatly improved, and their learning enthusiasm has also increased. There are also a few students who have poor self-control, are lax with themselves and even give up on themselves. These all need to take corresponding measures according to different situations and educate patiently.
Third, teaching material analysis:
There are only two new chapters left in this semester: circle and statistics and probability.
The main contents of this chapter are the definition and properties of a circle, the positional relationship between points, straight lines and circles, the tangent of a circle, the arc length and area of a sector, the side development diagram of a cone, parallel projection and central projection, and three views. There are many concepts and theorems involved in this chapter, so it is necessary to find out the context and accurately understand and master the concepts and theorems. The vertical diameter theorem and its inference, the judgment theorem and property theorem of the tangent of a circle are the key points of this chapter. The teaching difficulty in this chapter is to prove the vertical diameter theorem and the fillet theorem, solve practical problems by using the properties related to circles, and describe basic geometric or physical prototypes according to three views.
The chapter of statistical probability has two parts: population and sample, and estimating population with sample. Statistical estimation is an important part of statistical theory and application, and its basic idea is to estimate the whole by parts. After introducing the concepts of population, individual, sample and sample size, this chapter introduces the statistical thinking method of estimating population with samples, taking percentage, average and variance as examples. The emphasis and difficulty of this chapter is the statistical thinking method of estimating the corresponding characteristics of the population with certain particularity.
Fourth, the teaching objectives:
1, Emotional attitude and values: Through learning exchange, cooperative discussion and active exploration, students' interest in learning is stimulated, their learning methods are improved, their learning quality is improved, and correct mathematical values are gradually formed, so that their emotions can be developed.
2. Knowledge and skills: Understand the positional relationship between points, straight lines, circles and circles, the arc length and area of sectors, the side development diagram of cones, parallel projection and central projection, and three views. Master the concept and calculation of the tangent of the circle and the angle related to the circle. Educate students to master basic knowledge and skills, cultivate students' logical thinking ability, calculation ability, spatial concept and ability to solve simple practical problems, so that students can gradually learn to operate correctly and reasonably, and gradually learn to observe, analyze, synthesize, abstract and summarize. Can use induction and deduction, analogy for simple reasoning. Improve students' interest in learning mathematics, and gradually cultivate students' good study habits and realistic attitude. Master the knowledge points of junior high school mathematics textbooks and the "basic requirements" of mathematics subjects.
3. Process and method: Through the process of exploration, students can further understand the origin and practice of mathematics, thus affecting practice. Through exploration and study, students will gradually learn to operate correctly and reasonably, gradually learn to observe, analyze, synthesize and abstract, and conduct simple reasoning through induction, deduction and analogy. Organize knowledge around junior high school mathematics textbooks and "basic requirements" of disciplines, review the main contents of "four blocks" of junior high school mathematics, conduct hierarchical teaching in a timely manner, face all students, cultivate all students and develop all students.
The goal of teaching.
Within x weeks, complete the teaching task of circle, and complete the test, analysis and evaluation.
Completed the teaching task of statistical estimation in X weeks, and completed the test, analysis and evaluation.
In X week, the first round of general review is conducted around the "basic requirements" of junior high school mathematics, so that students can master the knowledge points of each chapter, skillfully answer various basic questions, test each chapter, test students' mastery, promote knowledge consolidation, and strive to let everyone pass the exam.
The second round, X week, consists of general review, comprehensive exercises and different levels of improvement, with the aim of developing students at different levels.
In the third round of general review in week X, the main contents of the "four big blocks" of junior high school mathematics were reviewed and trained, which promoted the development of teachers and students' potential and made students' mathematical knowledge and structure develop in depth.
Week x special training. Conduct special exercises for different knowledge.
X week imitates the test questions of senior high school entrance examination to carry out comprehensive knowledge simulation training to improve students' ability to take exams.
X week imitates the test questions of senior high school entrance examination to carry out comprehensive knowledge simulation training to improve students' ability to take exams.
Teaching measures
1, study and study the new curriculum standard seriously, be fully familiar with junior high school mathematics textbooks and teaching objectives, prepare lessons carefully, and carefully formulate the general review plan;
2. Do a good job in each class, grasp the key points, disperse the difficulties, highlight the key points, and work hard to cultivate the ability;
3. Pay attention to after-class reflection, record the gains and losses of a class in time, and constantly accumulate teaching experience;
4. Strengthen the contact between school teachers, parents and society, and make joint efforts to improve students' academic performance;
5. Actively communicate with other teachers, strengthen teaching reform and improve teaching level;
6. Always listen to students' good rationalization suggestions;
7. The strategy of "two ends" with "middle" remains unchanged;
8. Pay attention to the guidance of autonomous learning, cooperative learning and inquiry learning in teaching;
9. Seriously carry out extracurricular activities in class to stimulate students' interest in learning.
10, the ninth grade is very tight, so we should not only complete the teaching task of the new class, but also consider a comprehensive and systematic review of the teaching knowledge of the whole junior high school when the second volume of the ninth grade is published. Therefore, when making a lesson plan, we must pay attention to the arrangement of time.
Ordinary ninth grade first volume mathematics teaching plan People's Education Edition (III) Teaching objectives
1, to understand the characteristics and functions of departmental statistical charts;
2, can contact the meaning of percentage, and make a simple analysis of the information provided by the department statistical chart.
If you don't understand or understand something, underline it, and then? Make a mark. When it's convenient to communicate.
4. You can annotate your own suggestions, experiences and methods.
Emphasis and difficulty in teaching
1, to understand the characteristics and functions of departmental statistical charts;
2, can contact the meaning of percentage, and make a simple analysis of the information provided by the department statistical chart.
teaching tool
Courseware.
teaching process
First, happy self-study
Do you like sports? Investigate the sports that the students in this class like. According to the following statistics:
Favorite Sports Statistics of Class Six (10)
1. Tell me: What information can you get from this statistical chart?
I know this is a () statistical chart, and its characteristic is ().
3. My favorite sport is (), and its percentage in the class is (). To clearly know the percentage and other information, we can choose () statistical chart.
4. Let's take a look at the fan charts! Self-study textbook page 107, pay attention to using strokes! .
(1) Calculate the percentage of each sport in the class.
(2) What information can be obtained from the vermicelli map?
(3) What other questions can you ask?
Second, cooperative exploration.
Discuss and communicate: how do fan-shaped statistical charts represent various data? What are its characteristics?
1. I found that () in the sector statistics chart stands for "1", stands for (), the area of each sector stands for (), and the size of the sector stands for ().
2, the characteristics of the pie chart is ().
3. In your life, have you seen the fan picture of ()?
Third, learning summary
The statistical chart we have studied has a bar chart, which is characterized by (); There is also a statistical chart, which is characterized by not only showing the quantity of each part, but also clearly seeing the change of quantity. We learned the pie chart again today, and its characteristic is ().
Fourth, I am brave and fearless, and I am a small champion.
1, level one: practice.
Complete questions 1 and 2 in Exercise 25.
2, the second level.
Complete question 4 of exercise 25.
Reflection after learning verbs (abbreviation of verb)
1, my harvest:
2, self-evaluation: I am on my classroom performance (), because ().
Sixth, homework
1, complete the textbook P 107 "Do it".
2. Practice the first X question.
homework
1, complete the textbook P 107 "Do it".
2. Practice the first X question.
Ordinary ninth grade first volume mathematics teaching plan People's Education Edition (4) Teaching objectives
Knowledge and skill goal: understand the percentage in life, master the method of calculating percentage, and calculate percentage correctly. Process and Method Objective: To understand the meaning and calculation method of commonly used percentage through independent inquiry and cooperative communication. The goal of emotion, attitude and values: to know the usefulness and necessity of seeking percentage, to feel that percentage comes from life, and to infiltrate the mathematical thought that mathematics comes from life and serves life.
Emphasis and difficulty in teaching
Teaching emphasis: understand the meaning of common percentages in life.
Teaching difficulty: correctly calculate the commonly used percentage.
teaching process
First, create a situation, explore the import
1, courseware demonstration.
Look at the picture and answer the following questions.
(1) What percentage of the whole graph does the shadow occupy? How to express it in percentage?
(2) What is the proportion of the blank part in the picture to the shadow part? How to express it in percentage?
2. The meaning of percentage.
36% of the students in our class joined the art interest group.
About 50% of the world's population is under the age of 25.
The fruit juice content of a bottle of fruit grower's drink is about 10%.
The myopia rate of students in our class is 45%.
3. Xiaogang did 10 and made two mistakes.
What percentage of the total number of questions did you answer correctly?
What percentage of the total number of questions is wrong?
What percentage of all the questions did you answer correctly?
What percentage of the total number of questions is wrong?
How much percentage of A is B is the same as how much percentage of A is B: A ÷ B.
4. There are xxx students in grade six, and xxx students meet the national physical exercise standards (children's group), accounting for a fraction of the number of students in grade six? There are xxx students in the sixth grade, and xxx students meet the national physical exercise standards (children's group), which accounts for a few percent of the sixth grade students?
Students think independently and communicate at the same table: try to calculate and draw a conclusion.
5. Talk about and introduce new lessons.
In our daily life, there are many percentages like this, such as germination rate, pass rate and rice yield, which can help us solve some practical problems in life.
Next, let's go into percentage and explore its calculation method (blackboard writing: calculation of percentage).
Second, learn new knowledge.
1, teaching example1-Understand the percentage in a specific situation and explore the calculation method.
(1) Example 1: Sixth grade students 160, 120 meet the national physical exercise standards (children's group). What is the success rate of sixth grade students?
(2) Students read the question, analyze the meaning of the question, think about the meaning of the success rate, and try to calculate.
(3) Call the blackboard to exchange ideas and correct them collectively.
(4) Teacher's summary
Instruct students to make it clear that the compliance rate is a percentage, which means that "the number of people who meet the standards is a percentage of the total number of people tested", which is the same as the calculation method of "finding a number is a fraction of another number", so "the number of people who meet the standards ÷ the total number of people tested" is enough. Because the percentage is a percentage, the calculation result should be in the form of a percentage, so the complete calculation method should be "compliance rate = the number of qualified people divided by the total number of people tested × 100%".
Talk: According to the National Standards for Students' Physical Health, the primary school students' physical health compliance rate is not less than 60%. Through calculation and comparison, it shows that the physical quality of students in our class has reached the health standard, which is also a percentage value.
2, teaching example 2-master the calculation method of percentage, know the value of percentage.
(1) Example 2: In the science class, the results of the seed germination experiment made by the students in Class Five (X) are as follows:
Seed name: the total number of seeds in the experiment and the germination rate.
Mung bean 80 78
Peanut 50 46
Garlic 20 19
(2) Students read the questions, find out the known conditions and problems, discuss the significance of germination rate, and try to calculate the germination rate of various seeds. (3) Tell the meaning and calculation method of student exchange germination rate, board formula and collective correction.
(4) Understand the value of germination rate in production practice.
Through calculation, we find which seed has higher germination rate? Which is lower? Description: Germination rate is very important for farmers to farm. They need to decide the seed variety and planting area according to the germination rate.
3. Explore in groups, find out the percentage in life and summarize the percentage calculation formula.
(1) Talk about defining the requirements of cooperative learning: In real life, there are still many percentages such as hit rate, success rate and germination rate. Ask four students in the group to use their brains and cooperate actively to find out the percentage in life and write its calculation method, and compare which group finds the most.
(2) Group cooperation, find out the percentage in life, explore its significance and calculation method, write the calculation formula, and teachers patrol to understand the situation and results of group cooperation.
(3) The group representative reports the percentage collected by the group, clarifies its meaning, and displays the calculation method on the projector, which is modified by teachers and students.
(4) enumerate the calculation methods of different percentages, guide students to find the same points, and summarize the calculation formula of percentages. Rate = quantity? Divided by the total amount × 100%
(5) Take examples to deepen the understanding of the percentage calculation formula and master the percentage calculation method.
4. In a county seed extension station, 300 corn seeds were used for germination test, and 288 seeds germinated. Find the germination rate.
5. Discuss and communicate: What percentage in life may be greater than 100%? What will only be equal to or less than 100%?
Third, consolidate the practice.
1, fill in.
(1) The rice yield is 85%, which means ()
100% of () kg.
Eighty-five percent
② A number is 4/5 of B number, and B number is A number.
( )%。
③20÷( )= 4/8 =( )︰24=( )%
2. Choose one:
A number of trees were planted, and 100 trees were alive and 1 tree was dead. The correct formula for finding the survival rate is ().
A steel pipe is cut into two sections, the first section is meters long and the second section accounts for 60% of the total length. These two steel pipes are opposite ().
arrange work
1, group cooperation, sorting out the calculation method of common percentages in life, written on page 86 of the math book.
2. Complete questions 2, 3 and 4 in Exercise 20.
Fourth, class summary.
What did you buy today? Life is about harvest.
Ordinary ninth grade first volume mathematics teaching plan People's Education Edition (5) I. Guiding ideology:
Mathematics in grade three is implemented in accordance with the national education and teaching policy and the mathematics curriculum standard of nine-year compulsory education. Its purpose is to teach and educate people, so that every student can get the most suitable development in this mathematics learning process. Through the teaching of mathematics in the third grade, we can provide the basic knowledge and skills of mathematics necessary for participating in production and further study, further cultivate students' computing ability, thinking ability and spatial imagination ability, solve simple practical problems by using what they have learned, and cultivate students' mathematical innovation consciousness, good personality and preliminary materialism spirit.
Second, the basic situation:
This semester is a critical period for junior high school study. I am a math teacher in Class X, Grade Three, and I am an experimental textbook for the new curriculum. How to make good use of the new curriculum standard textbooks with new ideas? How to carry out the spirit of new curriculum standard in teaching? This requires that the innovative consciousness and the way of guiding students to think must be different from the previous teaching. Therefore, while completing the teaching task, we must create as many scenarios as possible, so that students can experience the process of exploration, guessing and discovery. Combine the teaching content with the students' reality, and grasp the key points and difficulties. Establish the concept of quality education, aim at cultivating all-round high-quality talents, face all students, and make students develop morally, intellectually, physically, aesthetically and laboriously. In order to do a good job in education and teaching this semester, this plan is specially formulated.
Third, the teaching content:
The third grade mathematics taught this semester includes the first chapter of quadratic equation, the second chapter of quadratic function, the third chapter of rotation, the fourth chapter of circle and the fifth chapter of probability. In which rotation and circle are related to geometry. One-variable quadratic equation and quadratic function, these two chapters are related to numbers and the application of numbers. Frequency is mainly related to statistical data.
Fourth, the teaching purpose:
In the new curriculum, by teaching the related knowledge of "rotation" and "circle", students can experience the process of exploration, speculation and proof, further develop their reasoning and argumentation ability, and can use this knowledge to demonstrate, calculate and draw simply. Further mastering the proof method of synthesis method can prove the property theorem and judgment theorem related to triangle, parallelogram, isosceles trapezoid, rectangle, diamond and square, and can prove other related conclusions. In the chapter of "Preliminary Frequency", let students understand the relationship between frequency and probability, and further understand that probability is a mathematical model to describe random phenomena.
In the two chapters of "quadratic equation of one variable" and "quadratic function", students can learn about various solutions of quadratic equation of one variable, and can use quadratic equation of one variable and function to solve some mathematical problems, gradually improve their observation and inductive analysis ability, and experience mathematical methods combined with mathematics. At the same time, learn to summarize, organize and apply knowledge. So as to cultivate students' thinking ability and adaptability.
Five, the teaching focus and difficulty:
Key points:
1, which requires students to master the basic requirements and methods of proof and learn to reason and demonstrate;
2. Explore the ideas and methods of proof and advocate the diversity of proof.
The difficulty lies in:
1, guide students to explore, guess and prove, and realize the necessity of proof;
2. Infiltrate mathematical ideas such as induction, analogy and transformation in teaching.
Six, teaching measures:
In view of the above situation, I plan to take the following measures in the coming school year:
1. Before the new class begins, spend a week or so reviewing all the contents of last semester, especially the geometry part.
2. Try to adopt the educational methods of encouragement, guidance and less criticism in the teaching process.
3. The teaching speed is mainly to adapt to most students, give consideration to underachievers as much as possible, and pay attention to overall improvement.
4. When the new lesson involves old knowledge, review it accordingly.
5. In the review stage, let the students use their hands and brains. Through the training of various exercises, comprehensive questions and simulated questions, students are gradually familiar with various knowledge points and skillfully use them.
Ordinary ninth grade first volume mathematics teaching plan People's Education Edition (6) Teaching objectives
1. Make students master the conversion method of percentage and decimal, and make it correct.
2. In the process of mutual learning, make students realize the internal relationship between them, and lay a foundation for the calculation and application of learning percentage in the future.
3. Cultivate students' analytical thinking and abstract generalization ability in the learning process.
Emphasis and difficulty in teaching
Make students understand the method of mastering the reciprocity of percentages and decimals.
teaching tool
Courseware.
teaching process
First, the activity (1) review preparation
1, the courseware displays the review questions.
The number of times that Zhang Yu skips rope is 1.37 times that of Chen Cong.
The number of skipping rope in Wang Zhixiang is 6/5 of that in Chen Cong.
The number of skipping ropes in Liu Xingyu is 137.5% of that in Chen Cong.
Thinking: Who jumps the most of these three people? How do you compare them?
2. Introduce new courses.
In production, work and life, in order to facilitate statistics and comparison, we often use percentages to represent some data. What figures can you use besides percentages?
In this lesson, we will learn the conversion between percentages and decimals and the conversion between percentages and fractions.
Second, activities (2) the relationship between percentages and decimals
(1) The process of recalling fractional decimals.
(2) What should be the denominator when converting decimals into percentages? How to make its denominator 100?
Three. Activity (3) Decimal percentage
1, for example 1: convert 0.25,1.4,0.123 into percentages.
How many steps are there in (1) decimal percentage?
② Students answered, and the teacher wrote on the blackboard: 0.25=25/ 100=25%.
③ 1.4 How to divide a component into fractions with the mother of 100? According to what?
④ Do: Convert the following decimals into percentages.
0.38 1.05 0.055 3
⑤ What happened after the decimal of observation example 1 was converted into percentage?
Do you have the same change in the number of exercises you do? What does this change conform to?
Now can you quickly convert the following decimals into percentages? (oral answer)
2.5 0.785 0. 16
2. Example 2: Decimal 27%, 135% and 0.4%.
Students try to do it by themselves, and students summarize the methods.
(1) Talk about the method of percentage decimal.
② Observe what happens when percentages are converted into decimals?
③ Extract the following percentage.
15% 80% 3.5%
3. summary.
Through the analysis and induction just now, who can tell us how percentages and decimals interact?
Fourth, consolidate and improve.
1, P80 "Do it"
Exercise 2 of19.
Verb (short for verb) homework
Exercise 19, question 1
homework
Exercise 19, question 1