Sort out the knowledge first.
In the process of organizing the first round of review, teachers will consciously help students organize their knowledge and build a knowledge network. Later, with the increase of exercises and the comprehensive strengthening of the review content, some students may re-blur the passively constructed knowledge network and the internal relationship between each piece of knowledge, so it is very necessary to sort out their own knowledge again. We should know the basic concepts and requirements of numbers and formulas, equations (inequalities), functions, statistics, triangles, quadrilaterals, circles and so on as clearly as possible. Therefore, it can be sorted out in combination with the textbook "Basic Requirements and Training of Mathematics Teaching".
Second, analyze the reasons for losing points in the mock exam.
The mock exam in each district is a good test of students' review effect. It not only evaluates candidates' achievements, but also helps candidates to check their own shortcomings, so we must carefully analyze the reasons for losing points in the exam. Generally speaking, some points lost indicate that there are omissions in the review, which is manifested in the vague understanding of some knowledge by candidates; Some of the points lost are manifested in poor study habits, impetuousness and unreliability, and so-called carelessness and mistakes such as not seeing the meaning of the questions clearly; Some lose points, indicating that the ability of understanding and analysis is not strong, and answering irrelevant questions or application questions loses points; Some points lost show that the basic ability is weak, which is manifested by mistakes in short answer questions; Some points lost indicate that the ability to solve comprehensive problems is not strong, which is manifested in incomplete problem solving or confused or incorrect thinking. Only by carefully analyzing the reasons for losing points can we formulate review strategies at this stage.
I often meet some students who only lose points on the last two questions of the simulation questions, which is obviously that their comprehensive ability needs to be improved. These students are often dependent on solving problems. They seldom solve comprehensive problems independently, and some even get nervous and afraid at the sight of comprehensive problems. It is suggested that such students consciously increase their experience in completing comprehensive problems independently. They can choose the last two questions in this year's mathematical simulation test papers in various districts, spend one class at a time to solve them, and know whether they have solved them correctly as soon as possible. Remember to find out where you are wrong and why. After several such trainings, the ability to solve comprehensive problems will be improved.
Thirdly, analyze the similarities and differences of simulation volumes in each district.
Looking at the mathematical simulation volumes in each district, we will find some characteristics: first, we should pay attention to the first three questions in the test paper, focusing on the basic knowledge and skills of mathematics, involving the concepts and operations of numbers and formulas, the concepts and solutions of equations (groups) or inequalities (groups), the determination of resolution function and the application of image properties, statistical knowledge and simple geometric calculation. Although this part of the questions is sometimes novel, for example, it will be combined with graphic actions or appear in the form of open questions. But after all, it is a basic requirement. As long as candidates have a certain foundation, they will definitely do it. If you can still have a meticulous and down-to-earth learning style, then you can get full marks in this part.
Secondly, it should be noted that the comprehensive ability should be properly examined in the fourth question of the test paper. There are often geometric proof problems, practical application problems, synthesis problems with rectangular coordinate system and function as the main content, geometric synthesis problems with geometric demonstration and geometric calculation as the main content. Especially for the latter two comprehensive questions, students' inquiry ability is often further examined in combination with graphic movements, so as to see whether students have certain mathematical ideas such as function thought, equation thought, combination of numbers and shapes, and classified discussion thought.
Mid-term examination paper of junior two mathematics
Fill in the blanks: (20')
1._ _ _ _ _ _ is called factorization.
2.
3.
4.
5. When x _ _ _ _ _, the score is meaningful, and when x _ _ _ _ _, the value of the score is equal to 0.
6. In the formula, R 1, R2 is known; Then r = _ _ _ _ _ _
7. One side of an isosceles triangle is 4cm long and the other side is 9cm long, so the circumference of this isosceles triangle is _ _ _ _ _
8. In △ ABC, ∠ BAC = 50 and ∠ ABC = 60, then ∠ ACB = _ _ _ _ _ degrees. The external angle adjacent to ∠ABC is equal to _ _ _ _ _ _ degrees.
9. In a right triangle, the acute angle formed by the intersection of bisectors of two acute angles is equal to _ _ _ _ degrees.
10. If known, then _ _ _ _
2. Multiple choice questions: (30')
1. Among the following polynomials, the factor that can be decomposed by the square difference formula is () within the range of rational numbers.
A.B C D
2. If the factor of is, then P is ()
A B C D
3. In the rational formula, the number of fractions is ()
A b, two c, three d and four d.
4. Divided by the score, the result is ()
A B C D
5. If the value of the score is 0, it must be ().
A B C D
6. If the side lengths of an isosceles triangle are 10 and 12, then its perimeter is ().
A 32 B 34 C 32 or above 34 D is not.
7. In △ABC, AD is the angular bisector. If BC intersects at point D, ∠ B = 60, ∠ C = 48, then ∠ADB= ().
A 84 B 96 C 72 D 108
8. In 8.△ ABC, the lengths of the three sides are A, B, C and A >； respectively; B>c If b=8 c=3, the range of A is ().
a3 & lt； a & lt8 b5 & lt； a & lt 1 1 c8 & lt； a & lt 1 1d 6 & lt； a & lt 10
9. If it is completely flat, the value of k is ().
A 6 B 6 C 12 D 12
10. The condition that the score is meaningful is ()
A B C D
3. Factorization: (12')
( 1) (2)
(3) (4)
Four. Calculation: (8')
( 1)
(2)
5. Simplify before evaluating: (5')
In ...
6. Equation: (5')
7. Assuming that this equation has an increasing root, find the value of k .. (5')
Eight. As shown in the figure: It is known that ∠ A = 70 in △ABC, BD and CE are bisectors of △ABC, and BD and CE intersect at O, so find the degree of ∠BOC. (5′)
9. As shown in the figure, it is known that △ABC and △CDE are equilateral triangles and ∠ 1=∠2. Verification: AE=BD.
10. A ship goes downstream 105km, and goes upstream for 60km, which takes 9 hours. On another occasion, it sailed 84km downstream and 75km upstream in the same time, thus calculating the sailing speed and current speed of the ship in still water. (5′)