The first volume of the eighth grade mathematics teaching plan is the number of chapters in the model essay of East China Normal University Edition 1 1.
Square root (1)
Teaching objectives
1, to understand the concept of square root of numbers, we will find some non-negative square roots.
2. The root sign will be used to represent the square root of a number.
teaching process
First, review the introduction.
1. What numbers have we learned?
(Add, subtract, multiply, divide, multiply)
2. What is the relationship between addition and subtraction? What about multiplication and division? (Both are reciprocal operations)
The side length of a square is 5 meters. What is its area? What is its operation? (Covering an area of 25 square meters, the operation is power operation)
Second, create problem situations and solve problems.
1, please enjoy the guide map in this chapter. If you want to cut out a square piece of paper with an area of 25cm2, what should be the side length of the paper?
This problem is essentially to find a number whose square is equal to 25.
2. Ask questions and explore ways to solve them.
The concept of (1) square root; If the square of a number is equal to A, then this number is called the square root of A. Q: After this rule, what is A?
Ask students to think and communicate and answer: A is true or false,
(2) In the above question, because 52=25, 5 is the square root of 25. Q: Is there only one square root of 25? Are there any other numbers whose square is equal to 25?
(Because (-5)2=52=25, -5 is also the square root of 25)
From the above problem solving process, can you sum up the method of finding the square root of a number? According to the meaning of square root, square can be used to test or find the square root of a number.
Third, examples.
Example 1, find the square root of 100,
Question: (1) Can you find the square root of 100 by imitating the above method? Ask the students to discuss and exchange before answering.
(2) Can you write the problem-solving process correctly?
Let a classmate dictate and the teacher writes it on the blackboard.
(3) Can l0 and -l0 be expressed by 〒 10?
give it a try
What is the square root of 1?
(2) What is the square root of 0?
(3) What is the square root of 4? 25
(4) What is the square root of 0.81?
(5) Does-4 have a square root? Why?
Please make up three questions about finding the square root and give the answers.
abstract
Fourth, classroom exercises.
Name the square root of the following number:
1、64 2、0.25 3、
Verb (abbreviation of verb) abstract
1. If a positive number has a square root, how many? What is the relationship between them?
If we know one of the two square roots, can we get the other square root? Why?
How many square roots does 3.0 have? What is the number?
4. Does a negative number have a square root? Why?
Sixth, homework
Exercise 12. 1 No.65438 +0,
Teaching postscript
Eighth grade math homework plan 1. Guiding ideology
Do a good job in routine teaching, adhere to teaching as the center and quality as the foundation, correctly handle the relationship between imparting knowledge and cultivating ability, teach students in accordance with their aptitude, pay attention to cultivating students' mathematical literacy, explore innovative spirit in practice, and enable students to learn the basic mathematical knowledge and skills necessary for modernization and further study of modern science and technology; Strive to cultivate students' computing ability, logical thinking ability, problem analysis and problem solving ability.
Second, the analysis of students' situation
I have taught two classes of mathematics this semester, 120 and 125. Class 120 is more polarized than class 125, and the overall level of class 125 is more balanced. Generally speaking, the students in the two classes are correct, practical and eager to learn. This semester's mathematics teaching should actively try independent, cooperative and inquiry learning, cultivate students' interest in learning and habit quality, and strive to improve students' comprehensive grades and strive for greater improvement.
Third, teaching material analysis (the teaching content of this semester is divided into five chapters)
1, congruent triangles
This paper mainly introduces the properties and judgment methods of triangular congruence and the special conditions of right-angled triangular congruence. Pay more attention to the establishment of students' reasoning consciousness and understanding of reasoning process. On the basis of intuitive understanding and simple explanation, students strictly prove some properties of congruent triangles and explore the conditions of triangle congruence from several basic facts.
2. Axisymmetric
Based on the existing life experience and the preliminary experience of mathematical activities, starting from observing the axisymmetric phenomenon in life, the characteristics of axisymmetric are intuitively understood and summarized from the overall point of view; Through the gradual analysis of simple axisymmetric figures such as diagonal, line segment and isosceles triangle, the properties and judgment concepts of isosceles triangle are introduced.
3. Real numbers
Starting from the square root to the cube root, learn the relevant knowledge of real numbers and use this knowledge to solve some practical problems. The key point of the root of number is the essentials and solutions of square root and arithmetic square root, and the difficult point is the concepts of arithmetic root and real number.
4. Linear function
Through the investigation of variables, we can understand the concept of function and further learn the simplest function-linear function. Understand the related properties and research methods of function, and initially form the consciousness and ability to understand the real world from the perspective of function. In textbooks, through embodiment? What are the concepts, laws, applications and extensions of mathematical modeling in problem situations? The model allows students to abstract the concepts of function and linear function from the actual problem situation, explore the properties of linear function and its image, and finally solve the actual problem by using linear function and its image; At the same time, in the teaching order, the proportional function is brought into the learning of linear function. Textbooks pay attention to the comparison and connection between old and new knowledge, such as strengthening the connection between linear function and linear equation (group) and linear inequality in textbooks.
5. Multiplication, division and factorization of algebraic expressions
Strive to be outstanding in form: the practical background of algebraic and algebraic operation allows students to experience practical problems? Symbolization? The process of developing a sense of symbol; The exploration process of related algorithms is to explore related algorithms and set up induction, analogy and other activities; Understand arithmetic and master basic operation skills, set appropriate symbolic operation times and difficulty, and ask students to explain the basis of operation.
Fourth, teaching objectives.
Through the implementation of three-dimensional goals (knowledge and skills, process and method (mathematical thinking and problem solving), emotion and attitude), the ability is finally cultivated. Seriously implement it? Double thinking, three rings and six steps? Teaching mode. Study teaching materials, break through key and difficult points, grasp key points, deeply understand students, stimulate students' enthusiasm, formulate effective counseling and teaching plans according to people's needs in class, make classroom teaching more lively and interesting, and let students participate in mathematics activities.
Verb (abbreviation of verb) teaching measures
1, create a classroom atmosphere, improve teaching methods, make full use of multimedia, wall charts, physical objects and other scenarios for teaching, strive for diversification, life and openness of classroom teaching, do a good job of interaction, mobilize students' enthusiasm and desire for knowledge, and lay a solid foundation for students to master classroom knowledge.
2. Do a good job in marking analysis. If conditions permit, try to correct students' homework face to face, and point out, analyze and explain the problems existing in students' homework.
3. Write a summary after class. After class, summarize the teaching situation and students' attendance in time, sum up the successful experience, find out the reasons for failure, formulate analysis and improvement measures, reposition serious problems, and formulate and implement remedial plans.
4. Strengthen after-school counseling. Top students should expand their knowledge and improve the difficulty of training; Middle school students should lay a good foundation, develop their thinking and improve their ability to analyze and solve problems. Underachievers should stimulate their desire to learn and take targeted remedial measures according to their own foundation and learning ability.
5. Set up a study group. According to the actual situation in the class, the top students, average students and underachievers are matched together, and the whole class is divided into several study groups. The excellent students help and the excellent students promote, so as to achieve the goal of * * * improvement.
6, the implementation of hierarchical teaching. Pay attention to all kinds of students and assign homework A, B, C, etc. , and arranged hierarchically according to classification, which varies from person to person. Take good care of three kinds of students in class: good, medium and to be transformed. Give full play to the help of eugenics, consolidate the knowledge base and improve the ability of every student.
VI. Training Plan
1, carefully prepare every lesson plan for cultivating outstanding students and underage students, and strive to entertain and educate in the learning process.
2, strengthen communication, understand the potential students, excellent students' families, the specific situation of learning, try to eliminate the difficulties encountered in learning.
3. Exchange ideas and effectively solve the learning difficulties of potential students.
4, adhere to the secondary work, not less than once a week.
5, according to the individual differences of students, arrange different homework.
6. Ask the top students to introduce their learning experience, while the poor students learn.
7. Create opportunities in the classroom and use the thinking and methods of top students to influence poor students. Do more practice measures for poor students. Eugenics appropriately increases the difficulty of the topic.