The seventh-grade math teacher should comprehensively and profoundly grasp the relationship between good people and mathematics, and let mathematics be painted with colorful colors. The seventh-grade math teaching plan can improve the teaching quality of seventh-grade math teachers and is of great benefit to their work. Whether you are looking for or preparing to write a "Teaching Plan for Hunan Education Edition of Seventh Grade Mathematics", I have collected relevant information below for your reference!

Hunan education edition seventh grade mathematics teaching plan 1 absolute value

Teaching objectives?

1, master the concept of absolute value and the comparison rule of rational numbers.

2. Learn to calculate absolute values and compare the sizes of two or more rational numbers.

3. The concepts and rules of empirical mathematics come from real life and are permeated with the idea of combination and classification of numbers and shapes.

Comparison of two negative numbers in teaching difficulties

The concept of absolute value in knowledge set

Design concept of teaching process (teacher-student activities)

Set the situation

On Sunday, Mr. Huang started from school and drove to play. She first went 20 kilometers east to Zhujiajian Island Island, and then 30 kilometers west in the afternoon, and returned home (school, Zhujiajian Island Island and home are on the same line). If the rule is Dongzheng, ① use rational number to represent the distance between Miss Huang's two trips; (2) If the car consumes 0. 15 liter per kilometer, how many liters does the car consume on this day?

After the students thought, the teacher explained as follows:

Some problems in real life only pay attention to the specific value of quantity, but have nothing to do with the opposite meaning, that is, nothing to do with the positive and negative aspects. For example, we only care about the fuel consumption and gasoline price of a car, and have nothing to do with the direction of driving;

Observe and think: draw a number axis, and the origin represents the school. Draw points on the axis representing Zhujiajian Island Island and Miss Huang's home. Look at the picture and tell the distance from Miss Huang's home to Zhujiajian Island Island School.

After the students answered, the teacher explained as follows:

The distance between a point representing a number on the number axis and the origin is only related to the length of the point from the origin, and has nothing to do with the positive or negative of the number it represents;

Generally speaking, the distance between the point representing the number A on the number axis and the origin is called the absolute value of the number A, and it is recorded as |a|.

For example, the above questions |20|=20, |-/kloc-0 | =10 Obviously, in the example of |0|=0, the first question is a quantity with opposite meaning, and the answer to the latter question has nothing to do with symbols, indicating that there are some problems in real life, and people only need to know their specific values without paying attention.

Because the geometric meaning of the concept of absolute value is a typical number-shape transformation model, it is difficult for students to accept it for the first time, so this observation and thinking are arranged to prepare for the establishment of the concept of absolute value.

Cooperation and communication

Explore the law example 1 Find the absolute value of the following numbers and summarize the absolute law of finding rational number A?

-3,5,0,+58,0.6

Group discussion and cooperative learning are required.

Teachers guide students to use the meaning of absolute value to find the answer first, then observe the characteristics of the original number and its absolute value, and combine the meaning of the inverse number, and finally summarize the law of finding the absolute value (see textbook 15).

Consolidation exercise: textbook 15 page exercise.

Among them, the answer to the question 1 is written directly according to the law, which is the basic training for finding the absolute value; The second problem is to distinguish the concept of reciprocal and absolute value, which requires students' analytical judgment ability. Pay attention to the thoroughness of thinking, and students should be aware of the differences between different statements. The law of finding the absolute value of a number can be regarded as an application of the concept of absolute value, so this example is arranged.

Students do what they can, and teachers are only organizers in the teaching process. Based on this concept, this discussion is designed.

Guide the students to look at the pictures on page 16 of the textbook and answer the related questions:

Arrange from low to high 14 temperature;

The number 14 is represented by points on the number axis;

Observe and think: observe the positions of these points on the number axis and think about their relationship with temperature. Do you think two rational numbers can be compared?

How should I compare the sizes of two numbers?

After the students exchanged ideas, the teacher concluded:

14 The order of numbers from left to right is the order of temperature from low to high:

Rational numbers are represented on the number axis, and the order from left to right is from small to large, that is, the number on the left is smaller than the number on the right.

In the above 14 number, select two numbers to compare, and then select two numbers to try. By comparison, we can sum up the comparison rules of rational numbers.

Imagination exercise: imagine that there is a number axis in your mind, and there are two points on the axis, which represent the numbers-100 and -90 respectively. Realize the distance between these two points and the origin (that is, their absolute values) and the relationship between the sizes of these two numbers.

Students are required to have clear graphics in their minds, so that students can realize that all the laws of mathematics come from life and each law has its rationality.

The number in the second point of the size comparison method is difficult for students to master. It is necessary to combine the meaning of absolute value with the number on the number axis, configure imagination exercises, and strengthen the imagination of logarithm and shape.

Classroom exercise example 2, compare the following figures (textbook page 65438 +07)

The process of comparing sizes should be carried out in strict accordance with the rules and pay attention to the writing format.

Exercise:/kloc-exercise on page 0/8

Summary and homework

How to find the absolute value of a number and how to compare the sizes of rational numbers?

The assignment for this lesson is 1, and the required questions are: teaching production book 19 page exercise 1, 2, 4, 5, 6, 10.

2, choose to do the problem: the teacher arranges it himself.

Comments on this lesson (classroom design concept, actual teaching effect and improvement ideas)

1, the reasons for creating situations are as follows: ① It embodies the close connection between mathematical knowledge and real life, and enables students to gain mathematical experience in these familiar daily life situations, which not only deepens their understanding of absolute value, but also feels the necessity of learning the concept of absolute value and stimulates their interest in learning. ② The concept of absolute value of numbers in textbooks is defined according to the geometric meaning (its essence is to translate numbers into shapes to explain, which is difficult). Then the law of finding the absolute value of rational number is summarized through practice. If the concept of absolute value is given directly, the taste of instilling knowledge is very strong and too abstract for students to accept.

2. The law of absolute value of a number is actually a direct application of the concept of absolute value, and it also embodies the mathematical idea of classification, so it is very concise and is the focus of teaching directly through examples 1; From the perspective of knowledge development and students' ability training, teachers should pay more attention to the process of students' autonomous learning and inquiry, pay attention to students' thinking, do a good job in teaching organization and guidance, and leave enough space for students.

3. The comparison rule of the size of rational numbers is a direct induction of the size law. Among them, item (2) is difficult for students to understand. In teaching, it is necessary to combine the meaning and law of absolute values: "Rational numbers are expressed on the number axis, and the order from left to right is from small to large" to help students build a model combining numbers and shapes. "The farther a point on the number axis is from the origin, the smaller the number is."

4. The content of this lesson includes the concept of absolute value, the method of finding the absolute value of numbers, and the law of comparing the sizes of rational numbers. There are many teaching contents, and students may have difficulty in accepting them. It is suggested that the comparison of rational numbers be moved to the next lesson.

Seventh grade mathematics Hunan education edition teaching plan 2 learning goal;

1. Understand the meaning of parallel lines and the two positional relationships of two straight lines;

2. Understand and master the content of parallel axioms and their inferences;

3. I can draw pictures according to geometric statements, and I can draw parallel lines with straightedge and triangle;

Learning focus: explore and master parallel axioms and their inferences.

Difficulties in learning: understand the essential attributes of parallel lines and describe the essence of graphics with geometric language.

First, the learning process: preview questions

How many points are there when two straight lines intersect?

What is the positional relationship between two straight lines in the plane except the intersection?

(a) draw parallel lines

1, tools: ruler, triangle.

2. Method: First, "falling"; Second, "rely on"; Third, "moving"; Fourth, "painting".

Please practice drawing parallel lines according to this method:

Known: straight line a, point b, point C.

(1) How many parallel lines can you draw after point B?

(2) Draw a parallel line from line A to point C, is it parallel to the parallel line from point B?

(b) Parallel axioms and inferences

1, thinking: In the above picture, ① draw a parallel line from line A to point B, and you can draw a line;

(2) draw a parallel line from line A to point C, and you can draw a line;

What is the positional relationship between the straight lines you draw? .

② Inquiry: As shown in the figure, P is a point outside the straight line AB, and CD and EF intersect at P. If CD is parallel to AB, is EF parallel to AB? Why?

Second, self-test: (a) multiple-choice questions:

1, the following reasoning is correct ()

A, because a/d, b//c, so c//d B, because a//c, b//d, so c//d.

C, because a/b, a//c, so b//c D, because a//b, d//c, so A//C.

There are three straight lines on the same plane. If two and only two are parallel, their intersection points are ().

A.0 B. 1 C.2 D.3

(2) Fill in the blanks:

1, in the same plane, there are lines parallel to the known line l, but after a little outside l, there are only lines parallel to the known line l.

2. On the same plane, lines L 1 and L2 meet the following conditions, and write their corresponding positional relationships:

(1)L 1 and L2 have nothing in common, then L 1 and L2;

(2) If L 1 and L2 have only one thing in common, then L1and L2;

(3)L 1 and L2 have two things in common, so L 1 and L2.

3. In the same plane, two sides of one angle are parallel to two sides of another angle, so the relationship between the two angles is.

There are three straight lines a, b and c on the plane, so the number of their intersections may be one.

3.CD⊥AB is in D, E is a little above BC, EF⊥AB is in F, ∠ 1=∠2. Please explain ∠ BDG+∠ B = 180.

Three-column algebraic formula of teaching plan in Hunan education edition of seventh grade mathematics

Teaching objectives

1. On the basis of understanding the concept of algebra, students can use algebra to express simple words related to quantity;

2. Initially cultivate students' ability of observation, analysis and abstract thinking.

Teaching emphases and difficulties

Key point: column algebra.

Difficulty: make clear the meaning and relationship of each quantity in the sentence.

Classroom teaching process design

First, ask questions from students' original cognitive structure

1 Represent B number with algebraic expression: (projection)

(1) B number is 5 larger than x; (x+5)

(2) The number of b is 3 times smaller than the number of x; (2x-3)

(3) the number b is smaller than the reciprocal of x by 7; ( -7)

(4) the number b is greater than x16% ((1+16%) x)

Inspire students to answer this question by guiding.

In algebra, we often need to list a sentence or some calculation relations described by numbers or letters as algebraic expressions, just like the problems in the above exercises, which students are already familiar with, but in algebraic expressions, we often need to list a sentence or calculation relations described by words (that is, the language of daily life) as algebraic expressions. Let's learn this problem together in this class.

Second, teach new lessons.

Example 1 Use algebraic expression to represent the number b:

(1) The number b is 5 larger than the number a; (2) the number b is three times smaller than the number a;

(3) the number b is 7 less than the reciprocal of the number a; (4) The number B is greater than the number A 16%.

Analysis: Since the number of B to be determined is to be compared with the number of A, the number of B can only be determined after the number of A is made clear. Therefore, before writing algebraic expressions to solve the expected number of b, it is necessary to set the number of a specifically.

Solution: Let A be X, then the algebraic expression of B is

( 1)x+5(2)2x-3； (3) -7; (4)( 1+ 16%)x

(This question should be answered orally by the students and completed by the teacher on the blackboard.)

Finally, the teacher should point out that the answer to the fourth question can also be written as x+16% X.

Example 2 is represented by an algebraic expression:

(1) 2 times the sum of numbers a and b;

(2) the difference between number A and number B;

(3) Sum of squares of two numbers;

(4) The product of the sum of two numbers A and B and their difference;

(5) The product of the sum of two numbers of b and the difference of two numbers of b.

Analysis: this question should first set the numbers a and b, and then write the algebraic expression according to the conditions.

Solution: Let A be A and B be B, then

( 1)2(a+b)； (2)a-b； (3)a2+B2；

(4)(a+b)(a-b)； (5)(a+b)(b-a) or (b+a)(b-a)

(This question should be answered orally by the students and completed by the teacher on the blackboard.)

At this point, the teacher pointed out that the sum of A and B and the sum of B and A all refer to (a+b). This is because addition has commutative law, but the difference between A and B refers to (a-b), while the difference between B and A refers to (b-a), which is obviously different. That is to say, in sentences described in written language, special attention should be paid to the order of operation.

Example 3 is represented by an algebraic expression:

(1)n divided by 3;

(2) When the quotient m is divided by 5, the number of 2 remains.

When analyzing this topic, you can ask the following questions:

How much is (1)2 divided by 3? What is the number of 3 divided by 3? How to express n as a number divisible by 3?

(2) What is the quotient of1and 2 divided by 5? How to express this number? What about the number of quotient 2 and remainder 2? What about the number of quotient m and remainder 2?

Solution: (1) 3n; (2)5m+2

This example directly prepares students to use algebra to represent any even or odd number in the future. )

Example 4 Let the letter A represent a number, which is represented by algebra:

(1) 3 times the sum of this number and 5; (2) The difference between this number and 1;

(3) Five times this number and half the sum of seven; (4) The sum of this number and the square of this number.

Analysis: inspire students to do analysis exercises, such as 1 sub-topic can be decomposed into "sum of a and 5" and "triple sum". First, the sum of A and 5 is taken as the algebraic expression "a+5", and then three times the sum is listed as the algebraic expression "3(a+5)".

Solution: (1) 3 (a+5); (2)(a- 1)； (3)(5a+7)； ⑷a2+a

Through the explanation of this example, students should gradually master the decomposition of complex quantitative relations into several basic quantitative relations and cultivate their ability to analyze and solve problems. )

Example 5 Let the number of rows of classroom seats be m, expressed by algebraic expression:

(1) The number of seats in each row of the classroom is 6 more than the number of seats in the row. How many seats are there in the classroom?

(2) The number of classroom seats is the number of seats in each row. How many seats are there in the classroom?

When analyzing this topic, we can ask the following questions:

(1) The classroom has 6 rows of seats. If there are 7 seats in each row, how many seats are there in this classroom?

There are m rows of seats in the classroom. If there are 7 seats in each row, how many seats are there in this classroom?

(3) By answering the above questions, can you find out the rules? (total number of seats = number of seats in each row × number of rows)

Solution: (1) m (m+6); (2) Mimi

Third, classroom exercises.

1 Let the number A be x and the number B be y, which are expressed by algebraic expressions: (projection)

(1) the sum of twice the number a and the number b; (2) The difference between number A and number B is three times;

(3) the difference between the product of two numbers A and B and the sum of two numbers A and B; (4) the quotient of the difference between a and b divided by the product of a and b.

2 expressed by algebraic expression:

(1) is a number less than the sum of a and b by 3; (2) a number greater than half of the difference between a and b1;

(3) a number 8 times larger than the quotient of a divided by b; (4) A number 8 times larger than the quotient of a divided by b.

3 expressed by algebraic expression:

The sum of (1) and a- 1 is a number of 25; (2) The product of 2b+1is a number 9;

(3) The difference with 2x2 is the number of x; (4) the quotient divided by (y+3) is the number of y.

で( 1)25-(a- 1)； (2) ; (3)2 x2+2； (4)y(y+3)と

Four, teachers and students * * * with summary

First, ask the students to answer:

1 How to form an algebraic expression? What is the key of 2-column algebra?

Secondly, on the basis of students' answers to the above questions, the teacher pointed out that for more complex quantitative relations, algebraic expressions should be listed according to the following rules:

The algebraic expression of column (1) should be based on the quantitative relationship described in the original title (the form of algebraic expression is not);

(2) Be good at decomposing complex quantitative relations into several basic quantitative relations;

(3) listing the quantitative relations described in daily life language in algebraic form is a preparation for learning to solve application problems by listing equations in the future, which requires students to master it firmly.

Verb (short for verb) homework

1 expressed by algebraic expression:

(1) The number of boys in sports schools accounts for 60% of the total number of students, and the number of girls is A. What is the total number of students?

(2) The number of boys in the sports school is X, the number of girls is Y, and the ratio of the number of coaches to the number of students is 1: 10. How many coaches are there?

It is known that the circumference of a rectangle is 24 cm and one side is 1 cm.

Find: (1) the length of the other side of this rectangle; (2) The area of this rectangle.

Research on learning methods

It is known that the inner diameter of the ring is acm and the outer diameter is bcm. If 100 such rings are connected into a chain one by one, what is the length of the chain after straightening?

Analysis: First, make an in-depth study of simple situations, such as three rings connected together to see if there are any rules.

When there are three rings, as shown in the figure:

At this point, the chain length is, and this conclusion can be extended to four rings, five rings, … until 100 rings. The answer is not hard to get:

Solution:

=99a+b (cm)