English Maths 7, tu chon dai so 1,3,5,8

- Skill: know how to present rational numbers on a number line.. PRACTICE ABSOLUTE VALUE OF RATIONAL NUMBERS.ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION OF DECIMALS I-Objectives: - K

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Teaching date:

Chapter I - RATIONAL NUMBERS REAL NUMBERS Period 1 PRACTICE THE SET OF RATIONAL NUMBERS Q

I-Objectives:

- Knowlegde: Students understand concept rational numbers, know how to perform and understand the relationship between the sets N  Z  Q

- Skill: know how to present rational numbers on a number line

- Attitude: training thinking skills for students

II- Preparations:

1/ Teacher: Text book, lesson plan,

2/ Students: Textbooks, notebooks, reference books

III- Procedures:

1/ Class organization: - Greeting

- Checking attendance

2/ Warm-up:

Present the following numbers on the number lines:

5

−3;

2

5;2016

T: requests 3 Ss go to the board

T: corrects the results

3/ Practice:

Teacher’ and Students’ activities Contents

T:How to compare two rational

numbers ?

-Eg: request Ss reading text book

T: How is the negative,positive

rational numbers ?

- T :requests Ss to compare

-1,5 and −35

3 Comparison of two rational numbers:

a) Eg: compare -0,4 vs 2

1



b) The way of comparison Write the rational number into the same denominator

4 Consolidation:

- T: requests st do ex 2(7), st do yourself

- T: requests st do ex (7): + Convert to the same denominator

- Ex: Compare the following rational numbers by the fastest way And represent the numbers on the number lines:

a¿ −1

2015va

1

2016;b¿

−231

232 va

1321

−1320;c¿

−13

38 va

29

−88

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Guide :c¿ 13

38>

13

39=

1

3=

29

87>

29

88=¿

−13

38 <

29

− 88

5.Homework:

- Do ex: 5; 6; 7 ; 8 (P8-workbook)

- Guide : Ex8: a) 5 0

1





1 1000

1 0 1000







d) 31

18 313131

181818 





Teaching date:

Period 2 PRACTICE ADDITION AND SUBTRACTION

OF RATIONAL NUMBERS

I-Objectives:

- Knowlegde: Students understand the rule of adding and subtracting rational numbers, and the rule of “ side moving” in the set of rational numbers

- Skill: add and subtrcact rational numbers quickly and correctly

- Attitude: have skill applying the rule of “ side moving”

II- Preparations:

2/ Warm-up:

St 1: present the rule of adding and subtracting fractions which you learnt ingrade 6 ( the same denominators)

St 2: present the rule of adding and subtracting fractions which you learnt ingrade 6 ( different denominators)

St 3: present the rule of “ side moving”

3/ Practice:

Exercise: x= 2,5, y = 4

3



Calculate : 2x + 3y; x - 2y

- T comment:

Numbers

a) Rule:

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T: Write rational numbers into fractions

with positive denominators ?

T: Apply properties of operations in Z

T: requests 2 Sts go to the board

T: requests sts to comment

T: requests Sts to do exercise 8d

T: presents the rule of “ side moving”

which Sts learnt in grade 6  grade 7

T : Requests Sts to show how to find x

T: requests 2 Sts go to the board doing

9c:

Note:

7 x 4

2 3

7 4 x

b y m

a



;

m

b a m

b m

a y x

m

b a m

b m

a y x





















b)Eg: Calculate

2 T he Rule of “ Side Moving”

a) The Rule (Textbook)

x + y =z

 x = z - y

9c) Find x, given that :

6 2

7 3

x x

  

 

c) Note

(Textbook)

- T requests Sts represent all basic knowledge in the lesson

- Do exercise 9a, b, d

5 Homework:

- Exercises 6c, 2b; 8c,d; 9c,d;

Guide Ex 10: calculate correctly!

Teaching date:

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Period 3 PRACTICE ABSOLUTE VALUE OF RATIONAL NUMBERS.

ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION OF DECIMALS

I-Objectives:

- Knowlegde: Confirm the absolute value concept of the rational number

- Skill: training skill compare rational numbers, compute expression value, find x

- Attitude: develop students' thinking in the form of finding the maximum and minimum value of expression

II- Preparations :

2/ Warm-up:

* St 1: - Show the formula calculating the absolute value of the rational number x

- Do exercise 24a,b-P7, workbook

* St 2: - Do exercise 27a,c-P8, workbook

3/ Practice:

T: asks St to read request of exercise 1

T: asks St to read request of exercise 2

T: If a 1,5 find a

T: requests Sts to do in group

Exercise 3 and Exercise 4

Exercise 1: Fill in the blank

a x=

2016

2017⇒|x|= = sin ce ≥0

b)

x=−23

27 ⇒|x|= = sin ce

c) If x… 0 then

x x

If x … 0 then x = 0

If x … 0 then x x

Exercise 2: Find x, given that :

a )|x|=−2

5

b) a)|x|=3,4

Exercise 3

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T: we can do the same as integers.

T: requests Sts to discuss in group

T: Which numbers whose absolute

values are 20162016 ?

 How many cases?

T: Which numbers that minus

1 3

equals 0?

T: guiding how to use calculator for

Sts

a) (-25,13) + (-0,264) = -(25,13+0,264) = -25,394 b) (-48):(-24)

= 48: 24= 2

Exercise 4:Calculate:

a) -23,116 + 20,263 = = -(23,116- 20,263) = -2,853 b) (-3,7).(-2,16) = +( 3,7 2,16 ) = 3,7.2,16 = 7,992

- Sts repeat rules out brackets, absolute values, additing, subtracting, multiplying, dividing decimals

5 Homework:

- Eercises 28 (b,d); 30;31 (a,c); 33; 34 P.8; 9 workbook

- Review power of numbers

Teaching date:

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Period 4 PRACTICE POWER OF A RATIONAL NUMBER

I-Objectives:

- Knowlegde: confirm rules : multiplication and division of two powers with the same base , the power of power, the power of product and the power of

quotient

- Skill: having skill apply rules to calculate expression values, write in the form

of power, compare powers, find unknown numbers

- Attitude: training careful and correct personality for Sts, scientific resentations

II- Preparations :

2/ Warm-up:

Fill in the blank:

3/ Practice

T: requests all Sts to do exercise 1

T: requests all Sts to do exercise 2

T: How shoud we do?

T: asks Sts go to the board

Exercise 1 : Write the following results as

power of rational numbers: a, 420 810 ;

d, (0,125)3 512 ; b, 413 526 ; e, 920 : (0,375)40; c, 2715 : 910

Exercise 2: Calculate the following

expression:

A =

723.542

1084 ;B =

312.13+312 3

311 24 ;

C =

210.13+210 65

2 8 104 ; D =

810+ 410

8 4 + 4 11

;

( )

:

( )

m n

n

x x

x

x x

x y

x

y



 



 

 

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T: requests all Sts to do exercise 3.

T: corrects the results

T: requests all Sts to do exercise 4, 5,6

T: guides part a

Sts discuss in group

T: checks the groups

E=

46 95+69.120

−84 312−611 ; F=

63+3 62+ 33

−13

Exercise 3: Calculate:

a) (2-1 +3-1) :(2-1 -3-1)+(2-1.20):23

b) (13)−1−(−6

7)0+(12)2:2

;

c)

2 522−9 521

25 10 :5(3 715−19 714)

(7 16 +3 7 15) ;

d)

[(0,1)2]0+[ (17)−1]2 1

49 .[ (23)2:25]

; e) (xy)

-2 [ (12 y): x]3 ; f)

1 1− 1 1−2 −1

1+ 1 1+2 −1

Exercise 4: Find x  N, given that:

a, 2x.4 = 128 ; b, (12)2 x−1=1

8

c, (2x – 3)3 = 343 ; d, (2x – 3)2 = 9;

e, (x – 3)6 = (x – 3)7 ; g, x100 = x

h) (x−1

2)3= 1

27 ; i) (x +1

2)2= 4

25 ; k) (x-1)x+2= (x-1)x+6

Exercise 5: Find x  N, given that:

a) 72+x+2.7x-1 = 345 ; b) 2x+2x+3=288; c)

81-2x.27x = 95 d)

(13−

1

2)x−1= 1

36 ; e)

25

5x=

1

125 ; f) (−7)2 x−1

49 =−343

Exercise 6: Find m, n  N, given that:

a) 2-1.2n+4.2n=9.25; b) 2m -2n=1984 c)

1

927

n=3n

; d)2-1.2n+4.2n=9.25;

e) (49)n=(32)−5 ; f) (13)m= 1

81 ;

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g)

−512

343 =(−87 )n

Sts repeat all formulas: =>

.

:

n







+ Note: When the power with negative base, if exponent is an even number ,

we obtain the result is positive number, and conversely

5 Homework:

- Review above exercises, and rules of power

- Exercises 47; 48; 52; 57; 59 (P.11; 12- workbook)

- Review the ratio of 2 numbers x and y, define equivalent fractions

-Date of teaching:

PRACTICE -THE PROPORTION

I OBJECTIVES.

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ad = bc

a

b c

d



1 Knowledge: Students have to know definition of proportion,terms of proportion

and properties of proportion

2 Skill: stusents have skill written a proportion for each of divition, create as many as

possible proportion from the following equalities or the following proportions, know

find x in the following proportions Forged thinking capacity,calculated.

3 Education: carefully, precisely in learning for students.

II PREPARATIONS.

- Teacher: Straight ruler, protractor

- Students: Straight ruler, protractor

III PROCESS ORGANIZATION OF TEACHING.

1 Organize 7 :………….

2 Check your homeworks

-Student 1: +) Speaking the definition of proportion, terms of proportion?

(Proportion is the equality of two ratios

a

b =

c

d The proportion

a

b =

c

d is also writen as a:b =c:d

In the proportion a:b =c:d:

The numbers a,b,c,d are called terms of proportion

The numbers a,d are called the extremes

The numbers b,c are called the means.)

-Student 2: +) Speaking the properties of proportion?

(Properties1: If

a c

b d then ad=bc Properties 2: If ad = bc và a,b,c,d # 0 then we have the folowwing proportions:

;

a c

b d

a b

c d ;

d c

b a ;

d b

c a

*)Conclusion:

Thus, given a,b,c,d # 0, from one of five following equalities, we can deduce the others:

-Comment and give the point

3- New lesson:

Teacher give new words

I.Vocabulary:

1.Proportion: Tỉ lệ thức

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T: What does exercies 44 ask?

T: How do you do?

S: Divition rational numbers

T guides S do a)

2S go to the boart do b,c

T: How can we calculate a; b, c, d

from

a

b=

c

d ?

S :a =

b c

d ; b =

a d

b ; b =

a d

c ; d =

2.Equality : đẳng thức 3.Ratio : Tỉ số

4.Instance: Chẳng hạn 5.Terms of proportion: Số hạng của tỉ lệ thức 6.Extremes: Số hạng ngoài

7.Means: Số hạng trong 8.The fundamental property :T/c cơ bản

9 Multiply: nhân

10 Product: tích

11 Divide: chia

12 Deduce: suy ra

II Practice:

Ex 44(textbook-page 26)

Replace the following ratios of two rational numbers by the ratios of two natural numbers

a 1,2 : 3,24 =

12

10 :

324

100 =

12

10 .

100

324 =

3 17

b 2

1

5 :

3

4=

8

5 .

4

3 =

32 15

c

2

7 : 0, 42 =

2

7 .

100

42 =

10 47

Find the equivalent ratios in the following divisions,then set up the proportions:

28:14 = 8:4=>

28 8 2

( )

14 4 1

3:10 = 2,1:7

3 2,1 3

   

Find x in the following proportions

a,

2 3,6 2.27

27 36

x



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b c

a

T: How many create proportion from a

equility?

S: 4 proportions

T: What does exercies 47ask?

S go to the boart do b

x =

2.27 3,6



= - 1,5 b) - 0,52:x = -9,36:16,38

0,52.16,38 9,36

x

 => x = 0,91

c)

1 4 4

7 1,61 2

8

x



=>

17 161 23 :

4 100 8

x 

=>x=2,38

a) 6 63 = 9 42

=>

6 42

9 63;

42 63;

63 42

9  6 ;

63 9

42 6

b) 0,24 1,61 = 0,84 0,46

0, 24 0, 46 0, 24 0,84

0,84 1,61 0, 46 1, 61 1,61 0, 46 1, 61 0,84

0,84 0, 24 0, 46 0, 24

T: Review knowledge of lession

5 Guide home:

- Learn definition of proportion,terms of proportion and properties of proportion -Exercise 48(page 26 text book)

T guide ex 48: From ;

a c

b d =>

a b

c d ;

d c

b a;

d b

c a

We have:

15 35

5,1 11,9



=>

15 5,1

35 11,9





*********************************************

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Date of teaching:

PRACTICE-PROPERTY OF EQUIVALENT RATIOS SEQUENCE

I OBJECTIVES.

1 Knowledge: Students have to know property of secquence of equivalent ratios and

remark use secquence of equivalent ratios to express the word problems

2 Skill: stusents have skill find two numbers and use property of secquence of

equivalent ratios about solve the problems with wording in the fact.Forged thinking capacity, calculated

- Students: Straight ruler, protractor

III PROCESS ORGANIZATION OF TEACHING.

1 Organize 7 :………….

2 Check your homeworks:

-Student 1: +) Speaking the property of secquence of equivalent ratios?

From secquence of equivalent ratios

b d f , we deduce:

b d f =



    =

(Asume that all ratios are meaningful)

-Student 2: +) Speaking the remark?

With the secquence 2 3 5

a b c

 

, we say a,b,c are in the ratios 2:3:5.

We also write: a : b : c =2 : 3 :5

Now,we learn new lesson

3 New lesson

T: Let’s do ?1

T guides: from

a c

b d =>

a c

b d =

a c a c

b d b d



  (b d)

I.Vocabulary:

1.Secquence of equivalent ratios: Dãy tỉ số bằng nhau

2 Value : Giá trị

3 Consider : Xét

4 Expanded : mở rộng

5 Asume : Giả thiết

6 Proven : chứng minh

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T guides S do ex54

S calculate y?

S go to the boart do exercies 55

T: How do you do?

T: How can we calculate the length

two sides of rectangle?

T guides S do ex57

T: How do you do?

T: How can we calculate the

numbers of marbles of Minh, Hïng,

7 Applying: Áp dụng

8 Remark : chú ý

9 Area: diện tích

10 Perimeter: chu vi

11 Rectangle : hình chữ nhật 12.Marbles: viên bi

13 Plant trees: trồng cây

14 Total : tổng

II.Practice:

Ex 54(textbook-page 30):

Applying property of secquence of equivalent ratios, we have:

3 5

x y



=

16 2

3 5 8

x y



Hence:

x

3 = 2 ⇒ x = 3 2 = 6

y

5 = 2 ⇒ y = 5 2 = 10

From : x : 2 = y : (- 5) =>

x

2=

y

−5 Applying property of secquence of equivalent ratios, we have:

x

2=

y

−5 =

x − y

2 − (− 5) =

− 7

7 = - 1 Hence: x = 2 (- 1) = - 2

y = (- 5) (- 1) = 5

Call the length two sides of rectangle are x,

y

We have:

2

y    and x + y = 28 Applying property of secquence of equivalent ratios, we have:

28 4

x y x y



⇒ x = 2 4 = 8

y = 5 4 = 20

So, the length two sides of rectangle are 8m; 20m

Call the numbers of marbles of Minh, Hung,

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Dòng?

T guides S do ex57

Dung are x, y, z

We have:

x

2 =

y

4 =

z

5 and x + y + z = 44 Applying property of secquence of equivalent ratios, we have:

x

2 =

y

4 =

z

5 =

x + y + z

2 + 4 + 5 =

44

11 =4

⇒ x = 2 4 = 8

y = 4 4 = 16

z = 5 4 = 20

So the numbers of marbles of Minh, Hung, Dung are 8; 16; 20 (marbles)

- Property of secquence of equivalent ratios?

5 Guide home:

- Learn property of secquence of equivalent ratios and remark use secquence of

equivalent ratios to express the word problems

-Exercise: 58; (textbook-page 30);

74; 75; 76;78; 79; 80; 81 (workbook - page 21;22)

T guide ex 58: Call the number of trees planted per class 7A,7B are x,y

We have:

4 0,8 5

x

x y

 

and y – x = 20 Applying property of secquence of equivalent ratios, we have:

20 20

x y y x



=> x = 80; y = 100

***************************

Date of teaching:

PRACTICE-FINITE DECIMALS.INPRACTICE-FINITE REPEATING DECEMALS

I OBJECTIVES.

1 Knowledge: Students have to know finite decimals infinite repeating decimals,

know to explaine why the fractions can be written as finite decimals or infinite repeating decimals

2 Skill: stusents have skill write the fractions as finite decimals or infinite repeating

decimals.Forged thinking capacity, calculated

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