CHAPTER i (dangsua)x

GIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌC GIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌC GIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌC GIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌC GIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌCGIÁO ÁN TOÁN TIẾNG ANH LỚP 7 HÌNH HỌC

CHAPTER I- PERPENDICULAR LINES PARALLEL LINES.

Date of teaching:

PERIOD 1: VERTICAL ANGLES

A OBJECTIVES.

1 Knowledge: Students know the properties of vertical angles

2 Skill: Train skill doing exercises about: skill drawing figure

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, protractor

- Students: Straight ruler, protractor

C PROCESS ORGANIZATION OF TEACHING.

I Organize

7C:

II Check your homeworks.

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

Activity 1 What are Vertical Angles?

Introduce the chapter I geometry 7

Observe figure 1 page 81:

T: two angles O1 and O3 are called

1 What are Vertical Angles?

-Two angles O1 and O3 are called vertical angles

-Vertical angles are two angles such that each side of this angles is an opposite ray of the side of that angles

Activity 2 Properties of Vertical Angles.

S do ?3: Observe figure 1 and

a) Measure angles Ô1 and Ô3

Compare their measurements

b) Measure angles Ô2 and Ô4

Compare their measurements

c) Predict results drawn from the

We have the following property

2 Properties of Vertical Angles

Read text book about property

Do exercises 1 and 2 in the textbook

V Guide home:

- Learn about the definition and property of vertical angles

-Do exercises 3-10 in the textbook

-Do exercise in the workbook

Ox

2 Skill: Train skill doing exercises about: skill drawing figure

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, protractor

- Students: Straight ruler, protractor

C PROCESS ORGANIZATION OF TEACHING.

I Organize

7C:

II Check your homeworks.

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

- Draw angle xOy = 470

- Draw two opposite ray of Ox and Oy

- Angle x’Oy’ is vertically opposite to angle xOy and congruent 470

We have:

Ô1 = Ô3 = 470 (vertical angles)

Ô1 + Ô2 = 1800 supplementary angles)

(adjacent-Hence Ô2 = 1800 – 470 =1330

S: Work in pair to finish the task in 3

minutes

How can you comment about exercise

7?

The students comment

Student work in groups and answer

Students read problem

Teacher hints students to draw figure

T: Name two right angles not vertically

opposite

Student work in groups and answer

Student work in groups and answer

T: How do we fold the paper to show

that two vertical angles are congruent?

Ô4 = Ô2 = 1330 (vertical angles)Exercise 7 page 83

Pairs of congruent angles are :

Read text book about property of vertical angles.

2 Skill: Train skill doing exercises about: skill drawing figure.

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, protractor

- Students: Straight ruler, protractor

C PROCESS ORGANIZATION OF TEACHING.

I Organize

7C:

II Check your homeworks.

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

T: We have the definition

When two lines xx’ and yy’ intersect so that one the angles formed is a right

T introduce some drawing ways are

illustrated in figure 5 and 6 in textbook,

a) Two perpendicular lines are …

b) Two perpendicular lines a and a’ are

denoted by …

c) Given a point A and a line d … line

d’ passing through A and perpendicular

to line d

*There is one and only one a’ passingthrough O and perpendicular to givenline a

Activity 3 Perpendicular bisector of a segment.

Look at figure 7, we recognize that:

I is the midpoint of segment AB Line

xy is perpendicular to the line AB at I

We say: The line xy is the perpendicular

bisector of the segment AB

What is perpendicular bisector of a

segment?

S read definition -The line perpendicular to a segment at

its midpoint is called the perpendicular bisector of that segment

d

When xy is the perpendicular bisector of

the segment AB, it is also said that A is

the reflected image of B in line xy or B

is the reflected imabe of A in line xy

IV Consolidation:

- Recall of two perpendicular and perpendicular bisector of a segment

- S do exercise 14 page 86 in the textbook

- Teacher: Straight ruler, protractor.

- Students: Straight ruler, protractor

C PROCESS ORGANIZATION OF TEACHING.

I Organize

7C:

II Check your homeworks.

S1: What are two perpendicular lines

and drawing illustrate?

S2: What is perpendicular bisector of a

segments and draw perpendicular

bisector of segment AB=4cm?

S come out to board

T comment and give point

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

T: Draw image in a way expressed in

the following words:

- Draw xOy  450

- Take any point A in xOy angle

- Draw line d1 through A and

perpendicular to the ray Ox at B

Draw line d2 through A and

perpendicular to the ray Oy at C

S come out to board and worksheet

Redeaw figure 11 and show clearly the

drawing steps

Observe figure 11 and answer

S work in group

S read problem and do

T: Draw in two cases: three points A, B,

C are collinear and three point A, B, C

are not collinear

- Two remaining alternate interior angles are congruent.

- Two corresponding angles are congruent

2 Skill: Train skill doing exercises about: skill drawing figure

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, protractor

- Students: Straight ruler, protractor

C PROCESS ORGANIZATION OF TEACHING.

I Organize

7C:

II Check your homeworks.

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

Activity 1 Alternate interior angles Corresponding angles.

S come out to board

+Draw two lines a and b

+ Draw line c cuts two lines a and b at

A and B

T introduce about alternate interior

angles and corresponding angles

S do ?1

S come out to board and worksheet

T comment

S do exercises 21 page 89

Observe figure 14 and fill in the

blank(…) in the followings

-Two angles A1 and B3 , as A4 and B2 arecalled alternate interior angles

-Two angles A1 and B1 , A2 and B2 , A3

and B3 , A4 and B4 ,are called corresponding angles

?1

Exercises 21;

a) IPO and POR are pair of b) OPI and TNO are pair of  c) PIO and NTO are pair of d) OPR and POI are pair of 

a) Using linear pair of angles

b) Using vertical angles

S come out to board worksheet

T comment

We have the following properties:

S reading and writing properties

*If line c cuts two lines a and b and

of the angles formed there are a pair ofalternate interior angles whosemeasurement are equal, then :

- Two remaining alternate interiorangles are congruent

- Two corresponding angles arecongruent

IV Consolidation:

- Recalling of alternate interior angles, corresponding angles

- S do exercise 22 page 89 in the textbook

V Guide home:

- Learn about alternate interior angles, corresponding angles

-Do exercise 23 in the textbook and exercises 16-20 in the workbook

-Date of teaching:

PERIOD 6: TWO PARALLEL LINES

A OBJECTIVES.

1 Knowledge: Students know rules to identify two parallel lines

Students know drawing two parallel lines

2 Skill: skill drawing two parallel lines

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, set square

- Students: Straight ruler, set square

C PROCESS ORGANIZATION OF TEACHING.

I Organize

7C:

II Check your homeworks.

Question: What are two parallel lines?

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

ACTIVITIES

CONTENTS

Activity 1 Recalling knowledge in grade 6.

S read textbook, page 90

T recall knowledge in grade 6

1 Recalling knowledge in grade 6

- Two parallel lines are two that have nopoint in common

-Two distinct lines either intersect or areparallel

Activity 2 Rules to identify two parallel lines.

S do ?1 in the textbook.

Observe figure 17 (a, b, c) Guess which

lines are parallel to each other

S worksheet and answer teacher’s

questions

T comment

We accept the following property:

S reading and writing properties

When lines a and b are parallel, we also

say: lines a is parallel to b, or line b is

parallel to line a

2 Rules to identify two parallel lines: ?1

a) Lines a and b are parallel

b) Line d is not parallel to line e.c) Line m is parallel to line n

*Property: In the textbook, page 90

-Two parallel lines a and b are denoted

by a//b

Activity 3 Drawing two parallel lines.

S read problem ?2

S observe figure 18 and 19 in the

textbook, page 91and then T introduce

some ways of drawing are illustrated in

figure 18, 19

S drawing two parallel again

3 Drawing parallel lines

IV Consolidation:

- Recalling rules to identify two parallel lines

- S do exercises 24 page 91 in the textbook

V Guide home:

- Learn about two parallel lines

-Do exercise 25-27 in the textbook and exercises 21-24 in the workbook

1 Knowledge: Students know rules to identify two parallel lines.

Students know drawing two parallel lines

2 Skill: skill drawing two parallel lines

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, set square

- Students: Straight ruler, set square

C PROCESS ORGANIZATION OF TEACHING.

I Organize

7C:

II Check your homeworks.

Question: What are rules identify two parallel lines? And drawing

illustrated

S come out to board answer teacher’s question

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

ACTIVITIES

CONTENTS

Exercise 26 page 91:

S read problem

S come out to board to drawing

Who can you do this exercises?

Who can you do this exercises?

S work in group and then worksheet

T hint: Using 600 angle of set square to

draw equal alternate interior angles (or

PERIOD 8: EUCLID S POSTULATE OF PARALLEL LINES.’

A OBJECTIVES.

1 Knowledge: Students know euclid’s postulate of parallel lines and use doexercises

2 Skill: Train skill doing exercises about: skill drawing figure

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, protractor

- Students: Straight ruler, protractor

C PROCESS ORGANIZATION OF TEACHING.

I Organize 7C:

II Check your homeworks.

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

Activity 1 Euclid’s postulate.

Draw the figure according to the way of

expressing below :

Given a point M outside line a.Draw

line b through A and parallel to a

S worksheet and a student come out to

board

Comment?

The question is how many lines passing

through M and b//a?

We acknowledge the following

property called “ Euclid’s postulate”

S reading and writing properties

*Through a point outside a line, there exists only one line parallel to that line

A

Ba

S read: You may have not known

Activity 2 Properties of two parallel lines.

S do ? in the textbook

S worksheet and 3 students come out

to board

Thanks to the Euclid’s postultate, we

infer the following properties……

S reading and writing properties

?S1 a)S2 b), c)S3 d)

If a line cuts two parallel lines, then:a) Two alternate interior angles are congruent

b) Two corresponding angles are congruent

c) Same-side interior angles are supplementary

IV Consolidation:

- Student recalling Euclid’s postulate

- Student do exercise 30, exercise book mathematics 7, volume one, chapter I, part Geometry

a

b

cA

2 Skill: Train skill doing exercises about: skill drawing figure

3 Education: Education about carefully, precisely in learning for students

B PREPARATIONS.

- Teacher: Straight ruler, protractor

- Students: Straight ruler, protractor

C PROCESS ORGANIZATION OF TEACHINGI.MỤC TIÊU.

I Organize 7C:

II Check your homeworks.

III Teaching and learning new lesson.

TEACHER’S AND STUDENTS’

Exercise 35 page 94:

S read problem

T introduce way of drawing

S worksheet and a student come out

A

Bb

- Student recalling Euclid’s postulate and properties of two parallel lines

- Student do exercise 32 in the textbook

V Guide home:

-Do exercise 39 in the textbook and exercises 27-29 in the exercise book mathematics