Giáo án Toán song ngữ lớp 11 chương 3

Giáo án TOÁN SONG NGỮ HÌNH HỌC CHƯƠNG 3 lớp 11 chuẩnrất hữu ích cho các thầy cô giáo đang dạy học song ngữDate of preparation:Date of teaching:CHAPTER IIIVECTORS IN SPACE. PERPENDICULAR RELATIONSHIPS IN SPACEPeriod 28. Problem 1. VECTORS IN SPACEI. Objectives:Through lessons students should:1. Knowledge: Boxy communist rule for vectors in space; Concept and conditions of the three vectors coplanar in space.2. Skills: Transportation Permitted use addition, subtraction vectors, the vector with a number, the dot product of two vectors, the equality of the two vectors in space to solve exercises. Discriminatory manner not consider the coplanar or coplanar of three vectors in space.3. Thinking: + Develop abstract thinking, spatial imagination + Know observation and accurate judgment4. Attitude: Be careful, accurate, seriously, very actively workingII. Prepare:Teacher: Lesson plans, handout, ..Student: Write articles before class, answer the questions in the activity.III. Method: Prompt open, oral, group activities overlap.III. Progress lesson: 1) Stable layers, introducing: Divide the class into six groups 2) New lesson:

Trang 1

Date of preparation:

Date of teaching:

CHAPTER IIIVECTORS IN SPACE PERPENDICULAR RELATIONSHIPS IN SPACE

Period 28 Problem 1 VECTORS IN SPACE

I Objectives:

Through lessons students should:

1 Knowledge:

- Boxy communist rule for vectors in space;

- Concept and conditions of the three vectors coplanar in space

2 Skills:

- Transportation Permitted use addition, subtraction vectors, the vector with a number, the dot product of two vectors, the equality of the two vectors in space to solve exercises

- Discriminatory manner not consider the coplanar or coplanar of three vectors in space

3 Thinking: + Develop abstract thinking, spatial imagination

+ Know observation and accurate judgment

4 Attitude: Be careful, accurate, seriously, very actively working

II Prepare:

Teacher: Lesson plans, handout,

Student: Write articles before class, answer the questions in the activity.

III Method:

- Prompt open, oral, group activities overlap.

III Progress lesson:

1) Stable layers, introducing: Divide the class into six groups

2) New lesson:

TEACHER ACTIVITIES - STUDENT ACTIVITIES CONTENT

Activity 1: Learn about

definitions and calculations of

vectors in space.

Active ingredient 1:

-Student: teacher called a

stated definition of vectors in

space.

-Teacher for student discussion

groups to find solutions 1 and 2

operations.

-Teacher illustrations on the

board

-Student represents the group

called on the board to present

the answer.

Call student comment and

supplement (if necessary).

-Teachers comment stating the

correct answer (if the student

does not present the correct

answer)

-Student stated definition

-Student discussion groups to find solutions and to appoint their representatives on the board to present the answer (girls love)

-Student comments, additions and repair records

-Student exchange and draw results:

I.Definition of and operations on vectors in space:

1) Definition: (See book)

Trang 2

Activity component 2:

Addition and subtraction

vectors in space:

-Teacher: Addition and

subtraction of two vectors in

space is defined the same as

addition and subtraction of two

vectors in space phang.Vecto

surface properties such as in the

plane

-The teacher called the student

stating the properties of vectors

in the plane, such as 3-point

rule, the rule of the

parallelogram,

-Teachers mentioned example 1

(textbooks) and the student

discussion groups to find a

solution

-Call the student representative

on the board to present the

answer

-Teachers nominate students to

comment and supplement (if

necessary)

-The teacher comments and

supplement stating the correct

answer (if the student is not

present right answer)

Activity 3 components:

-Teachers give students the

discussion group to find

solutions operate 3 in the

textbook.

-Students to review and

supplement (if necessary)

-The teacher comments and

supplement stating the correct

answer (if the student is not

present right answer)

Active ingredient 4: Rules box:

-Teachers draw up tables and

analysis proves to come to rule

the box by offering the

-Students tuned to acquire knowledge

-Students think and recall the properties of vectors in plane geometry

-Students view and discuss problems to find the answer

-The student representative onthe board hanging side table and explain the results

-Students comments, additions and repair records

-Students discuss and draw results:

-Student group discussions to find a solution and to send representatives to the board presented a solution (with an explanation)

-Student comments, additions and repair records

-Student exchanges to draw results:

ABC'D 'parallelogram

Activities 3: Given cube

ABCD.EFGH Perform the the following operations:

Trang 3

-Teacher for student discussion

groups to find a solution and

called student representatives

on the board presented a

solution.

-Call student comment and

supplement (if necessary)

-Teacher comments, additions

and stating the correct answer

(if not presented properly

student solution)

Activity 2: Multiplication

vectors with a number:

-Teacher: In the space of an

area with a number of similar

vectors as defined in the plane

-Teachers give students a view

contents examples 2 and

solution

answer

-Students to review and

supplement (if necessary)

-Teacher comments, additions

and repairs recorded (if the

student does not present the

correct answer)

-Teachers give students the

discussion group to find

solutions working example 4 in

textbooks and student

representatives called on the

board to present the answer.

-Call students additional

comments (if necessary)

-The teacher comments and

supplement stating the correct

answer (if the student is not

present right answer)

-Students view content groups

2 and discuss examples to findthe solution to send

representatives to the board and presented (with

interpretation) Students comments, additions and repair records

-Exchange students to draw results:

-Students talk to find a solution and to send representatives to the board presented a solution (with an explanation)

-Students discuss and draw results:

3 Scalar multiple of a vector:

Example 2: (see textbook)

M

G N

-If The concept of vectors in space, the properties of the vector in space, with an area of some vectors.

Its gauge: For HS discussion groups to find answers exercises 1 and 2 textbooks and student representative on the board called to present a solution (with an explanation).

Trang 4

* Guides at home:

-Review And follow the textbook theory.

-Prepare Before the rest, do more exercises 3.4 and 5 textbooks 91 Page 92.

Discriminatory manner not consider the coplanar or coplanar of three vectors in space

3 Thinking: + Develop abstract thinking, spatial imagination

4 Attitude: Be careful, accurate, seriously, very actively working

II Prepare:

Teachers: Lesson Plans, textbooks,

Students: Write articles before class, answer the questions in the activity

III Method:

* Stable layers, introducing: Divide the class into six groups

*New lesson:

Activity 1: The concept of the

three vectors coplanar in space:

-The teacher called the students

to repeat the same concept 2

vectors

-Teacher drawing and vector

analysis showed 3 coplanar and

non-coplanar and ask questions

So in the space when the three

vectors coplanar?

-The teacher called a student

referred to the definition of the

three vectors coplanar, drawing

teacher and write a summary on

the table (or can hook the side

panel)

-Students repeat the same

concepts 2 vector

-Students tuned on the table

-Students think about and answer:

-Three vectors coplanar when their prices along parallel to a plane

-Students mentioned in the textbook definition

II Coplanar conditions of three vectors:

1) Concept of the coplanarity of three vectors in space:

A B

C O

Trang 5

Example of application:

-Teachers give students the

class content working example

5 in textbooks and student

solution, called the student

representative on the board of

the group presented a solution

-Student discussion groups to find a solution on the board and representatives of the presentation (with

interpretation)-Students comments, additions and repair records

Exchange students to draw results: the vectors IK ED,

 priced parallel to the plane

(AFC) and vector AF located

in the plane cost (AFC) to three coplanar vectors

Activities 5: (Book)

K

I D

mentioned content theorem 1

-Teachers drawing, analysis and

suggestions (Use rules

parallelogram)

-Teachers give students

brainstorm to find solutions and

student representatives called

answer

-Teacher comments, additions

and raised right lf (if the student

does not present the correct

answer)

discussion group to find

solutions working example 6

and referred the student

representative on the board the

group presented a solution

-Teachers comment stating the

correct answer (if the student

-Students mentioned theorem

1 in textbooks and drawings CGU tuned to discuss in groups seek to prove theorem

1

-The student representative onthe board the group presented

a solution (with an explanation)

Exchange students to draw results:

-Students in group discussions

to find a solution and to send representatives to the board presented a solution (with an explanation)

Exchange students to draw results;

vector Construction 

2 and vect¬ -a b According

off of two vectors subtraction

Theorem 1: (See book)

Example activities 6: book

Example Activities 7: Book

Trang 6

does not correct answers

presented)

Similarly teachers for student

solution by working example 7

and called the student

representative on the board to

present the answer

Students to review and

Teachers comment stating the

answer)

Students discuss in groups to find solutions and to appoint their representatives on the board to present the answer (with an explanation)Students comments, additions and repair records

We have:manbpc0and suppose p0 Then we can write:

- The conditions of the three vectors coplanar.

SOAP provides the exercises use:

1) For the tetrahedron ABCD, called G is central triangle BCD Prove that:AB AC AD 3AG

2) Given the tetrahedron ABCD Call I and J respectively midpoint of AB, CD Prove that   AC BD IJ, ,

is the vectors coplanar.

* Guides at home:

-See And follow the textbook theory

-Make More exercises 1, 2, 3, 4.5, 7 and 10 in the textbook

- -Date of preparation:

Trang 7

Discriminatory manner not consider the coplanar or coplanar of three vectors in space.

4 Attitude: Be careful, accurate, seriously, very actively working

II Prepare:

Teacher: Lesson plans, textbooks, teacher books, reference books

III Method:

- Prompt open, oral, group activities overlap

*New lesson:

Activity 1: Provide textbook

-Elevate The conditions of the three vectors coplanar

SOAP provides the exercises use:

1) For the tetrahedron ABCD, called G is central triangle BCD Prove that:

2) Given the tetrahedron ABCD Call I and J respectively midpoint of AB, CD Prove that is co-planar vectors

* Guides at home:

-See And learning according to textbook theory

Trang 8

-Only the concept of the straight line vector;

-Concept angle between two lines;

2 Skills:

-Identify Be the only vector of the line, the angle between two lines

Discriminant prove two perpendicular lines

4 Attitude: Be careful, precise, serious, active

II Prepare:

Teachers: Lesson Plans, handout,

III Method:

*New lesson:

Activity 1:

Active ingredient 1: Learn

about the angle between two

vectors in space:

The teacher called a student

mentioned in the textbook

definition, teachers hang the

side panel with figures 3:11 (as

in textbooks on the board) and

analyze written notation

Example of application:

Teachers give students the

and called the student

representative on the board

presentation team explains

Students mentioned in the textbook definition

Tuned on the table to acquire knowledge

Student discussion groups to find solutions and to appoint their representatives on the board presented a solution (with an explanation)

Students comments, additions and repair records.

I DOT PRODUCT OF TWO SPATIAL VECTORS:

1) An angle between two spatial vectors:

Definition: (book)

v

B

A

C

uAngle BAC is angle between two vector v and u in space

Trang 9

Teachers nominate students to

necessary)

The teacher comments and

Active ingredient 3: The inner

product of two vectors:

-The teacher called a student to

repeat the scalar concept of two

vectors in the plane geometry

and formulas on the blackboard

to record the dot product of two

vectors

-Teacher: In the geometry of

space, scalar product of two

vectors is defined entirely

similar

scalar product of two vectors in

space

Active ingredient 4: examples

of application:

and referred students to the

board represents the solution

presented

Exchange students to draw results:

With tetrahedron ABCD because H

is the midpoint of AB, so we have:

0 0

Students referred to the concept of the scalar product of two vectors in space (in textbooks)

Student discussion groups to find solutions and to appoint their representatives on the board presented a solution (with an explanation)

Students comments, additions and repair records.

AB AD AB AD AD AB

AC BD efore

K H

D'

Activity 2: learn about the

only vector of the line:

Active ingredient 1: Students mentioned in the textbook

II Direction vectors of a line

1) Definition: (book)

Trang 10

The teacher called a student

referred to the definition of the

only vector of a line.

The teacher poses questions:

If only the vectors of the vector

k d line with vector k 0 Is the

line d only way not? Why?

A straight line d in space is

completely determined when?

Two lines d and d 'parallel

when?

Teachers ask students in the

class textbook reviewers.

definition.

Students brainstorm answers and explanations

d

a



0 is called direction vectors of a line d

a

2) Remarks: (book)

a) If a is yhe direction vector of the line d, then vector kawith k0 is also a direction vector of line d

b)…

3: strengthened and guided learning at home:

*Consolidate:

-Nhac The concept of angle between two vectors in space and only the concept vectors

Its gauge: Good exercises 1 and 2 textbooks

Teachers give students the discussion groups to find a solution and called students to the boardrepresents the solution presented

The teacher comments and supplement stating the correct answer (if the student is not present rightanswer)

* Guides at home:

-Review And learning according to textbook theory

-Make The exercises 3, 4, 5, 6 in the textbook pages 97, 98

Trang 11

-Identify Be the only vector of the line, the angle between two lines.

Discriminant prove two perpendicular lines

4 Attitude: Be careful, precise, serious, active

II Prepare:

III Method:

* Check Oldest: Combined with the active control group

*New lesson:

Activity 1: Learn about the

angle between two lines in

space:

-The teacher called a student to

repeat the definition angle

between two straight lines in the

plane

The angle between the straight

line measurement in place?

-Teacher: Based on the

definition of the angle between

two straight lines in the plane

they built defines the angle

between two lines in space So

according to them the angle

between two lines in space is

how the corner?

angle between the straight line

in space

-Teachers draw pictures and

instructions on how to draw the

lines in the corners of the space

-Teachers ask questions:

To determine the angle between

two lines a and b in space like

we do?

Students thinking reiterated defined angle between two straight lines in the plane.

The angle between the straight line measurement in paragraph

Answer students think

Students referred to the definition of the angle between the straight line in space

III An angle between two lines in space:

The angle between two lines a and

b in space is the angle between line a’ and line b’ all passing through a point and parallel to line a and line

b, respectively

a

b a’

b’

Example activities 3: (book)

Trang 12

If u is the only vector of a

straight line and v is the only

vector of the straight line b ( u,

v) Is the angle between two

lines a and b are not? Why?

When is the angle between the

straight line in space by

00?

Teachers remarked in textbooks

and ask students whether in

textbooks

Activity component 2: Exercise

of application:

Teachers give students the

solution examples 3 and called

school activities sinhv results

represent the fastest team on the

board presentation

The teacher comments and

-Students tuned on the table

to acquire knowledge.

-Student discussion groups to find solutions and to appoint their representatives on the board presentation (with interpretation)

-Students comments, additions and repair records.

Exchange students to draw results:

A C B C

-Students tuned to acquire knowledge

Teacher: In the plane, two

perpendicular lines when?

The definition of two

perpendicular lines in space

similar in the plane

The teacher called a student

mentioned in the textbook

definition

Teachers raised questions

system:

- If ,u v  respectively indicate

the vectors of two lines a and b

and if ab then 2 vector ,u v 

What relationship have?

- For a // b if there is a straight

line so that ca how it

compared with b?

-If Two straight lines

perpendicular to each other in

space have confirmed whether it

intersect it?

Exercise of application:

-Teachers assign tasks to

Students mentioned in the textbook definition.

Student discussion groups to find solutions and to appoint their representatives on the

IV Two perpendicular lines:

Two lines are said to be perpendicular if the angle between them equals 90 degree

Two lines a and b perpendicular to each other are denoted by ab

a

O b b’

Remarks: (book)

Example activities 4: (book)

Trang 13

students in discussion groups to

find solutions working example

4 and 5

answer

board presentation (with interpretation)

Students comments, additions and repair records

Exchange students to draw

*Consolidate:

Students to repeat the definitions: The angle between two lines, two perpendicular lines, condition of two perpendicular lines.

* Application: Solve exercise 5, 7 and 8 textbooks.

Teachers assign tasks to groups and student representatives called on the board to present the answer The teacher comments and supplement stating the correct answer (if the student is not present right answer)

* Guides at home:

-Review And learning according to textbook theory.

Further cooling the remaining exercises in the textbook pages 97 and 98.

Date of teaching:

Trang 14

Period 33 A LINE PERPENDICULAR TO A PLANE

I Objectives:

Through the lesson students should:

1 Knowledge:

Discriminant defined and conditions for the straight line perpendicular to the mp;

Perpendicular projection concept;

Plane straightforward concept of a line

2 Skills:

Discriminant demonstrating a straight line perpendicular to a mp, a straight line perpendicular to a line ;.-Identify Are vectors of a plane

- Development of abstract thinking, spatial imagination

- Determine the perpendicular projection of a point, a line, a triangle

Using his first pitch three perpendicular theorem

-Identify The angle between the straight line and mp

Discriminant consider the relationship between the parallelism and right angles of lines and mp

3 Thinking:

+ To develop abstract thinking, spatial imagination

4 Attitude: Be careful, precise, serious, active.

II Prepare:

III Method:

* Check Oldest: Combined with the active control group.

*New lesson:

Activity 1:

Active ingredient 1: Learn

about defining line

perpendicular to the mp.

Drawing teachers and students

called a stated definition,

teachers notation.

The teacher called the student a

theorem mentioned in

textbooks, teacher to student

discussion groups to find ways

Students mentioned in the textbook definition

Students tuned on the table to acquire knowledge.

-Students mentioned content theorem, discussed in groups

to find proof Appoint representatives to the board

Trang 15

to prove theorems.

The teacher called the student

present the answer

Teacher comment, stating

additional evidence (if students

are not presented properly)

From theorem we have the

-Teachers mentioned examples

and student discussion groups to

find a solution Call the student

present the answer

-Teachers comment stating the

answer)

presented to prove (with interpretation)

-Students comments, additions and repair records.

-Students tuned on the table

Học sinh suy nghĩ trả lời câu hỏi của hoạt động 1 và 2.

-Want proof perpendicular line d with an mp, we demonstrated perpendicular line d with two straight lines which intersect in mp

-Student discussion groups to find solutions and to appoint their representatives on the board presentation (with interpretation)

Corollary: (book)

Example activities 1: (book)Example activities 2: (book)

Problem: Given pyramid S.ABCD

whose base is trapezium ABCD with right angle at A and B;

Activity 2: Learn about

nature:

-Teachers nominate students

mentioned in turn the properties

1 and 2 in the textbook

-Teachers draw and analyze

Activity component 2: Exercise

apply

-The teacher mentioned

problems exercises (or

academic report card)

-The teacher asks students to

solution and called on the board

representing the students

presented

-Teachers nominate students to

necessary)

-Teacher comment, stating the

correct answer (if the student is

not present right answer)

Students referred to turn the properties and tuned on the table to acquire knowledge

Student discussion groups to find solutions and to appoint their representatives on the board presentation (with an explanation)

III Properties:

Property 1: (book) Bisecting plane of line segment:

(book)

Property 2: (book) Problem: Given pyramid S.ABCD

whose base ABCD is square SA

 

 ABCD , O is intersection of

two diagonal lines AC and BD of square ABCD

a) Prove that: BDSAC ;

b) Prove the triangles SBC, SCD are right triangles

c) Determining bisecting plane of line segment SC

3: strengthened and guided learning at home:

- Method to prove the apparently vertically hung with mp;

Trang 16

- The properties;

-Review Solved exercises;

-See And canned the rest in textbooks

-Make Exercises 1, 2, 3 and 4 Page 105 textbooks

Trang 17

- -Date of preparation:

Date of teaching:

Period 34 A LINE PERPENDICULAR TO A PLANE

I Preparation:

Teachers: Lesson Plans,

II Method:

* Check Oldest: Combined with the active control group.

*New lesson:

nature of the relationship

between the parallel and parallel

relationship of line and plane:

Teacher drawing and analyzing

the properties leading to contact

between parallel relations and

relations of straight lines and right

angles mp.

Activity component 2: Example

of application:

Teachers mentioned examples and

student discussion groups to find a

solution

Example: For S.ABCD bottomed

pyramid ABCD is rectangular and

SA ABCD

a) Prove: BCSAB and from

that deduced ADSAB

b) AH is called high street triangle

Student exchange groups to draw the results:

IV Relations between parallel relationships and perpendicular ralationships of lines and planes.

a

b a

perpendicular projection and

three perpendicular theorem.

Drawing teacher and brought him

to the concept leads perpendicular

d is called perpendicular

Trang 18

Teachers give students the

remarks in textbooks.

Activity component 2: Learn

about three perpendicular

theorem:

Teachers just mentioned and just

illustrations of three perpendicular

Similar activity sectors 2, teachers

drawing and analysis mentioned

definition of the angle between the

straight lines and planes

Teachers analyze and solve sample

exercises 2 (or a similar exercise)

Students tuned to acquire knowledge: On the angle between the straight lines and planes

Students tuned solution

projections in the plane  

d

B'

B A

A'

*Remarks: (See book)

2) Theorem of three perpendiculars: (book)

Figure 3.27 in book

B b

A

b' A’ a B’

3) Angle between a line and a plane:

Collective application's problem: Solving episode 6 105 pages of textbooks.

* Guides at home:

-Review And learning according to textbook theory

-Make More exercises 7 and 8 105 pages of textbooks

Date of teaching:

Trang 19

Period 35: PRACTICE

I Preparation:

Teachers: Lesson Plans,

II Method:

* Stable layers, introducing:

*Check Oldest:

Operates 1: Check the lesson your old

-How Prove plane perpendicular

-Comment

Problem 1/ book/ 104 :

a) T b) F c) F d) F

Activity 2: Exercise 2 / textbooks / 104

Episode 2's problem / textbooks /

* Edit perfection -Burn receive knowledge

-SOABCD

-ACSBD,BDSAC

Problem 3/ book/ 104

O A

B S

Problem 4/ book/ 105

Trang 20

-Tuonng Highway itself is OK

square tgiac OBC anything?

Consolidation: The substance has been learned?

Reminding: View and bi episode solved.

Date of teaching:

Period 36: TEST 45 minutes

I Objectives requires:

Định dạng
Số trang	41
Dung lượng	1,67 MB