CHAPTER I.docx (dangsua)

CHAPTER I- PERPENDICULAR LINES PARALLEL LINES Date of teaching: PERIOD 1: VERTICAL ANGLES A OBJECTIVES Knowledge: Students know the properties of vertical angles Skill: Train skill doing exercises about: skill drawing figure 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’ ACTIVITIES CONTENTS Activity What are Vertical Angles? Introduce the chapter I geometry Observe figure page 81: What are Vertical Angles? x T: two angles O1 and O3 are called vertical angles y T: Comment on the relationship of side of Ô1 and Ô3 S: answer T: What are Vertical Angles? S read definition S ?2, T comment 4O y’ x’ -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 Properties of Vertical Angles S ?3: Observe figure 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 question a) and b) Practice reaoning: Ô1 + Ô3 =? ; Ô2 + Ô3 = ? It follows that Ô1 = Ô3 We have the following property Properties of Vertical Angles Results a) Ô1 = Ô3 b) Ô2 = Ô4 c) Two vertical angles are congruent Two vertical angles are congruent IV Consolidation: Read text book about property Do exercises and 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 Date of teaching: PERIOD 2: PRACTICE A OBJECTIVES Knowledge: Students know the properties of vertical angles and use exercises Skill: Train skill doing exercises about: skill drawing figure 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’ CONTENTS ACTIVITIES Activity Review - Student 1: recalled the definition and property of vertical angles and draw to illustrate - Student 2: exercises in the textbook Activity Practice Exercise page 83 Exercise page 83 - Students read problem and how to draw + Method: - Draw angle xOy = 470 figure - Draw two opposite ray of Ox and Oy x y’ - Angle x’Oy’ is vertically 470 opposite to angle xOy and O congruent 470 y x’ We have: Ô1 = Ô3 = 470 (vertical angles) Ô1 + Ô2 = 1800 (adjacentsupplementary angles) Hence Ô2 = 1800 – 470 =1330 Ô4 = Ô2 = 1330 (vertical angles) Exercise page 83 S: Work in pair to finish the task in minutes How can you comment about exercise 7? z x’ y’ The students comment O y x z’ Pairs of congruent angles are : µ =O ¶ ;O ¶ =O µ ;O µ =O ¶ O · · · ' = z· ' Oy xOz = x· ' Oz ';yOx' = y· 'Ox; zOy · ' = zOz · ' = 1800 x· Ox' = yOy Student work in groups and answer Students read problem Exercise page 83 Worksheet to the student Exercise page 83 y Teacher hints students to draw figure T: Name two right angles not vertically opposite Student work in groups and answer x’ · y and yAx' · xA · · yAx' and x'Ay' · y· 'Ax' and y'Ax · · y y'Ax and xA Student work in groups and answer T: How we fold the paper to show that two vertical angles are congruent? IV Consolidation: Exercise 10 page 83 A y’ x Read text book about property of vertical angles V Guide home: - Learn about the definition and property of vertical angles -Do exercises 4-5 in the workbook Date of teaching: PERIOD 3: TWO PERPENDICULAR LINES A OBJECTIVES Knowledge: Students know the two perpendicular lines and denoted by ⊥ Students know the property : There is one and only one a’ passing through O and perpendicular to given line a Skill: Train skill doing exercises about: skill drawing figure 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’ ACTIVITIES CONTENTS Activity What are two perpendicular lines? S ?1 and ?2 Teacher hints students to practice reasoning: Using a linear pair of angles or two vertical angles y x x’ O y’ T: What are two perpendicular lines? S read definition T: We have the definition When two lines xx’ and yy’ intersect so that one the angles formed is a right angle, the lines are called two perpendicular lines and denoted by xx’⊥yy’ Activity How to draw two perpendicular lines S ?3 and ?4 T comment T introduce some drawing ways are illustrated in figure and in textbook, page 85 T: We accept the following property *There is one and only one a’ passing through O and perpendicular to given line a Exercise 11 page 86: Fill in the blanks in the following statements: 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 Activity 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 x A I B -The line perpendicular to a segment at its midpoint is called the perpendicular bisector of that segment 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 exercise 14 page 86 in the textbook d C I D V Guide home: - Learn about the definition and property of perpendicular and perpendicular bisector of a segment -Do exercises 12, 13, 14-18 in the textbook Date of teaching: PERIOD 4: PRACTICE A OBJECTIVES Knowledge: Students know explaining two perpendicular lines and use exercises Skill: Train skill draw two perpendicular lines and perpendicular bisector of a segment 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 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’ ACTIVITIES CONTENTS Exercise 15 page 86: S read problem S exercises 15 and give the conclusions + zt ⊥ xy at O + There are right angles: · , zOy · , yOt · , t·Ox xOz Exercise 18 page 87: T: Draw image in a way expressed in the following words: · xOy = 450 - Draw Take any point A in xOy angle Draw line d1 through A and d2 C A O perpendicular to the ray Ox at B 450 B x d1 Draw line d2 through A and perpendicular to the ray Oy at C S come out to board and worksheet y Exercise 19 page 87: B d1 Redeaw figure 11 and show clearly the drawing steps Observe figure 11 and answer S work in group O 600 C Exercise 20 page 87: S read problem and T: Draw in two cases: three points A, B, C are collinear and three point A, B, C are not collinear IV Consolidation: - Recall of two perpendicular and perpendicular bisector of a segment V Guide home: - Learn about the definition and property of perpendicular and perpendicular bisector of a segment -Do exercise in the workbook -Date of teaching: d2 A PERIOD 5: ANGLES FORMED BY ONE LINE CUTTING TWO OTHERS A OBJECTIVES Knowledge: Students know alternate interior angles and corresponding angles Students know the property : If line c cuts two lines a and b and of the angles formed there are a pair of alternate interior angles whose measurement are equal, then : - Two remaining alternate interior angles are congruent - Two corresponding angles are congruent Skill: Train skill doing exercises about: skill drawing figure 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’ ACTIVITIES CONTENTS Activity 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 c a T introduce about alternate interior angles and corresponding angles b B1 A -Two angles A1 and B3 , as A4 and B2 are called alternate interior angles -Two angles A1 and B1 , A2 and B2 , A3 and B3 , A4 and B4 ,are called corresponding angles S ?1 S come out to board and worksheet x t T comment ?1 S exercises 21 page 89 Observe figure 14 and fill in the blank(…) in the followings 2A z v u Exercises 21; · · IPO and POR are pair of a) · · OPI and TNO are pair of b) P ·PIO and NTO · are pair of c) · · OPR and POI are pair of d) B y R N O T I Activity Property ?2 Observe figure 13 in the textbook c A3 S ?2 Hint: 4 B b a a) Using linear pair of angles b) Using vertical angles S come out to board worksheet T comment ¶ and A ¶ are linear pair a) We have: A ¶ = 1800 − A ¶ = 1800 − 450 = 1350 ⇒A Similarly :B¶ = 1800 − B¶ = 1800 − 450 = 135 ¶ =A ¶ = 1350 ⇒B ¶ =A ¶ = 450 (vertical angles) b )A ¶ = 450 (vertical angles) ⇒ B¶ = B c )Three remaining pairs of corresponding angles and their measurements are : ¶ =B µ = 1350 A 1 ¶ = B¶ = 1350 A 3 ¶ = B¶ = 450 A 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 of alternate interior angles whose measurement are equal, then : - Two remaining alternate interior angles are congruent - Two corresponding angles are congruent IV Consolidation: - Recalling of alternate interior angles, corresponding angles - S 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 Knowledge: Students know rules to identify two parallel lines Students know drawing two parallel lines Skill: skill drawing two parallel lines 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 Recalling knowledge in grade S read textbook, page 90 T recall knowledge in grade a Recalling knowledge in grade - Two parallel lines are two that have no point in common -Two distinct lines either intersect or are parallel b Activity Rules to identify two parallel lines 2 Rules to identify two parallel lines: ? S ?1 in the textbook Observe figure 17 (a, b, c) Guess which a) Lines a and b are parallel lines are parallel to each other b) Line d is not parallel to line e S worksheet and answer teacher’s c) Line m is parallel to line n questions T comment We accept the following property: *Property: In the textbook, page 90 S reading and writing properties -Two parallel lines a and b are denoted by a//b When lines a and b are parallel, we also say: lines a is parallel to b, or line b is parallel to line a Activity Drawing two parallel lines Drawing 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 IV Consolidation: - Recalling rules to identify two parallel lines - S 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 Date of teaching: PERIOD 7: PRACTICE A OBJECTIVES 1 Knowledge: Students know rules to identify two parallel lines Students know drawing two parallel lines Skill: skill drawing two parallel lines 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 Exercise 26 page 91: S read problem S come out to board to drawing CONTENTS Exercise 26 page 91: A 1200 Who can you this exercises? S answer, T comment 1200 y B · · xAB = yBA = 1200 Exercise 27 page 91: S read problem S come out to board to drawing We have: and their are a pair of alternate interior angles Therefore Ax//By Exercise 27 page 91: x Who can you this exercises? A D D’ S answer, T comment ? B S worksheet C T says: the point D can coincide point D’ Exercise 28 page 91: Exercise 28 page 91: S read problem S work in group and then worksheet T hint: Using 600 angle of set square to draw equal alternate interior angles (or corresponding angles) T comment c y’ B 600 x’ 600 A Exercise 29 page 92: Exercise 29 page 92: S read problem T introduce way of drawing S worksheet T comment IV Consolidation: - Recalling rules to identify two parallel lines V Guide home: -Do exercise 30 in the textbook and exercises 25, 26 in the exercise book mathematics Date of teaching: y x PERIOD 8: EUCLID’S POSTULATE OF PARALLEL LINES A OBJECTIVES Knowledge: Students know euclid’s postulate of parallel lines and use exercises Skill: Train skill doing exercises about: skill drawing figure 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’ ACTIVITIES CONTENTS Activity 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? M 600 600 a M 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 b a *Through a point outside a line, there exists only one line parallel to that line b S read: You may have not known Activity Properties of two parallel lines S ? in the textbook S worksheet and 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 A3 b a 1B IV Consolidation: - Student recalling Euclid’s postulate - Student exercise 30, exercise book mathematics 7, volume one, chapter I, part Geometry V Guide home: -Do exercises from 31 to 35 in the textbook and exercises 27-29 in the exercise book mathematics Date of teaching: A OBJECTIVES PERIOD 9: PARACTICE 1 Knowledge: Students know euclid’s postulate of parallel lines and properties of two parallel lines and use exercises Skill: Train skill doing exercises about: skill drawing figure 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’ ACTIVITIES CONTENTS Exercise 35 page 94: Exercise 35 page 94: S read problem T introduce way of drawing S worksheet and a student come out to board T comment Exercise 36 page 94: S read problem Exercise 36 page 94: S worksheet and a student come out to board T comment a) Â1= (since being a pair of alternate interior angles) µ B b) Â2= ( since being a pair of corresponding angles) c a A3 b B B +A ả = 180 B c) (since being a pair of same-side interior angles) =A ả ả B Bả = B¶ and B¶ = A 2 d) (since ) Exercise 34 page 94: Exercise 34 page 94: S read problem S work in group and then worksheet T hint: Using two alternate interior , corresponding, Same-side interior angles T comment Exercise 38 page 95: S read problem S work in group and then worksheet Student come out to board T comment a A3 3704 b 370 34 44B =A ả = 370 B a) b) Â1=1800 - Â4 =1800- 370 = 1430 µ B Â1 = =1430 µ =A µ = 1430 µ =B µ = 1430 B B 2 c) or Exercise 38 page 95: Groups and (F.25a) Groups and (F.25b) IV Consolidation: - Student recalling Euclid’s postulate and properties of two parallel lines - Student exercise 32 in the textbook V Guide home: -Do exercise 39 in the textbook and exercises 27-29 in the exercise book mathematics  ... Student recalling Euclid’s postulate - Student exercise 30, exercise book mathematics 7, volume one, chapter I, part Geometry V Guide home: -Do exercises from 31 to 35 in the textbook and exercises