GIÁO ÁN TOÁN SONG NGỮ HÌNH HỌC 6 CẢ NĂM - Chuẩn

* SKILLS: - ST know how to draw a point, a line, know the name straight line, point - ST know the signs point, line and know to use of symbols.. BA * Activity 2: lines - St observations

- St understand what is the point? what is the line?

- St understand point belonging (not belonging) to a line

* SKILLS:

- ST know how to draw a point, a line, know the name straight line, point

- ST know the signs point, line and know to use of symbols ;  .

II -PREPARATION:

- Lesson plan, school book, work book, rule

III - TEACHING PROCESS:

I Organization:

- Number of students: 6D: 6E: 6G:

II Check the previous lesson:

- C heck the students' preparation.

III New lesson:

TEACHER AND STUDENTS’

-STobservation Figure 1: read the names of

the points, drawing point, said point name

spellings, drawing point.

- ST observed side table: Please indicate the

- Drawing points: 1 small dots

- How to write the name of the points: Use capital letters

- Three distinct points A, B, C A B C

- Two coincide points: A and C

A C

- Any shapeis also a set of points One point is also a shape.

2.Lines

p

d

BA

* Activity 2: lines

- St observations Figure 3:

read the names of the lines, how to draw the

line, how to draw straight lines.

- note: The line is not restricted on both sides,

straight line is a set of points.

- St observations Figure 4:

- TC express relationships between points A

and B to the straight line d in different ways,

- we draw a straight draw by a pen and a rule.

- We use letters a, b, c, m, n, to name lines.

- two lines a and p

3 Points belonging to a line Points not belonging

to a line.

A  d , B  d.

* Apply: a G E B

C M N

a)+ Point C belonging to line a + Point E notbelonging to line a

b) C  a ; E  a c) B, G  a

Date: LESSON 2: THREE COLLINEAR POINTS

- St know the way to draw three collinear points, three non-collinear points

- Use phrases: on the same side, on opposite side, between two points.

* BEHAVIOR:The requirement to use a straightedge to draw and test 3 collinear points

- Number of students: 6D: 6E: 6G:

II Check the previous lesson:

- ST 1: Draw line a Draw point A  a ; C  a ; D  a

Stated the ways express of notation A  a

- ST 2: Draw line b Draw point S  b ; T  b ; R  b

Stated the ways express of notation R  b III New lesson:

TEACHER AND STUDENTS’

ACTIVITIVES

CONTENTS Activity 1: What are the three collinear points

- TC: What are the three collinear points?

- TC: What are the three non-collinear

points?

- TC:request STsay the way to draw three

collinear points? the three non-collinear

points?

- TC: To identify three collinear points or

three non-collinear points what do we do?

- ST: use rule to test

1- What are the three collinear points + when 3 points lie on the same line we say that they are collinear points

C

B A

+ when 3 points do not lie on any same line we say that they are non-collinear points.

C

B A

+ Apply :

Ex 10: a) draw 3 collinear points M, N, P.

P N

M b) draw 3 non-collinear points T, Q, R

Activity 2:one point lie between two point

- TC request ST draw 3 collinear points A, B,

Csuch that point A lie between two point B

and C.

- TC: a mong three collinear points how

many point lying between remaining two

points?

read part comment: page 106.

R Q

- Two points A and C are on the same side of point B.

- Two points B and C are on the same side of point A.

- Two points A and B are opposite side of point C.

- Point C is between two points A and B.

Comment:

Among the three collinear points there is one and only one point lying between the two remaining points.

IV Consolidation - Practice :

Exercise 9 /106 Read exercise 9: see figure 11 and name all

sets of the three collinear points Two sets of

the three non-collinear points.

Answer: - {B;D;C} {B;E;A} {G;E;D}

- {B; D;E} {B;D;A}

D

CB

* KNOWLEDGE:

- St understand there is a line passing through two distinct points

* SKILL:

- Students know how to draw the line passing through two points.

- Knowing the relative position between two straight lines in the plane: coincide; distinct, intersect, parallel.

* BEHAVIOR:Carefully and accurately draw the line passing through two points A and B.

B -PREPARATION:

- Lesson plan, school book, work book, rule

C - TEACHING PROCESS:

I Organization:

- Number of students: 6D: 6E: 6G:

II Check the previous lesson:

- ST 1: Do the Ex 12

- ST 2: Do the Ex 13

III New lesson:

TEACHER AND STUDENTS’

Activity 1: Drawing a line:

- TC: Given point A, draw line passing

through A What do we do?

- TC: How many lines do we can

drawing?

- GV: Adding point B, draw line

passing through A and B

- TC:To draw a line passing through

two points A and B, What do we do?

- How many lines do we can

drawing??

Activity 2: Name of a line:

- How did we know to name a line?

- ST call name lines: line a, line AB,

y x

B A

?

Activity 3: Coincident, intersecting and

parallel lines.

- TC:What distinguish two lines position?

- TC: from now, when talking about

two lines without mentioning anything more,

we understand that they are two distinct lines.

+ Two lines AB, BC AB, AC have 1 common point A We say: they intersect and A is the intersection point of the two lines

C

B A

+ Two lines xy,zt don't have any common point

We say that they are parallel

t z

y x

 Rèn cho học sinh ý thức vận dụng kiến thức được học vào thực tế cuộc sống.

 Rèn cho học sinh tháI độ làm việc nghiêm túc.

B.CHUẨN BỊ:

GV: 3 cọc tiêu, 1 dây dọi, 1 búa đóng cọc.

HS: Mỗi nhóm thực hành chuẩn bị: 1 búa đóng cọc, 1 dây dọi, từ 6 đến 8 cọc tiêu một đầu nhọn đựoc sơn 2 màu Cọc thẳng bằng tre hoặc gỗ dài khoảng 1,5m.

C TIẾN TRÌNH DẠY HỌC:

I Ổn định tổ chức:

- Học sinh báo cáo tình hình lớp.

II Kiểm tra bài cũ:

(Kiểm tra sự chuẩn bị của HS)

III Bài mới:

Hoạt động 1: 1 Thông báo nhiệm vụ + GV thông báo 2 nhiệm vụ như trong mục 1(Tr

110)SGK

* Khi đã có những dụng cụ trong tay chúng ta cần

tiến hành làm như thế nào?

2 HS nhắc lại nhiệm vụ phải làm

Hoạt động 2: 2 Hướng dẫn cách làm + GV: yêu cầu HS đọc nội dung mục 3

SGK(Tr110).

+ GV nhắc lại các bước làm như trong SGK và

làm mẫu trước lớp

HS đọc nội dung trong SGK

HS chú ý lắng nghe và ghi bài

HS nhắc lại cách làm Hoạt động 3: 3 Thực hành

3) Kết quả thực hành: Nhóm tự đánh giá theo các mức độ: Tốt, khá, TB.

IV Nhận xét, đánh giá:

+ GV nhận xét, đánh giá kết quả thực hành của

từng nhóm.

+ GV tập trung HS và nhận xét toàn lớp.

+ Yêu cầu HS vệ sinh sạch sẽ, cất dụng cụ chuẩn

bị vào giờ học sau.

V Hướng dẫn về nhà:

- Ôn lại các kiến thức cơ bản về điểm, đường thẳng và quan hệ giữa chúng;

- Tìm hiểu về cách trồng cây thẳng hàng trên thực tế gia đình, đời sống;

- Đọc trước bài Tia (Tr111-112) SGK.

-Ngày giảng: TIẾT 5: THỰC HÀNH: TRỒNG CÂY THẲNG HÀNG

I/ MỤC TIÊU:

- Kiến thức: Học sinh củng cố kiến thức về ba điểm thẳng hàng

- Nội dung: chôn các cọc hàng rào nằm giữa hai cột mốc A và B

+ Đào hố trồng cây thẳng hàng với hai cây A B đã có bên lề đường.

- Kỹ năng: Học sinh có kỹ năng gióng đường thẳng trên mặt đất

- Thái độ: HS có ý thức vận dụng kiến thức vào thực tế

II/ PHƯƠNG TIỆN THỰC HIỆN

B- Kiểm tra bài cũ:

- HS1: Chữa bài 18 (SGK) Phát biểu nhận xét về đường thẳng đi qua 2 điểm

- HS2: Chữa bài 20 (SGK) Nêu các vị trí tương đối của hai đường thẳng

- HS3: nếu kết quả của bài tập 21?

- Em có nhận xét gì về mối quan hệ giữa số đường thẳng và số giao điểm

C-Bài mới

Thực hành: trồng cây thẳng hàng

 HĐ1: GV nêu nhiệm vụ của giờ thực hành và ghi bảng

1 Chôn các cọc hàng rào nằm giữa hai cột mốc A và B

2 Đào hố trồng cây thẳng hàng với 2 cây A và B đã có sẵn lề đường

+ Bước 1: Cắm cọc tiêu thẳng đứng với mặt đất tại hai điểm

+ bước 2: Em thứ nhất đứng ở A, em thứ 2 cầm cọc tiêu dựng thẳng đứng ở một điểm C + Bước 3: Em thứ nhất ra hiệu để em thứ 2 điều chỉnh vị trí cọc tiêu cho đến khi em thứ nhất thấy cọc tiêu A che lấp 2 cọc tiêu B và C Khi đó ba điểm A, B, C thẳng hàng.

D Củng cố:

- Nhắc nhở HS thu gọn đồ dùng thực hành

- Nhận xét đánh giá kết quả thực hành E- Hướng dẫn hs về nhà

1 Knowledge: Knowledge:- Students describe rays definition by many different ways

- Know how the two opposing rays, two rays coincide

2 Skill: Students know how to draw rays and write your name and the name of a ray reading

Distinguish the two origin general rays

3 Attitude: Students forged accuracy when speaking of mathematical propositions, capable

drawing exercise, Observers have commented of sts.

B PREPARATIONS.

- T: syllabus, textbook, references Straight edge; colored chalk, side table

- Sts: Straight edge, other pen color.

- What is a circle with center O and radius R?

- Draw the circle with center B and radius 15 cm, draw arc chord AD.

Draw a straight line xy, point 0 belong to xy

Drawing on books? Point 0 divide into several

sections xy line?

(Two parts differentiated)

1) Ray with initial point 0 .

x o y

x x’

A

Bold blue chalk section line ox and introduce:

Figure consists point 0 and this is line section 1 rays

Use different colored pens shaded line ox in the play

Students make all 25 in their notebooks

* Activity 2: Two oppesite rays:

? 2 and oy rays on the formation of what is

characterized?

(2 origin general rays, forming one )

Introduction 2 rays , oy opposite

2 opposite rays have what conditions?

? Said the characteristics of the two rays to each

other?

Introduction: 0 is origin point of two rays of

different general , oy.

? What I can comment on each point on the line

Reviews textbook.

Consolidation: T hanging side table

Question 2 rays , braised, 2 rays Ax, Ax, there must

be two opposite rays do not? Satisfy the condition 2

Do ? Textbook

Observation and plotting answer?

(Possible answers: 2 Ax rays, AB opposite,

transfer standard: 2 rays coincide)

* Acyivity 3: Two coinciding rays:

A B b) Ray AB

.

A B

c) Ray BA

.

A B 2) Two opposite rays

2 rays ox and oy :

- The common initial point.

- Which make up line xy are called two opposite rays + Comment: 2 rays ox and om not the opposite ones

x

0 m

 2 rays Ax, Ax’ opposite

?1 a) Two rays Ax, By not opposite ones because general not origin

a) The pairs opposite rays:

Blue chalk drawing rays AB, yellow chalk drawing

Ax rays.

Observing T drawing

? Do you have a comment about Ax 2 and ABrays?

(Chung origin, located on the other ray rays)

Find two coincide rays in Figure 28

Introduction 2 rays distinguish, through the side

panel to illustrate, note reading textbook / 112

- Two rays Ax, AB coinciding.

* Note: Two non- coinciding rays are also called two

distinct rays.

?2 y

B

0 A x

- Ray OB coincide with Oy

- Two ray Ox, Ax non- coinciding because general not origin

- Two rays of common initial point Ox, Oy not the two oppesite ones

4 – Consolidation:

- Sts do exercise 22 textbook.

- T inscription on the side panel.

- Sts answer orally, teachers fill in the blank

- Students drawing question c Post 22

- Gv added notation x, y on image and further development?

Some rays on the drawing there? specify?

Name the opposite rays? Duplicate?

x B A C y

5 – Guide Students home

- Understanding the 3 concepts: Tia origin 0, 2 for each rays, 2 rays coincide

- Do the exercises 23, 24 textbook - 113

- Skills : - Know drawing line segment.

- Know how to identify line segment intersect line segment, ray, lines.

- Know the description and drawings by the different wording

- Attatude : Education carefully calculated correctly.

B- PREPARE:

- Tc: Lesson plans, textbooks, reference

Pastels rods, side table

- St: Straight Rulers, pens of different colors

St 1: Draw two points A, B.

Draw line AB ray AB.How is the ray AB?

Tc: Put example in all: Over 2 points A and B we draw is line AB, ray AB, we can draw straight lines AB again So what is the segment AB?

We study new lesson!

Use pencil draw the edge of the

ruler from A to B, we have a fingure

How many points are there on this

fingure? How are these points?

Tc: Confirmed that the segment AB

What is line segment AB?

*Activity 2: Definition:

St: Segment AB mentioned

definition, saying the name segment.

Tc: Note drawing straight lines: to

draw the 2 sucking.

+ Do exercise 33/textbook

- Call sts stand in place and answer.

1- What is line segment AB ?

A B

Line segment AB call is line segment BA.

Two points A,B are endpoints ( or two starting points)

of line segment AB

- Read exercise 34/ textbook

- Call sts go to the board.

What do we comment about line

segments with line a?

Line segment is a part of line

contain it.

*Activity 3:

Tc: Request sts look at

figure:33,34,35

Please describe the drawings that?

Tc: Note: Have 1 common

Sts know 2 line segment intersec,

line segment cut ray, line segment

cut line segment.

Tc: Give some cases from line

segment intersection, line segment

cut ray, line segment cut line

segment.

Exercise 35: Sentence d correct

Exercise 39: I, K, L straight

2-2 line segment intersect line segment, ray, lines.

a) Two line segment AB and CD intersect, intersection

a)Line segment AB and line xy intersection at H.

A

x

H y B

4- Homework

- Understand line segment, know drawing figure

- Exercise 36, 37, 38/ textbook

1 Knowledge: - St know what is the length of line segment?.

2 Skills : - Know measure the length of line segment by straight

- Know comparing 2 segments

3 Attatued : - Education careful calculation accuracy when measuring

B PREPARE :

- Tc: Lesson plans, textbooks, reference materials Straight ruler, side table

- Sts: Measuring straight division gap, differently colored pens, notebooks,

St1: Correct exercise 37 / textbook

Let 3 points are non-collinear A, B, C Draw 2 rays AB and AC then draw ray Ax

cuts segment BC at K are between 2 points A and B

St 2: What is segment AB? Draw segment AB? Measuring that segment,

write the results me by symbols

All sts: Drawing 1 segment has name Measured as st 2

Tc for sts comment your exercise

Tc called some st reading your measurement results

3- New lesson

Teacher and sts ‘activities Basic knowledge

* Activity 1:

Measuring instruments mentioned segments?

Introducing some kind of ruler

- Measures in the notebook

? State simbols way segments

Read comment of textbooks

? Stated another way

For st measure length and width of your notebook,

then read the results

* Activity 2:

- Measure the length of ballpoint pens and pencils

of children The two objects are not the same

length?

State 2 way measure segment?

- The class read textbooks

How are two segments equivalent? This segment

longer or shorter than the other segments?

Drawing figure 40 on the board, one student

wrote on the blackboard symbol

Call 1 st read result

a.Calculate the length of segments

b.Arrage the length of segments in ascending

order

through two points A and B such that

A coincides with 0-line

- Point B coincides with the point on the ruler For example 30 mm Said lengthof segment AB is 30 mm

- Thước thẳng có chia khoảng

- When A  B we say the distance between 2 points A and B is 0

2- Compare two segments

Compare two segments by compare their length A B

28 mm

CD = 40 mmb) EF < CD

1 inch = 2,54 cm = 25,4 mm

3- Practice Exercise 43

CD = 4cm

EF = 2cm NM= 6cm

b CD; AB ; CD; NM

4- Consolidation:

- Sts do exercise 43/ textbook Call 1 st read result

- Sts do exercise 44 Sts read result of part a, b

a Tc: Way from my house to school is 800m ie distance from my house

to school is 800m, this sentence true or false?

b b (False because the way from home to school is not straight)

- Knowledge: Students understand if the point M lies between two points A and B,

the AM + MB = AB and vice versa

- Skills:

+ Know applying : AM + MB = AB when M lies between A and B to explain the

simple problem: "If there is a + b = c and know 2 of 3 numbers a, b, c, then infer the 3rd"

- Attitude: Education carefully calculated exactly when add segments

- Sts: Draw 3 points A, M, B such that M lies between A and B Say the name

of the segment on the drawing Measure segments in the figure Compare the length AM + MB with AB

- The class made the sketchbook Tc for sts comment your exercise

Tc called some sts reading your measurement results - From teachers to test new period

3- New lesson

Teacher and sts ‘activities Basic knowledge

* Activity 1:

Called some students reading

results and compare the length of

AM + MB with AB

- What do you comment? (If the

point M is lies between A and B

then

AM + MB = AB)

Request drawing 3 points A, B,

M collinear, the M is not between

A, B Measuring AM, MB, AB

Compare AM + MB with AB

Stated comment? (Point M does not

lie between A and B, the AM + MB

AB)

Associative 2 comments what do

we have concluded?

- If K is between M and N, then

what do we have equation?

Give an example

Call sts in the place answer

* Activity 2: State name some

measuring instruments (textbook)

Want to measure the distance

between 2 points in the ground,

- Call sts go to the board

1-When is the total length of the two line segments AM and MB equal to the length

of line segment AB?.

A M B

AM + MB = AB

We have: 3 + MB = 8

MB = 8 – 3 Thus MB = 5 cm

* Exercise 50/ textbook

Give 3 points are collinear

If TV + VA = TA then V lies between 2 points T, A

2-Some instruments of measuring the distance between two points on the ground.

- Cloth tape measures measure ( or metal tape measures)

- Shaped A ruler

* Way measure:textbook/ 120, 121

3- Practice

* Exercise 47 / textbook

- The class comment

Exercise 1:

For pictures please explain why:

AM + MN + NP + PB = AB

- In reality want measuring the

distance between 2 points A and B

how do we do?

To measure the length classes or

size of yard how do we do?

Exercise 2: What point is between

two remaining points of three

Giải: From figure we have:

+ N is a point of segment AB hence

N lies between A và B  AN + NB = AB (1)

M lies between A và NAM + M N =AN (2)

P lies between N và B  NP + PB = NB (3)From (1)(2)(3) : AM + MN + NP + PB = AB

* Exercise 2:

a) AB+BC=AC(vì 4+1= 5) B lies between

A, Cb) AB + BC  BC ( Vì 2 + 5  4)

AB + BC  AC ( Vì 2 + 4  5)

BC + AC  AB ( Vì 4 + 5  2 )

 Nothing lies between the remaining 2 points

4- Consolidation: Tc summarizes theoretical lessons( tom tat bai hoc)

5- Homework: + Understand comments textbook/120

+ Do exercises 46, 48, 49, 51, 52 textbook/ 121, 122 and 47, 48workbook/ 10

Preparing date: 4/11

Teaching date : 11/11

PERIOD 10: PRACTICE A- AIMS

- Knowledge: : If the point M between two points A and B, then AM + MB =

AB through some exercises

- Skills: + Know 1 point between or not between two other points

+ Training skills caculation

- Attitude: Education carefully calculated exactly when add segments

B- PREPARE :

Tc: lesson plans, textbooks, reference materials Straight ruler, side table

St: Straight ruler divided distance, notebooks, textbooks

St1: When is the length AM plus MB equals AB? Do exercise 46 (Textbook)

St2: To check point A is between the two points O, B how do we do? Do exercise

a / In 3 points A, B, N not point between the remaining 2 points

Preparing date: 11/11

Teaching date : 18/11

PERIOD 11: DRAW A LINE SEGMENT WHEN ITS LENGTH IS GIVEN A- AimS

- Knowledge: Sts understand on the Ox have one point and only one point M

such that OM = m (unit length) (m> 0)

+ On the Ox-ray, if OM = a, ON = b, and a <b then point M is between O, N

- Skills: Know apply the knowledgeto do exercises

- Attitude: Educating carefully calculated, measured, precise set point

- St 1: If the point M lies between two pointsA , B, what do we have the

equation? On the 1 segment draw 3-points V, A, T such that AT = 10cm; VA = 20

cm, VT = 30cm Ask any point between the remaining 2 points?

- Tc placed on all new: Draw segment OM = a cm on the rays OX like?

- To draw segments can use any

instruments? How to draw?

- Identify how to draw?

- Do on the board, in their

notebooks

- Guide sts do 2 ways Point M

on ray Ox, what do you comment?

- Read comments (textbook- 122)

1 Draw a line segment on a ray :

Example: On ray Ox, draw segment OM

=2cm Give endpoint O, draw endpoint M

Way 1:

( Use straight ruler divided distance ) Place the edge of the ruler on the ray Ox such that )-line of the uler coinsides with the origin ) of the ray

The 2-line(cm) gives us point M Line

segment OM is the one wich we have to draw

0 M

2cm

1 st go to the board drawing (ON =

ON = 30cm 20cm)

In 3-points O, M, N what point

lie between the remaining 2

points? (M lies between O, N)

Note: 2cm <3cm

If on the rays Ox , OM = a; ON =

b, O <a <b then what do you

comment ? Read comments

(textbook-123)

If O, M, N be long to rays Ox

and OM<ON then what point lie

between the remaining 2 points?

Draw figure in notebook?

Call 1 st go to the board to draw

Want to compare BC and BA ,

2/ Draw two segments on the ray

Example: On ray Ox draw OM = 2cm, ON =

3 cm

M N

 

0 2 3 xPoint M lies between 2 points O and N ( Since 2cm < 3 cm )

Draw segment AB = 3.5cm Say way measure

 

A B x

Exerciae 54 textbook   

0 A B C x Solution:

A, B ray OX, OA < OB (since 2cm < cm)

 A lies between O, B

We have BC = 3 cm ; BA = 3cm  BC =

BA

4-Consolidation : Tc : Summary sections knowledge for student

5 - Homework:

- Learn by heart two comments

Review and practice drawing straight lines the length (use the ruler, compass)

- Exercises 53, 55, 56, 57, 59 (textbook – 124

Preparing date: 18/11

Teaching date : 27/11

PERIOD 12 MIDPOINT OF A LINE SEGMENT A- Aims

- Knowledge: Know what is the midpoint of a line segments?

- Skills : - Applying knowledge toknow midpoint of a line segment

- Attatude : Education carefully calculated, measure, draw, fold correctly

B- PREPARE:

- Tc: : Lesson plans, textbooks, reference

Side- table, color chalk, compass

- St: Straight rulers, notebooks, textbooks, compss

- The whole class working together: On rays Ax draw AM = 2 cm, AB = 4 cm

- GV for student comment Assessment and scoring(danh gia va cho diem)

- Teachers guide students to the concept of midpoint of segment

- Compare AM and MB: AM = MB M equidistant AB

- Comment: M lies between A, B: M lies between A, B So M is the midpoint of

State the defiition of midpoint

of a line segment

If M lies between A, B then

what do we have equality?

Similar, M equidistant A,B then

what do we have equality?

Note: M also called the center

the midpoint of the segment AB

How many midpoint of a line

segment? How many points lie

between two their endpoints ?

Give segment EF Draw

Use a rope to divide 1 into 2

parts have equivalent length?

A lies between O, B

OA = AB

2) How to draw the midpoint of a line segment:

Ex:Draw midpoint M of segment AB

+ Step 1: Use straight rulerB1: Measure segmentB2: Compute MA = M B = 2

AB

B3: Draw M on the segment AB with the length

Call st read

Part 3: exercise 61 (textbook)

Call sts draw figure

MA( or MB)+ Step 2: Folding paper (textbook/125+ Step 3: Folding paper

3) Practice Exercise 1:

1- M is midpoint of a line segment AB

 M lies segment A, B

MA = MB 2- If M is midpoint of line segment AB then

MA = M B = 2

AB

Part 2: Exercise 63 (textbook)

I is midpoint of segment AB when:

- Tc called st go to the board

+ Exercise 2: Exercise 63 (texxtbook)

- Tc called st go to the board

- The class draw in their notebooks

+ Exrcise 3: Last 61 (SGK)

Tc called st go to the board –

The class draw in their notebooks

- When O is the midpoint of segment AB?

5- Homework

- Learn and do exercise : 62 64 65textbook , 59 62workbook

- Review and answer the questions in 126; 127

Preparing date: 11/11

Teaching date : 18/11

PERIOD 13: REVIEW PART OF GEOMETRY A- AimS

- Knowledge: : Knowledge about points, lines, rays, line segments, midpoint

of the segment (the concept, properties and how to recognize)

- Skills : Use straight ruler, compasses to measure, draw

segment

- Attatude : From the first concepts of geometry, students become familiar

with the shape thinking

B- PREPARE:

Tc: Lesson plans, textbooks, reference

Rods, table accessories, pastels, compass

- St : notebooks, textbooks, straight ruler, compass

C- METHOD:

Verbal, suggestive, stating and solving problems.

- St 2: + When we say 3 points A, B, C are collinear?

+ Draw 3 points A, B, C are collinear

+ In that 3 points , what point is between two remaining points?

+ Write the corresponding equations

- St 3: Give 2 points M, N

+ Draw line a, a’ through 2 that points+ Draw a segment xy cutting line aa ' at midpoint I of segment MN.What segments in figure? Tell some rays on the image, a pair of

opposite rays?

- The class made all in their notebooks and comment

- Tc evaluated for points

3- New lesson:

Teacher and sts ‘activities Basic knowledge

*Activity 1: Read figure

- Tc lead each figure and state knowledge

for sts

* Exercise 1: What for each picture

in the following board?

A

M

A B A \\ \\ B

0

* Activity 2: Fill in the blanks

- Tc call sts go to the board to

fill in the blanks, each st fill one

- Tc request sts fix false

sentences be come true

a) In the three collinear points, there is one and

only one point between two remaining b) There is one and only one through the two

* Exercise 3: True or false?

a) Line segment AB is figure include points liesbetween two points A and B (false)

b) If M is midpoint of line segment AB then M equidistant A and B ( True)

c) Midpoint of segment AB is points equidistant 2 points A, B( False) d) Two distinct line then intersect, or parallel ( True)

* Exercise4 – Exercise 6 textbook/127

A M B a) Point M lies between A and B since AM < AB

b) Fron part a) M lies between A and B

 AM + MB = AB

Or 3 + MB = 6  MB = 6 - 3 = 3 cm

So AM = MB ( = 3 cm)c) M is midpoint of AB because M lies between A, B and AM = MB

*Exercise 5 - Exercise 8/ textbook - 127

t

OD = 2 OB = 2.2 = 4 cm

- Is M the midpoint of AB?

- All sts draw in notebook

- Tc : Where is midpoint on figure ?

- Tc request sts:

1) Compute segments AC, BD

2) Compare AC and BD

5 - Homework

- Learn by heart , understand knowledege

- Answer and do exercise :2, 3, 4, 5, 7 (127/textbook)

- After lesson to check

- Knowledge: Check the knowledge about points, lines, rays, segments, the

midpoint of the segment of chapter I

- Skills: Use straight ruler, ruler divided distances, compasses to measure, draw

segment

- Attitude: Forging self-awareness, actively doing article.

B- PREPARE

Tc : Theards test photocoopies

St : Review from the guide of teacher

đối,các tia trùng nhau.Điểm nằm giữa hai điểm

Biết vẽ đoạn thẳng trên tia,vẽ tia đối

Số câu

Số điểm

Tỉ lệ%

2 1đ

1 0,5đ

3 1,5đ 15% 3/ ĐOẠN

THẲNG

NB đoạn thẳng trên hình vẽ

Biết vẽ đoạn thẳng, đọc tên đoạn thẳng

Số câu

Số điểm

Tỉ lệ%

1 0,5đ

1(a,b) 2,5đ

2 3,0đ 30% 4/ ĐỘ DÀI

CÁC ĐOẠN

THẲNG

Nhận biết công thức cộng độ dài hai đoạn thẳng

VD công thức

để tính độ dài đoạn thẳng

Tổng số câu

Tổng số điểm

Tỉ lệ%

1 0,5đ

2(2a,2b) 2đ

3 2,5đ 25%

5/ TRUNG

ĐIỂM CỦA

ĐOẠN THẲNG

Nhận biết trung điểm của đoạn thẳng

Vận dụng để chứng minh trung điểm của đoạn thẳng

Tổng số câu

Tổng số điểm

Tỉ lệ%

1 0,5đ

1(2c) 1đ

2 1,5đ 15%

Tổng số câu

Tổng số điểm

Tỉ lệ%

6 3đ 30%

2 3đ 30%

4 4đ 40%

12 10đ 100%

§Ò bµi I/ PHẦN TRẮC NGHIỆM:(3đ)

Câu 1: Điểm C nằm trên đường thẳng a, điểm B nằm ngoài đường thẳng a Hãy

dùng ký hiệu để thay cách diễn đạt trên:

A Tia AB và tia Ax; B Tia AC và tia CB

C Tia AC và tia Ay; D Tia Bx và tia By

Câu 4: Khi O nằm giữa A và B thì:

A AO+OB = OB B OA+OB = OA C AO+OB = AB D OB+AB = OA Câu 5: Khi hai tia OA và OB đối nhau thì:

Problem 1: (2.5đ) Cho 4 diem A, B, C, D trong đó không có bộ ba điểm nào

thẳng hàng Hãy nối từng cặp điểm để được các đoạn thẳng

a/ Có bao nhiêu đoạn thẳng được tao thành?

b/ Đọc tên các đoạn thẳng đó?

Problem 2: (3.5đ) On ray Ox , given 2 points A and B such that OA = 2cm; OB =

5cm

a/ Calculate the length of segment AB?

b/ On the opposite ray of ray Ox , draw one point C such that OC = 2cm Compute CA?

c/ Is point O is midpoint of line segment CA?Why?

Bài 3: Cho n điểm trong đó không có 3 điểm nào thẳng hàng Cứ qua hai điểm ta vẽ một

đường Biết tổng số đường thẳng vẽ được là 105 Tính n ?

ĐÁP ÁN& BIỂU ĐIỂM (Đề 1)

a

- Part a) compute true AB = 3cm (1đ)

- Part b) compute true CA = 4cm (1đ)

- Part c Prove that true O is midpoint of segment CA (1đ)

Bài 3: (1đ) : Ta có

n(n−1 )

 n(n – 1) = 210 = 2.3.5.7 = 25.24 0,5đVậy n = 15 0,25đ

- Knowledge: Students understand about the plane, concept of half-plane edge

a, way called the name of the half plane Sts understand about ray lies between 2 other ray

- Skills : Identify the plane Know painting, identify rays between two different

rays

- Attatude : Familiar with the negative concept.

B- PREPARE:

- Tc: Ruler straight, side table, compass

- Sts: Ruler straight, notebooks, textbooks,compass

Draw one line and name

- Tc: Are lines with limit?(gioi han)

The paper gives the image of the half plane

1/ Half-plane:

- Paper, face-board are image of half-plane /////////////////////////////////////////////////////

Say 2 half plane

Activity 2:

- Tc give some examples about half plane

- Are the half lane have limit?

Tc :How many half- plane in lines?

- Tc : Each section of line is one half plane

So how is half-plane of edge a?

- Repeat the concept of half plane edge in

figure

- How is 2 opposite half-planes?

- Tc draw the points M, N, P

- Similarly you call names half-plane

remaining edge a in figure?

- Tc introduce 2 points lies the same side, 2

points lies differrent side with point a

- Sts do? 1

- Tc? How is segments then cut a? Isn’t cut a?

Activity 3:

- Tc request sts

- Draw 3 rays Ox, Oy, Oz common origin

- Give 2 points M, N such that

- Tc? Ray Oz cut segment MN?

- Tc: Ray Oz cut MN at 1 point lie between 2

ray Ox, Oy

- Tc request sts do

- Figure c, d:Is ray Oz cut MN?Is ray Oz lies

between 2 rays tia Ox, Oy ?

- Two points M, N lie same side with line a

- Two points M, P (or N, P) lie different side with line a

a/

b/ Đoạn thẳng MN không cắt a Đoạn thẳng MP cắt a

2/ Ray lies between two rays

- Ray Oz cut MN at 1 point is between M

& N

We said ray OZ lies between 2 rays Ox, Oy x

Ma) O z

N y z

Nc) z O

(d) z

4- Consolidation : Exercises 2, 3, 5 (textbook - 73)

5- Homework: Exercise in textbook - 73 1, 4, 5 (Workbook- 52)

Ngày soạn: 16/1

Ngày giảng : 20/1

PERIOD 16: ANGLES A-aims

- Knowledge: sts understand about what is angle.

- Skills : Know drawing angles, named for the angle, read name of angles.

- Attatude : Education careful calculation

- Kiến thức: HS hiểu về góc là gì? Góc bẹt là gì ?

- Kỹ năng: Biết vẽ góc, đặt tên cho góc, đọc tên góc

- Thái độ: Giáo dục tính cẩn thận

B- PREPARE:

- Tc: Lesson plans, textbooks, reference

Straight ruler, compass

- St: Straight ruler divided distances, notebook, textbook, compass

-GV: Giáo án, sgk, tài liệu tham khảo Thước thẳng, compa.

-HS: Thước thẳng có chia khoảng cách, vở ghi, SGK, thước thẳng compa

HS1: + How is half-plane of edge a? How are 2 opposite half-plane?

+Draw a line xy, give point O belongs xy, indicated 2 half plane have common edge is xy

- HS2: + Draw 2 rays common origin Ox, Oy in some cases

O

x

y

- HS1: + Thế nào là nửa mặt phẳng bờ a? Thế nào là 2 nửa mặt phẳng đối nhau ?

+ Vẽ đường thẳng xy, lấy điểm O thuộc xy, chỉ rõ 2 nửa mp có bờ chung là xy

- HS2: + Vẽ 2 tia chung gốc Ox, Oy trong một số trường hợp

3- New lesson:

Teacher and sts ‘activities Basic knowledge

* Activity 1:

Tc request sts state definition of angles

GV yêu cầu HS nêu lại định nghĩa góc

- Tc state vetex , side of angle, read angles,

- Tc note: Vertex angles write between and

write biger than 2 besides letters

GV lưu ý: Đỉnh góc viết ở giữa và viết to

hơn hai chữ bên cạnh

- Angle xOy in figure 4b also call is angles

MON

Góc xOy ở hình 4b còn gọi là góc MON

- Tc exit to check figure of st1

GV quay lại hình kiểm tra của HS 1

- Do figure have any angles? What

characterizes this angle xOy?

Hình này có góc nào không? Góc xOy có

đặc điểm gì?

- Tc: Angle xOy call is straight angle.Góc

xOy gọi là góc bẹt How the straight

HS nêu định nghĩa góc bẹt, đặt tên

-State drawing 1straight angle in reality

+ Denote : Ký hiệu:  xOy

*Denifition texbook Định nghia : SGK- 74

* Exercise 8 textbook Bài tập 8(sgk- 75)

C .

B A D