GIÁO ÁN TOÁN SONG NGỮ HÌNH HỌC 7 CẢ NĂM - Chuẩn

CHAPTER I- PERPENDICULAR LINES PARALLEL LINES.Date of teaching: PERIOD 1: VERTICAL ANGLES A.. Education: Education about carefully, precisely in learning for students B.. Education: Educ

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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’

ACTIVITIES

CONTENTS

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

vertical angles

T: Comment on the relationship of side

of Ô1 and Ô3

S: answer

T: What are Vertical Angles?

S read definition

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

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S do ?2, T comment 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

question a) and b)

Practice reaoning:

Ô1 + Ô3 =? ;

Ô2 + Ô3 = ?

It follows that Ô1 = Ô3

We have the following property

2 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 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

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Ox

B PREPARATIONS.

I Organize

7C:

- 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 (adjacent-

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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

supplementary angles)Hence Ô2 = 1800 – 470 =1330 Ô4 = Ô2 = 1330 (vertical angles)Exercise 7 page 83

Pairs of congruent angles are :

xA y

y

xA y

Exercise 10 page 83

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Student work in groups and answer.

T: How do we fold the paper to show

that two vertical angles are congruent?

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

B PREPARATIONS.

I Organize

7C:

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perpendicular lines and denoted by xx’^yy’.

Activity 2 How to draw two perpendicular lines.

S do ?3 and ?4

T comment

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

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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

-The line perpendicular to a segment at its midpoint is called the perpendicular bisector of that segment

IV Consolidation:

- Recall of two perpendicular and perpendicular bisector of a segment

- S do exercise 14 page 86 in the textbook

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-Preparing date: 10/9/2016 Teaching date: 17/9

I Organize

7A:

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

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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

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- Two remaining alternate interior angles are congruent.

- Two corresponding angles are congruent

B PREPARATIONS.

I Organize

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P O

RN

T

ACTIVITIES 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

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

Activity 2 Property.

Observe figure 13 in the textbook

S do ?2

Hint:

a) Using linear pair of angles

b) Using vertical angles

S come out to board worksheet

*If line c cuts two lines a and b and

of the angles formed there are a pair of

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We have the following properties:

S reading and writing properties

alternate 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

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Preparing date: 24/9/2016

Teaching date: 30/9

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

B PREPARATIONS.

- Teacher: Straight ruler, set square

- Students: Straight ruler, set square

I Organize

7A:

Question: What are two parallel lines?

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

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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:

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

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-Preparing date: 26/9/2016

Teaching date: 309

PERIOD 7: PRACTICE

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

B PREPARATIONS.

- Teacher: Straight ruler, set square

- Students: Straight ruler, set square

I Organize

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

illustrated

S come out to board answer teacher’s question

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Exercise 26 page 91:

S read problem

S come out to board to drawing

Who can you do this exercises?

S answer, T comment

Exercise 27 page 91:

S read problem

S come out to board to drawing

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

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B PREPARATIONS.

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600

a

bM

I Organize 7C:

ACTIVITIES

CONTENTS

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 read: You may have not known

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

Activity 2 Properties of two parallel lines.

S do ? in the textbook

S worksheet and 3 students come out

?S1 a)

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to board.

Thanks to the Euclid’s postultate, we

infer the following properties……

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

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B PREPARATIONS.

C PROCESS ORGANIZATION OF TEACHINGI.MỤC TIÊU.

I Organize 7C: 7B

7A

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S worksheet and a student come out

c) B2 A1 1430 or B2 B4 1430

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

- Student do exercise 32 in the textbook

- Knowledge: Understand the structure of a theorem

- Skills: Knowing how to prove a theorem Knowing put theorems form "if then" - - Get to know the logical propositions: p  q

- Attitude: To develop logical thinking, speaking accurately know a mathematicalproposition, collective reasoning

B PREPARATIONS.

- Teacher: Straight ruler, protractor, compass

- Students: Straight ruler, protractor, compass

C TEACHING METHODS.

- Teacher: expound, suggest

- Students: Discuss and practice

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xy

n

- Represent about the nature of relations between the two lines perpendicular or

parallel to the third straight line?

III/ New lesson

Teacher’s activities Students’ activities

HS read the information SGK

? How is a theorem

- HS answer

? Take the example of the theory learned

? Represent theorems two vertical angles

- T indicate the hypothesis (GT)and

conclusion(KL) of the theorem

? How many parts are there in the

theorem? Which parts

- GV notice: if the theorem is stated as

"if then", the section between the

words "if" and the word "shall" is the

hypothesis, the latter part is the

conclusion

- HS do

GV notice how the theorem proving

- Teachers guide students to prove

theorems angle formed by two bisector

rays of two adjacent supplymentary

angles(góc tạo bởi hai tia phân giác của

hai góc kề bù)

? What is the bisector ray of an angle ?

? What are the property of the bisector

O1 , O2 two vertical angles

and :adjacent supplymentary angles, Om is the bisector ray of , On is the bisector ray of

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? Om is the bisector ray of angle

xOz then have you anything?

? On is the bisector ray of angle

yOz then have you anything?

? Calculate the total measuring two

angles yOz and xOz to measure the

? How many parts are there in the theorem? Which parts?

? How to determine the hypothesis (GT)and conclusion(KL) of the theorem

Inferred from t / c 2 in the article "From the perpendicular to the parallel"

If a straight line perpendicular to one of two parallel lines, it will be perpendicular

to the second line

Teaching date: 14/10/16 Period 12: PRACTICE

A OBJECTIVES.

Knowledge: consolidation the knowledge of theorems, represent theorems in the

form "if then "; illustrates a theorem on the drawing, write hypothesis and

conclsion with the notation

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O yx

m

zn

- Skills: Know proving a theorem

- Attitude: To develop the skills of thinking and have science solutions

B PREPARATIONS.

III/ New lesson

-V put the side panel following exercise:

In the next clause, which clause is a

theorem?

If the theorem, be illustrated in the

figure, making the hypothesis (GT)and

conclusion(KL) of the theorem

1 The distance from the midpoint of the

segment to each segment equals half the

line's length

2 Two bisector rays of two adjacent

supplymentary angles formed a right

angle

Exercise:

1

A M BGive

n

M is midpoint of AB

Prove AM=\f(1,2 AB2

Given

and are two adjacent supplymentary angles On; Omare bisector ray of and

Prove On^ Om

3Given

Ot is bisector ray of Prove = \f(1,2

Give

n

cÇ aº A;cÇ bº B có =

Prove a//b

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3 T give hypothesis (GT)and

conclusion(KL) of the theorem and

request Sts draw figure

4 T give hypothesis (GT)and

conclusion(KL) of the theorem and

request Sts draw figure

4

4 Consolidation:

- How to identify a theorem

- Demonstrate theorems form "if then "

y

O

A B

a b

1 1

c

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Knowledge: Know represent the theorem in the form: if then Know illustrates

a theorem on the drawing and writing hypothesis concluded by symbols

- Skills: prove a theorem , improving intelligence and accuracy in work

- Attitude: calculated carefully in the work, passion for learning

B PREPARATIONS.

III/ New lesson

b

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c

ab

b, Given: a // c

b // c Prove: a // b

DI is the bisector ray of ; and are the vertical angles

Prove

= .

Exercise 42 (Workbook-80) :

Solution : = ( DI is the bisector ray of )(1) = (vertical angles) (2)

From (1) and (2) hence =

Exercise 44 (Workbook-80) :

D

IN

MK

E

bab

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and <900;Ox//O’x’;

Oy//O’x’

Prove =

Solution:

Drawing line O O’ Since O x // O’ x’ so having 2 corresponding angles are congruent : = (1)

since Oy// O’y’ so having 2 correspondingangles are congruent : : = (2)From (1) and (2) hence :

- What is proving theorems?

5, Guide home:

-Answer Chapter review questions

-Exercise: 45-49 (Workbook) 58-60 (Textbook)

O

O’

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Teaching date: 21/10/16 Period 14 CHAPTER I REVIEW

A OBJECTIVES.

- Knowledge: sTS systematize the knowledge of perpendicular lines, parallel lines

- Skills: Proficient use tools to draw two perpendicular lines, two parallel lines

- Attitude: Know how to check two perpendicular or parallel lines or not?

B PREPARATIONS.

III/ New lesson

1 Review the theory through drawings:

- T: hanging side table with the following contents:

Each figure in the table indicate what knowledge content?

M

B

A ca

b

ba

c

ba

c

abc

ba

d

AO

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? - What is a theorem?

- St find pairs of perpendicular lines,

parallel lines

- T: request St go to the board drawing

St: name lines, points

- Comment relationship between 2

lines d and d’

? Find x

d1^ d8, d1 ^ d2, d3 ^ d4, d3 ^ d5, d3 ^ d7

-4 pairs of parallel lines is:

d4 // d5, d4 // d7, d7 // d5, d2 // d8

Exercise 55(Textbook-104) : a)

b)

Exercise 56(Textbook-104) :

d

Exercise 58(Textbook-104) :

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x?

115 0 d'd

A

aD

- Learn all, memorizing answers 10 questions review

- Do the exercises 57, 59, 60 (Textbook - page 104)

- Exercise 45, 47 (Workbook - page 82)

Tc: Measuring straight, Eke, protractors, side table

Sts: Ruler straight, Eke, protractors

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- Associative during review

3 Teaching new lesson

- Sts read exercise

To find x, how we to add extra lines

-Request sts draw figure and solution

? AOB is calculated by the sum of two

- Representing a group presentation

solution, other groups to comment the

2 1

x= = + =380+480=860

Exercise 59 (textbook P 104).

1

GE

DC

BA

110 0

2 3 1

6 5

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HS reading problems, learning

requirements of the problem, stating

assumptions and conclusions of the

article

The way to solve the problem?

Need to draw any more additional

C

BA

Draw ray B z such that Bz // Cy

- Property of two parallel lines

- Rules of identify two parallel lines

- Prove that about two parallel lines

5:Homework

- Review all knowledge of chapter

- Review all selected solutions to period the test after 45 minutes

Teaching date: 28/10/16

PERIOD 16 TEST CHAPTER I

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A AIMS :

- Knowledge : Check the level grasp of basic knowledge of the program.

- Skills: Learn to express the properties (theorem) through figure

- Attatude: Know apply the theorem to deduce, calculate the values of angles

1/ Hai góc đối

đỉnh

Hiểu và tìm được các cặp góc đối đỉnh

= 10% 3/ tiên đề Ơclit –

Tính chất của hai

đường thẳng

song song

Nhận biết được định nghĩa hai đường thẳng song

và tiên đề Ơ clit

Vân dụng được tính chất của hai đường thẳng song song để tính số đo góc

= 25% 4/ Từ vuông góc Hiểu và viết được Dùng ĐL giải thích Dùng tính

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ĐỀ KIỂM TRA 1 TIẾT

MÔN: HÌNH HỌC 7( Tiết 16 theo PPCT)

Họ và tên:

………

Lớp : 7……

Điểm Lời phê của Thầy

I/TRẮC NGHIỆM ( 3 điểm) : Hãy khoanh tròn vào các chữ cái đứng trước câu

trả lời đúng :

Câu 1 : Đường trung trực của đoạn thẳng AB là đường thẳng :

A Song song với AB C Cắt AB tại A

B Không vuông góc với AB D Vuông góc với AB tại trung điểm của AB

Câu 2 : Hai đường thẳng song song là hai đường thẳng :

A Có một điểm chung B Không có điểm chung

C Có hai điểm chung D Có vô số điểm chung

Câu 3 : Nếu a ^ b và b // c thì : A a ^ c B a cắt b C a // c D a

không vuông góc với c

Câu 4 : Qua điểm A ở ngoài đường thẳng a, có :

A Vô số đường thẳng song song với a C Một và chỉ một đườngthẳng song song với a

B Có ít nhất một đường thẳng song song với a D Hai đường thẳng song

song với a

Câu 5 : Cho ba đường thẳng cắt nhau tại O Tổng số các cặp góc đối đỉnh (không

kể các góc bẹt) là :

A 3 cặp B 12 cặp C 6 cặp D 9 cặp

Câu 6 : Hai đường thẳng vuông góc là hai đường thẳng :

A Trùng nhau B Song song C Tạo thành 4 góc nhọn D Cắt

nhau tạo thành 4 góc vuông

II/ TỰ LUẬN ( 7 điểm )

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B A

m 120°

B

A

D C

Bài 1 (2 điểm) Vẽ hình và viết giả thiết, kết luận của định lí sau :

Hai đường thẳng phân biệt cùng vuơng gĩc với một đường thẳng thứ 3 thì

chúng song song với nhau

Poblem 2

Given figure

1) Why m // n ?

2) Find measurement of angle ABD?

Poblem 3 Given figure,where :x AO 30 ,0 AOB1000và OBy 1100

Prove that: xx’ // yy’

ĐÁP ÁN ĐỀ KIỂM TRA 1 TIẾT

I- Phần trắc nghiệm: (3điểm) Mỗi câu trả lời đúng cho 0,5đ

a We have : m//n since m ^CD and n^CD 1

b We have : m//n  ABD CAB   180 0(since two same-side 1

a// b

a ^ c và b ^ c KL

GT

b c

a

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interior ABD 1200  1800 Thus ABD 180 1200 0  600

0,50,5

3

(2đ)

Through point O draw line such that : c// xx’ (1)

 O1 A1  300 ( since sane –side interior angles)Hence : O 2 AOB O 1  1000 300  700

So : O 2 B1  1800, but O 2 and 

1

B are two same-side

 c// yy’ (2)From (1) and (2)  xx’// yy’

0,250,250,250,250,250,25

4 Consolidation : Tc collect exercise

5 Homework: Review and read before : The sum of the three angles of a

y

x ' x

30

O

100

B A

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