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

We comment each case: a With the eprestion don’t have parenthese + Tc: Request st repeat order of doing operations.. Knowledge: - St know how to apply the rules of order of doing operati

Preparing date: 31/3

Teaching date: 6/4/16

Period 12 PRACTICE

I AIM:

1.Knowledge- Sts know powers definition

- Sts have skill finding reciprocals calculating division of fractions, finding variables

2 Skill : -Train students to be careful and accurate(chinh xac) when solving problems.

+ Tc: The sum of equals terms we can write

shorthands by can using product So the

product of many factors equally how we write?

III New lessons:

Activity 2 :

1,Power of natural number :

+ Tc :We can write shorthands :

2.2.2.2.2.2 =2^5

a.a.a.a=a^4

Similaly, write the following product: HS: 7.7.7 = 73

b.b.b.b = b4

7.7.7; b.b.b.b;

a.a a

⏟

ntthwasè ) (n≠0)+ Tc : Intruct students how to read 3^7 reading

is 3 to the power of 7 or 3 to the seventh or the

seventh power of 3

+3 is called the base, 7 called is the

exponent.Similarly, read b4 , a4 , an

Plese onlythe base and the exponent ?

+ Tc : Plese outlined(neu ra) the nth power of a

Write the general formula

+ Tc: Muntiplication of many same factors is

called raising to a power

+ Tc: Ask students to perform ?(Called each

students to read results fill in the blank on the

side paned)

+ Tc: Emphasize(nhÊn m¹nh)

In a power of natural numbers(different from

0) :

- Said base value by a factor of several

- Said exponent number of the factors are

equal

+ Tc : Note

- a2 is also called a squared (or the square of a)

- a3 is also called a cubed (or the cube of a)

Sts: (Framed section textbook P.26)

72

23

3 4

7 2

3

2 3

4

49 8 81

Students attention in textbook

+ Tc: What I can comment on the exponent of

th result with the exponent of the exponential

+ Tc:How do you want to multiply two powers

2 Students go to the board:

St1: 23 22 = (2.2.2).(2.2)=25.St2: a4 a3 = (a.a.a.a).(a.a.a)=a7.St: When multiplying two powers with the same base:

- We preserve the base

- Add the two exponent

St read notes on textbook (P.27)

the same base?

1 Knowledge:

- St distinguish between base and exponent

-St understand defined powers

- St know shorthand a product of equal factors by using power

2 Skill: - Skill training implemential exponential calutions with naturul exponent

proficient

3 Attitude: - Exercise logical thinking ability student.

Teacher’s Activities Student’s activities

Activities 1 :

+ Tc : Check for student

+St1 : Write the definition of a degree

n exponential and general formular

33.34 = 33+4 =37

52.57= 52+7 =59

75.7 =75+1=76

III.New lesson:

Activity 2 : Form 1: Write a natural by

the power

Exercise 61 (P.28 Textbook).

(Tc call sts go to the board, under the

whole class working together and

comment

Exercise 62 ( P.28 Textbook).

+ Tc call 2 sts go to the board, each

student do one sentence

+ Tc collection and scroing fast

exercise of 5 sts

+Tc : What do you comment form the

exponent of power with digit 0 after

digit 1 in value of powers ?

Activiy 3 : Form 2: True or False.

Exercise 63 (P.28 textbook).

+ Tc call sts stand in place answer and

explain, why true? Why false?

+ Tc call 4 sts go to the board at the

same time do 4 calculations

Teachers guide the students work in

groups and commented how each

+ Call 2 sts answer then the class use

computer and check result

but 8<9 hence 23 <32 b) 24=16 ; 42=16

Hence 24= 42 c) 25=32 ; 52=25

but 32>25 hence 25> 52

d) 210=1024>100

St:11112=1234321The base have 4 digit 1, midle digit is 4 sides of the digits decreases in the number 1

IV Consolidation

- Repeat definition the nth power of a

- When multiplying two powers with

the same base, how we do?

Teaching date: 6AB: 22/9/2014

Priod 14: DIviding two powers with the same base

- When multiplying of two powers

with the same base, how we do ?

- Write form in general ?

+ Tc request st compare between the

base of the dividend,divisor and the

+Tc: Convention a0=1

+ Tc: Calculate: a10 : a2

+ Tc: When dividing of two powers

with the same base, how we do?( call

+ Tc instructors st write the

number2475 in the form of sum of

powers of 10

2475=2.1000+4.100+7.10+5

= 2.103+4.102+7.10+5.100

+ Tc:Note: l 2.103 is the sum 103+103

+ Teachers ask students to group

activities once?3 (representative group

and whole class presentations

+ Research article: “Order of doing operrations”.

* TC: Introduce students to the main methods and guidance for students do

past a and b in exercise 72 (P.31) Textbook:

13 + 23 = 1 + 8 = 9 is a perfect square ( because 9 = 32)

Preparing date: 20/9/2014

Teaching date 6AB: 23/9/2014

Period 15: Order of doing operrations

A Aim :

1 Knowledge : - St understand convention about order of doing operations.

- St know apply conventions to calculate the value of expressions

2 Skills : - Training skill to calculate.

3 Attatude : - Training to calculate carefully for sts.

Correct exercise 70(P.30)textbook

Call st comment exercise in the board

1 st go to the board and do:

987=9.102+8.10+7.100.2564=2.103+5.102+6.10+4.100

III New lesson:

Teacher’s activities Student’s activities

Activity 2 : 1 Repeat exprestion:

+ Tc:Give some examples about

expressions

+ Tc: Repeat the note in textbook

St give an example about expressions

St read again te past note in textbook

Activity3 : 2 Order of doing oparetions

in exprestion.

+Repeat order of doing operations learned

+ Tc: Order of doing operation in

epression We comment each case:

a) With the eprestion don’t have parenthese

+ Tc: Request st repeat order of doing

operations

If division have both additon,

subtraction, multipication , what do

we do?

+ Tc: Calculate:

a) 48-32+8

b) 60:2.5

+ Tc:If there are additions, subtractions,

multiplication, division and exponent, what

+ Tc: Request st groups activities practice

(Representative group and whole class

?2 Find the number x:

a) ( 6x – 39 ) : 3 = 201

x = 3b) 23 + 3x = 56 + 53

x = 34

IV Consolidation

Activity 4 : Practice

-Repeat order of doing operations in

epression (don’t have parenthese, have

parenthese)

+Tc use side-table exersise 75(P.32)

textbook(call st go to the board)

+ Tc request st do exercise 76(P.32)

textbook

- Request st read exercise carefully

- Guide st the first sentence:

2.2-2.2=0 hoÆc 22-22=0 hoÆc 2-2+2-2=0

- Similar,call 4 sts go to the do with result

equal 1,2,3,4(note : have different way)

St repeat framed section

Exercise 75:

+3 x4

a)

x3 -4

b) Exercise 76: St read exercise listen tc guide 22 : 22 = 1 2 : 2 +2: 2 = 2 ( 2 + 2 + 2 ) : 2 = 3 2 2 2 : 2 = 4

V Homework + Study of the farmed section + Do exercise 73,74,77,78(P.32,33)Textbook,104,105(P.15) workbook + Preview exercises in the practice + Prepare calculator in after period

Preparing date: 20/9/2014

Teaching date 6AB: 27/9/2014

Period 16: Practice

A Aim :

1 Knowledge: - St know how to apply the rules of order of doing operations

in expressions to calculate the value of expression

2 Skills : - Training skill to calculate.

3 Attatued : - Forge for st carefullyand accurately while calculating.

B Prepare :

Tc: Side-table, calculator

HS: Gangs, makers, calculator

*Express order of doing operations

in expressions don’t have parenthese

* Correct exercise 74(a,c)Textbook

St 2:

* Express order of doing operations

in expressions have parenthese

* Correct exercise 77b textbook

+ Tc explain: the book is 18000.2:3

+ From result exercise 78 how much is

+ Tc guide sts how to use computer to

calculate the value of expressions as

textbook

+ Request sts apply do exercise 81

(Call 2 sts go to the board)

-Repeat order of doing operations in

expressions (have parenthese, don’t have

=6

+274

Preparing date: 5/10

Teaching date: 11/10

Period 17: Test 45 MINUTES

A AimS :

1 Knowledge: - Check students’ knowledge

2 Skills : - Training skill to calculate correctly

3 Attatued : Sts honest when do the test

Sts present clearly

B Prepare :

Tc: The tests

HS: Knowledge and paper

C Method : Check on paper

D Procedure

I Organization: 6A

Biết được số

tự nhiên liền trước của 1 số

Tìm được tập hợp con của một tập hợp

Viết được tập hợp theo 2 cách

Số câu

Số điểm

3 (C1,2,4)0.75

1 (C 3)0.25

1 (B 1)1.0

52.0

Biết nhận dạng

và thựchiện các phép tính

Vận dụngcác tính chất của phép cộng, nhân,lũythừa

Vận dụng các tính chấtcủa phép cộng ,nhân,l

ũy thừa

Số câu

Số điểm

2 (C 5,6)0.5

1 (C 8)0.25

Thứ tự thực hiện các phép tính códấu ngoặc

3

1.515%

3

5.2552,5%

2

2.020%

1310.0

100

%

Đề bài

I TRẮC NGHIỆM: (4 điểm) Hãy khoanh tròn kết quả em cho là đúng :

Câu 1: Cho a  N, số liền trước của số a + 1 là :

A a – 1 B a C a + 2 D a + 1 Câu 2: Cho tập hợp A = { a ; 5 ; b ; 7 }

A 125 B 27 C 30 D 12 Câu 6: Kết quả phép tính : 22013 : 22012=

A 22001 B 24025 C 2 D 6 Câu 7: Tìm số tự nhiên x, biết: 4.( x - 3 ) = 0 thì x bằng :

Preparing date: 10/10

Teaching date: 15/10

Period 18: PRACTICE Divisibility properties of a sum

A.AImS :

1 Knowledge : - Sts know divisibility properties of a sum, a difference.

- Sts know recognize( nhËn ra ) a sum of two or many numbers, a difference of two or many numbers

- Know using symbols ⋮ , ⋮

2 Skill : Training accuracy(tinh chinh xac)when applying the divisibility

+ Tc: When we say number a divisible by

number b(b different from 0) ?

Give some examples

When the number a doesn’t divisible by number

b (b different from 0) ?

St stand in place answer

Give some example.

III New lesson :

Teacher’s activities Students’activitties

Activity 2: 1 Repeat relation divisible.

+ Tc:Keep stable(giu nguyen) the generality

and example , introduce about symbol

a divisible by b is : a ⋮ b

a doesn’t divisible by b is: a ⋮ b Sts listen the introducing symbol and

record books

Activity 3 : 2 Property 1 :

+ Tc:Request students do exercise ?1 I textbook

Call 3 sts give examples a/

2 sts give examples b/

+ What do you comment from above examples?

+ Tc introduce about symbol “ Þ”

+ If a ⋮ m ; b ⋮ m then what do we have? (

Property 1: (Framed section ,

+ Please stating generality?

+Give examples about the sum of 3 numbers

and one of the 3 numbers is divisible by 3, then

two remaining numbers are divisible by 3 Is

that sum divisible by 3

What do we comment about above example ?

+ If the sum of 3 terms , including 2 terms

aren’t divisible by any numbers, the remaining

number divisible by that number So is that sum

divisible by that number ?

Give examples ?

+ Applying do exercises ?3 ?4 SGK (P.35)

(a>b, m ¿ 0)

+) a ⋮ m ; b ⋮ m, c ⋮ m th× (a + b + c) ⋮ m ( m ¿ 0)

Property 2 (Framed section ,

Exercise 115( Workbook):

We have: 12 ⋮ 3, 15 ⋮ 3,

21 ⋮ 3

Hence A ⋮ 3 then x ⋮ 3 ( x ¿ N)

V Homework:

+ Study 2 properties textbook

+Do exercise 83-85 textbook (P.35, 36), 114,116,117,119 Workbook(P.17)

*Guide exercise 119: Call 3 consecutive natural numbers are: a; a +

A aimS:

1 Knowledge : - HS hiểu đợc cơ sở lý luận của các dấu hiệu chia hết cho 2, cho

5 dựa vào kiến thức đã học ở lớp 5

- HS biết vận dụng các dấu hiệu chia hết cho 2, cho 5 để nhanh chóng nhận ra một số,một tổng, một hiệu có hay không chia hêt cho 2, cho 5

2 Skills: - Rèn luyện cho học sinh khi phát biểu và vận dụng giải các bài toán về

+ Tc: Call 2 sts go to the board

St1: Correct exercise 121

(workbook-P.17)

St 2: 246 + 30 + 15 Don’t compute

given is this sum divisible by 6? What

do we apply property ? State?

+ Collecting some exercise

III New lesson :

Teacher’s activities Students’ activities

Activity 2 : 1 Comment

+ Tc share the class into 2 blocks, find

some example numbers ended by digit 0

Are that number divisible by 2, by 5 ?

+ In the one-digit number, any number

divisible by 2?

+Consider number n= 43∗ ¿ ¿ by which

digit can we replace the sign * so that n is

divisible by2?

+So how the numbers then divisible by 2?

+ By which digit can we replace the sign *

If we replace the sign * by one of the digits 0,2,4,6,8 then 0; 2; 4; 6; 8 th× n ⋮ 2

Conclusion 1: Textbook – P.37 Conclusion 2: Textbook – P.37

3 The rule of divisibility by5.

+ Tc organize activities as section 2

Wool group representative exercise 127

1 Knowledge: - Sts know rules of divisibility by 3, by 9 compare with rules of divisibility by 2, by

5.Sts know applying rules of divisibility by 3, by 9 to know the number is or isn’t divisibility by 3, by 9

2 Skills: - Training exactly when state and apply form exercises

3 Attitude: - Training thinking ability and logical reasoning

+Call sts comment exercises on the board

- Consider two numbers a = 378; b = 5124

+ Prctice division to what number is

divisible by 9 or not?

+ Find the sum of the digits of a and b?

St 1: Let natural number have two

digits and the same digit as : aa.Since aa divided by 5 with remainder of

4 hence a 4;9

But aa ⋮ 2 Þ a0 ; 2 ; 4 ; 6 ; 8Thus a = 4 satisfy conditions a ⋮ 9 , b ⋮ 9a– (3 + 7 + 8) = (a – 18) ⋮ 9

b – (5 + 1 + 2 + 4) = (b – 12) ⋮ 9

-

III New lesson:

Teacher’s ativities Students’ ativities

Activity 2 : 1 Firt comment:

+ Tc: All nnumbers are write form of the

sum digits of it add a number divisible

Activity 3:

2 Rule of divisibility by 9.

+Depend on the firt comment, don’t

perform the calculation explain why 378

+ How number is divisible by 9?

+ Is the number 253 divisible by 9?

Why?

+ Consolidation do ?1, request explain

Sts : Because 2 terms are divisible by 9

* Conclution 1: (Textbook – P.40)

Number 253 is not divisible by 9 because one term is divisible by 9, the other is not divisible by 9

* Conclution 2: (Textbook – P.40)

?1 : 621 ⋮ 9 vì 6 + 2 + 1 = 9 ⋮ 9

1205 ⋮ 9; 1327 ⋮ 9; 6354 ⋮ 9Activity 4:

So 2031 ⋮ 9

How number is not divisible by 3?

+Consolidation do ?2

* Conclution 1: (Textbook – P.41)

3415 = (3 + 4 + 1 + 5)+ (number divisible

by 9) = 13 + (number divisible by 9) = 13 + (number divisible by 3)

3

* 7 5 1 3

* 157

 Þ





 Þ

Since 12 ⋮ 3 hence

12  1  *⋮ 3  1  *⋮ 3  * 2 ; 5 ; 8

IV Consolidation

Activity 5: Practice

+ Rules of divisible by 3, to 9 different

from rules of divisible by 2, by5?

+ Tc request sts preparation exercises

101-103 (call 3 sts go to the board)

V Homework : Study carefully the rules of divisibility by 3, 9

+ Do exercise 105 (textbook - P.42); exercise 133-137

(textbook -P.19)

+ Preview exercises in practice.

Preparing date: 12/10

Teaching date: 18/10/16

PERIOD 21: PRACTICE

A AIM :

1.Knowledge- Sts understand rules of divisibility by 3, by 9.

2 Skill : -Sts manipulate competently the rules of divisibility by 3, by 9.

* Correct exercise 105 textbooks.

* State rules of divisibility by 3, by 9

St 2:

Result: a) * 1;4;7

b) * 0;9

c) a = 9, b = 0

All sts look and comment

III New lesson :

Teacher’s ativities Students’ ativities

Activity 2: Practice:

Exercise106 (Textbook - P 42).

Tc call sts read exercise.

Exercise 107 (Textbook - P 42):

+ Request explain with false sentence ,

give an example with true sentence.

Activity 3: Exercises :

Bài 106:

ĐS: a/ 10 002 b/ 10 008

Exercise 107:

a Đ b S

+ Tc request sts work in gruoup.

- Find the remainder when divided by

Call sts fill in the suitable blanks

Compare between d and r ?

99

chuso

Preparing date: 16/10

Teaching date: 21/10/16

PERIOD 22: DIVISORS AND MULTIPLES

A AIMS :

1 Knowledge :Know definition divosors and multiples of the number, denote the

set of divisors and multiples

2 Skills :

- Know check some numbers is or isn’t divisorsof or multiples the number

- Know finding divisors or multiples

3 Attatude: - Know identifi divisors and multiples in exercise

Exercise 106

a) 10011

Activity 2 : 1 Divisors and multiples

* When natural number a divisible by

natural number b (b different from 0)

Tc : Introduce about divisors and

+ Tc : Introduce the set of divisors of a :

Ư (a) , the set of multiples a : B (a)

* Find the multiples of 7 ,how do we

do?Find multiples of 7 is smalller than

- How many is there on the numbe 0?

Tc: Call 1 st go to the board 111

b) 10017

?1

18 is multiples of 3, isn’t multiples of 4

4 is divisors of 12, isn’t divisors oof 15

a Number 1 has only 1 divisor is 1

b Number 1 is divisor of all natural number

c Number 0 isn’t divisor of any number

d Number 0 is multiples of all natural number(0)

Tc request sts do exercise: 112

Tc: request sts do exercise 113

Ư(6) = 1; 2;3;6 Ư(9) = 1;3;9 Ư(13) = 1;13 Ư(1) =  1

Exercise 113(P44-Textbook):

a) x24;36;48 15;30c) x10;20

- Read game Take the hoses to the target

- Read before exercise: “Prime numbers Composite numbers”

Preparing date: 18/10

Teaching date : 25/10

PERIOD 23:PRIME NUMBERS COMPOSITE NUMBERS

TABLE OF PRIME NUMBERS

I Aims

- Sts know to use rule of division of fractions when solving problems

- Sts have skill finding reciprocals calculating division of fractions, finding variables.

- Train students to be careful and accurate (chinh xac) when solving problems

1 Prime numbers, compositenumber

+ Each number 2; 3; 5 How many divisors?

+ Each number 4; 6 How many divisors?

Tc: About the number 2; 3; 5 is the primes

number, the number 4; 6 is the composites

number

So how is a prime number, the composite

number?

Tc: For some students state

: Number 0; No 1 is the composites

St 1: Correct exercise and answer.

St 2:

The divisors

of a

1;2 1;3 1;2;4 1;

51;2;3;6

+ Each number 2; 3; 5 have two divisors

number or primes number?

Tc: Students read the note in textbooks

Activity 3:

2 A table of prime numbers not

exceeding 100

- GV hanging side table recording the

natural numbers from 2 to 100

Tc: Guide students do exercise:

+ Keep the 2 types of numbers are the

multiples of 2 and greater than 2

+ Similar to number 3; 5; 7

+ The remaining numbers in the table are

not divisible by any natural number less

than 10 which is of prime numbers less

than 100

+ Is there any prime number is even

number?

+ In this table of prime numbers smaller

than 5 end by any digit?

+ Find two prime number less than two

units together? An unit?

Tc: Introducing the primes table less than

+ These numbers end by 1; 3; 5; 7.

+ 2 prime numbers less than two units called two twin prime

- Do exercise : 118, 119 (textbook); 148; 149; 153(Workbook)

+ Guide exercise 118: Depend on rules of divisibility and divisibility

properties of the sum

Preparing date: 18/10

Comparative view of the elements

and compounds have similar and

- Work in group exercise 122

Instructor: Ask students to correct

answers correct wrong question.

Each team consists of 10 students

After I finished the first television

Monday chalk for children to do, and

so on until the final

The winning team is the team as

quickly as possible

c) The total is a composite number, because

of divisor is 12d) The total is a composite number, because

of divisor is 5

Exercise 122

a) True ( 2;3)b) True ( 3;5;7) c) False ( 2 is an even- prime number )d) False (5 is a prime number, 9; 36 are composite numbers )

Exercise 121(P T47)

a) Corresponding let k = 0;1;2 to check 3k.+ If k =0 then 3k = 0 is not a prime number and not a composite number, too + If k =1 then 3k = 3 is a prime numbere) + If k  2 then 3k is a composite number

Composite number

0

- Know analysis 1 of the prime factors, know the power used to write

compact analytical form

Activity 2 : 1.Factoring a number

into prime factors

How do you to write a number into

prime factor ?

T:Sts work in group

Write 300 as a product of 2 factors

greater than 1

Represent 3 groups gop to the board

T:We factored 300 into prime

numbers

T: Why don’t factoring 2;3;5?

How is the factoring a number into

prime factors?

T:Note

Activity 3 : 2 Way factoring a

number into prime factors

T: Guide sts factor

- - Identify turn divisible

considering the prime numbers

from smallest to largest: 2; 3;

5;

- - In the process of

consideration of the divisible

should employ signs divisible

by 2, 3, 5

- - The prime numbers are

written right-hand, injured

left-hand written

Instructor: Guide sts abbreviated by

exponentially and writing

conventions of 300 in order from

22355

300 = 22 3 5 2

* Comment(Textbook–P50).

?:

4202101053571

22357

IV Consolidation

Call 3 sts go to board

T: Check answer of many sts

T: Sts work in group exercise 126

+ Indicates that each case divisible

prime numbers yet?

60301551

2235

60 = 22 .3 5 Exercice 126

Factoring into prime

xxx

Teaching date: 1/11

Period 26 : COMMON DIVISORS AND COMMON MULTIPLES

A.AIMS :

1.Knowledge : General convention for a definition and common multiples,

understand the concept of 2 taphop delivery

2.Skill :

Know find common divisor, common multiples of 2 or many number by

listing divisors(multiples) of 2 sets.Know find the use nonation of 2 sets

3 Attitude:Students know find collective and common multiples in one simple

number problems

III New lesson

Activity 2 : 1 Common divisor

- Request sts find numbers are divisor of

Activity 3 : 2.Common multiple.

T: Request sts find numbers are multiple

of4,of 6

- Numbers are multiple of4,of 6

are common multiple of 4 and 6

St1 :

B(4) = 0;4;8;12;16;20;24; B(6) =0;6;12;18;24; B(3) = 0;3;6;9;12;15;18;21;24; 

St : 1 ; 2 GC(4,6) =  1;2GC(4,6,12) =  1;2

numbers?

-Consolidation by? 2

Activity 4 : 3.Note

Sts observe 3 sets ¦(4), ¦(6), ¦C(4,6)

- Set ¦C(4,6) as elements of sets ¦(4), ¦(6)?

T: Hanging side table H 26 introduce

intersection of 2 sets

- What is the intersection of the two sets?

Introducing notation: A B

T:F.27;28 hanging side table; request sts

written communication requirements of

the set.

IV Consolidation

T: Tell sts group activity homework

assignments 134 and copy follows: Enter

the name of a set in the blank:

Ư(4) ƯC(4,6) Ư(6)

* Definition the intersection of two sets: (

b) Ư(7) =  1;7 ; Ư(8) = 1;2;4;8ƯC(7;8) = 1

Exercise 136:

A = 0;6;12;18;24;30;36

B = 0;9;18;27;36

M = A  B a) M = 0;18;36b) M  A; M  B

V Homework- Carefully study all

- Exercise : 137 ; 138(Textbook -P53,54) and 169, 170, 174, 175 (Workbook - P23)

Guide exercise 138 textbook

2.Skill :Sts said finding the greatest common divisor of two or more

numbers, by analyzing them into prime factors

3 Attitude:

- HS said finding the greatest common divisor in a reasonable manner in each specific case and said finding the greatest common divisor of the actualproblem