Before class, teachers will prepare lesson plans based on the teaching direction and content, including students’ learning progress, so that teaching work can be carried out normally. Use the dozens of minutes in class efficiently according to the lesson plan to achieve an efficient classroom. Below is the "Junior Middle School Mathematics Design Lesson Plan Template" compiled by me for your reference only. You are welcome to read it. Junior high school mathematics design lesson plan template (1)

1. Teaching objectives

(1) Cognitive objectives:

1. Understand the functions of linear equations of two variables concept.

2. Understand the concept of solutions to systems of linear equations of two variables.

3. Be able to use the list trial method to find solutions to systems of linear equations in two variables.

(2) Ability goals:

1. Penetrate the idea of ??abstracting practical problems into mathematical models.

2. Cultivate students’ exploration ability by trying to solve problems.

(3) Emotional goals:

1. Cultivate students’ meticulous and serious study habits.

2. Promote emotional communication between teachers and students in positive teaching evaluation.

2. Teaching

1. The concept of linear equations of two variables and their solutions.

2. Find the solution to the system of equations using the list trial method.

3. Teaching process

(1) Create scenarios and introduce topics:

1. There are 40 people in this class. Can you please identify the male and female students? How many people? Why?

(1) If there are x boys and y girls in this class, how to express it using equations? (x+y=40)

(2) What equation is this? Based on what?

2. There are 2 more boys than girls. Suppose there are x persons of boys and y persons of girls. How to express the equation? What are the values ??of x, y?

3. There are 2 more boys than girls in this class and there are 40 boys. Let there be x boys and y girls in the class. How is the equation expressed?

What does x in the two equations represent? What do y in the two similar equations mean?

Like this, the same unknown represents the same quantity, so we use braces to connect them to form a system of equations.

4. Point out the topic: system of linear equations of two variables.

(2) Explore new knowledge and practice to consolidate:

1. The concept of a system of linear equations in two variables

(1) Ask students to read the textbook and understand the two variables The concept of a system of linear equations and finding out the key words written on the blackboard by the teacher.

(2) Exercise: Determine whether the following is a system of linear equations of two variables:

x+y=3, x+y=200,

2x- 3=7, 3x+4y=3,

y+z=5, x=y+10,

2y+1=5, 4x-y2=2.

Students make judgments and explain their reasons.

2. The concept of solution to a system of linear equations of two variables

(1) The students give the answers to the cited examples, and the teacher points out that this is the solution to this system of equations.

(2) Exercise: Fill in the order of the following groups of numbers into the appropriate positions in the picture:

x=1; x=-2; x=;-x= ?

Y=0; y=2; y=1; y=?

The solution to the equation x+y=0, the solution to the equation 2x+3y=2, and the solution to the system of equations x+y=0.

2x+3y=2.

(3) The solution that satisfies both the first equation and the second equation is called the solution of the system of linear equations of two variables.

(4) Exercise: It is known that x=0 is the solution of the equation system x-b=y, find the values ??of a and b.

y=0.55x+2a=2y.

(3) Collaborative exploration and trying to solve:

Now let’s explore together how to find the solution to the system of equations?

1. Given two integers x and y, try to find the solution to the equation system 3x+y=8.

2x+3y=10.

Students work in pairs and in groups to explore.

And let students who have found the solution to the system of equations use physical projection to explain their own problem-solving ideas.

Refining method: list trial method.

General idea: Take the appropriate xy value from one equation and substitute it into another equation to try.

2. It is understood that a store sells two types of "Double Happiness" with different asterisks. "Brand table tennis." Among them, "Double Happiness" two-star table tennis balls are 6 per box, and three-star table tennis balls are 3 per box. A classmate bought 4 boxes at one time, which happened to contain 15 balls.

(1) Suppose the student bought x box of "Double Happiness" two-star table tennis and y box of Samsung table tennis. Please list the equations about x and y according to the conditions in the question. ? (2) Use the list method to solve the solution of this system of equations.

Students should complete it independently and analyze and explain.

(4) Class summary, assignments:

1. What knowledge and methods will be learned in this class? (Concepts of systems and solutions of linear equations in two variables, list try method)

2. Do you have any other questions or ideas that you need to share with everyone?

3. Workbook.

Teaching design instructions: 1. There are two main lines of design for this course. The first is the knowledge line. The content ranges from the concept of systems of linear equations in two variables to the concept of solutions to systems of linear equations in two variables and then to the list trial method. The content is interconnected and progresses layer by layer. The second is the ability development line. Students start from reading books. From understanding the concept of systems of linear equations in two variables to learning the concept of inductive solutions, and then to independent exploration, using the list trial method to solve problems, step by step, and gradually improve.

2. "Let students become the real subjects of the classroom" is the main concept of this course design. The students give the data and get the results, and then let them explain it after actively trying it to achieve mutual evaluation between students and students. Leave everything in the classroom to the students, and believe that they can further learn and improve on the existing knowledge. The teacher is just the on-demand and guide.

3. Appropriate changes have been made to the teaching materials during the design of this course. As for the example questions, considering that in the digital era, students have gradually lost interest in film, the subject was changed to table tennis, which is more familiar to students. On the other hand, fully explore the role of practice, lay a solid foundation for the implementation of knowledge, and pave the way for students' further learning in the future. Junior high school mathematics design lesson plan template (2)

1. Teaching purpose

1. Through the analysis of multiple practical problems, students can understand the mathematics of linear equations of one variable as practical problems The role of the model.

2. Enable students to formulate linear equations of one variable and solve some simple word problems.

3. Can determine whether a number is the solution to an equation.

2. Key Points and Difficulties

1. Key Points: Be able to formulate linear equations of one variable to solve some simple word problems.

2. Difficulty: clarify the meaning of the question and find the "equal relationship".

3. Teaching process

(1) Review questions

A notebook costs 1.2 yuan. Xiaohong has 6 yuan, so how many notebooks like this can she buy at most?

Solution: Suppose Xiaohong can buy a notebook, then according to the meaning of the question, we get 1.2x=6.

Because 1.2×5=6, Xiaohong can buy 5 notebooks.

(2) New teaching

Question 1: 328 teachers and students in the first grade of a junior high school in a school went out for a spring outing. There are already 2 school buses that can accommodate 64 people, and 44 more need to be rented. How many passenger cars are there? (Let the students think and answer, and the teacher will comment again)

Arithmetic method: (328-64) ÷ 44 = 264 ÷ 44 = 6 (vehicles).

Column equation: Suppose it is necessary to rent x passenger cars, we can get.

44x+64=328 (1)

Solving this equation will give you the desired result.

Question: Can you solve this equation? Give it a try?

Question 2: During extracurricular activities, Teacher Zhang found that most of his classmates were 13 years old, so he asked his classmates: "I am 45 years old this year. In a few years, your age will be one-third of my age." One? ”

Through analysis, the equation is listed: 13+x=(45+x).

Question: Can you solve this equation? Can you get inspiration from Xiao Min’s solution?

Put x=3 generation equation (2), the left side = 13+3=16, the right side = (45+3) = ×48=16,

Because the left side = the right side , so x=3 is the solution to this equation.

This method of obtaining the solution to the equation through experiments is also a basic mathematical thinking method. You can also use this to test whether a number is a solution to an equation.

Question: If "one-third" in Example 2 is changed to "one-half", what is the answer? Give it a try, what problems did you find?

Similarly, it is difficult to get the solution to the equation using the test method because the value of x here is very large. In addition, the solutions of some equations may not be integers. Where should I start? What should we do if we can’t test it manually?

4. Consolidation exercises

Textbook exercises

5. Summary

In this lesson we mainly learned how to formulate equations and solve word problems method to solve some practical problems. Talk about your learning experience. Junior high school mathematics design lesson plan template (3)

1. Teaching objectives

1. Understand the meaning of formulas so that students can use formulas to solve simple practical problems;

　3. Through the teaching of this lesson, students can initially understand that formulas come from practice and react on practice.

2. Teaching Suggestions

(1) Teaching Focus and Difficulties

Focus: Understand and apply formulas through specific examples.

Difficulty: Discover the relationship between quantities from practical problems and abstract them into specific formulas. Pay attention to the inductive thinking method reflected from them.

(2) Analysis of key points and difficulties

People abstract many commonly used and basic quantitative relationships from some practical problems, and often write them into formulas for easy application. Such as the area formulas of trapezoids and circles in this lesson. When applying these formulas, you must first understand the meaning of the letters in the formula and the quantitative relationship between these letters. Then you can use the formula to find the required unknown numbers from the known numbers. The specific calculation is to find the value of the algebraic expression. Some formulas can be derived with the help of operations; some formulas can be summarized through experiments and mathematical methods based on some data (such as data tables) that reflect quantitative relationships. Using these abstract and general formulas to solve some problems will bring us a lot of convenience in understanding and transforming the world.

(3) Knowledge structure

This section first outlines some common formulas, and then three examples gradually explain the direct application of formulas and the derivation and application of formulas. And solve some practical problems by inductively deriving formulas through observation. The entire section is permeated with the dialectical thinking of moving from the general to the specific, and then from the specific to the general.

3. Teaching suggestions

1. For a given formula that can be directly applied, first, on the premise of giving specific examples, the teacher creates a situation to guide students to clearly understand The meaning of each letter and number in the formula, as well as the corresponding relationship between these quantities, are based on specific examples, allowing students to participate in digging out the ideas contained in them, clarifying the universality of the application of the formula, and achieving flexible application of the formula. .

2. During the teaching process, students should be made aware that sometimes there is no ready-made formula for solving problems. This requires students to try to explore the relationship between quantities on their own, based on existing formulas. , deriving new formulas through analysis and concrete operations.

3. When solving practical problems, students should observe which quantities are constant and which quantities are changing, clarify the corresponding change rules between quantities, list formulas based on the rules, and then further analyze based on the formulas. Solve the problem effectively. This understanding process from special to general and then from general to special helps to improve students' ability to analyze and solve problems. Junior high school mathematics design lesson plan template (4)

1. Teaching objectives

(1) Knowledge teaching points

1. Enable students to use formulas to solve simple problems Practical questions.

2. Enable students to understand the relationship between formulas and algebraic expressions.

(2) Ability training points

1. The ability to use mathematical formulas to solve practical problems.

2. The ability to use known formulas to derive new formulas.

(3) Moral education penetration point

Mathematics comes from production practice and in turn serves production practice.

(4) Penetration points of aesthetic education

Mathematical formulas use concise mathematical forms to clarify natural regulations and solve practical problems, forming a variety of colorful mathematical methods, thus enabling students to Feel the simplicity and beauty of mathematical formulas.

2. Guidance on learning methods

1. Mathematical method: guided discovery method, based on review and questioning of formulas learned in elementary school, to break through difficulties.

2. Student learning method: observation → analysis → derivation → calculation

3. Key points, difficulties, doubts and solutions

1. Key points: use old Formulas derive calculation formulas for new graphs.

2. Difficulty: Same key points.

3. Doubtful point: How to decompose the required graphics into the sum or difference of familiar graphics.

4. Class schedule

One class period.

5. Preparation of teaching and learning aids

Projector and homemade film.

6. Design of teacher-student interactive activities

The teacher projects the graphics showing the derivation of the trapezoidal area calculation formula, the students think about it, and the teacher and students complete the solution to Example 1 together; the teacher inspires Students find the area of ??a figure, and teachers and students summarize the formula for finding the area of ??a figure.