In order to carry out teaching smoothly, teachers usually prepare lesson plans before class. So how to write lesson plans for junior high school mathematics? The following is the "2022 Junior High School Mathematics Lesson Plan Design Universal Template" compiled by me for everyone. ” is for reference only, everyone is welcome to read. 2022 Junior High School Mathematics Teaching Plan Design Universal Template (1)

1. Teaching Purpose

1. Through the analysis of multiple practical problems, students can understand the linear equation of one variable as a practical problem The role of mathematical models.

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 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; < /p>

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 certain school went out for a spring outing. There are already 2 school buses that can accommodate 64 people, and 44 more seats need to be rented. How many passenger buses are there? (Let the students think and answer, and the teacher will comment again)

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

Series of equations: Suppose you need to rent x passenger cars, you can get:

44x+64=328(1)

Solving this equation, you can get the desired result.

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

Question 2: During extracurricular activities, the teacher found that most of the students were 13 years old, so he asked the students: " I am 45 years old this year, how many years from now will your age be one-third of my age?"

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?

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

Since the left side = the right side, x=3 is the solution of 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? Try it, what problems do 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 are not necessarily integers. Where should we start? How to test is impossible for anyone to do, so what should we do?

　3. Consolidation exercises

Textbook No. 3 Page exercises 1 and 2.

4. Summary

In this lesson we mainly learned how to formulate equations to solve word problems and solve some practical problems. Talk about your learning experience.

5. Homework

On page 3 of the textbook, questions 1 and 3 of Exercise 6.1. 2022 Junior High School Mathematics Teaching Plan Design Universal Template (2)

1. Teaching objectives:

1. Know the definitions of linear functions and proportional functions.

2. Understand and master the characteristics and related properties of the image of a linear function.

3. Understand the difference and connection between linear functions and proportional functions.

4. Master the simple application of the translation law of straight lines.

5. Be able to apply the basic knowledge in this chapter to skillfully solve mathematical problems.

2. Teaching focuses and difficulties:

Focus: Preliminary construction of a relatively systematic function knowledge system.

Difficulty: Understand the translation law of straight lines and experience the idea of ??combining numbers and shapes.

3. Teaching process:

1. Definition of linear function and proportional function:

Linear function: Generally, if y=kx+b (where k, b are constants and k≠0), then y is a linear function.

Proportional function: For y=kx+b, when b=0, k≠0, there is y=kx. At this time, y is said to be a proportional function of x, and k is the proportional coefficient.

2. The difference and connection between a linear function and a proportional function:

(1) From the analytical expression: y=kx+b (k≠0, b is a constant) is a linear function function; and y=kx (k≠0, b=0) is a proportional function. Obviously the proportional function is a special case of the linear function, and the linear function is the generalization of the proportional function.

(2) From the image: the image of the proportional function y=kx (k≠0) is a straight line passing through the origin (0, 0); and the linear function y=kx+b(k The graph of ≠0) is a straight line passing through the point (0, b) and parallel to y=kx.

Basic training:

1. Write the analytical formula of the function of an image passing through the point (1, - 3):

2. Straight line y= — 2 is:

4. It is known that the proportional function y = (3k-1)x, if y increases with the increase of x, then k is:

5. Through the point (0, 2) and the straight line parallel to the straight line y=3x is:

6. If the image of the proportional function y = (1-2m)x passes through point A (x1, y1) and point B ( x2, y2) when x1y2, then the value range of m is:

7. If y-2 is directly proportional to x-2, when x=-2, y=4, then x= , y = —4.

8. The straight line y=— 5x+b and the straight line y=x—3 both intersect the same point on the y-axis, then the value of b is .

9. It is known that the radius of circle O is 1. The straight line passing through point A(2,0) cuts circle O at point B and intersects the y-axis at point C.

(1) Find the length of line segment AB.

(2) Find the analytical formula of straight line AC. 2022 Junior High School Mathematics Lesson Plan Design Universal Template (3)

1. Textbook Contents

xx Publishing House "Compulsory Education Curriculum Standard Experimental Textbook Mathematics" Sixth Grade Volume 2 Examples on pages 2 to 4 1. Example 2.

2. Teaching objectives

1. Guide students to initially understand negative numbers in familiar life situations, and be able to read and write positive and negative numbers correctly; know that 0 is neither a positive number nor a negative number.

2. Enable students to initially learn to use negative numbers to express some practical problems in daily life, and experience the connection between mathematics and life.

3. Combine the history of negative numbers to educate students on patriotism; cultivate students’ good mathematical emotions and attitudes.

3. Teaching is important and difficult

Understand the meaning of negative numbers.

4. Teaching process

(1) Conversation and exchange

Conversation: Students, just now in class, everyone did a set of opposite actions. What is it? ?(Stand up, sit down.) Let’s start with this topic in today’s math class. (Write on the blackboard: Opposite.) There are many natural and social phenomena around us that have the opposite situation. Please look at the screen: (courseware playback picture.) The sun rises in the east and sets in the west every day; people get on the bus at the bus stop and getting off the bus; there is buying and selling in the bustling market; there are losing and winning in the fierce competition... Can you cite some such phenomena?

　(2) New teaching knowledge

< p>　1. A quantity that expresses the opposite meaning

　(1) Introduce examples

Conversation: If you continue to "talk" along the topic just now, you will naturally enter mathematics , let’s take a look at a few examples (courseware provided).

① Six students from the sixth grade were transferred in last semester, and 6 are transferred away this semester.

② Aunt Zhang is doing business, making a profit of 1,500 yuan in February and a loss of 200 yuan in March.

③ Compared with the standard weight, Xiao Ming is 2.5 kilograms heavier and Xiao Hua is 1.8 kilograms lighter.

④The water level of a reservoir rises by meters in summer and drops by meters in winter.

Point out: These opposite words combined with specific quantities form a group of "quantities with opposite meanings". (Supplementary writing on the blackboard: Quantities with opposite meanings.)

(2) Try

How to express these quantities with opposite meanings mathematically?

Ask students Let’s choose an example and try to write out the representation.

　(3) Display and communication

　2. Understand positive and negative numbers

　(1) Introduce positive and negative numbers

Conversation: Just now, Some students write "+" in front of 6 to indicate that 6 people are transferred, and add "-" to indicate that 6 people are transferred away (writing on the blackboard: +6-6). This method of expression is completely consistent with mathematics.

Introduction: A number like "-6" is called a negative number (blackboard writing: negative number); this number is read as: negative six.

"-" has a new meaning and role here, called "minus sign". "+" is a positive sign.

For example, "+6" is a positive number, pronounced as: positive six. We can add "+" in front of 6, or we can omit it (blackboard writing: 6). In fact, many of the numbers we knew in the past were positive numbers.

(2) Give it a try

Please use positive and negative numbers to express other sets of opposite quantities.

After writing, communicate and check.

3. Connect with reality and deepen understanding

(1) What do the numbers in the passbook represent? (Teaching example 2.)

(2 ) In connection with real life practice, cite a set of quantities with opposite meanings and express them with positive and negative numbers.

①Communicate with deskmates.

②Communicate with the whole class. Write on the blackboard based on student speeches.

Can such positive and negative numbers be written down? (Write on the blackboard:...)

Emphasize that: the integers, decimals, fractions, etc. that we are familiar with in the past are all positive numbers, and they are also positive numbers. They are called positive integers, positive decimals, and positive fractions; adding a negative sign in front of them becomes negative integers, negative decimals, and negative fractions, collectively called negative numbers.

4. Practice

Read and fill in.

5. Present a topic

Students, think about it, what new knowledge did you learn today? Which new friends did you meet? Can you set a topic for today’s math class?

Summarize what has been learned in this lesson based on the students’ answers, and choose the topic for writing on the blackboard: Understanding Negative Numbers. 2022 Junior High School Mathematics Teaching Plan Design Universal Template (4)

1. Teaching objectives:

1. Understand the concepts of linear equations of two variables and solutions to linear equations of two variables;

2. Learn to find several solutions to a linear equation of two variables and test whether a logarithmic value is a solution to a linear equation of two variables;

3. Learn to use an unknown number in a linear equation of two variables Express it as a linear expression of another unknown number;

4. In the process of solving problems, the thinking method of analogy should be penetrated and penetrated into education.

2. Teaching focuses and difficulties:

Key points: the meaning of linear equations of two variables and the concept of solutions to linear equations of two variables.

Difficulty: Transforming a linear equation of two variables into a form that uses an algebraic expression about one unknown to represent another unknown. The essence is to solve an equation containing letter coefficients.

3. Teaching methods and teaching methods:

Through comparison with linear equations of one variable, students’ thinking methods of analogy will be strengthened; through “cooperative learning”, students will be able to understand that mathematics is based on A development perspective arises from practical needs.

IV. Teaching process:

1. Scenario introduction:

News link: xElderly people over 70 years old can receive living allowances.

Obtain the equation: 80a+150b=902880,

2. New lesson teaching:

Guide students to observe that the equation 80a+150b=902880 has the same relationship with the linear equation of one variable Similarities and differences?

Get the concept of a linear equation of two variables: an equation that contains two unknowns and the terms of the unknowns are all of degree 1 is called a linear equation of two variables.

Do it:

(1) List the equations according to the meaning of the question:

① Xiao Ming went to visit his grandma and bought 5kg of apples and 3kg of pears** * Spend 23 yuan, find the unit prices of apples and pears respectively, let the unit price of apples be x yuan/kg, and the unit price of pears be y yuan/kg;

② On the highway, a car travels for 2 hours The distance is 20 kilometers longer than the distance traveled by a truck in 3 hours. If the speed of the car is a kilometers/hour and the speed of the truck is b kilometers/hour, the equation can be obtained:

(2) Textbook P80 Exercise 2. Determine which expressions are linear equations of two variables.

Cooperative learning:

Activity background: Love fills the world - Remember the "Care for the Elderly" volunteer activities of Qiushi Middle School.

Question: The 36 volunteers participating in the event are divided into labor groups and literary and artistic groups. The labor groups have 3 people in each group, and the literary and artistic groups have 6 people in each group. The League Secretary plans to arrange 8 labor groups, 2 I am a literary and art group. Considering the number of people, is this plan feasible? Why? Substitute x=8, y=2 into the binary linear equation 3x+6y=36 and see if the left and right sides are equal? ??The students will check and substitute After the equation, we can make both sides of the equation equal and get the concept of a solution to a linear equation of two variables: the value of a pair of unknowns that equalizes the values ??on both sides of a linear equation of two variables is called a solution to a linear equation of two variables.

And it is proposed to pay attention to the writing method of the solution of the linear equation of two variables.

3. Cooperative learning:

Given the equation x+2y=8, the male student gives the value of y (x is an integer with an absolute value less than 10), and the female student immediately gives Find the corresponding value of value, what is the coefficient of y when it is easiest to calculate y?

An example question: It is known that the linear equation of two variables x+2y=8.

(1) Use the algebraic expression about y to express x;

(2) Use the algebraic expression about x to express y;

(3) Find when x= When 2, 0, -3, correspond to the value of y, and write three solutions to the equation x+2y=8.

(After using a linear expression containing x to represent y, ask students to play a game to let students experience whether the calculation speed should be faster)

4. Class exercises: < /p>

(1) It is known that: 5xm—2yn=4 is a linear equation of two variables, then m+n=;

(2) In the linear equation of two variables 2x—y=3, The equation can be transformed into y= when x=2, y=;

5. Can you solve it?

Xiaohong went to the post office to send a registered letter to her grandfather who was far away in the countryside. The postage required is 3 yuan and 80 cents. Xiaohong has several stamps with denominations of 6 cents and 8 cents. How many stamps of these two denominations are needed? Tell us your plan.

6. Class summary:

(1) The meaning of linear equations of two variables and the concept of solutions to linear equations of two variables (pay attention to the writing format);

(2) The uncertainty and correlation of the solution of a linear equation of two variables;

(3) The linear equation of two variables will be transformed into a form in which the algebraic expression of one unknown number represents another unknown number.

7. Assign homework:

Omit. 2022 Junior High School Mathematics Lesson Plan Design Universal Template (5)

Teaching objectives:

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

< p>　2. Preliminarily cultivate students' ability to observe, analyze and generalize;

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

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, the first derivation and then application of formulas, and Solve some practical problems by inductively deriving formulas from 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.

IV. Teaching method 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.

Teaching design examples:

1. Teaching objectives

(1) Knowledge teaching points

1. Enable students to use formulas to solve problems Simple practical question.

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) Education penetration point

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

(4) Penetration point 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 methods: guided discovery method, based on review and questioning of formulas learned in elementary school, to break through difficulties.

2. Students learn: observation → analysis → deduction → calculation.

3. Key points, difficulties, doubts and solutions

1. Key points: Use old formulas to derive calculation formulas for new graphics.

2. Difficulty: Same key points.

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

IV. Class schedule

1 class period

V. Preparation of teaching and learning aids

Projector, homemade film.

6. Design of teacher-student interactive activities

The teacher projects the graphics to derive the formula for calculating the area of ??a trapezoid, the students think, 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.

7. Teaching steps

(1) Create scenarios and review introduction

Teacher: Students already know that an important feature of algebra is the use of letters to represent numbers. , there are many applications of using letters to represent numbers, and formulas are one of them. We have learned many formulas in primary school. Please recall which formulas we have learned, instructions on teaching methods, and let students participate in classroom teaching from the beginning, so that they can use Students will feel comfortable using formula calculations later.

After the students said a few formulas, the teacher proposed that in this lesson we should study how to use formulas to solve practical problems based on what we learned in primary school.

Writing on the blackboard: formula

Teacher: What area formulas have you learned in elementary school?

Writing on the blackboard: S=ah

(Show projection 1 )Explain the area formulas of triangles and trapezoids.

Teaching instructions allow students to understand how to use the cut and complement method to find the area of ??a figure.