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. 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:

1. What are Vertical Angles?
x

T: two angles O1 and O3 are called vertical
angles.

3

y

T: Comment on the relationship of side of
Ô1 and Ô3.
S: answer
T: . What are Vertical Angles?
S read definition .
S do ?2, T comment.

2
4O

y’
1

x’

-Two angles O1 and O3 are called vertical
angles.
-Vertical angles are two angles such that
each side of this angles is an 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.


Date of teaching:
PERIOD 2: PRACTICE

A. OBJECTIVES.
1. Knowledge: Students know the properties of vertical angles and use do

exercises.
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’
CONTENTS
ACTIVITIES
Activity 1. Review
- Student 1: recalled the definition and property of vertical angles and draw to
illustrate.
- Student 2: do exercises 4 in the textbook.
Activity 2. Practice.
Exercise 6 page 83
Exercise 6 page 83.
- Students read problem and how to draw + Method:
- Draw angle xOy = 470.
figure.
- Draw two opposite ray of Ox
x
y’
and Oy.
- Angle x’Oy’ is vertically
470

O
opposite to angle xOy and
y
congruent 470.
x’

We have:
Ô1 = Ô3 = 470 (vertical angles)
Ô1 + Ô2 = 1800 (adjacentsupplementary angles)
Hence Ô2 = 1800 – 470 =1330
Ô4 = Ô2 = 1330 (vertical angles)
Exercise 7 page 83


S: Work in pair to finish the task in 3
minutes
How can you comment about exercise
7?

z

x’
3
y’

4
O
5 6

y

2
1
x

z’

The students comment.
Pairs of congruent angles are :

⇒

Exercise 8 page 83
Student work in groups and answer.

Worksheet to the student.
Exercise 9 page 83

Students read problem

y

Teacher hints students to draw figure
x’

T: Name two right angles not vertically
opposite.
Student work in groups and answer.

A

y’

Exercise 10 page 83
Student work in groups and answer.
T: How do we fold the paper to show
that two vertical angles are congruent?
IV. Consolidation:
Read text book about property of vertical angles.

x


V. Guide home:
- Learn about the definition and property of vertical angles.
-Do exercises 4-5 in the workbook.


Date of teaching:
PERIOD 3: TWO PERPENDICULAR LINES
A. OBJECTIVES.
1. Knowledge: Students know the two perpendicular lines and denoted by ⊥.
Students know the property : There is one and only one a’ passing through O
and perpendicular to given line a.
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 two perpendicular lines?
S do ?1 and ?2
y

Teacher hints students to practice
reasoning:
Using a linear pair of angles or two
vertical angles.

T: . What are two perpendicular lines?
S read definition .
T: We have the definition

x

x’
O
y’

When two lines xx’ and yy’ intersect so
that one the angles formed is a right
angle, the lines are called two

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,
page 85.
T: We accept the following property.

*There is one and only one a’ passing
through O and perpendicular to given line
a.

Exercise 11 page 86:
Fill in the blanks in the following
statements:
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.

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
segment?
S read definition .

When xy is the perpendicular bisector of
the segment AB, it is also said that A is

x

A

I

B

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


the reflected image of B in line xy or B is
the reflected imabe of A in line xy.
IV. Consolidation:
- Recall of two perpendicular and perpendicular bisector of a segment.
- S do exercise 14 page 86 in the textbook.
d

C

I

D

V. Guide home:
- Learn about the definition and property of perpendicular and perpendicular
bisector of a segment.
-Do exercises 12, 13, 14-18 in the textbook.
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Preparing date: 10/9/2016

Teaching date: 17/9

PERIOD 4: PRACTICE
A. OBJECTIVES.
1. Knowledge: Students know explaining two perpendicular lines and use do
exercises.
2. Skill: Train skill draw two perpendicular lines and perpendicular bisector of a
segment.
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.
7A:

II. Check your homeworks.
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.
III. Teaching and learning new lesson.
TEACHER’S AND STUDENTS’
ACTIVITIES

CONTENTS
Exercise 15 page 86:

S read problem.
S do exercises 15 and give the
conclusions

+ zt ⊥ xy at O.
+ There are 4 right angles:

Exercise 18 page 87:
T: Draw image in a way expressed in
the following words:


d2
C

- Draw
- Take any point A in xOy angle.
- Draw line d1 through A and

y
A

O

450

B

perpendicular to the ray Ox at B.

x

d1

Draw line d2 through A and
perpendicular to the ray Oy at C.
S come out to board and worksheet.

Exercise 19 page 87:

Redeaw figure 11 and show clearly the
drawing steps.
Observe figure 11 and answer.
S work in group.

d1
O

B

600
C

Exercise 20 page 87:
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.
IV. Consolidation:
- Recall of two perpendicular and perpendicular bisector of a segment.
V. Guide home:
- Learn about the definition and property of perpendicular and perpendicular
bisector of a segment.
-Do exercise in the workbook.
------------------------------------------------------------------------------

d2 A


Preparing date: 16/9/2016
Teaching date: 23/9
PERIOD 5: ANGLES FORMED BY ONE LINE CUTTING TWO OTHERS
A. OBJECTIVES.
1. Knowledge: Students know alternate interior angles and corresponding
angles.

Students know the property : If line c cuts two lines a and b and of the angles
formed there are a pair of alternate interior angles whose measurement are equal,
then :
- Two remaining alternate interior angles are congruent.
- Two corresponding angles are congruent.
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.
7A:
7B
7C
II. Check your homeworks.
III. Teaching and learning new lesson.
CONTENTS
TEACHER’S AND STUDENTS’
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.

c

a
3 A

2
4 1

T introduce about alternate interior
angles and corresponding angles.
b

3 2
4 B1


-Two angles A1 and B3 , as A4 and B2 are
called alternate interior angles.
-Two angles A1 and B1 , A2 and B2 , A3
and B3 , A4 and B4 ,are called
corresponding angles.
S do ?1
S come out to board and worksheet.

x

t

T comment.

3

?1

2A

1

4
z

v
3

u

S do exercises 21 page 89.
Observe figure 14 and fill in the
blank(…) in the followings.

2
B4

1
y

Exercises 21;
a)
b)

R
P

N

O

T

c)
I

d)

Activity 2. Property.
?2
Observe figure 13 in the textbook.

c
A3

S do ?2
Hint:
a Using linear pair of angles

4
4

3 2
1
B

1

2

b

a


b Using vertical angles

S come out to board worksheet
T comment.

We have the following properties:

*If line c cuts two lines a and b and
of the angles formed there are a pair of
alternate
interior
angles
whose
measurement are equal, then :
- Two remaining alternate interior
angles are congruent.
- Two corresponding angles are
congruent.

S reading and writing properties.

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.
3. Education: Education about carefully, precisely in learning for students
B. PREPARATIONS.
- Teacher: Straight ruler, set square.
- Students: Straight ruler, set square.
C. PROCESS ORGANIZATION OF TEACHING.
I. Organize.
7A:
II. Check your homeworks.
Question: What are two parallel lines?
III. Teaching and learning new lesson.

TEACHER’S AND STUDENTS’
ACTIVITIES

CONTENTS


Activity 1. Recalling knowledge in grade 6.

S read textbook, page 90.
T recall knowledge in grade 6.
a

b

1. Recalling knowledge in grade 6.
- Two parallel lines are two that have no
point in common.
-Two distinct lines either intersect or are
parallel.

Activity 2. Rules to identify two parallel lines.
2. Rules to identify two parallel lines: ?
S do ?1 in the textbook.
1
Observe figure 17 (a, b, c). Guess which
a Lines a and b are parallel.
lines are parallel to each other.
b Line d is not parallel to line e.
S worksheet and answer teacher’s
c Line m is parallel to line n.
questions.
T comment.
We accept the following property:
*Property: In the textbook, page 90.
S reading and writing properties.
-Two parallel lines a and b are denoted
by a//b.
When lines a and b are parallel, we also

say: lines a is parallel to b, or line b is
parallel to line a.
Activity 3. Drawing two parallel lines.
3. Drawing 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.
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.
3. Education: Education about carefully, precisely in learning for students

B. PREPARATIONS.
- Teacher: Straight ruler, set square.
- Students: Straight ruler, set square.
C. PROCESS ORGANIZATION OF TEACHING.
I. Organize.
7C:
7A:
7B
II. Check your homeworks.
Question: What are rules identify two parallel lines? And drawing illustrated.
S come out to board answer teacher’s question.

III. Teaching and learning new lesson.
TEACHER’S AND STUDENTS’
ACTIVITIES

CONTENTS


Exercise 26 page 91:
S read problem.
S come out to board to drawing.

Exercise 26 page 91:

A

x

1200

Who can you do this exercises?
S answer, T comment.

Exercise 27 page 91:
S read problem.
S come out to board to drawing.

1200

y

B

We have:
and their are a pair of alternate interior
angles. Therefore Ax//By
Exercise 27 page 91:

A

Who can you do this exercises?

D

D’

S answer, T comment ?

B

C

S worksheet.
T says: the point D can coincide point
D’.
Exercise 28 page 91:
S read problem.
S work in group and then worksheet.
T hint: Using 600 angle of set square to
draw equal alternate interior angles (or
corresponding angles).
T comment.

Exercise 29 page 92:

Exercise 28 page 91:
c
y’

x’

Exercise 29 page 92:

B
600
600
A

y

x


S read problem.
T introduce way of drawing.
S worksheet.
T comment.

IV. Consolidation:
- Recalling rules to identify two parallel lines.
V. Guide home:
-Do exercise 30 in the textbook and exercises 25, 26 in the exercise book
mathematics.
-----------------------------------------------------------------------------

Date of teaching:
PERIOD 8: EUCLID’S POSTULATE OF PARALLEL LINES.
A. OBJECTIVES.
1. Knowledge: Students know euclid’s postulate of parallel lines and use do
exercises.
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. 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?

M
600
a

600

M

We acknowledge the following property
called “ Euclid’s postulate”

b

a

The question is how many lines passing
through M and b//a?

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

S reading and writing properties.

S read: You may have not known.
Activity 2. Properties of two parallel lines.
S do ? in the textbook
S worksheet and 3 students come out to
board.
Thanks to the Euclid’s postultate, we
infer the following properties……
S reading and writing properties.

?
S1. a)
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.

A3 2

b

4 1
3

a

b

4

2
1B


IV. Consolidation:
- Student recalling Euclid’s postulate.
- Student do exercise 30, exercise book mathematics 7, volume one, chapter I,
part Geometry.
V. Guide home:
-Do exercises from 31 to 35 in the textbook and exercises 27-29 in the exercise
book mathematics.
-----------------------------------------------------------------------------

Preparing date: 1/10
Teaching date: 7/10

PERIOD 9: PRACTICE.

A. OBJECTIVES.
1. Knowledge: Students know euclid’s postulate of parallel lines and properties
of two parallel lines and use do exercises.
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 TEACHINGI.MỤC TIÊU.
I. Organize.
7C:
7B
7A
II. Check your homeworks.
III. Teaching and learning new lesson.
TEACHER’S AND STUDENTS’
ACTIVITIES

CONTENTS
Exercise 35 page 94:

Exercise 35 page 94:
S read problem.
T introduce way of drawing.
S worksheet and a student come out
to board.
T comment.

Exercise 36 page 94:
S read problem.

Exercise 36 page 94:

S worksheet and a student come out
to board.
T comment.

a) Â1=
(since being a pair of alternate
interior angles).

c
a

b

A3 2
4 1
3
4

2
1
B

b) Â2=
( since being a pair of
corresponding angles).

c)
(since being a pair of
same-side interior angles).
d)

(since

).

Exercise 34 page 94:
a

Exercise 34 page 94:

b

A3 2
3704 1
2 1 370
34 44B


S read problem.
S work in group and then
worksheet.
T hint: Using two alternate
interior , corresponding,
Same-side interior angles.
T comment.

a)
b) Â1=1800 - Â4 =1800- 370 = 1430.
Â1 =

Exercise 38 page 95:
S read problem.
S work in group and then
worksheet.
Student come out to board.
T comment.

c)

=1430
or

Exercise 38 page 95:
Groups 1 and 3 (F.25a).
Groups 2 and 4 (F.25b)

IV. Consolidation:
- Student recalling Euclid’s postulate and properties of two parallel lines.
- Student do exercise 32 in the textbook.
V. Guide home:
-Do exercise 39 in the textbook and exercises 27-29 in the exercise book
mathematics.
Preparing date: 08/10/16
Teaching date: 14/10/16

Period 11: THEOREM
A. OBJECTIVES.
- 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 mathematical
proposition, collective reasoning.
B. PREPARATIONS.
- Teacher: Straight ruler, protractor, compass
- Students: Straight ruler, protractor, compass


C. TEACHING METHODS.
- Teacher: expound, suggest.
- Students: Discuss and practice.
D. Procedures
I/ Organization:
- Greeting
- Checking attendance: 7A:
II/ Warm-up:
- Represent Euclid’s Postulate and properties of two parallel lines?
- Represent about the nature of relations between the two lines perpendicular or
parallel to the third straight line?
III/ New lesson
Teacher’s 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.

Students’ activities
1. THEOREM
1

2

O

Theorem:
Two vertical angles
congruent.
Give O1 , O2 two vertical angles

are

n
Prove O1 = O2
2. PROVING THEOREM
Proving theorem is the way of reasoning out

the conclusion from hypothesis
and :adjacent supplymentary
Give
angles, Om is the bisector ray of
n
, On is the bisector ray of
= 900

Prove
- 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)

z

n

y

m

O

x


? What is the bisector ray of an angle ?

? What are the property of the bisector
ray of an angle ?
? Om is the bisector ray of angle
xOz then have you anything?

? On is the bisector ray of angle
yOz then have you anything?

xOz (since Om is the

bisector ray of xOz).
yOn = nOz =
yOz (since On is the

bisector ray of yOz).
mOz+zOn=

(xOz + zOy)=

1800= 900
? Calculate the total measuring two
angles yOz and xOz to measure the
angle mOn?
4. Consolidation
- What is a theorem?
? How many parts are there in the theorem? Which parts?
? How to determine the hypothesis (GT)and conclusion(KL) of the theorem
- Exercise 49 (SGK-page 101)
- Exercise 50 (SGK-page 101)
5. Homework:

- Understand how to identify the hypothesis (GT)and conclusion(KL) of the theorem
- Do the exercises 51, 52 (SGK -Home 101).
- Exercise 41, 42 (SBT-page 80, 81).
Exercise 51:
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.
Preparing date: 08/10/16
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.
- Skills: Know proving a theorem.


- Attitude: To develop the skills of thinking and have science solutions.
B. PREPARATIONS.
- Teacher: Straight ruler, protractor, compass
- Students: Straight ruler, protractor, compass
C. TEACHING METHODS.
- Teacher: expound, suggest.
- Students: Discuss and practice.
D. Procedures
I/ Organization:
- Greeting
- Checking attendance: 7A:

II/ Warm-up:
- What is a theorem?
? How many parts are there in the theorem? Which parts?
- Exercise 50 textbook, P. 101
III/ New lesson
Teacher’s activities
-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

Students’ activities
Exercise:
1.
A

Given
Prove
2
1. The distance from the midpoint of the Given
segment to each segment equals half the
line's length.
Prove
2. Two bisector rays of two adjacent
supplymentary angles formed a right
3
angle.
Given

Prove
n
z

A

M
BM
is trung
midpoint
of AB
GT M
M là
điểm của
AB
AM= AB

and are two adjacent supplymenta
ray of and
On⊥ Om

Ot is bisector ray of
=

m
x

y
O

Given
Prove

B

c∩ a≡ A;c∩ b≡ B có =
a//b