KLTN Bản Sửa Sau Bảo Vệ

HA NOI METROPOLITAN UNIVERSITY
FACULTY OF EDUCATION
NGUYỄN NGỌC ANH
DESIGN LESSON PLANS FOR CHAPTER “TRIANGLE”

IN MATHEMATICS TEXTBOOK 7
GRADUATION THESIS
Major: Mathematics Education
2024
HA NOI METROPOLITAN UNIVERSITY
FACULTY OF EDUCATION
NGUYỄN NGỌC ANH
DESIGN LESSON PLANS FOR CHAPTER “TRIANGLE”

IN MATHEMATICS TEXTBOOK 7
GRADUATION THESIS
Major: Mathematics Education
SUPERVISOR: NGUYEN THI HONG

Supervisor signs confirmation
Ha Noi, 2024
DECLARATION OF AUTHORSHIP
I hereby declare that I have written this thesis independently under the supervision
of my lecturer Dr. Nguyen Thi Hong. All direct or indirect sources used are
acknowledged as references.
I have indicated all parts of the work in which sources are used according to their
wording or meaning. For comparing my work with existing sources, I agree that it shall
be entered in a database that shall also remain after examination, to enable comparison
with future theses submitted. Further rights of reproduction and usage, however, are not
granted here.
This paper was not previously presented to another examination board and has not
been published.
I will take full responsibility for any fraud detected in my thesis
Hanoi,(day)..............(month).............. 2024
Author
(Signature and full name)
Nguyen Ngoc Anh

ACKNOWLEDGEMENTS
First, I am deeply grateful to my advisor Dr. Nguyen Thi Hong, who is dedicated
to helping and guiding me to research while implementing the topic and writing the
essay.
I would like to be grateful to the teachers in the Faculty of Education, who have
facilitated me to complete this thesis in the best way.
I am deeply thankful to my family and friends for all their love and support during
this process. Without their encouragement, I would not have been able to complete this
journey.
TABLE OF CONTENTS
INTRODUCTION ......................................................................................................... 1
I. Reason for choosing the topic “Design lesson plan for chapter Triangle. ............... 1
II. Purpose, object, and scope of research. ................................................................... 1
III. Method of implementing the topic. ........................................................................ 2
IV. Structure of the thesis. ........................................................................................... 2
CHAPTER 1: BASIC KNOWLEDGE ........................................................................ 3
1.1. Orienting the process of teaching Mathematics. ................................................... 3
1.1.1. General Objectives of Mathematics................................................................ 3
1.1.2. Identify and analyze common objectives. ...................................................... 4
1.2. Methodology of teaching Mathematics................................................................. 5
1.2.1. Definition of teaching methods. ..................................................................... 5
1.2.2. Overall of teaching methods. .......................................................................... 5
1.2.3. Applying traditional teaching methods to the process of teaching
mathematics. ............................................................................................................. 7
1.2.4. Demands and the directions for innovating teaching methods. ...................... 8
1.2.5. Basic elements of teaching methods. .............................................................. 9
1.3. Some related issues when preparing lesson plans ............................................... 10
1.3.1. Teaching theory lessons. ............................................................................... 10
1.3.2. Teaching practice lesson. .............................................................................. 13
1.3.3. Teaching chapter review lesson: ................................................................... 14
1.4. Overview of the chapter "Triangles" in Mathematics 7 – “Canh dieu” book
series. .......................................................................................................................... 15
1.5. Conclusion of the chapter. .................................................................................. 15
CHAPTER 2: TEACHING PLANS FOR THE CHAPTER “TRIANGLE” IN
GEOMETRY GRADE 7 – “CANH DIEU” BOOK SERIES. ................................. 17
2.1. Theory lesson plan. ............................................................................................. 18
2.2. Practice lesson plan. ............................................................................................ 35
2.3. Lesson plan about teaching review chapter lesson. ............................................ 46
2.4. Lesson plan for practicing some software lessons. ............................................. 57
2.5. Conclusion of the chapter. .................................................................................. 66
CHAPTER 3: PEDAGOGICAL EXPERIMENT .................................................... 67
3.1. Experimental purposes. ....................................................................................... 67
3.2. Experimental requirements. ................................................................................ 67
3.3. Location, subjects, and experimental lessons. .................................................... 67
3.3.1. Experimental locations and subjects. ............................................................ 67
3.3.2. Experimental lesson. ..................................................................................... 67
3.4. Time and process of experimental teaching ........................................................ 68
3.4.1. Experimental time and procedure. ................................................................ 68
3.4.2. Experimental process .................................................................................... 68
3.5. Experimental evaluation. .................................................................................... 68
3.6. Conclusion for this chapter. ................................................................................ 72
CONCLUSION ............................................................................................................ 74
APPENDIX................................................................................................................... 75
REFERENCES ............................................................................................................ 76
LIST OF FIGURES
Figure 2. 1: Paper cutting steps in Warm-up activity. ................................................... 20
Figure 2. 2: Isosceles triangle. ....................................................................................... 22
Figure 2. 3: Mind map of perpendicular bisector. ......................................................... 39
Figure 2. 4: Sum of angles in a triangle......................................................................... 49
Figure 2. 5: Relationship between angles and opposite sides in a triangle. .................. 50
Figure 2. 6: Triangle inequality. .................................................................................... 50
Figure 2. 7: Two equal triangles. ................................................................................... 50
Figure 2. 8: Congruent cases of two triangles. .............................................................. 50
Figure 2. 9: Isosceles triangles. ..................................................................................... 51
Figure 2. 10: Perpendicular and oblique lines. .............................................................. 51
Figure 2. 11: The perpendicular bisector of the line segment. ...................................... 52
Figure 2. 12: Properties of concurrent lines in a triangle: median, bisector,
perpendicular bisector, altitude. .................................................................................... 52
Figure 2. 13: Drawing on Geogebra software. .............................................................. 59
LIST OF DIAGRAMS
Diagram 3. 1: Display survey objects............................................................................ 68
Diagram 3. 2: Investigate the clarity of lesson objectives. ............................................ 69
Diagram 3. 3: Investigate the correctness of the knowledge in the lessons. ................. 69
Diagram 3. 4: Investigate consistency in learning objectives and learning activities. .. 70
Diagram 3. 5: Survey participants' opinions on teacher's time management. ............... 70
Diagram 3. 6: Survey participants' opinions on the diversity of the activities in the
lessons. ........................................................................................................................... 71
Diagram 3. 7: Survey participants' opinions on the differentiation of activities in the
lessons. ........................................................................................................................... 71
INTRODUCTION
I. Reason for choosing the topic “Design lesson plan for chapter Triangle.
Education plays a vital role in the survival and development of each country and
all humanity. In the current context, the strong development of science and technology,
along with the process of globalization and extensive international integration,
especially the inevitable trend of the knowledge economy, has strongly impacted all
areas of social life, including education. Developing high-quality human resources
requires each country to constantly innovate and reform the national education system
to further improve the quality and effectiveness of education.
Learning mathematics in English is a new learning trend, overcoming language
barriers and learning method barriers to access an endless, borderless repository of
learning materials, thereby forming the habit of active, self-aware learning as a student
in an international learning environment and building confidence as a global citizen.
Furthermore, Content-and-language Integrated Learning (CLIL) has been researched
and initiated since the 70s in Canada and has spread to many countries. Studying Math
or other subjects in English helps students practice language naturally, creating chain
connections in the process of learning subject content, emphasizing not only language
but also integrated knowledge.
There have been many research projects related to the issue of teaching
mathematics in English following the Content-and-Language Integrated Learning
educational model, such as Dr. Chu Thu Hoan's (2018) research on the components of
the ability to teach mathematics in English high school mathematics teachers. However,
there are few research projects on teaching mathematics in English in the secondary
school mathematics curriculum. Designing lesson plans in English is very important for
educational students in general and students of Pedagogy - Hanoi Metropolitan
University in particular. Many university students do not have much experience in
preparing lesson plans, especially in preparing lesson plans in English.
So, I decided to present the “Design lesson plan for chapter “Triangle” in
Mathematics textbook grade 7”.
II. Purpose, object, and scope of research.

1. Purpose of the thesis:
Designing some lesson plans for chapter “Triangle” in Geometry 7. Improving
skills in designing lesson plans.
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2. Object:
Lesson plans for Chapter “Triangle” in Geometry 7.
3. Scope of research: The research scope of the problem is expressed through the
following contents:
 Content 1. Design a lesson plan for the theory lesson in the chapter "Triangle"
of Geometry 7 - Canh Dieu book series.
 Content 2. Design a lesson plan for the practice lesson in the chapter "Triangle"
of Geometry 7 - Canh Dieu book series.
 Content 3. Design a lesson plan for the chapter review lesson in the "Triangle"
chapter of Geometry 7 - Canh Dieu book series.
 Content 4. Design a lesson plan in the lesson to apply and practice some
mathematical software in the chapter "Triangle" of Geometry 7 - Canh Dieu book
series.
III. Research methodology.
1. Researching the topic is based on a combination of theoretical research methods,
analysis, and synthesis through studying relevant documents and textbooks.
2. Consulting the instructor’s opinions.
IV. Structure of the thesis.
In addition to the introduction, conclusion, appendices, and references, this
graduation thesis is divided into 3 chapters:
1. Chapter 1: Basic knowledge.
In this chapter, I provide preparatory knowledge, including the teaching process,
the methodology of teaching Mathematics, typical situations in teaching Mathematics,
and the overview of the chapter “Triangle” in Mathematics 7 – “Canh Dieu” book series.
This is the basic knowledge to apply to the content in the main results section.
2. Chapter 2: Teaching plans for the chapter “Triangle” in geometry grade 7.
This chapter is divided into four main contents, including lesson plan design for
theory lessons, practice lessons, chapter review lessons, and software practice lessons.
3. Chapter 3: Pedagogical experiment.
In this chapter, I will present the evaluation results of the experimental lessons.
After that, I conclude the advantages and disadvantages of the lesson plans which were
designed in the previous section.
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CHAPTER 1: BASIC KNOWLEDGE
1.1. Orienting the process of teaching Mathematics.
1.1.1. General Objectives of Mathematics.
In general terms, the goal of Vietnamese high schools is to form the initial and
important foundations of human development. The Vietnamese Education Law
stipulates: "The goal of education is to train Vietnamese people to develop
comprehensively, with ethics, knowledge, health, aesthetics, and profession, loyal to the
ideal of national independence and socialism; forming and fostering the personality,
qualities, and abilities of citizens, meeting the requirements of building and protecting
the fatherland" ([2],p.1).
Mathematics, like all subjects, comes from its characteristics, role, position,
meaning, and coordination with other subjects and different activities in the school,
contributing to achieving the above goals.
Regarding the characteristics of mathematics, first of all, we must mention its high
level of abstraction and universal practicality. Of course, abstraction is not unique to
mathematics but is a characteristic of all sciences. But in mathematics, the abstraction
is separated from all material of the object, retaining only quantitative relationships in
structural form. Thus, mathematics has a highly abstract nature. Moreover, it is
necessary to emphasize the logic and empirical nature of mathematics. When
constructing mathematics, people use logical deduction, specifically the axiomatic
method. According to that method, starting from primitive concepts (i.e., primitive
objects and primitive relations) and axioms and then using logical rules to define other
concepts and prove other propositions ([4],p.35).
Also, in secondary schools, mathematics has a very important role, position, and
meaning for the reasons that will be presented below:
Firstly, mathematics plays an important role in realizing the general goals of
general education. Math contributes to personality development. Along with creating
conditions for students to create knowledge and practice necessary mathematical skills,
Mathematics also contributes to the development of general intellectual abilities such as
analysis, synthesis, abstraction, and generalization, ..., and trains the virtues and qualities
of new workers such as carefulness, accuracy, discipline, criticism, creativity, and foster
an aesthetic sense. Secondly, mathematics is also a tool to help teach and learn other
subjects such as chemistry, physics, biology,...
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1.1.2. Identify and analyze common objectives.
Starting from the goals of Vietnamese secondary schools, from the
characteristics, role, position, and meaning of mathematics, teaching mathematics has
the following general goals:
(i) Equip yourself with knowledge, mathematical skills, and mathematical
application skills:
Students create knowledge and practice skills, which are the basis for achieving
goals in other aspects. To achieve this important goal, mathematics needs to equip
students with a solid system of general, basic, and modern mathematical knowledge,
skills, and methods, according to the principles of mathematics. At the same time, foster
in them the ability to apply mathematical knowledge to the study of other subjects, to
productive working life, and to acquire knowledge of science and technology.
(ii) Developing intellectual capacity:
Mathematics has great potential to contribute to the development of students'
intellectual capacity. This objective needs to be achieved in a meaningful, systematic,
and planned manner, not spontaneously.
(iii) Political and ideological education, qualities, and scientific working style:
To achieve this goal, mathematics needs to be exploited to contribute to fostering
a dialectical materialist worldview for students, training them in the qualities and
scientific working styles of new workers, such as working with purpose, planning,
method, inspection, carefulness, accuracy, discipline, thrift, creativity, daring to think
and do, knowing how to cooperate in labor, having the will and habit of self-study,
having aesthetic sense, having good health, courageously defending the truth, building
and protecting the fatherland ([4],p.51).
(iv) Create a basis for students to continue studying or enter working life:
To be able to achieve this, the personality factors mentioned in the component
goals must be formed and reinforced to create the potential for learners to adapt to
different career paths and different situations and carry out lifelong education based on
four pillars that have many relationships, connections, and interactions between them
and form a unified whole:
• “Learning to know” means mastering the tools to “understand”.
• “Learning to do” means having the ability to act creatively and impact your
environment.
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• “Learning to live together” is to participate and cooperate with others in all human
activities.
• “Learning to be human” is an important progression that arises from the above three
types of learning to better develop one's personality and be ready to act with an
increasing ability in terms of autonomy, thinking, and self-control. consideration and
personal responsibility.
1.2. Methodology of teaching Mathematics.
1.2.1. Definition of teaching methods.
Teaching is an attempt to bring about desirable changes in human learning,
abilities, and behavior to contribute to better living. Teaching helps people gain the
knowledge, skills, and attitudes they need to be responsible citizens. It is also a means
of passing knowledge on to the next generation. Awotua-Efebo (2001) sees teaching as
an interaction between a teacher and a student under the teacher’s responsibility, to bring
about the expected change in the student’s behavior ([5],p.78).
A method is often understood as a path, a way to achieve certain goals.
Teaching methods, including different types of teaching methods, are the
strategies and techniques that educators use to facilitate learning and instruction in
the classroom. These methods are specifically designed to help students engage with
the material, develop critical thinking skills, and ultimately retain and apply the
knowledge they acquire. Some examples of types of teaching methods include
traditional lecture-style presentations, interactive discussions, hands-on activities,
and technology-based tools ([3],p.1).
The teaching method is the way the teacher's activities and interactions trigger
the necessary activities and interactions of the students to achieve the teaching goals.
1.2.2. Overall of teaching methods.
Along with building the concept of teaching methods, people research to form a
classification system of teaching methods. Currently, there are many such systems, but
they are not yet complete and have not reached international consensus. The reason for
this is due to the multi-dimensional teaching methods. Depending on one aspect or
another, we can list teaching methods in one way or another.
People can present teaching methods as a whole according to the following
aspects :
(i) Functions to manage the teaching and learning process.
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• Ensure starting level,
• Targeting and motivating,
• Work with new content,
• Consolidate,
• Testing and evaluation,
• Instructions for work at home.
In particular, consolidation can be done in the following forms: practice,
deepening, systematization, application, and review.
(ii) Cognitive pathways.
• Inference,
• Induction.
(iii) Forms of external activities of teachers and students.
• Teacher gives presentation,
• Teacher and students ask and answer questions,
• Students work independently.
(iv) Levels of exploration and discovery.
• Transfer knowledge in available form,
• Teaching to discover and solve problems.
(v) Forms of teaching organization.
Based on the number of students in the learning unit, we have the following
forms: teaching in classes, teaching in groups, and teaching in pairs.
On the other hand, depending on whether the teaching process is different for
each type of student, people distinguish simultaneous teaching from differentiated
teaching.
(vi) Teaching aids.
• Using audio-visual media,
• Using programming means,
• Working with textbooks,
• Working with wall panels,
• Use information and communication technology as teaching tools.
(vii) Typical teaching situations
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• In Mathematics, we can include:
• Teaching mathematical concepts,
• Teaching mathematical theorems,
• Teaching rules, methods,
• Teaching and solving math problems.
(viii) Forms of self-study
• Read a book,
• Self-study in the information and communication technology environment,
• Ask the teacher, ask a friend, ask an expert.
1.2.3. Applying traditional teaching methods to the process of teaching
mathematics.
Traditional teaching methods: presentation, question and answer, visualization,
review (in the sense of consolidation), practice, and testing are presented carefully in
educational books ([4],p.110).
There are many ways to convey information to students: presentations, questions,
and answers, using visual aids, etc. We can choose this method depending on the content
of the lesson and specific conditions. Or another way, the key thing that determines
learning outcomes is the students' self-awareness, positivity, initiative, and creativity. If
students cannot be stimulated to think and act, then even if the teacher talks endlessly,
uses many audio-visual aids, and gives many exercises, those actions will not bring the
desired results. Students must be the subject of the learning process. The teacher's words,
questions, audio-visual media, etc. do not replace but only arouse students' self-
conscious, positive, proactive, and creative activities.
The most common form of presentation in mathematics is explanation. In this
form, words are often used to reason, lead exploration, explain, and prove. Therefore, if
in literature, the teacher often uses figurative language, then in mathematics, the teacher
needs to pay special attention to the accuracy and logic of the words.
Also, in mathematics, visualization is a support for discovery, not a method to
confirm knowledge. It is necessary to prevent students from quickly misinterpreting
things discovered through visualization. Teachers need to elicit needs and habits to
rigorously demonstrate these findings.
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1.2.4. Demands and the directions for innovating teaching methods.
As Kilpatrick (1992) notes, “Mathematicians have a long, if sporadic, history of
interest in studying the teaching and learning of their subject.” This concern for the
content and organization of school mathematics curricula was especially acute during
the reform era of the 1950s and 1960s when hundreds of research mathematicians
engaged in curriculum development and teacher education projects designed to update
school programs ([8],p.16).
Teaching methods can also affect the development of students' creativity. In the
past, when Viet Nam has not applied changes to the educational program, teaching
methods in our country still have common shortcomings:
• The teacher lectured widely;
• Knowledge is transmitted in a ready-made form, with a few elements of exploration
and discovery;
• The teacher imposes, and the student is passive;
• Focused on teaching, weak on learning, lacking self-awareness, positivity, and
creativity of learners;
• Unable to control the learning process.
This has motivated Viet Nam to make changes to the educational program,
specifically changing from the old teaching program to the general education program
in 2018 with the main idea being "Active teaching (or education) methods": Promoting
the initiative and creativity of professional teams and teachers in implementing the
program; exploiting and effectively using facilities and teaching equipment to meet the
requirements of implementing teaching methods; and testing and evaluating according
to the requirements of developing student qualities and abilities ([1],p.1). This state
requires students to ensure a subjective and active role in the learning process. This
requirement has been reflected in the legal documents of the Vietnamese government in
2018.
To be able to well implement this orientation of the Vietnamese government, we
need to achieve the following goals:
- Learners are subjects of independent or collaborative learning activities.
- Knowledge is installed in situations with pedagogical intentions.
- Teaching learning and self-study through the entire teaching process.
- Self-create and exploit teaching tools to continue and increase human strength.
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- Create learning optimism based on the learners' labor and achievements.
- Identify the new role of the teacher as designer, delegate, controller, and formalizer.
1.2.5. Basic elements of teaching methods.
The teaching and learning process can be explained as a systematic and planned
course of action for the teacher and the students such that the best possible outcome of
teaching and learning can be obtained. It is a combined process where a teacher assesses
understanding needs, establishes particular learning objectives, formulates teaching and
memorizing strategies, enforces a plan of work, and assesses the outcomes of the
instruction. Decomposing an activity into component activities also helps us organize
students to carry out activities with a complexity that is suitable for students. In general,
many teaching and learning approaches can strengthen the student's understanding and
mastery of the subjects that have been taught, such as teacher-centered, student-
centered, interactive, constructivist, collaborative, and indirect ([6],p.10).
Carrying out activities often requires certain knowledge, especially
methodological knowledge. Such knowledge is sometimes the result of an active
process.
In activities, the results achieved at a certain level can be the premise for
practicing and achieving higher results. Therefore, it is necessary to classify activities at
different levels as a basis for directing the teaching process.
Thus, the operational viewpoint in teaching methods can be expressed in the
following main ideas ([4],p.124):
• Let students perform and practice activities and component activities that are
compatible with the content and teaching objectives;
• Evoke motivation for learning activities;
• Lead students to create knowledge, especially methodological knowledge such as the
means and results of activities;
• Grading activities as a basis for controlling the teaching process.
Briefly, we call the basic elements of the teaching method ([4],p.126):
• Activities and component activities;
• Motivation for learning activities;
• Knowledge of operations;
• Grading of activities.
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1.3. Some related issues when preparing lesson plans
1.3.1. Teaching theory lessons.
In this part, we will focus mainly on how to teach the following knowledge:
- Teaching concepts and definitions
- Teaching mathematical theorems
- Teaching rules; method
a) Teaching concepts and definitions:
Defining a concept is a logical operation that distinguishes the class of objects
defining this concept from other objects, usually by outlining the connotation of that
concept.
Definitions usually have the following structure:
New words (represent a Word(s) that refer to a Prepositions (expressing

new concept) known object domain differences in gender)
For example. A square is a rectangle with two consecutive sides that are equal.
In this definition, the new word is square, the type or domain of the object is
rectangular, and the difference in species is two consecutive sides that are equal.
Teaching mathematical concepts in secondary school must help students
gradually achieve the following requirements ([4],p.342):
i) Master the characteristics that characterize a concept.
ii) Know how to identify concepts, that is, know how to detect whether a given object
belongs to the scope of a certain concept or not, and know how to express the concept,
that is, know how to create an object that belongs to the scope of a certain concept. a
given concept.
iii) Know how to clearly and accurately state the definitions of some concepts.
iv) Know how to apply concepts in specific situations in math-solving activities and
apply them in practice.
v) Know how to classify concepts and grasp the relationship of a concept with other
concepts in a concept system.
The process of approaching a concept does not end when the definition of that
concept is stated. A very important step is consolidating the concept; This step is usually
performed by the following activities:
• Identify and express concepts,
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• Language activities,
• Generalize, specialize, and systematize learned concepts.
b) Teaching mathematical theorems:
Theorems along with mathematical concepts form the basic content of
mathematics, serving as the foundation for training subject skills, especially the ability
to reason and prove, and developing general intellectual capacity, training ideology,
qualities, and ethics.
Students master the methods of reasoning and argumentation in mathematics
when studying theorems and their proofs. In studying theorems, students must learn to
understand the essence of the theorem. For this, special work with the wording of the
theorem is necessary.
Teaching mathematical theorems aims to achieve the following requirements
([4], p.359):
• Students understand the system of theorems and the relationships between them,
thereby being able to apply them to math-solving activities as well as solving practical
problems;
• Students see the need to prove theorems, see that proving theorems is an important
element in the method of working in the field of mathematics;
• Students form and develop the ability to prove mathematics, from understanding
proofs, re-presenting proofs, and knowing how to think to find proofs, according to the
requirements of the general education program.
In teaching mathematical theorems, people distinguish between two paths: the
speculative path and the deductive path. These two paths are illustrated
diagrammatically in the diagram below:
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Teaching a theorem does not end as soon as the theorem is stated and proven.
This step is usually performed by the following activities:
• Identify and express theorems;
• Language activities;
• Generalize, specialize, and systematize theorems.
c) Teaching mathematical rules and methods:
Rules and methods are not completely independent of definitions and theorems.
There are rules and methods based on a definition or theorem, sometimes it is just
another form of statement of a definition or theorem. However, teaching this type of
knowledge has its characteristics, so it is presented separately in this section.
Every day, people come into contact with many problems, ranging from simple
to complex. For some problems, there exist definite rules that describe the solution
process. From there, people come to the intuitive concept of algorithms, and this concept
has been used for a long time, spanning thousands of years in mathematics.
An algorithm in an intuitive sense is understood as a finite sequence of
instructions that can be executed in a monovalent way, ending after a finite number of
steps and resulting in the input information transformation (INPUT) of a class of
problems calculated into output information (OUTPUT) that describes the solution of
that class of problems ([4], p.377).
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In secondary school, students work with many algorithms, such as adding,
subtracting, multiplying, dividing natural numbers and rational numbers, finding the
greatest common factor, the least common multiple of two numbers, solving systems of
two-step equations, solving quadratic equations, solving first-order equations for sin 𝑥
and cos 𝑥,...
In teaching mathematical rules and methods, there are some notes for the
teachers:
• First, students should be exposed to many forms of expressing a rule, creating
favorable conditions for them to master the step-by-step content and the order of
implementing the steps of that rule.
• Second, it is necessary to present the steps in specific examples according to a
consistent diagram at an appropriate time.
• Third, it is necessary to train students to follow the instructions given in the algorithm
or the pre-algorithm rules. If the subject does not know how to carry out such
instructions, even if he memorizes the general rule, he will not be able to apply it to
specific cases.
• Fourth, it is necessary to make students aware of and able to use basic control structures
to decide the sequence of steps.
• Fifth, through teaching algorithms and algorithm-like rules, we need to consciously
contribute to the development of students' algorithmic thinking.
1.3.2. Teaching practice lesson.
Math exercises play an important role in mathematics. The basic thing is that
exercises have a role in supporting students' activities. Through solving exercises,
students must perform certain activities, including identifying and expressing
definitions, theorems, rules or methods, complex mathematical activities, and general
intellectual activities. variables in mathematics, general intellectual activities, and
language activities. So, teachers need to pay attention to the practice lessons to teach
students how to solve exercises. Practice lessons often aim at the following goals:
• Form and consolidate knowledge, skills, and techniques in different stages of the
teaching process, including skills to apply mathematics in practice;
• Develop intellectual capacity: practice thinking activities, and form intellectual
qualities;
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• Fostering a dialectical materialist worldview, forming the moral qualities of new
workers.
Teachers can guide students on general methods to solve math problems as
follows:
Step 1: Find out the content of the topic.
• State the problem in different formats to clearly understand the content of the problem;
• Distinguish between what is given and what must be found and proven;
• You can use formulas, symbols, and drawings to support the description of the topic.
Step 2: Find a solution.
• Explore and discover solutions thanks to speculative thoughts: changing what is given,
changing what must be found or proven, relating what is given or what must be found
with known knowledge, Relate the problem to be solved to a similar old problem, a
special case, a more general problem, or a related problem, using methods specific to
each type of problem, such as proof of reflection. Proof, mathematical induction,
construction math, locus math, etc.
• Check the solution by carefully reviewing each step specializing the results found, or
comparing the results with some related knowledge.
• Explore other solutions, and compare them to choose the most reasonable solution.
Step 3: Present the solution.
From the discovered solution, arrange the tasks into a program of steps in an
appropriate sequence, and execute those steps.
Step 4: Research the solution in depth.
• Research the applicability of the solution's results.
• Research and solve similar problems, expand or overturn the problem.
1.3.3. Teaching chapter review lesson:
The chapter review lesson aims to consolidate the entire theory of an entire chapter.
Therefore, chapter review is an indispensable lesson after finishing each chapter. There
are many different ways to teach and review chapters. To promote students' self-
discipline, positivity, initiative, and creativity, chapter review sessions should be
conducted according to the following steps:
- Teachers help students systematize the knowledge of the entire chapter.
- Practice the basic math forms of the chapter.
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- Consolidate.
1.4. Overview of the chapter "Triangles" in Mathematics 7 – “Canh dieu” book
series.
Chapter VII. Triangle
§1. The sum of three angles of a triangle.
§2. Relationship between angles and opposite sides. Triangle inequality.
§3. Two equal triangles.
§4. The first equality case of a triangle: side – side – side.
§5. The second case of equality of a triangle: side – angle – side.
§6. The third equality case of a triangle: angle – side – angle.
§7. Isosceles triangle.
§8. Perpendicular and oblique lines.
§9. The perpendicular bisector of a line segment.
§10. Properties of three medians of a triangle.
§11. Properties of three angle bisectors of a triangle.
§12. Properties of three perpendicular bisectors of a triangle.
§13. Properties of three altitudes of a triangle.
Review Chapter 7.
Using software in learning mathematics.
1.5. Conclusion of the chapter.
In this chapter, we have explored the fundamental aspects of teaching
mathematics, focusing on the objectives, methodology, and related issues in lesson
planning.
Firstly, we discussed the general objectives of mathematics education in
Vietnamese high schools, emphasizing the comprehensive development of students in
ethics, knowledge, health, aesthetics, and profession. Mathematics contributes
significantly to achieving these goals by fostering analytical thinking, problem-solving
skills, and intellectual abilities.
Secondly, we delved into the methodology of teaching mathematics,
encompassing various teaching methods and their applications. Traditional teaching
methods such as presentation, question and answer, visualization, and practice were
examined, along with the importance of student engagement and creativity in the
15
learning process. Additionally, we highlighted the need for innovation in teaching
methods to promote active learning and student-centered approaches.
Furthermore, we addressed some related issues in preparing lesson plans,
including teaching theory lessons, practice lessons, and chapter review lessons. Specific
strategies for teaching mathematical concepts, theorems, rules, and methods were
outlined, emphasizing the importance of student involvement, problem-solving skills,
and intellectual development.
Overall, this chapter underscores the essential role of mathematics education in
fostering students' intellectual growth, problem-solving abilities, and holistic
development. By employing effective teaching methods and strategies, educators can
empower students to become critical thinkers, lifelong learners, and responsible citizens.
16
CHAPTER 2: TEACHING PLANS FOR THE CHAPTER “TRIANGLE” IN
GEOMETRY GRADE 7 – “CANH DIEU” BOOK SERIES.
Through researching how to prepare mathematics lesson plans, I prepared a lesson
plan for the chapter "Triangle" in Geometry for grade 7. In this chapter, for each type of
lesson, I give one typical lesson plan to illustrate their lesson preparation methods
according to Official Dispatch 5512 of the Ministry of Education and Training.
Specifically, the lesson plans are as follows:
Theory lesson plans:
Isosceles triangle.
Practice lesson plans:
Practice perpendicular bisector.
Review lesson plans:
Review Chapter VII.
Lesson plan for practicing some software lessons:
I will present my lesson plans herein.
17
2.1. Theory lesson plan.
LESSON PLAN
§7. ISOSCELES TRIANGLE (2 SECTIONS).
I. OBJECTIVES
1. Knowledge: After studying this lesson, students will achieve the following
requirements:
- Being able to state the definition, properties, and identification signs of an isosceles
triangle.
- Describing an isosceles triangle.
- Explaining the properties of an isosceles triangle.
- Drawing an isosceles triangle using a ruler and compass.
- Applying knowledge learned about the properties and signs of isosceles triangles to
solve some practical problems.
2. Competence:
2.1. General competence:
- Self-control and self-learning ability: Proactively and actively perform one's work, and
self-assign group cooperation tasks.
- Communication and cooperation competence: Understand the group tasks, and
actively participate in work exchange.
2.2. Own competence:
- Mathematical problem-solving ability: Use compatible mathematical knowledge to
solve problems related to isosceles triangles.
- Mathematical communication ability: Can use mathematical language appropriately in
combination with ordinary language to express thinking, and reasoning, and explain the
properties of isosceles triangles.
- Mathematical thinking and reasoning ability: Observe and detect similarities in
situations related to isosceles triangles in the warm-up section.
- Ability to use tools and means of learning mathematics: Use a straightedge and
compass to draw an isosceles triangle.
- Mathematical modeling competence: Applying the theory of isosceles triangles to
3. Qualities:
18
- Hardworking: Complete learning tasks, and consciously apply knowledge about
permutations and combinations to solve practical problems.
- Honesty: Accurately report the group's performance results, and accurately evaluate
your group's results.
- Responsibility: Be responsible when performing assigned tasks.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS
2.1. Documents:
- For teachers: Textbooks, teaching materials, lesson plans.
- For students: Textbooks, notebooks.
2.2. Equipment: Projector, board.
III. LESSON PROGRESS
SECTION 1: ISOSCELES TRIANGLE (45 minutes)
ACTIVITY 1: WARM-UP (5 minutes)
a) Objective: Create a learning mood for students, help them approach situations that
suggest problems, and create interest in learning new lessons. Through the image of an
isosceles triangle, help students recognize the differences between an isosceles triangle
and other types of triangles.
b) Learning content: The teacher introduces the opening situation, and uses geometric
visualization to introduce isosceles triangles.
c) Learning products: Students' answers.
d) Teaching organization:
Results to
Activities of teachers and students Expected product be
achieved
* Teacher assigns learning tasks: - Create a
- The teacher asks students to read the - Students can answer that 2 learning
opening situation: sides 𝑆𝐴 and 𝑆𝐵 are equal. mood for
Fold a rectangular piece of paper students in
𝐴𝐵𝐶𝐷 in half along the 𝑀𝑆 fold. Cut the new
lesson.
the folded shape diagonally 𝐴𝑆 and
then flatten the cut shape to get triangle
19
𝑆𝐴𝐵. Compare the two sides 𝑆𝐴 and
𝑆𝐵 of this triangle.
Figure 2. 1: Paper cutting steps in

Warm-up activity.
- The teacher distributes paper to the
students and guides students to cut
following the steps instructed in the
opening situation.
20
- After the teacher introduces how to
fold a rectangular piece of paper
𝐴𝐵𝐶𝐷 and poses the problem: Observe
and compare the two sides 𝑆𝐴 and 𝑆𝐵
of triangle 𝐴𝐵𝑆?
* Students perform the task:
Students observe and listen attentively,
think, and answer questions.
* Report and discussion: Students
give comments to the discussion.
* Conclusion: The teacher leads
students into a new lesson "From the
exercises in the warm-up activity, she
poses a question to the whole class:
For a triangle with two equal sides SA
and SB, what do we call the triangle,
and what special properties does that
triangle have?
We will learn together in today's
lesson."
ACTIVITY 2: FORMING KNOWLEDGE (18 minutes)

a) Objective:
- Students can state the definition of an isosceles triangle, and recognize and demonstrate
the concept of an isosceles triangle.
- Students can state the properties and signs of an isosceles triangle.
b) Learning content: Forming new knowledge about the definition, properties, and
identification signs of an isosceles triangle.
c) Learning product: Students form lesson knowledge, recognize an isosceles triangle
and its properties, and from there calculate the measurements and sides of the triangle.
21
Activities of teachers and Results to
Expected product
students be achieved
* Teacher assigns learning - Students
tasks: form the
The teacher shows a slide using - Studen restate the definition. knowledge
a compass to compare the two An isosceles triangle is a triangle of the
sides 𝐴𝐵 and 𝐴𝐶 of triangle 𝐴𝐵𝐶 with two equal sides. definition of
and see that 𝐴𝐵 = 𝐴𝐶. an isosceles
triangle.
- The teacher introduces the
concept of an isosceles triangle
and has the students restate it,
taking the example of an
isosceles triangle 𝐴𝐵𝐶 at 𝐴 with
a base side, an angle at the base,
and an angle at the vertex.
Figure 2. 2: Isosceles triangle.
Triangle 𝐴𝐵𝐶 is isosceles at 𝐴 - Students
because 𝐴𝐵 = 𝐴𝐶. can describe
Two sides: 𝐴𝐵, 𝐴𝐶. the isosceles
triangle.
Bottom edge: 𝐵𝐶
Two bottom corners: 𝐵̂, 𝐶̂ .
Vertex angle: 𝐴̂
- The teacher leads the students - Students
to form knowledge about the can state the
property of isosceles triangles. property of 2
- The teacher asks students to do base angles
Activity 1 in 5 minutes. in an
Activity 1. isosceles
triangle.
Observe that ∆ABC is isosceles Activity 1.
at A. Take D as the midpoint of Considering 𝛥𝐴𝐵𝐷 and 𝛥𝐴𝐶𝐷:
line segment BC. Compare two 𝐴𝐵 = 𝐴𝐶 (Because ∆ABC is
angles B and C of triangle ABC. isosceles at 𝐴)
22
𝐵𝐷 = 𝐶𝐷 (Because 𝐷 is the
midpoint of 𝐵𝐶)
AD is the common edge.
⇒ 𝛥𝐴𝐵𝐷 = 𝛥𝐴𝐶𝐷 (s.s.s)
̂ = 𝐴𝐶𝐷
⇒ 𝐴𝐵𝐷 ̂ (two
corresponding angles)
- The teacher suggests to

students how to do Activity 1
with the paper folding activity in
the beginning so that students
have a visual view of two equal
triangles.
- From the results of Activity 1,
it is said
+ When triangle is + Students conclude that two base
𝐴𝐵𝐶
isosceles at 𝐴, what is the angles of the isosceles triangle are
relationship between the two equal.
base angles? Conclude the
property of isosceles triangles.
- The teacher gives the
conclusion about the property of
the isosceles triangle.
CONCLUDE: In an isosceles
triangle, the two base angles are
equal.
- The teacher asks students to do

Activity 2 in 7 minutes.
Activity 2.
Given triangle 𝑀𝑁𝑃 with
̂ = 𝑀𝑁𝑃
𝑁𝑀𝑃 ̂ = 500 . Draw the
̂ (𝐾 ∈ 𝑀𝑁).
bisector PK of 𝑀𝑃𝑁
23
Prove that: ∆𝑀𝑁𝑃 is isosceles at Activity 2: - Students
𝑃. recognize the
- The teacher guides students to identification
draw a triangle when they know signs of an
2 angles using a protractor. isosceles
triangle.
- Teacher suggests to students
how to do math problems using
diagrams.
+) We have:
̂ ̂ ̂
{𝑃𝐾𝑀 + 𝑀𝑃𝐾 + 𝐾𝑀𝑃 = 180°
̂ + NPK
PKN ̂ + KNP
̂ = 180°
But
̂ = 𝐾𝑁𝑃
𝐾𝑀𝑃 ̂ (𝑔𝑖𝑣𝑒𝑛)
{ ̂ = 𝑁𝑃𝐾
𝑀𝑃𝐾 ̂
̂)
( 𝑃𝐾 𝑖𝑠 𝑎𝑛 𝑎𝑛𝑔𝑙𝑒 𝑏𝑖𝑠𝑒𝑐𝑡𝑜𝑟𝑀𝑃𝑁
̂ = 𝑁𝐾𝑃
So that 𝑀𝐾𝑃 ̂
+) Consider 𝛥𝑀𝑃𝐾 và 𝛥𝑁𝑃𝐾:
̂ = 𝑁𝑃𝐾
𝑀𝑃𝐾 ̂
{𝑃𝐾 common segment
̂ = 𝑁𝐾𝑃
𝑀𝐾𝑃 ̂
⇒ 𝛥𝑀𝑃𝐾 = 𝛥𝑁𝑃𝐾 (a.s.a)
⇒ 𝑀𝑃 = 𝑁𝑃 (2 corresponding
straight)
⇒ 𝛥𝑀𝑁𝑃 isosceles at 𝑃.
- After having finished Activity

2, the teacher asks students the - The triangle 𝑀𝑁𝑃 isosceles at 𝑃
̂ = 𝑃𝑁𝑀
question: “If triangle 𝑀𝑁𝑃 has if 𝑃𝑀𝑁 ̂ .
̂ = 𝑃𝑁𝑀
𝑃𝑀𝑁 ̂ , then at which
vertex is the isosceles triangle?”
24
- From the results of Activity 2,
the teacher gives questions: + Students conclude that a triangle
+ When a triangle has 2 equal that has 2 equal angles is isosceles.
angles, is that triangle isosceles?
Conclude the properties of
isosceles triangles.
- Teacher gives the conclusion.
CONCLUDE: If a triangle has
two equal angles, then that
triangle is isosceles.
Students observe and listen
attentively, think, and answer
questions.
* Report and discussion:
Students comment on your
work.
* Conclusion: Teachers
summarize knowledge about the
concepts and properties of
ACTIVITY 3: PRACTICE (20 minutes)

a) Objective: Students consolidate their knowledge of concepts and properties of
b) Learning content: Practice solving some problems about isosceles triangles.
c) Learning products: Students' answers to Practice 1 and Practice 2.
Results to
Activities of teachers and students Expected product
be achieved
* Teacher assigns learning tasks: Practice 1. - Students
recognize
25
- The teacher requires students to do Triangle 𝐴𝐵𝐶 is isosceles at the the
Practice 1 in 10 minutes. vertex A relationship
Practice 1. In the design of a house, between the
1800 − 𝐴̂
the slope of the roof relative to the ̂
⇒𝐵=𝐶= ̂ isosceles
2
horizontal must be consistent with triangle and
So the slope of the roof relative
the structure of the house and the the
to the horizontal plane will be
roof material. The figure below equilateral
1800 −𝐴̂
depicts the vertical section of the equal to 2 .
triangle.
house, in which the slope of the roof
a) The angle at vertex A is
relative to the horizontal is
(about) 120° for a tiled roof
represented by the angle
measurement at the base of the So the slope of the roof relative
isosceles triangle 𝐴𝐵𝐶 at 𝐴. to the horizontal plane will be
1800 −1200
equal to = 300 .
2
b) The angle at vertex A is

(about) 140° for a fibro cement
roof
1800 −1400
Calculate the slope of the roof equal to = 200 .
2
relative to the horizontal plane in
c) The angle at vertex A is
each of the following cases:
(about) 148° for a corrugated
a) The angle at vertex A is (about) iron roof
120° for a tiled roof;
b) The angle at peak A is
(approximately) 140° for a fibro 1800 −1480
cement roof; equal to = 160 .
2
c) The angle at vertex A is (about)

148° for a corrugated iron roof.
- Students complete Practice 2 in 7 - Students

minutes. Practice 2.
can solve
Practice 2. Complete the multiple- Question 1. C. the
choice exercises below: Question 2. C. problems
Question 3. B. related to
26
Question 1. Which of the the isosceles
following statements is false? triangle
A. An equilateral triangle has faster.
three equal angles and is equal to
60°;
B. An equilateral triangle has
three equal sides;
We have: 𝐵𝐷 is medians of
C. An isosceles triangle is an triangle 𝐴𝐵𝐶
equilateral triangle;
⇒ 𝐷 is the mid-point of 𝐴𝐶
D. An equilateral triangle is an
isosceles triangle. ⇒ 2𝐴𝐷 = 𝐴𝐶
Question 2. An isosceles triangle 𝐶𝐸 is the medians of triangle
is a triangle: 𝐴𝐵𝐶.
A. has two lines of equal height; ⇒ 𝐸 is the mid-point of 𝐴𝐵
B. has two equal medians;
⇒ 2𝐴𝐸 = 𝐴𝐵
C. has two equal sides;
2𝐴𝐷 = 𝐴𝐶
D. has two equal internal { 2𝐴𝐸 = 𝐴𝐵
bisectors. 𝐴𝐵 = 𝐴𝐶(𝐴𝐵𝐶 𝑖𝑠𝑜𝑠𝑐𝑒𝑙𝑒𝑠 𝑎𝑡 𝐴)
Question 3. Let the triangle 𝐴𝐵𝐶 ⇒ 𝐴𝐷 = 𝐴𝐸
be isosceles at 𝐴 with medians 𝐵𝐷
⇒ 𝐴𝐷𝐸 isosceles at 𝐴.
and 𝐶𝐸. Which triangle below is
isosceles? Question 4. D.
Α. ∆𝛢𝛣𝛰 Consider triangle 𝐴𝐵𝐶:
В. ∆𝐴𝐷𝐸; 𝐴̂ + 𝐵̂ + 𝐶̂ = 1800
C. ∆𝐵𝐶𝐸
⇒ 𝐴̂ + 450 + 450 = 1800
D. ∆𝐵𝐷𝐸.
⇒ 𝐴̂ = 900 . (1)
̂
Question 4. In triangle 𝐴𝐵𝐶, 𝐵 =
𝐶̂ = 450 . Then what is triangle Triangle 𝐴𝐵𝐶 has:
𝐴𝐵𝐶? Choose the best conclusion. 𝐵̂ = 𝐶̂ ⇒ 𝐴𝐵𝐶 isosceles at 𝐴
A. Isosceles triangle; (2).
B. Right triangle; From (1) and (2) ⇒ 𝐴𝐵𝐶 is an
C. Equilateral triangle; isosceles right triangle.
D. Isosceles right triangle. Question 5. A.
𝐴𝐵 = 𝐴𝐸 ⇒ 𝐴𝐵𝐸 isosceles at A
27
Question 5. The number of
⇒ 𝐵̂ = 𝐸̂ (property of isosceles
isosceles triangles in the figure
triangle)
below is:
Consider triangles 𝐴𝐵𝐶 and
𝐴𝐸𝐷:
𝐵̂ = 𝐸̂ (𝑝𝑟𝑜𝑣𝑒𝑛)
𝐴𝐵 = 𝐴𝐸 }
𝐵𝐶 = 𝐷𝐸
⇒ ∆𝐴𝐵𝐶 = ∆𝐴𝐸𝐷 (𝑠. 𝑎. 𝑠)
⇒ 𝐴𝐶 = 𝐴𝐷
A. 2 B.1
⇒ ∆𝐴𝐶𝐷 isosceles at 𝐴.
C. 3 D. 4
So we have 2 isosceles triangles.
questions.
comment on your work.
* Conclusion: The teacher
summarizes knowledge about
comments in the isosceles triangle.
ACTIVITY 5. SUMMARY AND INSTRUCTIONS FOR WORK AT HOME (2

minutes)
The teacher summarizes lesson content and advises students on homework
- The teacher summarizes the key knowledge of the lesson: definition, property, and
identification sign of the isosceles triangle.
- Remind students to review the content they have learned.
28
SECTION 2: SPECIAL CASES OF ISOSCELES TRIANGLE.
a) Objective:
- Being able to draw an isosceles triangle using a ruler and compass.
- Students consolidate their knowledge of concepts and properties of special cases of
b) Learning content:
- Practice drawing isosceles triangles in specific problems.
- Practice some problems about isosceles triangles in special cases, forming knowledge
about equilateral triangles and isosceles right triangles.
c) Learning products: Students' drawing of Activity 1 and students' answers to Activity
2 and Activity 3.
Results to
Activities of teachers and
Expected product be
students
achieved
* Teacher assigns learning tasks: - Students

- The teacher requires students to To draw triangle 𝐴𝐵𝐶, we do the know how
work in pairs to complete Activity following: to draw the
1 in 5 minutes. isosceles
Step 1. Draw line segment 𝐵𝐶 = 4
Activity 1. Use a straight ruler triangle
cm.
(with units) and compass to draw with a ruler
Step 2. Draw a part of a circle with
an isosceles triangle ABC with and
center B with a radius of 3 cm and
base side 𝐵𝐶 = 4𝑐𝑚, side 𝐴𝐵 = compass.
a part of a circle with center C with
𝐴𝐶 = 3𝑐𝑚. a radius of 3 cm. They intersect at
point A.
Step 3. Draw the line segments 𝐴𝐵 - Students
and 𝐴𝐶. We get triangle 𝐴𝐵𝐶. recognize
the
- Teacher requires students to do
relationship
Activity 2 in 6 minutes
between
Activity 2: Activity 2. the
29
If triangle PMN in Activity 2 has isosceles
̂ = 𝑀𝑁𝑃
𝑁𝑀𝑃 ̂ = 60°, what is triangle and
triangle 𝑀𝑁𝑃? the
equilateral
triangle.
Consider 𝛥𝑀𝑁𝑃 have:

̂ + 𝑃𝑀𝑁
𝑀𝑃𝑁 ̂ + 𝑃𝑁𝑀
̂ = 180𝑜 .
̂ + 60𝑜 + 60𝑜 = 180𝑜 .
⇔ 𝑀𝑃𝑁
̂ = 60𝑜 .
⇔ 𝑀𝑃𝑁
𝛥𝑀𝑁𝑃 have:
̂ = 𝑀𝑁𝑃
𝑀𝑃𝑁 ̂ = 60𝑜
⇒ 𝛥𝑀𝑁𝑃 also isosceles at N,
⇒ 𝑁𝑀 = 𝑁𝑃 (1)
𝛥𝑀𝑁𝑃 also isosceles at P (proven
in Activity 2)
⇒ 𝑃𝑁 = 𝑃𝑀 (2)
From (1) and (2)
⇒ 𝑃𝑁 = 𝑃𝑀 = 𝑀𝑁
⇒ 𝛥𝑀𝑁𝑃 is equilateral
- The teacher gives students

- Triangle 𝑀𝑁𝑃 has equal sides
comments on the sides and angles
and equal angles. It is an
of triangle 𝑀𝑁𝑃 in Activity 2, then
equilateral triangle.
introduces that we call such a
triangle an equilateral triangle.
- The teacher gives the conclusion: - Student
CONCLUDE: An isosceles discover
triangle with an angle equal to 60° the
is an equilateral triangle. property of
Activity 3. the
30
- The teacher requires students to isosceles
do Activity 3 in 6 minutes. right
Activity 3. Triangle 𝐴𝐵𝐶 is triangle.
isosceles at the vertex 𝐴, known
that 𝐴̂ = 900 . Find the measures
of the remaining angles in the Triangle 𝐴𝐵𝐶 is isosceles at the
triangle 𝐴𝐵𝐶. vertex 𝐴.
⇒ 𝐵̂ = 𝐶̂ (property of isosceles
triangle) (1).
Consider triangle 𝐴𝐵𝐶, we have:
𝐴̂ + 𝐵̂ + 𝐶̂ = 1800
⇔ 900 + 𝐵̂ + 𝐶̂ = 1800 .
⇔ 𝐵̂ + 𝐶̂ = 900 (2).
- Teacher leads students to make From (1) and (2) ⇔ 𝐵̂ = 𝐶̂ = 450 .
comments about isosceles right
triangles
CONCLUDE:
+) A right triangle with two equal
sides and right angles is called an
isosceles right triangle.
+) In an isosceles right triangle,
each base angle is 45°.
questions.
Students comment on your work.
summarizes knowledge about
comments in the isosceles triangle.
31
ACTIVITY 2: PRACTICE. (20 minutes)
a) Objective:
- Students can draw an isosceles triangle knowing 3 sides of that triangle.
- Students can identify isosceles triangles, isosceles right triangles, and equilateral
triangles.
- Practice drawing an isosceles triangle with ruler and compass.
- Apply learned knowledge of isosceles triangles, isosceles right triangles, and
equilateral triangles to solve problems.

Expected product
* Teacher assigns learning tasks: Practice 1. - Students
- The teacher requires students to To draw triangle 𝐴𝐵𝐶, we do the practice
work in pairs to complete Practice following: how to draw
1 in 5 minutes. the isosceles
Step 1. Draw line segment 𝐴𝐵 =
Practice 1. Draw an isosceles 6 cm. triangle.
triangle 𝐴𝐵𝐶 at 𝐶 with 𝐴𝐵 = 6𝑐𝑚, Step 2. Draw a part of a circle
𝐴𝐶 = 𝐵𝐶 = 5𝑐𝑚. with center A with a radius of 5
cm and a part of a circle with
center B with a radius of 5 cm.
They intersect at point C.
Step 3. Draw the line segments
𝐴𝐶 and 𝐵𝐶. We get triangle 𝐴𝐵𝐶.
- The teacher requires students to
do Practice 2 in 12 minutes.
Practice 2. Find the isosceles Practice 2.
triangle, isosceles right triangle, (a). Consider ∆𝐴𝐵𝐶: - Student
and equilateral triangle in the 𝐴̂ + 𝐵̂ + 𝐶̂ = 1800 can solve
following drawing. the problem
⇔ 500 + 650 + 𝐶̂ = 1800
⇔ 𝐶̂ = 650 . related to
32
We have 𝐵̂ = 𝐶̂ = 650 . the isosceles
⇒ ∆𝐴𝐵𝐶 is isosceles at vertex A. triangle.
(b).
+) Consider ∆𝐹𝐻𝐾:
𝐹̂ + 𝐻
̂ + 𝐹𝐾𝐻
̂ = 1800
⇔ 𝐹̂ + 900 + 450 = 1800
⇔ 𝐹̂ = 450 .
̂ ̂ 0
We have {𝐹 = 𝐾 = 45
̂ = 90
𝐻 0
⇒ ∆𝐹𝐻𝐾 is isosceles at vertex 𝐻.

̂ = 𝐹𝐸𝐷
+) 𝐹𝐾𝐻 ̂ = 450
⇒ 𝐻𝐾 ∥ 𝐷𝐸.
𝐻𝐾 ∥ 𝐷𝐸
Because { ⇒ 𝐷𝐸 ⊥ 𝐷𝐹.
𝐻𝐾 ⊥ 𝐻𝐹
Consider ∆𝐹𝐷𝐸:
𝐹̂ + 𝐷
̂ + 𝐹𝐸𝐷
̂ = 1800
⇔ 𝐹̂ + 900 + 450 = 1800

⇔ 𝐹̂ = 450 .
𝐹̂ = 𝐹𝐸𝐷
̂ = 450
We have { ̂
𝐷 = 900 (𝐷𝐸 ⊥ 𝐷𝐹)
⇒ ∆𝐹𝐷𝐸 is isosceles at vertex 𝐷.
(c). Consider ∆𝑀𝑁𝑃:
̂ +𝑁
𝑀 ̂ + 𝑃̂ = 1800
̂ + 600 + 600 = 1800
⇔𝑀
* Students perform the task: ⇔𝑀 ̂ = 600 .
Students observe and listen We have 𝑀̂=𝑁 ̂ = 𝑃̂ = 600 .
⇒ ∆𝑀𝑁𝑃 is an equivalent triangle.
questions.
33
ACTIVITY 5. SUMMARY AND INSTRUCTIONS FOR WORK AT HOME

The teacher summarizes lesson content and advises students on homework (5 minutes)
- The teacher summarizes the key knowledge of the lesson: isosceles triangle; properties
of isosceles triangles, isosceles right triangle, and equilateral triangles; signs to
recognize an isosceles triangle; How to draw an isosceles triangle using a straightedge
and compass.
- Remind students to go home and review the content they have learned.
- Assign students to do the following exercises in the textbook:
+ Exercise 1: Identify properties of isosceles triangles.
+ Exercise 2: Applying properties of equilateral triangles.
+ Exercise 3: Apply properties of isosceles triangles to prove that angles and sides are
equal.
+ Exercise 4: Apply learned knowledge to practical problems.
IV. LEARN EXPERIENCE, EVALUATION
◻ Lesson objectives are clear Advantages:

◻ Create a classroom atmosphere for ……………………………………………
students to actively participate ……………………………………………
◻ Integrate and apply Bloom's ladder ……………………………………………
◻ There is interaction with students Necessary adjustments:
◻ Lectures are appropriate to the ……………………………………………
subject content ……………………………………………
……………………………………………
34
2.2. Practice lesson plan.
LESSON PLAN
PRACTICE PERPENDICULAR BISECTOR.
I. OBJECTIVES
requirements:
- Correctly restate the definition of a perpendicular bisector and the basic properties of
a perpendicular bisector of a segment.
- Apply learned knowledge about perpendicular bisectors to solve some related
problems.
- Apply learned knowledge about perpendicular bisectors to solve some practical
problems.
2. Competence:
- Communication and cooperation capacity: Understand the group tasks, and actively
participate in work exchange.
solve problems related to perpendicular bisector.
combination with ordinary language to express thinking, reasoning, and explaining.
situations related to perpendicular bisector in practical problems.
- Ability to use tools and means of learning mathematics: Use a straightedge and
compass to draw perpendicular bisectors.
- Mathematical modeling competence: Applying the theory of perpendicular bisector to
3. Qualities:
35
2.1. Documents:
a) Objective: Create a learning mood for students, and create interest in learning new
lessons. Correctly restate the definition of a perpendicular bisector and the basic
properties of a perpendicular bisector of a segment.
b) Learning content: Students participate in the teacher's warm-up game to review
knowledge.
c) Learning products: Students' answers in the warm-up game and summarize the
knowledge they learned in the previous session.
Activities of teachers and Results to be
Expected product
students achieved
* Teacher assigns learning - Create a
tasks: - Students listen to the teacher's learning
- The teacher divided the class instructions and enthusiastically mood for
into 3 teams to participate in the participate in the warm-up game. students in
warm-up game. the new
Rule: lesson.
+ The teacher will give each

student a multiple choice card
corresponding to 4 answers A, B,
C, D.
+ Each question will have a time
to complete corresponding to the
difficulty of each question. After
the time ends, the whole class
simultaneously raises their
answers using the multiple-
36
choice cards that have been
distributed.
+ For each student who answers
correctly, that team will receive 1
point.
+ At the end of the game, the team
that scores the most points will be
the winner.
Question 1. (10 seconds) Answer:
Question 1. Choose D.
Which of the following
Question 2. Choose B.
statements is correct?
Question 3. Choose C.
The perpendicular bisector of a Because the perpendicular bisector
line segment is: of line 𝐴𝐵 intersects 𝐴𝐵 at 𝐼.
A. The straight line passes ⇒ 𝐼 is the midpoint of 𝐴𝐵.
through the midpoint of that line 1
⇒ 𝐼𝐴 = 𝐼𝐵 = 𝐴𝐵.
segment. 2
1
⇒ 𝐼𝐴 = 𝐼𝐵 = . 8.
B. The line that is perpendicular 2
to that line segment. ⇒ 𝐼𝐴 = 𝐼𝐵 = 4𝑐𝑚.

C. The line that is perpendicular Question 4. Choose B.
to the line segment at the
endpoints of that line segment.
D. The line which is
perpendicular to the line segment
at the midpoint of that line
segment.
Question 2. (5 seconds) If point Because point 𝐶 lies on the
𝑀 satisfies 𝑀𝐴 = 𝑀𝐵 then: perpendicular bisector of line
A. 𝑀 is the midpoint of segment segment 𝐴𝐵, 𝐶 is equidistant from
𝐴𝐵. 𝐴 and 𝐵, or:
B. M lies on the perpendicular 𝐶𝐵 = 𝐶𝐴 = 10 cm (property of
bisector of segment 𝐴𝐵. perpendicular bisector of a line
C. M is a point in segment 𝐴𝐵. segment).
D. M lies on a line perpendicular Question 5. Choose B.
+) Considering the circle with
to segment 𝐴𝐵.
center 𝐼:
𝐼𝐴 = 𝐼𝐵.
37
Question 3. (15 seconds). Given ⇒ 𝐼 belongs to the perpendicular
a line segment 𝐴𝐵 with a length median line of AB (property of
of 8 cm, the perpendicular perpendicular bisector of a
bisector of line 𝐴𝐵 intersects 𝐴𝐵 segment.
at 𝐼, which of the following +) Considering a circle with center
conclusions is correct? 𝐾:
A. 𝐼𝐴 = 𝐼𝐵 = 8𝑐𝑚. 𝐾𝐴 = 𝐾𝐵.
B. 𝐼𝐴 = 𝐼𝐵 = 2𝑐𝑚. ⇒ 𝐾 belongs to the perpendicular
bisector of AB (perpendicular
C. 𝐼𝐴 = 𝐼𝐵 = 4𝑐𝑚.
bisector property of a small
1
D. 𝐼𝐴 = 𝐼𝐵. segment.
2
Question 4. (15 seconds). Given So 𝐼𝐾 is the perpendicular bisector
that 𝐴𝐵 = 15 cm, point 𝐶 lies on of 𝐴𝐵.
the perpendicular bisector of line
segment 𝐴𝐵. Knowing that 𝐴𝐶 =
10 cm. The length of line
segment 𝐶𝐵 is:
A. 5 cm. B. 10 cm.
C. 15 cm. D. 20 cm.
Question 5. (20 seconds) Please
indicate the relationship between
line 𝐼𝐾 and line segment 𝐴𝐵 in
the following drawing:
A. 𝐴𝐵 is the perpendicular
bisector of 𝐼𝐾.
B. 𝐼𝐾 is the perpendicular
bisector of 𝐴𝐵.
38
- After the warm-up game, the - Students
teacher asks students to conclude summarize
the knowledge of perpendicular the
bisector by themselves in the knowledge
notebook in 5 minutes. about
+ Teachers suggest that students perpendicular
can summarize knowledge in the bisector
form of mindmaps, using
drawings, ...
Figure 2. 3: Mind map of
perpendicular bisector.

Students enthusiastically
participate in group work observe
and listen attentively to the
presentation of each group.
Students comment on other
groups’ work.
summarize knowledge and give
sample mind maps.

a) Objective:
- Students know how to prove that a line is the perpendicular bisector of a line segment.
- Able to use the definition and properties of perpendicular bisectors to solve geometric
proof problems.
- Use the definition or properties of perpendicular bisector to prove a line is a
perpendicular bisector of a line segment in Practice 1.
- Use learned knowledge to solve Geometric proof problems in Practice 2.
c) Learning product: Students’ answers to Practice 1 and Practice 2.
39
Expected product
students achieved
* Teacher assigns learning tasks: - Students use
- The teacher asks students to do the definition
Practice 1, students have 6 minutes or properties
to think and answer. of
Practice 1.
Practice 1. (6 minutes). Given perpendicular
triangle 𝐴𝐵𝐶 isosceles at the vertex bisector to
prove a line is
𝐴, 𝑀 is the midpoint of 𝐵𝐶, 𝑀𝐸 is
a
perpendicular to 𝐴𝐵 at 𝐸, 𝑀𝐹 is
perpendicular
perpendicular to 𝐴𝐶 at 𝐹. Prove:
bisector of a
a) 𝐴𝑀 is the perpendicular bisector
line segment.
of line segment 𝐵𝐶;
b) 𝑀𝐸 = 𝑀𝐹 and 𝐴𝑀 is the
perpendicular bisector of line
segment 𝐸𝐹.
+) With the problem in question a, a) ∆𝐴𝐵𝐶 isosceles at the vertex
the teacher suggests students to 𝐴
reminded about the property of the ⇒ 𝐴𝐵 = 𝐴𝐶.
isosceles triangle. ⇒ 𝐴 lies on the perpendicular
+) With the problem in question b, bisector of 𝐵𝐶.
the teacher reminds students about +) 𝑀 is the midpoint of 𝐵𝐶
congruent cases of right triangles. ⇒ 𝑀𝐵 = 𝑀𝐶.
⇒ 𝑀 lies on the perpendicular
- The teacher asks 1 student to come bisector of 𝐵𝐶.
to the board and present Practice 1 So that 𝐴𝑀 is the perpendicular
(2 minutes). bisector of line segment 𝐵𝐶.
- The teacher asks another student to b) ∆𝐴𝐵𝐶 isosceles at the vertex
comment on the exercise on the
𝐴.
board.
⇒ 𝐵̂ = 𝐶̂ .
Consider ∆𝐸𝐵𝑀 and ∆𝐹𝐶𝑀:
̂ = 𝐶𝐹𝑀
𝐵𝐸𝑀 ̂ = 90°
{ 𝐵𝑀 = 𝐶𝑀
𝐵̂ = 𝐶̂
40
⇒ ∆𝐸𝐵𝑀 = ∆𝐹𝐶𝑀 (hypotenuse
- acute angle).
𝑀𝐸 = 𝑀𝐹(1)
⇒{ .
𝐵𝐸 = 𝐶𝐹
𝐵𝐸 = 𝐶𝐹
𝐴𝐵 = 𝐴𝐶
+) {
𝐴𝐸 + 𝐸𝐵 = 𝐴𝐵
𝐴𝐹 + 𝐹𝐶 = 𝐴𝐶
⇒ 𝐴𝐸 = 𝐴𝐹 (2).
From (1) and (2) ⇒ 𝐴𝑀 is the
perpendicular bisector of the line
- The teacher asks students to do segment 𝐸𝐹.
Practice 2, students have 5 minutes - Students use
to think and answer. learned
Practice 2. (5 minutes). Let triangle knowledge to
𝐴𝐵𝐶 be isosceles at 𝐴. The solve
perpendicular bisector of line Practice 2. Geometric
segment 𝐴𝐶 intersects side 𝐴𝐵 at 𝐷. proof
Know that 𝐶𝐷 is the bisector of problems.
angle 𝐴𝐶𝐵. Calculate the measure
of each angle of triangle 𝐴𝐵𝐶.
+) To solve this problem, students
need to find the relationship
between the angles in the triangle.
̂ = 𝐷𝐴𝐶
Suggest: Prove 𝐷𝐶𝐴 ̂.
- The teacher asks 1 student to come

to the board and present Practice 2
(2 minutes).
+) Perpendicular bisector of the
- The teacher asks another student to line segment 𝐴𝐶 intersects 𝐴𝐵
comment on the exercise on the at 𝐷
board.
⇒ 𝐷𝐴 = 𝐷𝐶.
⇒ ∆𝐷𝐴𝐶 isosceles at the vertex
𝐷.
̂ = 𝐷𝐶𝐴
⇒ 𝐷𝐴𝐶 ̂ (property of
isosceles triangle). (1)
41
+) 𝐶𝐷 is the bisector of angle
𝐴𝐶𝐵
⇒ 𝐷𝐶𝐴 ̂ = 1 𝐴𝐶𝐵
̂ = 𝐷𝐶𝐵 ̂ . (2)
2
+) From (1) and (2)
̂ = 2. 𝐷𝐴𝐶
⇒ 𝐴𝐶𝐵 ̂.
+) ∆𝐴𝐵𝐶 isosceles at the vertex
𝐴.
̂ = 2𝐷𝐴𝐶
⇒ 𝐵̂ = 𝐴𝐶𝐵 ̂.
Consider ∆𝐴𝐵𝐶:
𝐴̂ + 𝐵̂ + 𝐴𝐶𝐵
̂ = 180° (sum of 3
interior angles)
⇒ 𝐴̂ + 2𝐴̂ + 2𝐴̂ = 180° .
⇒ 5𝐴̂ = 180° .
⇒ 𝐴̂ = 36° .
+) We have:
* Students perform the task: ̂ = 2𝐴̂ = 72° .
𝐵̂ = 𝐴𝐶𝐵
questions.
comment on the discussion.
students into the practice lesson.
ACTIVITY 3: APPLY. (15 minutes)

a) Objective: Apply learned knowledge about perpendicular bisectors to solve some
practical problems.
b) Learning content: Solve practical problems at the application level.
Expected product
students achieved
* Teacher assigns learning tasks: Practice 3.
42
- The teacher requires students to +) We have:
do Practice 3 in 5 minutes.
𝑀 𝑖𝑠 𝑡ℎ𝑒 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐵𝐶
Practice 3. (5 minutes). Jack wants { - Apply the
𝐴𝐷 ⊥ 𝐵𝐶 = {𝑀}
to make a kite like the picture properties of
below. Calculate the length of the ⇒ 𝐴𝐷 is the perpendicular perpendicular
splints 𝐴𝐶 and 𝐵𝐷 that Jack needs bisector of the line segment 𝐵𝐶 bisector to
to cut. Know that point 𝑀 is the (1). solve
midpoint of 𝐵𝐶 and splint 𝐴𝐷 is (1) ⇒ 𝐴 equidistant from 𝐵 and practical
perpendicular to 𝐵𝐶 at point 𝑀; 𝐶 (property of perpendicular problems.
𝐴𝐵 = 50𝑐𝑚 and the splint 𝐶𝐷 is bisector).
half the length of 𝐴𝐵. ⇒ 𝐴𝐵 = 𝐴𝐶 = 50𝑐𝑚.
+) Splint 𝐶𝐷 is half the length of
𝐴𝐵.
1
⇒ 𝐶𝐷 = . 𝐴𝐵.
2
1
⇒ 𝐶𝐷 = . 50 = 25𝑐𝑚.
2
(1) ⇒ 𝐷 equidistant from 𝐵 and

𝐶 (property of perpendicular
bisector).
⇒ 𝐷𝐵 = 𝐷𝐶 = 25𝑐𝑚.
So, the length of the splint 𝐴𝐶 is
50 cm, and the length of the
- The teacher asks 1 student to splint 𝐵𝐷 is 25 cm.
come to the board and present
Practice 3 (2 minutes).
- The teacher asks another student
to comment on the exercise on the Practice 4.
board.
Practice 4. (5 minutes). An inter-
commune road is not far from two - Able to
residential locations and these two change the
locations are on the same side of problem from
the road. Determine a location on a real
that road to build a communal problem to a
cultural house so that the cultural
43
house is equidistant from the two +) Situation 1: 𝐴𝐵 is not geometric
residential locations. problem.
perpendicular to 𝑑.
- The teacher guides students to - Apply the
The point equidistant from the
change the problem from a real properties of
two endpoints 𝐴 and 𝐵 is the
problem to a geometric problem, perpendicular
point on the perpendicular
instructing students to draw a bisector to
bisector of segment 𝐴𝐵.
picture of the problem. So that, a solve
solution to the problem is formed. Therefore, the point 𝐶 we need practical
+) Change the problem into a to find is the intersection of the problems.
Geometric problem: “Given a perpendicular bisector 𝐴𝐵 and
straight line d and two points A and line 𝑑.
B located on the same side to d. +) Situation 2: 𝐴𝐵 is
Find a point C on d such that C is perpendicular to 𝑑.
equidistant from A and B”.
𝐴𝐵 ⊥ 𝑑
*Note: { ⇒𝑎∥𝑑
𝐴𝐵 ⊥ 𝑎
+) Straight line 𝑑: Inter-commune So there is no point on d that is
road. equidistant from points 𝐴 and 𝐵.
+) Two points 𝐴 and 𝐵: Two
residential locations.
+) Point 𝐶: Cultural house.
- The teacher asks 1 student to
come to the board and present
Practice 4 (2 minutes).
- The teacher asks another student
to comment on the exercise on the
board.
questions.
44
- The teacher summarizes the key knowledge of the lesson: definition of the
perpendicular line, and properties of the perpendicular line.
- Assign students to do the following exercises in the exercise book: Exercise
64,65,66,67,68.
+ Note: Exercise 68 is for students who have a better grasp of knowledge.
……………………………………………
45
2.3. Lesson plan about teaching review chapter lesson.
LESSON PLAN
REVIEW CHAPTER VII “TRIANGLE”
I. OBJECTIVES
requirements:
- Accurately recall all knowledge in the chapter "Triangle": Sum of angles in a triangle;
the relationship between angles and opposite sides, triangle inequality; two equal
triangles; Congruent cases of triangles; isosceles triangle; perpendicular and oblique
lines; perpendicular bisector of a line segment; special lines in the triangle, the
convergence of those special lines.
- Apply learned knowledge to solve some problems.
2. Competence:
solve problems related to triangles.
combination with ordinary language to express thinking, and reasoning, and explain the
definitions and theories related to triangles.
situations related to triangles.
- Ability to use tools and means of learning mathematics: Use a straightedge, protractor,
and compass to draw triangles in the exercises.
3. Qualities:
46
2.1. Documents:
a) Objective: Create a learning mood for students, help them approach situations that
suggest problems, and create interest in learning new lessons.
b) Learning content: Students read the opening situation, think, and answer the
questions.
Expected product
- The teacher asks students to Exercise 11. D. learning
quickly answer multiple-choice mood for
questions in 3 minutes: Exercises students in
11, 12, 13 (Textbook - page 120). the new
Exercise 11. Let triangle 𝐴𝐵𝐶 lesson.
have two medians 𝐴𝑀 and 𝐵𝑁

intersecting at 𝐺. Then:
𝐺 is the centroid of triangle 𝐴𝐵𝐶
A. 𝐴𝑀 = 2𝐺𝑀.
⇒ 𝐺𝐴 = 2𝐺𝑀. (property of
B. 𝐴𝑀 = 2𝐴𝐺.
three medians in the triangle)
C. 𝐺𝐴 = 3𝐺𝑀.
Exercise 12. B.
D. 𝐺𝐴 = 2𝐺𝑀
47
Exercise 12. Given an isosceles
̂=
triangle 𝐴𝐵𝐶 at 𝐴 with 𝐵𝐴𝐶
400 . The two perpendicular
bisectors of sides 𝐴𝐵 and 𝐴𝐶
intersect at 𝑂. Then
A. 𝑂𝐴 = 𝑂𝐵 = 𝐴𝐵.
B. 𝑂𝐴 = 𝑂𝐵 = 𝑂𝐶.
C. 𝑂𝐵 = 𝑂𝐶 = 𝐵𝐶.
D. 𝑂𝐶 = 𝑂𝐴 = 𝐴𝐶. According to the property of
Exercise 13. Given triangle 𝐴𝐵𝐶 three perpendicular lines in the
with 𝐵𝐶 > 𝐴𝐶, 𝐼 is the triangle, we have:
intersection of the two bisectors of 𝑂𝐴 = 𝑂𝐵 = 𝑂𝐶.
angle 𝐴 and angle 𝐵. Then Exercise 13. B.
̂ = 𝐼𝐶𝐵
A. 𝐼𝐶𝐴 ̂.
̂ = 𝐼𝐵𝐶
B. 𝐼𝐴𝐶 ̂.
̂ > 𝐼𝐶𝐵
C. 𝐼𝐶𝐴 ̂.
̂ < 𝐼𝐵𝐶
D. 𝐼𝐴𝐶 ̂.
In a triangle, the 3 bisectors are
concurrent at 1 point.
𝐼 is the intersection of the two
bisectors of the angle 𝐴 and
angle 𝐵 ⇒ 𝐼𝐶 is the bisector of
angle 𝐶
̂ = 𝐼𝐶𝐵
⇒ 𝐼𝐶𝐴 ̂.
questions.
Students give comments to the
discussion.
48
students into a new lesson "From
the exercises in the warm-up
activity, we have recalled some of
the key knowledge in chapter VII:
Triangle.
To review more thoroughly, we will
learn together in today's lesson."

a) Objective:
- Accurately recall all knowledge in the chapter "Triangle": Sum of angles in a triangle;
the relationship between angles and opposite sides, triangle inequality; two equal
triangles; Congruent cases of triangles; isosceles triangle; perpendicular and oblique
lines; perpendicular bisector of a line segment; special lines in the triangle, the
convergence of those special lines.
b) Learning content: Students create a mind map to summarize the key knowledge in
chapter VII: Triangle.
c) Learning product: Students’ mind map.

Expected product
* Teacher assigns learning - Group 1: - Recall the

tasks: theories
- The teacher divides the class related to
into 5 groups to work in 3 Triangle.
minutes. Students complete
the blanks in the mindmap
prepared by the teacher
according to the requirements
with the following contents: Figure 2. 4: Sum of angles in a triangle.
- Group 2:
49
Group 1: Sum of angles in a
triangle.
Group 2: Relationship
between angles and opposite
sides in a triangle and triangle
inequality. Figure 2. 5: Relationship between
angles and opposite sides in a triangle.
Group 3: Two equal triangles
and Congruent cases of two
triangles.
Group 4: Isosceles triangle.
Group 5: Perpendicular and Figure 2. 6: Triangle inequality.
oblique lines and The
- Group 3:
perpendicular bisector of the
line segment.
Group 6: Properties of
concurrent lines in a triangle:
median, bisector,
Figure 2. 7: Two equal triangles.
perpendicular bisector,
altitude.
- After finishing the product of

each group, the groups
nominate a representative to
present the group's content to
the class, each group has 2
minutes to present.
Figure 2. 8: Congruent cases of two

triangles.
- Group 4:
50
Figure 2. 9: Isosceles triangles.
- Group 5:
Figure 2. 10: Perpendicular and

oblique lines.
51
Figure 2. 11: The perpendicular
bisector of the line segment.
- Group 6:
Figure 2. 12: Properties of concurrent

lines in a triangle: median, bisector,
perpendicular bisector, altitude.
Students enthusiastically
participate in group work
observe and listen attentively
to the presentation of each
group.
groups’ work.
52
summarize knowledge and
give sample mind maps.
ACTIVITY 3: PRACTICE (27 minutes)

a) Objective: Students consolidate their knowledge of chapter Triangle.
b) Learning content: Do practice exercises to consolidate their knowledge of this
chapter with the teacher’s instruction.
c) Learning products: Students' answers to exercises 1,2.
Expected product
* Teacher assigns learning - Students do

tasks: the exercises
- The teacher requires students Exercise 1. correctly.
to complete exercises 1,2 in 15
minutes.
Exercise 1. (10 minutes) In
triangle 𝐴𝐵𝐶, right-angled at 𝐴,
𝐵̂ = 600 . Point 𝐻 is chosen on
side 𝐵𝐶 such that 𝐻𝐵 = 𝐵𝐴.
From 𝐻, draw 𝐻𝐸 perpendicular
to 𝐵𝐶 at 𝐻.
a) Calculate the measure of 𝐶̂ .
b) Prove that 𝐵𝐸 is the bisector
a) Consider ∆𝐴𝐵𝐶:
of 𝐵̂.
̂ + 𝐴𝐵𝐶
𝐵𝐴𝐶 ̂ + 𝐶̂ = 1800 (sum of 3
c) 𝐾 is the intersecting point of
interior angles in a triangle)
𝐵𝐴 and 𝐻𝐸. Prove that 𝐵𝐸 is
⇒ 900 + 600 + 𝐶̂ = 1800 .
perpendicular to 𝐾𝐶.
⇒ 𝐶̂ = 300 .
b) Consider ∆𝐴𝐵𝐸 and ∆𝐻𝐵𝐸:
53
- The teacher asks 1 student to ̂ = 𝐵𝐻𝐸
𝐵𝐴𝐸 ̂ = 900
come to the board and present {𝐵𝐸 − 𝑐𝑜𝑚𝑚𝑜𝑛 𝑠𝑖𝑑𝑒
𝐵𝐴 = 𝐵𝐻
Exercise 1 (3 minutes).
⇒ ∆𝐴𝐵𝐸 = ∆𝐻𝐵𝐸 (hypotenuse –
- The teacher asks another
adjacent side).
student to comment on the
̂ = 𝐻𝐵𝐸
⇒ 𝐴𝐵𝐸 ̂ (2 corresponding
exercise on the board.
angle)
̂.
⇒ 𝐵𝐸 is the bisector of 𝐴𝐵𝐶
c) Consider ∆𝐵𝐾𝐶:
𝐴𝐶 ⊥ 𝐵𝐾
{ 𝐾𝐻 ⊥ 𝐵𝐶
𝐴𝐶 ∩ 𝐾𝐻 = {𝐸 }
⇒ 𝐸 is the orthocenter of ∆𝐵𝐾𝐶.
⇒ 𝐵𝐸 ⊥ 𝐾𝐶.
Exercise 2.
Exercise 2. Given an isosceles
triangle 𝐴𝐵𝐶 at 𝐴, the two
altitudes 𝐵𝐷 and 𝐶𝐸 intersect at
𝐻.
a) Prove that ∆𝐵𝐶𝐷 = ∆𝐶𝐵𝐸.
b) Prove that triangle 𝐵𝐻𝐶 is
isosceles.
c) Prove that ray 𝐴𝐻 is the
̂.
bisector of 𝐵𝐴𝐶 a) ∆𝐴𝐵𝐶 is isosceles at A
̂ = 𝐴𝐶𝐵
⇒ 𝐴𝐵𝐶 ̂ (property of isosceles
- The teacher asks 1 student to triangle).
come to the board and present Consider ∆𝐵𝐶𝐷 and ∆𝐶𝐵𝐸:
Exercise 2 (3 minutes).
̂ = 𝐶𝐸𝐵
𝐵𝐷𝐶 ̂ = 900
- The teacher asks another {𝐵𝐶 − 𝑐𝑜𝑚𝑚𝑜𝑛 𝑠𝑖𝑑𝑒
student to comment on the ̂ = 𝐴𝐶𝐵
𝐴𝐵𝐶 ̂
exercise on the board. ⇒ ∆𝐵𝐶𝐷 = ∆𝐶𝐵𝐸 (hypotenuse –
acute angle).
54
b) ∆𝐵𝐶𝐷 = ∆𝐶𝐵𝐸 ⇒ 𝐷𝐵𝐶 ̂ = 𝐸𝐶𝐵
̂
(corresponding angles)
Consider ∆𝐵𝐻𝐶:
̂ = 𝐸𝐶𝐵
𝐷𝐵𝐶 ̂.
⇒ ∆𝐵𝐻𝐶 is isosceles at H.
c) Consider ∆𝐴𝐵𝐶:
𝐵𝐷 ⊥ 𝐴𝐶
{ 𝐶𝐸 ⊥ 𝐴𝐵
𝐵𝐷 ∩ 𝐶𝐸 = {𝐻 }
⇒ 𝐻 is the orthocenter of ∆𝐴𝐵𝐶.
⇒ 𝐴𝐻 is the altitude of ∆𝐴𝐵𝐶 (1).
∆𝐴𝐵𝐶 is isosceles at A (2).
From (1) and (2) ⇒ 𝐴𝐻 is the
* Students perform the task: bisector of 𝐵𝐴𝐶
̂.
questions.
student's work.
* Conclusion: Teachers review
students' work and point out
common errors.

- The teacher summarizes the key knowledge of the lesson: Recall all knowledge in the
chapter "Triangle": Sum of angles in a triangle; the relationship between angles and
opposite sides, triangle inequality; Congruent cases of triangles; isosceles triangle;
perpendicular and oblique lines; perpendicular bisector of a line segment; special lines
in the triangle, the convergence of those special lines.
- Assign students to do the following exercises in the textbook: Exercises 6,7,8,9,10.
55
……………………………………………
56
2.4. Lesson plan for practicing some software lessons.
LESSON PLAN
USING SOFTWARE IN LEARNING MATHEMATICS
I. OBJECTIVES
requirements:
- Practice creating a tool to draw a triangle when knowing the lengths of three sides
using Geogebra software.
- Present and practice some commands in the Geogebra app: draw a triangle and special
lines in the triangle (median, bisector, perpendicular bisector, and altitude) and
experience the property of passing through the same point of these special lines.
2. Competence:
- Mathematical problem-solving ability: Use compatible mathematical knowledge to be
able to draw the triangles with the given conditions.
combination with ordinary language to express thinking, reasoning, and explanation.
- Ability to use tools and means of learning mathematics: Use Geogebra software.
3. Qualities:
2.1. Documents:
- For teachers: Computer, Geogebra app.
57
- For students: Geogebra app.
2.2. Equipment: Projector, board, computer room.
a) Objective: Create a learning mood for students, and create interest in learning new
lessons. Recall the knowledge they have learned from previous lessons about three
congruent cases of the triangle
b) Learning content: Introducing Geogebra software and its interface.
Results
Activities of teacher and students Expected product to be
achieved
- Teachers introduce Geogebra - Students form knowledge about learning
software and its applications in the application of Geogebra mood for
algebra and geometry: “Geogebra software. students
is a special software designed to in the new
support learning and teaching lesson.
Mathematics. We can use this
software to draw plane geometry,
space, graph functions and execute
commands in both algebra and
geometry.”
- The teacher shows some pictures
of Geogebras’ interface.
58
Figure 2. 13: Drawing on
Geogebra software.
attentively.
students into the lesson “To
understand this software more
specifically, we will come to today's
lesson”

a) Objective:
- Student able to create a tool to draw a triangle when knowing the lengths of three sides
using Geogebra software.
b) Learning content: Draw a triangle in Geogebra software knowing 3 sides of that
triangle.
c) Learning product: Students’ work.
Results
achieved
59
* Teacher assigns learning tasks: + Step 1. Draw 2 points A and B
- The teacher requires students to do such that 𝐴𝐵 = 4.
Activity 1 under the teacher’s - Choose
guidance. - Choose
Activity 1. Draw triangle 𝐴𝐵𝐶 with - Select point A and enter a radius
𝐴𝐵 = 4𝑐𝑚, 𝐵𝐶 = 5𝑐𝑚, 𝐶𝐴 = 6𝑐𝑚. of 4 cm.
- The teacher guides students - Select point B on the circle using
through 4 steps to create a triangle
drawing tool when knowing the the tool
lengths of three sides. - We get the following drawing:
+ Step 2. Choose
- Choose
- Select point 𝐵, and enter a radius
equal to 5.
- We get the following drawing:
+ Step 3. Do the same as step 2,

select point A, and enter a radius
equal to 6.
60
- We get the following drawing:
+ Step 4. Choose
- Choose
- Alternately click on the circle in
steps 2 and 3, the intersection point
C of the circle is marked.
+ Choose 5. Select
- Connect 3 points 𝐴, 𝐵, 𝐶, and
obtain triangle 𝐴𝐵𝐶.
attentively, and do the activity at the
same time as the teacher's
instructions.
concludes the steps to draw a
triangle in geogebra knowing 3
sides of the triangle.
ACTIVITY 3: APPLY. (27 minutes)

a) Objective: Students can present and practice some commands in the Geogebra app:
draw a triangle and special lines in the triangle (median, bisector, perpendicular bisector,
and altitude) and experience the property of passing through the same point of these
special lines.
61
b) Learning content: Draw special lines in the triangle, and experience the property of
passing through the same point of these special lines using Geogebra software.
c) Learning products: Students' work.
Results
achieved
* Teacher assigns learning tasks:

- The teacher requires students to do Step 1. Use to
Activity 2 following the teacher’s draw 3 sides 𝐴𝐵, 𝐵𝐶, 𝐶𝐴 of the
instruction. (15 minutes) triangle 𝐴𝐵𝐶.
Activity 2. Draw and experience the
property of passing through the
same point of three bisectors.
- The teacher concludes when we
move one of the vertices of triangle
ABC, we see that the bisectors
always pass through the same point. Step 2. Use
to draw three bisectors of 𝐴̂, 𝐵̂, 𝐶̂ in
triangle 𝐴𝐵𝐶.
Step 3. Use to
determine the intersection point 𝐷
of the bisector of 𝐴̂ and 𝐵𝐶, the
intersection point 𝐸 of the bisector
of 𝐵̂ and 𝐴𝐶, the intersection point
𝐹 of the bisector of 𝐶̂ and 𝐴𝐵.
62
Step 4. Use to
draw the bisectors 𝐴𝐷, 𝐵𝐸, 𝐶𝐹 of
Step 5. Hide unnecessary objects to
get triangle 𝐴𝐵𝐶 and bisectors
𝐴𝐷, 𝐵𝐸, 𝐶𝐹.
Activity 3.
- The teacher requires students to do
Activity 3 in 12 minutes. a) Step 1. Use
to draw 3 sides 𝐴𝐵, 𝐵𝐶, 𝐶𝐴 of the
Activity 3. Draw the triangle and its
three perpendicular bisectors. triangle 𝐴𝐵𝐶.
Step 2. Use
alternatively choosing any two of
the three vertices of triangle 𝐴𝐵𝐶 to
63
draw the perpendicular bisectors of
Step 3. Use to
determine:
• The intersection point 𝑀 of line
segment 𝐵𝐶 with its perpendicular
bisector;
• The intersection point 𝑁 of line
segment 𝐶𝐴 with its perpendicular
bisector;
• The intersection point 𝑃 of line
segment 𝐴𝐵 with its perpendicular
bisector;
In the drawing, we see that the
three perpendicular bisectors of the
triangle pass through the same
point, used to
determine this intersection point.
Step 4. Use to
draw the perpendicular bisectors of
triangle ABC.
64
Step 5. Hide unnecessary objects to
get triangle 𝐴𝐵𝐶 and the
perpendicular bisectors of triangle
𝐴𝐵𝐶.
questions.
comment on your work.
* Conclusion: Teachers summarize
knowledge about the concepts and
properties of isosceles triangles.

- The teacher summarizes the key knowledge of the lesson: Drawing a triangle knowing
3 sides by Geogebra software, drawing a triangle and special lines in the triangle.

……………………………………………
65
2.5. Conclusion of the chapter.
In this chapter, I have designed 4 lesson plans in chapter VII: "Triangle" -
Geometry grade 7 (Canh Dieu book series) in English, specifically the following lesson:
Isosceles triangle;
Practice perpendicular bisector;
Review Chapter VII;
These lesson plans have been designed according to the requirements and goals
of the 2018 education program, according to Official Dispatch No. 5512. The
practicality and applicability of the above lesson plans will be evaluated and presented
in the next chapter.
66
CHAPTER 3: PEDAGOGICAL EXPERIMENT
3.1. Experimental purposes.
Evaluate the appropriateness of teaching activities with the knowledge objectives
and the duration of the lesson; the diversity of the teaching methods, and the
differentiation of exercises in the lesson plans.
3.2. Experimental requirements.
The lesson plan and the experimental process must demonstrate the application
of the teaching methods in actual teaching. At the same time, the application process
must also demonstrate initial effectiveness in promoting positive thinking. Students'
initiative, and creativity when receiving new mathematical knowledge contribute to
determining the paths, levels, etc. of applying dialogue methods in the process of
innovating literary teaching methods currently in secondary schools.
In this thesis, experimentation is not about confirming one thing compared to
another, but is only for surveying and drawing experience to have a practical basis to
continue to improve teaching methods.
3.3. Location, subjects, and experimental lessons.
3.3.1. Experimental locations and subjects.
Due to difficulties in the location to practice teaching mathematics in English and
not receiving permission from secondary schools to conduct teaching hours for students
in Hanoi. This thesis will select 3rd-year and senior students with expertise in teaching
mathematics in English to teach directly and use Google Forms to record feedback and
comments from attendees at the end of the lesson.
3.3.2. Experimental lesson.
- §7. Isosceles triangle (Mathematics textbook 7, volume 2, Canh Dieu textbook series,
Pedagogical University publisher).
- Practice perpendicular bisector (Mathematics textbook 7, volume 2, Canh Dieu
textbook series, Pedagogical University publisher).
- Review Chapter VII Triangle (Mathematics textbook 7, volume 2, Canh Dieu textbook
series, Pedagogical University publisher).
- Using software in learning mathematics (Mathematics textbook 7, volume 2, Canh
Dieu textbook series, Pedagogical University publisher).
67
3.4. Time and process of experimental teaching
3.4.1. Experimental time and procedure.
Conducting experiments in the 2023 - 2024 school year, specifically as follows:
The experimental procedure includes seven steps:
Step 1: The Mathematics teacher reads, comments, and evaluates the lesson plan.
Step 2: Edit the lesson plan according to the student guide's previous suggestions.
Step 3: Conduct teaching experiments.
Step 4: Conduct evaluation and comment meetings with experimental teachers.
Step 5: Statistics, analysis, and processing of experimental results.
Step 6: Adjust the lesson plans.
3.4.2. Experimental process
The thesis writer will directly teach the assessment lesson with the participation
of fifteen 3rd-year students and senior students majoring in teaching mathematics in
English and one teacher in the major. The experimental results will be evaluated based
on the evaluation form and comments from the teachers in the observation group.
3.5. Experimental evaluation.
After organizing the lessons, I sent a survey link to those who attended the class
to survey their comments on the advantages and disadvantages of the lessons. Below are
the survey results I received:
Diagram 3. 1: Display survey objects.
68
From this diagram, we can see that the number of 3rd-year students and senior
students is quite similar to each other. Therefore, we can objectively collect opinions
from both courses.
Diagram 3. 2: Investigate the clarity of lesson objectives.

In question number 2, four participants commented that the goals were not clearly
stated in some classes.
Diagram 3. 3: Investigate the correctness of the knowledge in the lessons.

In diagrams 3, the class attendees confirmed that there were no errors in
mathematical knowledge during the experimental lesson.
69
Diagram 3. 4: Investigate consistency in learning objectives and learning activities.
In terms of diagram 4, teachers are said to have consistency between learning
objectives and learning activities at an above-average level, with 100% of participants
rating it at level 3 or higher.
Diagram 3. 5: Survey participants' opinions on teacher's time management.

Mentioning the time management ability of the teacher, the data is somewhat
worse than other criteria, 4 participants rated it at level 2. The reason is that in some
lessons, the teacher still cannot control the progress of the lesson, causing the lesson to
end later than expected.
70
Diagram 3. 6: Survey participants' opinions on the diversity of the activities in the
lessons.
In diagram 6, good comments from participants are recorded about the diversity
of activities in the lesson. About 53,3% of the attendees rated at levels 4 and 5. But 46%
of people rate the variety of activities as only average
Diagram 3. 7: Survey participants' opinions on the differentiation of activities in the

lessons.
Regarding the differentiation of the activities in the experimental lessons, the
teacher is said to have differentiation in the exercises and has been rated at level 4 by 9
participants.
Professionally, through sample lessons in front of teachers in the 3rd-year, senior
students majoring in Teaching Mathematics in English, I consulted and received the
following comments:
Advantage:
71
- The lesson plan follows the model according to the newly issued Circular 5512 of the
Ministry of Education.
- Lessons are considered to be differentiated and diverse in their activities.
- Stick to the lesson plan and fully demonstrate the steps in class.
- Actively engage learners through question-and-answer methods, group activities, etc.
In addition to the results achieved as mentioned above, the experimental lessons
still reveal shortcomings that need to be overcome to make future lesson plans more
effective.
Disadvantages:
- Time problem: Almost all experimental lessons cannot complete all the content of the
prepared lesson plan.
- Besides, I received some comments after the lessons as follows:
+ “The teacher does give activities for students, but I think she can figure out some ways
for students to conclude the properties on their own.”
+ “Teacher can give more diverse activities in warm-up activities.”
+ “Each activity needs to target many students in the class and ensure knowledge is
appropriate for all students.”
+ “Teacher may have more exercises at a higher level for good students.”
The above shortcomings show that in the process of continuing to improve the
process of organizing mathematics classes in English, implementers need to stick closer
to teaching practices to make timely and appropriate adjustments. For example:
Teachers need to pay attention to the duration of lessons and avoid wasting time on
redundant activities. At the same time, teachers need to focus on differentiating
exercises to suit each student's ability, so that both weak and strong students can grasp
the lesson and develop their abilities. It is necessary to create activities for students to
be more proactive and discover knowledge on their own.
3.6. Conclusion for this chapter.
In this chapter, we conducted a pedagogical experiment aimed at evaluating the
effectiveness of teaching methods in mathematics classes conducted in English. The
experiment focused on assessing the clarity of lesson objectives, the correctness of
mathematical knowledge, the consistency between learning objectives and activities,
time management, diversity, and differentiation of activities.
72
Overall, the experimental results revealed both strengths and areas for
improvement in the teaching methodology. The lessons were generally praised for
following the prescribed model outlined by the Ministry of Education, being
differentiated and diverse in their activities, and actively engaging learners through
various methods.
However, some shortcomings were identified, particularly regarding time
management, with lessons often running over the allocated time due to incomplete
content coverage. Feedback from participants also highlighted the need for more
student-centered activities, diverse warm-up exercises, and differentiated exercises to
cater to students' varying abilities.
These findings emphasize the importance of continuous improvement in teaching
practices, with a focus on addressing identified weaknesses to enhance the effectiveness
of future lesson plans. Teachers should strive to optimize time management, incorporate
more student-centered activities, and tailor exercises to meet the needs of all students,
fostering a more engaging and inclusive learning environment.
Overall, the pedagogical experiment provided valuable insights that will inform
the refinement of teaching methods and the development of more effective lesson plans
in mathematics education conducted in English.
73
CONCLUSION
In this thesis, I have researched and prepared several lesson plans in chapter VII:
"Triangle" - Geometry grade 7 (Canh Dieu book series) in English, specifically the
following lesson:
Isosceles triangle;
Practice perpendicular bisector;
Review Chapter VII;
Due to limited time, I only stopped at mentioning and solving the most basic
issues in preparing a plan to teach Geometry grade 7 in English according to Official
Dispatch No. 5512 of the Ministry of Education and Training. and it is not possible to
conduct direct experiments with students. On the other hand, because my knowledge is
still limited and I have no practical experience, the thesis cannot avoid errors. Therefore,
I look forward to receiving your comments and additions to make my thesis more
complete.
Thank you sincerely!
74
APPENDIX
Surveying the lessons of the chapter "Triangle"
Dear 3rd-year and senior students!
(1) Thank you for your enthusiastic participation in my lesson.
(2) Learning from others the good things and gaining experience from the bad things
will help you increasingly improve your expertise. Therefore, I hope you will send me
your comments and suggestions about my lessons so that I can improve them for the
next lessons.
1. Which course are you currently a student in?
 K2020.
 K2021.
2. Has the teacher correctly identified the lesson objectives?
 Yes.
 No.
3. Has the knowledge in the lesson plan been standardized?
 Yes.
 No.
4. Are learning activities consistent with the stated knowledge objectives?
Not suitable Suitable.

5. Is the duration of the lesson appropriate?
Inappropriate Classes are on time as planned.

6. Are the activities in the lesson diverse and interesting to students?
Boring activity Diverse activities.

7. Do the activities and exercises in the teaching plan differentiate students?
No differentiation Differentiated from easy to difficult.

Thank you very much for participating in the survey!
75
REFERENCES
[1]. Ministry of Education and Training of Vietnam. (2020). Official Dispatch No. 5512
/BGDDT-GDTrH dated December 18, 2020, on the development and implementation of
school education plans.
[2]. The National Assembly. (1998). Education Law No. 11/1998/QH10.
[3]. Vietnam Teaching Jobs. (2023). 14 Types of teaching methods for an effective
lesson. https://vietnamteachingjobs.com/types-of-teaching-methods/.
[4]. Nguyen Ba Kim. (2007). Phuong phap day hoc mon Toan. Pedagogical University
Publishing House.
[5]. Theresa Ebiere Dorgu. Different Teaching Methods: A Panacea for Effective
Curriculum Implementation in the Classroom. International Journal of Secondary
Education.
[6]. Dr. Md. Enamul Hoque. (2016). Teaching approaches, methods, and techniques.
The EDRC Journal of Learning and Teaching.
[7]. Do Duc Thai. (2022). Mathematics textbook 7 - Canh Dieu book series. Pedagogical
University Publishing House.
[8]. Rolf Biehler, Roland W. Scholz, Rudolf Strasser, Bernard Winkelmann. (1994).
Didactics of mathematics as a scientific discipline. Kluwer Academic Publishers.
76

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HA NOI METROPOLITAN UNIVERSITY

NGUYỄN NGỌC ANH

DESIGN LESSON PLANS FOR CHAPTER “TRIANGLE”

NGUYỄN NGỌC ANH

DESIGN LESSON PLANS FOR CHAPTER “TRIANGLE”

SUPERVISOR: NGUYEN THI HONG

Nguyen Ngoc Anh

II. Purpose, object, and scope of research.

New words (represent a Word(s) that refer to a Prepositions (expressing

Figure 2. 1: Paper cutting steps in

ACTIVITY 2: FORMING KNOWLEDGE (18 minutes)

- The teacher suggests to

- The teacher asks students to do

- After having finished Activity

ACTIVITY 3: PRACTICE (20 minutes)

b) The angle at vertex A is

c) The angle at vertex A is (about)

- Students complete Practice 2 in 7 - Students

ACTIVITY 5. SUMMARY AND INSTRUCTIONS FOR WORK AT HOME (2

* Teacher assigns learning tasks: - Students

Consider 𝛥𝑀𝑁𝑃 have:

- The teacher gives students

Activities of teachers and Results to

⇒ ∆𝐹𝐻𝐾 is isosceles at vertex 𝐻.

⇔ 𝐹̂ + 900 + 450 = 1800

ACTIVITY 5. SUMMARY AND INSTRUCTIONS FOR WORK AT HOME

◻ Lesson objectives are clear Advantages:

+ The teacher will give each

to that line segment. ⇒ 𝐼𝐴 = 𝐼𝐵 = 4𝑐𝑚.

* Students perform the task:

ACTIVITY 2: FORMING KNOWLEDGE (15 minutes)

- The teacher asks 1 student to come

ACTIVITY 3: APPLY. (15 minutes)

(1) ⇒ 𝐷 equidistant from 𝐵 and

have two medians 𝐴𝑀 and 𝐵𝑁

ACTIVITY 2: FORMING KNOWLEDGE (15 minutes)

Activities of teachers and Results to

* Teacher assigns learning - Group 1: - Recall the

- After finishing the product of

Figure 2. 8: Congruent cases of two

Figure 2. 10: Perpendicular and

Figure 2. 12: Properties of concurrent

ACTIVITY 3: PRACTICE (27 minutes)

* Teacher assigns learning - Students do

ACTIVITY 4. SUMMARY AND INSTRUCTIONS FOR WORK AT HOME

ACTIVITY 2: FORMING KNOWLEDGE (15 minutes)

+ Step 3. Do the same as step 2,

ACTIVITY 3: APPLY. (27 minutes)

* Teacher assigns learning tasks:

ACTIVITY 5. SUMMARY AND INSTRUCTIONS FOR WORK AT HOME

◻ Lesson objectives are clear Advantages:

Diagram 3. 1: Display survey objects.

Diagram 3. 2: Investigate the clarity of lesson objectives.

Diagram 3. 3: Investigate the correctness of the knowledge in the lessons.

Diagram 3. 5: Survey participants' opinions on teacher's time management.

Diagram 3. 7: Survey participants' opinions on the differentiation of activities in the

Not suitable Suitable.

Inappropriate Classes are on time as planned.