Increasing the application of practical problems in teaching advanced algebra 10 - high school - 14

106

-Take any point M(x 0 ;y 0 ) not on (d)

If ax 0 + by 0 +c < 0 then the half-plane (excluding the edge (d) containing point M is the solution domain of the inequality ax +by +c < 0 .

If ax + by +c > 0 then the half-plane (excluding the edge (d)) not containing point M is the solution domain of the inequality ax + by +c > 0.

Note that teachers should guide students when to practice solutions and take the entire shore (d). Example 1: determine the domain of solutions of the equation 3x + y 0

Teacher: Draw a straight line with equation (d): 3x + y =0. Students: Students do it.

Teacher: Choose a point belonging to one of the two half-planes. Student: For example, point M(1;1)

Teacher: Substitute into the equation of line (d) and see if that point belongs to the solution domain of the equation?

HS: realize that M(1;1) is not a solution of the given equation. GV: Determine the domain of the solution of the equation.

HS: So the solution region we need to find is the half-plane with edge (d) that does not contain point M as shown in the figure.

Teacher guides students to do activity 1 H 1 (Textbook) Activity 2.

2System of first-degree equations with two unknowns Example 2:

3 x y 3 0

2 x 3 y 6 0

2 x y 4 0


(I)


The teacher guides students to follow these steps:

+ Draw straight lines with equations in system (I)

+ Please indicate the domain of solutions of each equation in system (I)

+ Show the domain of the system. Do H 2 in the textbook.


Teacher: Draw the lines y-3x=0, x-2y+5=0, 5x+2y+10=0. Students: Do it under the teacher's guidance.

Teacher: Determine the domain of solutions of each equation in the system.

Students: do it themselves under the guidance of the teacher, ask a student to practice. Teacher: Determine the domain of the system.

HS: Take the intersection of the three regions above.

Like the equation, the system of equations, the system of first-order quadratic equations with two unknowns is a mathematical content with many practical applications, especially in the field of solving economic problems. Let's continue to study the following part:

Activity 3:


3. Some applications to economic problems. The teacher presents the problem according to the textbook.

Analyze the problem to find the solution.

This is an economic problem, we pay attention to raw materials of type I and type II. Pay attention to the amount of money, extract substance A and substance B. Analyze the data and conditions of the problem.

Teacher: If we use x tons of type I raw materials and y tons of type II raw materials, how many kilograms of substance A and substance B can we extract?

HS: under the teacher's suggestion

Each ton of type I raw material can extract 20kg of substance A and 0.6kg of substance B.


Each ton of type II raw material can extract 10kg of substance A and 1.5kg of substance B.

Then how much can be extracted from x tons of type I raw materials and y tons of type II raw materials?

We have: (20x+10y) kg of substance A (o,6x+1,5y) kg of substance B

Teacher: People plan to extract at least 140 kg of substance A and 9 kg of substance B from two types of raw materials. Then both types I and II extract substances A and B, which will satisfy what?

HS: 20x+10y 140


0.6x+1.5y 9

Teacher: Please express the amount of money to buy raw materials of type I and type II? Student: T(x;y) = 4x+3y

Teacher: How many tons of each type of raw material should be used to minimize costs?

0

x

10

0

y

9

2 x

y

14

2 x

5 years

30

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Increasing the application of practical problems in teaching advanced algebra 10 - high school - 14

HS: The problem becomes finding numbers x and y that satisfy the equation


(II)


So that T(x;y) = 4x+3y has the smallest value.


Teacher: To solve the above problem, find the solution of the equation system (II)?

HS: Present the solution after learning the steps to determine the domain of solutions of a first-degree quadratic equation with two variables.

Teacher: Prepare the drawing, color to highlight the area of ​​quadrilateral ABCD and calculate the points A, B, C, D as the intersection of the corresponding lines in system (II).

- Choose any point in the quadrilateral ABCD and prove that the quadrilateral ABCD is the solution.

HS: Prove and present on the board.

Teacher: In all points in the domain of solution of system (II), find point (x;y) so that T(x;y) has the smallest value.

HS: under the teacher's suggestion

Because we only consider T(x;y) = 4x+3y with (x;y) satisfying system (II), we only consider the line


straight (d m ): 4x+3y = T

Passes through at least 1 point of quadrilateral ABCD

y

4 x T

3 3


Notice that this family of lines is parallel to the line y=

As T increases

4 x

3

Draw that line parallel to the top, then the smallest value of T is reached at the top A (5;4). We find T=32 corresponding to T(5;4).

So: To minimize raw material costs, it is necessary to use 5 tons of type I raw materials and 4 tons of type II raw materials. Then the total cost is 32 million VND.

Teacher prepares drawing board with figure 4.7 in textbook


14

x=10

2x+y=14

9

D

C

6

A

4

B 2x+5y=30

2

O

5

7

10

15

x

y=9

Reinforcement:

+ The general form of a first-degree inequality with two unknowns x,y is ax + by 0 (1)

(ax+by c ; ax + by 0 ) where a,b,c are real numbers given that a and b are not both 0, x and y are unknowns.


+ The set of points whose coordinates are solutions to inequality (1) is called its solution domain.

_ Rules for practicing the geometric representation of the solution domain of an inequality (1) Step 1. On the Cartesian coordinate plane perpendicular to oxy, draw the line ax +

by = c (d)

Step 2. Take a point M 0 (x 0 ,y 0 ) d (we usually take the origin 0)

+ Step 3. Calculate ax 0 + by 0 and compare ax 0 + by 0 with c.

+ Step 4. Conclusion

If ax 0 + by 0 < c then the half-plane with edge d containing point M 0 is the solution domain of ax +by c.

If ax 0 +by 0 > c then the half-plane with edge d not containing M 0 is the solution domain of ax + by c

+ To solve a system of first-degree inequalities with two variables, we solve the inequalities in turn, then take the intersection of the solution sets.

Consolidation exercises

A factory produces two types of products, denoted I and II. One ton of product I makes a profit of 2 million VND, one ton of product II makes a profit of 1.6 million VND. To produce 1 ton of product I, machine M1 must be used for 3 hours and machine M2 for 1 hour. To produce 1 ton of product II, machine M1 must be used for 1 hour and machine M2 for 1 hour. One machine cannot be used to produce two types of products at the same time. Machine M1 works no more than 6 hours a day, machine M2 works no more than 4 hours a day. Plan the production so that the total profit is the highest.

Analysis of suggested answers:

Let x, y be the tons of products of type I, II produced in one day.

Because machine M 1 only works no more than 6 hours in a day and machine M 2 only works no more than 4 hours in a day.

Total interest L = 2x + 1.6y. So we have the following problem: Find real numbers x and y that satisfy the system:


x

y

3 x

x

0

0

y 6

y

4


So that L = 2x + 1.6y is a maximum.

Thus, the enterprise will earn maximum profit when producing 1 ton of product I and 3 tons of product II per day. At that time, the profit achieved is L = 6.8 million VND.

Consolidation: -Students need to grasp the concept of inequality and system of first-degree inequalities with two variables.

- Grasp the concept of the solution set of an inequality and a system of first-degree inequalities with two variables and represent that solution set on the coordinate plane.

- Understand and know how to relate to practical problems, especially extreme value problems. Homework from lessons 42 to 48 (pp.132-136).

Guide students to study at home.

You need to pay attention to study carefully at home how to determine the domain of solutions of quadratic inequality and redo the exercises taught today.

Study and refer to documents with instructions on how to solve economic problems and do similar exercises.

3.3.2. Proposed opinions and evaluation of experimental results analysis.

The practice results show that about 100% of students in class 10A 10 understand the lesson, of which 90% absorb and practice solving math problems quickly during class.

In the remaining classes, about 70% to 80% of students grasp the lesson and practice solving math problems. In class 10A12 (basic C), only about 50% to 60% grasp the lesson.

Students have grasped the steps to solve problems using general methods to solve practical problems, initially knowing how to apply them to solving problems and linking mathematics with practice.

Most students are very interested in teaching mathematics in a practical way, the lessons are lively and do not feel boring, rigid and dry.


Colleagues' opinions.

The lesson is carefully prepared, with exercises for students to solve and approach problems in the lesson. Agree with the spirit of teaching closely linked to practice.

The practical reinforcement problems are too long and difficult for students, more suitable textbooks and problems are needed.

Often have difficulty in communicating ideas about the lesson plan.

My opinion.

Through the experiment of teaching grade 10 through the above prepared curriculum and testing and evaluating the results in those classes, I can make some comments as follows:

- Students are very interested in learning and absorb the knowledge given quite quickly. They are able to apply that knowledge to solve and do exercises, as well as similar or more difficult types of math.

- Teachers can organize activities during class to help students develop their thinking process and initially know how to cooperate to solve math problems leading to good results.


GENERAL CONCLUSION


Through the content presented above, under the guidance of teacher Nguyen Ngoc Uy and the comments and criticisms of colleagues, it can be seen that the thesis has achieved the following results:


Contribution of the topic.


About theory :

The thesis has clarified the importance of mathematics, the role of mathematics in practical life, in science and technology and in other sciences.

- Highlight the application and use of mathematics in teaching mathematics in high schools, specifically advanced algebra 10. Propose a general method for solving math problems in practical applications associated with the knowledge learned in mathematics.

- Through the learned parts, we should build a connection between mathematics and practice in teaching and learning activities through concepts, theorems, and teaching exercises.

In practice :

- Prepare some specific lesson plans in the spirit of application, thereby clarifying and analyzing the content of mathematics with practice and the practical origin of mathematics that interact with each other.

- Experimentally teach the above problems to students at the school where I work, propose feasible directions to effectively link math teaching with real life. Thereby, there are comments on the advantages and disadvantages of implementation.

Limitations of the topic:

Only practical problems have been proposed to be linked to each part of the advanced algebra 10 curriculum. However, the exercise system is still not rich, and there is no complete and scientific pedagogical experiment.

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