Parallel line judgement for class 1 design parallel line judgement for class 1 design page / numpages parallel line judgement for class 1 design parallel line (1) i. Knowledge of course subject and technology (1) understanding parallel line formation. (2) the judgement of the parallel line. 1.(3) is based on the judgement that prior to the first step, the reasoning proves that the process and methodology are modelled, i. E. The application of the “sport-change” teaching thought method, which fosters the student's ability to “see-analyze” and “summarize-summarize”. The application of the mathematical approach to emotional attitudes and values through “movement-change” is a dialecticist approach that allows students to understand that there is a broad correlation between things and one another. Based on the judgement of justice, students are trained to sum up patterns in practice, to understand things, and to develop their logical reasoning. Ii. Elements and professional points: complete and implication of methodology 1 in the context of the experience: application of jurisdiction 1 iii. The teaching method enlightenment guides the discovery of law iv, the teaching of parallel presentations, step (i) to create a situation by reviewing the definition of parallel lines and the nature of parallel lines by using the last lesson, allowing students to judge and justify the following phrase: one, two lines are called parallel lines if they are not ordered; and (wrong) two, what is the nature of parallel lines? Then the students wondered whether the definition of parallel lines could be used as a way to determine whether the two lines could be parallel. If so, what conditions, if any, would we use the definition of parallel lines to determine parallel lines? One, within the same plane; two, without booking, gives the position of the two straight lines below and directs students to find that when we cannot use definitions to judge the parallels of the two lines, we find other ways of judging the parallels. This leads to the subject: parallel line judgement. We will study the methodology for paralleling the two lines on the basis of the graphics of the third line. (ii) explore the new lesson 1 and parallel line 1 (1) demonstration (can be presented on the board, draw two fixed straight lines, then put a ruler on the line and rotate): the teacher gave the following diagrams of two straight lines that were cut off by the third line, turning b, allowing students to see if the size of the cornera changed when it moved to a different location, and then the anglea grew from a small one, indicating the pattern of change in the position of the b-to-a. [the shari'a] gives students ample insight into the following: when b turns to different locations, the angle a follows, and when the angle a gets bigger from a small, the straight line b changes from the original right to the right to the left to the right a. In the process, there is a location parallel to a without booking, so when the angle a is, what is the line a/b? In other words, if we judge that two straight lines are parallel, we need to look for an angle ... (2) to make a comparison and come to a preliminary conclusion that further enlightens the students, can the drawings of parallel lines determine the conditions for parallel lines and allow the students to look back at parallel lines, b) the presentation of the square line: let's ask the students to think about the process of drawing parallel lines, and what is guaranteed by 3. Students: two equal angles are guaranteed... Students
