Teaching objectives:
1. Can read bar charts and bar charts whose starting cells are inconsistent with the number of units represented by other cells, and can complete charts according to the data in statistical tables.
2. Learn simple data analysis, further feel the role of statistics in decision-making, understand the role of statistics in real life, and understand the close relationship between mathematics and life.
3. Strengthen the cultivation of students' ability to ask and solve problems, and fully guide students to explore independently, cooperate and communicate.
Teaching preparation: each person has a blank statistical chart (vertical arrangement), and a group of four people has a blank grid chart. The teacher prepares some blank statistical charts (horizontally).
Teaching process:
(1) Create a situation and ask questions.
Teacher: Students, the weather is getting hotter and hotter! What brand of mineral water do you like to drink?
Teacher: Yes, there are so many brands of mineral water on the market. Uncle Li of the supermarket also counted the sales of several kinds of mineral water from June 3rd to 10.
Teacher: Tell me, what information did you get from the statistics?
Teacher: Can you make this information into a bar chart? (Please make your own statistical chart)
What does the horizontal axis in the vertical bar graph represent? What does the vertical axis mean? How much does one grid represent?
Do you have any questions?
What is the sales volume of unified mineral water?
The sales volume of unified mineral water is 65 cases. Can I fill in the statistics table with the data of unified mineral water? (insufficient grid)
(2) Ask questions and explore new knowledge.
By drawing a bar chart, we can clearly see the differences between the various mineral waters sold. However, sometimes the space on the paper is too small to draw such a vertical bar diagram. What should I do? What should we do?
Exchange discussion
What method did you come up with? (Students discuss in groups)
(Compare different methods and get a horizontal bar chart)
What does the horizontal axis mean? What's the number?
What does the vertical axis mean? (According to the answer, a blank vertical bar chart is displayed)
Introduce a new lesson: If we change the vertical bar graph into the horizontal bar graph, it will take up less space. In this way, the horizontal axis becomes the sales volume of mineral water, and the vertical axis becomes various brands of mineral water.
Teamwork and independent inquiry.
Teacher: Can you discuss it with your partner in a group of four and try to design it?
Students discuss the design of horizontal bar graph in groups of four. )
Exchange reports and show the work of the four-person team. Students introduce the bar chart designed by this group.
The teacher affirmed the child's creation and made a standardized bar chart.
Let's talk about the meaning of horizontal axis, vertical axis and each cell in the bar chart first.
The whole class completed the horizontal statistical chart that was not completed in the book.
Analyze data and solve problems.
A: Teacher's question: What do you know according to the data on the horizontal statistical chart?
B: What questions can I ask?
C: What kind of mineral water do you think should be added? Why?
D: Teacher's summary: You see, statistical charts can also help us analyze problems and make decisions.
(3) Consolidate practice and expand knowledge.
Answer: Look at the horizontal statistical chart and talk about the meaning of each part of the statistical chart. (deskmate communication)
Answer the questions according to the chart.
Complete the form according to the information in the picture. And explain why.
(4) Summary:
What did you get from this lesson? Is there anything you don't understand? What do you think of yourself and your classmates in this class?
Generation and reflection
(A) constantly break the balance and feel in the collision.
Knowledge is not simply instilled, and students' learning is not simply imparted. Only by allowing students to develop gradually in the process of "balance-imbalance-balance" can we cultivate thoughtful and creative students.
Teaching is to extract interesting and challenging questions from the reality of students' life and knowledge in Beijing, to provoke students' cognitive conflicts, to break students' mindset, to guide students to analyze things from different angles and levels, to find solutions to problems, and to develop students' new ideas on problems.
Wonderful playback
By drawing a bar chart, we can clearly see the differences between the various mineral waters sold. However, sometimes the space on the paper is too small to draw such a vertical bar diagram. What should I do? What should we do?
Exchange discussion
What method did you come up with? (Students discuss in groups)
Health: I want to add a grid.
Teacher: Try it. Is this method applicable here?
Health: I don't think it's appropriate, because there is not enough space to add a grid up.
Teacher: Is there any other way?
Health: I think the way is to use a grid to represent the quantity 10.
Teacher: How about this method?
Health: It feels good!
Health: I think when one grid represents 10, 45 and 25 are difficult to draw.
Teacher: Is there any other way?
Health: I think the way is to draw a grid next to it.
Health: This method is not good. It is not easy to compare different mineral waters.
Teacher: Is there any other way?
Health: I switch the horizontal axis and the vertical axis, and the grid is enough!
Teacher: This method is really special. Will it work?
Health: Just try it!
(2) Collision in communication, sublimation in exploration, showing the charm of mathematics.
Mathematics always gives people an abstract and boring impression. Simply looking at pictures and analyzing statistics will make students feel lack of challenges and make them feel simple and boring. Students' understanding of statistics only stays in pictures, and their interest will not last long, let alone their desire for lifelong learning. Therefore, I try to highlight the interest and challenge in the choice of subject matter, so that students can feel the charm of mathematics and the fun of learning mathematics.
Complete the form according to the information in the picture. And explain why.
Health: I think the sales volume is 1 200 bottles per month, 600 bottles in May and 700 bottles in August.
Teacher: What's your reason?
Health: This drink just came into the market in January, and only 200 bottles were sold. Later, it sold better and better.
Health 2: I think the sales volume is 1 200 bottles per month, 700 bottles in May and 600 bottles in August.
Because it is cold in January, few people buy drinks. Everyone likes shopping on Labor Day, so the sales volume is good. It's hot in August, and the sales volume is good, but people prefer to eat ice cream.
Health 3: I think the sales volume is 1 700 bottles per month, 600 bottles in May and 200 bottles in August.
I think this drink just came out in January and everyone wanted to try it, but it didn't taste good, so sales began to decline.
Health 4: I think the sales volume is 1 600 bottles per month, 200 bottles in May and 700 bottles in August.
I think this drink just came out in January and everyone wanted to try it, but it didn't taste good, so sales began to decline. So manufacturers began to adjust their products, and the sales volume rose again when the taste was good.
……
I wonder if I can upload pictures. If I want it, just email me. )