Chapter 10 Teaching Plan (1) of Volume II of Grade Seven Mathematics
10.2 histogram (1)
Teaching objectives
Knowledge and skills:
Understand the concepts of group spacing, frequency and frequency distribution; Learn to process data in reasonable groups. Process and method:
Cultivate students' ability to obtain information from data and use it.
Emotional attitudes and values:
Experience the value of mathematics in life and enhance students' interest in learning mathematics.
Emphasis and difficulty in teaching
Teaching emphasis: grouping data reasonably and listing frequency distribution table.
Teaching difficulty: the determination of group distance.
Teaching aid preparation: small blackboard
Teaching method: inquiry
Studying Law: Cooperation and Communication
Class hours: class hours 1.
Class type: new teaching
Teaching time:
teaching process
First, review the introduction.
What methods did we learn to describe data in the last section? What are their respective advantages?
The methods of describing data studied before mainly include histogram, fan chart and line chart, and their respective advantages are (teacher's description).
Second, the new lesson
1. Question: In the seventh grade, in order to participate in the broadcast gymnastics competition of all grades in the school, 40 students with similar height will be selected from 63 students to participate in the competition. To this end, the height (unit: cm) of these 63 students is collected as follows. Please read 63 data collected by P 163.
.
Which range of students should I choose to join? In order to make the selected players more tidy, it is necessary to know the distribution of data: which interval has more students and which interval has fewer students, so these data should be grouped and sorted appropriately.
2. The steps of grouping and sorting data.
① Calculate the difference between the maximum value and the minimum value.
Maximum value? Minimum value = 172? 149=23 (cm)
This means that the height range is 23 cm.
(2) Determine the distance and the number of groups.
Divide all data into several groups, and the distance between the two endpoints of each group (the range of data in the group) is called the group distance; For example, the first group is from 149∽ 152, when the group distance = 152? 149=3, then the group distance is 3.
So how many groups can all the data be divided into?
(Maximum value? Minimum value)? Group spacing = number of groups, such as (maximum? Minimum value)? Group distance =
=7, then this set of data can be divided into 8 groups. = Note: There is no fixed standard for group spacing and number of groups, which should be decided according to specific problems. In principle, the number of groups should be divided into 5 ∽ 100 groups.
③ Column frequency distribution table
Frequency: the number of data drops in each group.
The distribution in each group is represented by a table, which is the frequency distribution table. For example, the frequency distribution table is obtained by the frequency distribution of the above data columns.
Discussion and communication:
1. What information can be obtained from the frequency distribution table?
2. Compare the advantages of original data and frequency distribution table.
Teachers and students are the same: so the height is 155? x & lt 158, 158? x & lt 16 1, 16 1? X< 164 The number of people in the three groups * * is12+10 = 41(person). Therefore, we can start from the height155 ∽/kloc.
Third, consolidate the practice.
Complete the exercise on page 168 of the textbook (do not draw the frequency distribution map)
Fourth, class summary.
How does this course help you? How do you feel?
Verb (abbreviation for verb) assignment
Required questions: question 10.2, question 2, question 3 (no statistical chart)
Choose to do the questions: question 10.2, question 5.
Chapter 10 Teaching Plan (2) of Volume II of Grade Seven Mathematics
10.2 histogram (2)
Teaching objectives
Knowledge and skills:
Learn to draw histograms and line charts of frequency distribution.
Process and method:
Information can be obtained from histogram and line chart.
Emotional attitudes and values:
Experience the application of histogram and line chart of frequency distribution in real life and experience the mathematical value.
Emphasis and difficulty in teaching
Teaching emphasis: draw histogram and line chart of frequency distribution.
Teaching difficulty: get information from histogram and line chart.
Teaching aid preparation: small blackboard
Teaching method: guidance
Studying Law: Cooperation and Communication
Class hours: Class hours 2
Class type: new teaching
Teaching time:
teaching process
First, create situations and introduce new courses
In front of us, we described the data intuitively with three statistical charts: histogram, fan chart and line chart. So, what image is used to describe the frequency distribution of a set of data? Then you need to use the histogram of frequency distribution.
Second, the new lesson
1. Draw the histogram of frequency distribution.
The histogram of frequency distribution is mainly to see the frequency distribution intuitively. Last class, we sorted out the height data of 63 students and listed the frequency distribution table. Now we use the frequency distribution table to make the corresponding frequency distribution histogram.
(1) The horizontal axis represents the height, and the vertical axis represents the ratio of frequency to the set of books; As shown in the figure:
(2) the significance of small rectangular area
As can be seen from the above figure, the area of small rectangle = group distance? (frequency/group spacing) = frequency, so the area of the small rectangle is the size reflecting the frequency at which the data falls in each group.
(3) Draw the histogram of frequency distribution with a simple method.
In equidistant grouping, because the area of small rectangle is the frequency of the group, the height of small rectangle can be completely replaced by frequency when making frequency distribution histogram.
The above picture can be made into the form of the following picture:
2. Describe the frequency distribution with frequency line chart.
Describe it with frequency line chart. First, take the midpoint of the rectangle on the histogram, and then take two points with frequency of 0 on the left and right sides of the histogram on the horizontal axis (half a group distance away from the left and right sides of the histogram). Take (147.5,0) and (174.5,0) on the horizontal axis, and connect these points with line segments in turn.
.
Third, give examples:
Textbook P 166 cases: In order to investigate the distribution of ear length of a certain kind of barley, 100 ear wheat was extracted from an experimental field, and its length measurement is shown in the table below. (unit:
Cm)
List the frequency distribution table of samples and draw the frequency distribution histogram. Answer: Look at the textbook.
Change the group spacing in the above example to 0.5, regroup the column frequency distribution table and draw the frequency distribution histogram. The process is similar to the problem solving process, which can be completed by students themselves.
Comparing the conclusions of the two methods, it is not difficult to see that there is a little error in dividing the data into 12 groups compared with 7 groups, which is normal. It can be seen that the more groups, the more detailed the analysis, and the more accurate the estimation of the crowd.
Fourth, homework
Required questions: question 10.2, question 1.
Choose questions: question 10.2, question 4.
Chapter 10 Teaching Plan (3) of Volume II of Grade Seven Mathematics
10.3 project learning talking about water saving from data (1)
Teaching objectives
Knowledge and skills:
Make students experience the process of collecting, sorting, analyzing data and drawing conclusions, and realize the importance of water saving.
Process and method: By analyzing the data, draw a conclusion, let students experience the process of analyzing problems with data, put forward reasonable suggestions, and feel the value that mathematics brings to life.
Emotional attitudes and values:
Let students understand the importance of saving water through specific data.
Emphasis and difficulty in teaching
Teaching emphasis: learn to collect and analyze data, draw conclusions from them and give solutions to related problems.
Teaching difficulty: how to solve the problem of water shortage reasonably.
Teaching aid preparation: multimedia
Teaching method: guidance
Studying Law: Cooperation and Communication
Class hours: class hours 1.
Class type: new teaching
Teaching time:
teaching process
First, the introduction of new courses.
Information display (projection) Information pictures of the current world freshwater resources and water shortage in China: (1) What do you feel after reading these pictures?
(2) Do you know the current situation of water resources in the world and China?
Second, explore new knowledge.
Activity 1: Reading textbooks? Background information? , collect data, draw a statistical chart and answer the following questions:
(1) What is the distribution of water resources and fresh water resources on the earth?
(2) What is the water consumption for agriculture and industry in China?
(3) What is the changing trend of urban domestic water consumption in different years in China?
According to foreign experience, it is possible for a country to use more than 20% of its available water resources? Water crisis? According to this standard, has 1990 ever appeared in China? Water crisis
Students read the materials and complete the activities through group cooperation and discussion 1. Activity 2: Collect the monthly water consumption of each family in the class, describe these data with frequency distribution histogram and frequency line chart, and answer the following questions:
(1) In which interval is the monthly per capita water consumption of the family the most? What is the percentage of families in this range in the class?
(2) How many families have the highest and lowest monthly water consumption per capita? What percentage of the class is this family?
(3) What is the daily water consumption per class? According to the basic daily average water demand (BWR) of 50 liters, does this average exceed the water consumption standard?
(4) If each person saves 10 liter of water every day, how many tons of water can be saved every day based on1300 million population? According to BWR standard, how many years can these waters provide 1 person with domestic water?
Seventh grade mathematics volume II Chapter 10 Teaching plan related articles:
1. Beijing Normal University Edition Seventh Grade Mathematics Volume II Teaching Plan
2. The seventh grade mathematics teaching plan of Beijing Normal University
3. The seventh grade mathematics teaching plan of Beijing Normal University
4. The fifth chapter of the seventh grade mathematics teaching plan.
5. Beijing Normal University Edition Seventh Grade Mathematics Teaching Plan