2. Experience the process of data collection and arrangement, know pictographic statistical charts, and answer some simple questions according to the charts.

Teaching emphases and difficulties:

Experience the process of data collection and arrangement, know pictographic statistical charts, and answer some simple questions according to the charts.

Teaching process:

First, scene import.

1, Teacher: After the mid-term exam, the teacher wants you all to relax and prepare a big food party for you, okay?

Teacher: The teacher wants to prepare some fruit for you first. What kind of fruit do you like best? (Asking students)

Today we are going to learn "favorite fruit".

Teacher: Some fruits that students like to eat are hard to buy in this season, while apples, pears, bananas and oranges are easy to buy in the market. So let's use these four kinds of fruits, shall we?

Second, new funding.

1, Teacher: The students in Class One (1) will also hold a big food party, and the teacher investigated the fruits that their class likes to eat. The statistics have dropped. Look at the screen.

2. What do you know when you see this statistical chart?

How many people like apples/pears/bananas/oranges?

What fruit do you recommend to buy more? Why?

The teacher put forward some math problems according to this statistical table.

(1) There are more apples than pears ().

Analysis question: There are 5 apples and 4 pears. How many apples are there than pears? How to calculate them? -Use subtraction.

How to make a formula? 5-4= 1 So there are more apples than pears (1).

(2) There are fewer apples than bananas.

Analyze the meaning of the problem:

(3) The whole class likes eating () best.

I just saw Class One (1) like to eat fruit. Now the teacher wants to know about our class.

There are already some pictures of fruits on your desktop. Please choose a photo of your favorite fruit and hold it in your hand for teachers and children to have a look.

It seems that the students are enthusiastic, but the teacher is annoyed. It is difficult for teachers to know how many people like all kinds of fruits. What should I do? Who can help the teacher think of a way?

Scheme: 1, all kinds of fruits line up, and then count the number of people, (neatly arranged)

Raise your hand and count the number of fruits.

Summary: Several people like all kinds of fruits.

Third, consolidate:

1. Students have a really good way of thinking, which can help teachers solve this problem. That teacher really wants to see if you are really that good!

Please open the book P 10 1 and try this problem. The teacher sent some drawings of learning tools to see how many learning tools there are in the book, and then posted them in the corresponding boxes. (student operation)

2. Is it the same as the teacher's? Actually, this is a statistical chart. Please fill in this statistical table according to the statistical table.

3. Now let's think about the following questions:

(1) Which thing has the most and that thing has the least?

(2) Which two things are the same?

(3) What other math questions can you ask? (Ask questions and write them on the blackboard to solve the problem)

Fourth, practice.

Please open the book P 102 and finish the first exercise. (patrol, then comment)

Verb (abbreviation for verb) Summary: What have we learned today?

Six, homework:

In order to test your study in this class, please carefully complete the remaining exercises in the book P 102.

Seven, blackboard design:

statistics

Favorite fruit

(Questions raised in class)

extreme

Teaching objectives:

1. Stimulate students' interest in statistics and cultivate their preliminary statistical consciousness.

2. Experience the process of data collation, and know pictographic statistical charts and simple statistical tables.

3. Cultivate students' ability to initially ask questions and solve problems. Let students experience the process of statistics and develop their statistical concepts.

Teaching difficulties:

Experience the process of data, physical arrangement and statistics.

Teaching process:

First, inspire teaching and practical experience.

1, our class is going to have a New Year's Day party and learn some fruits. There are four kinds of fruits on the market now: apples, pears, bananas and oranges. Let's learn what kind of fruit to learn!

2. Group activities:

The first group has a blank sheet of paper and pictures of four kinds of fruits. Everyone chooses a favorite fruit and sticks it on paper, so that everyone can see what kind of fruit your group likes best at a glance. Post it on the blackboard and show it.

3, the whole class communication:

Students comment on which group of pictures let everyone know what kind of fruit they like best at a glance and help our class decide what kind of fruit to learn. Through discussion, it is concluded that the mapping should be aligned on one side, arranged in the order of categories, and aligned on the left and right, and the groups that do not meet the requirements should be allowed to be readjusted.

4. Summarize the statistical charts of each group, make statistical charts and statistical tables of fruits that the whole class likes to eat, and guide students to ask questions and solve problems according to the statistical tables.

Second, practice:

1, inspire students to ask questions.

(1) How many children like apples and pears?

(2) How many bananas are less than pears?

(3) What is the most? What is the least?

2. Say:

(1) Which thing has the most? What is the least?

(2) Which two things are the same?

(3) What other math questions can you ask? (group discussion)

3. In the 1 question, let the students observe the pictures first, make the questions clear, and then let the students solve the problems independently. Ask the students to count the number of various figures, understand the process of data arrangement, and then fill in the blanks with pictures. You can let several children cooperate to finish it.

4. Question 2, let the students cut out the fruit pictures on the attached page at the back of the book first, and then solve the problems independently.

5. Question 3: Cultivate students' statistical awareness by studying independent investigation, sorting out data and expressing results. Teachers guide and encourage students to communicate with each other and express their opinions.

6. Welcome the New Year.

(1) Let the students observe the picture independently.

(2) Guide students to ask questions and solve problems according to the pictures.

After group communication, the whole class communicates.

(3) Talk about how our class spends the New Year, what activities we carry out and what math problems we can ask.

Tisso

Teaching content analysis: Investigating, collecting, sorting out and analyzing data are common problems in people's daily life and work. Cultivating students' preliminary statistical consciousness is very necessary for students to feel the mathematical world and solve and analyze mathematical problems. For the first-year students, it is necessary to stimulate their interest in participating in statistical activities and cultivate their statistical consciousness with the help of interesting and real situations.

Teaching preparation:

Teaching process:

First, create situations and ask questions.

Children, New Year's Day is coming, and we are going to have a get-together. At the get-together, we should not only decorate the classroom beautifully, but also prepare some fruits. I want to know what fruit you like best. Fruits that students like to eat. Can you do something?

[The introduction of familiar situations helps to stimulate students' interest in learning]

Students speak freely, but they can't form a unified opinion.

Everyone has different opinions. If we want to buy four kinds of fruits: apples, pears, bananas and oranges, how much should we buy each kind of fruit? What do you suggest we do?

Second, determine the plan and collect data.

1, group discussion, establish investigation methods.

2. Panel report.

In groups of four, summarize the class.

3. Choose a method to investigate.

On the basis of soliciting the opinions of the whole class, we first choose the way of group cooperation to conduct a small sample survey.

4. Clarify the methods of group investigation.

1 team division of labor.

Each group provides a blank statistical chart and statistics table.

Group members can mark their favorite fruits in their own way.

5. Complete the statistical chart in groups, predict the situation of the whole class, and give the reasons for guessing.

Reasonable guessing is an important way to learn mathematics. ]

6. The team reports the findings.

Third, collate data and verify the results.

1, display the statistical charts of each group, and independently complete the statistical charts and statistics tables after observation.

2. Show and evaluate each other.

There are various evaluation methods, and mutual evaluation is one of them. ]

Please tell me if there are any other ways to verify whether the survey results are correct.

4. Choose other verification methods.

5. Tell me which method you like and why.

Fourth, analyze the results and make a reasonable guess.

1, display the statistical chart. Hey, look at this chart. What do you know? Any good suggestions?

2. Freedom of expression in form.

The teacher didn't take part in your survey just now. What kind of fruit do you think the teacher will like? Why?

V. Consolidation and improvement, and practical application

1. What did you get from your study just now?

2. What can I do when I go home with what I have learned today?