Mathematics, published by Jiangsu Education Press, Volume IV, pp. 94-95.

Teaching objectives

Knowledge and skills: enable students to experience the process of data collection, collation and analysis, experience the diversity of statistical results under different standards, and express the results of data collation with statistical tables.

Mathematical thinking and problem solving: develop mathematical thinking in the process of learning statistics, cultivate the consciousness of using statistics to solve problems, and propose and solve problems related to data information from the perspective of statistics.

Emotion and attitude: I can actively participate in learning activities, be willing to cooperate and communicate, and can analyze and look at problems from different angles.

Teaching focus

Let students experience the whole process of statistical activities and the diversity of statistical results under different standards.

Teaching difficulties

According to statistical needs, correctly classify and collect data.

Teaching preparation

Several multimedia courseware and tables suitable for students.

Teaching idea

1, according to the age characteristics of children, reasonably create interesting situations.

2. Stimulate students' inner learning needs according to the law of knowledge formation.

3. According to the practical significance of statistics, choose the learning content that conforms to the students' life experience.

4. Independent exploration, cooperation and exchange; Think positively and build new knowledge.

teaching process

First, create a situation to stimulate the introduction of interest

1, guide and observe the situation map of the animal games, and say what you see.

According to the students' answers, the camera writes on the blackboard: dog, rabbit, monkey, high jump, long-distance running.

2. Point out the observed animals and playing fields.

Second, independently explore and acquire new knowledge.

1, stimulating the demand for classified statistics.

(1) Select statistics according to task requirements.

In order to provide services for the sports meeting, two animal friends also came to the stadium. They should make statistics according to their respective task selection information. (blackboard writing: statistics)

Are you willing to help them and be a little "information officer"? (Blackboard: I am a small information officer)

Computer recording: Hello, everyone, I'm the little chef. I will prepare a lunch for each athlete at noon today. I prepared a carrot set meal, a peach set meal and a bone set meal. I want to know how many copies to prepare for each set meal. What information do I need to know? Teacher: Who will help it choose? what do you think? Arrange the books on the blackboard according to the students' answers: dogs, rabbits and monkeys.

What do I need to know to know how many copies to prepare for each set meal? (blackboard writing: only a few)

That is, according to what statistics? (blackboard writing: animal species)

Computer recording: Hello, I'm Xiao Dao. I want to take the athletes who participate in each competition to the designated venue. What information do I need to know?

Teacher: Who will help me choose? what do you think? (sorting out the blackboard: long-distance running and high jump)

That is, according to what statistics? (Cardboard: only counting items)

(2) Draw table lines to form statistical tables.

2. Experience the process of classified statistics.

A preliminary attempt of (1) statistics.

Roll call students choose a piece of information for statistics.

Clarify the meaning of statistical data.

(2) Complete statistics independently.

Fill in some statistics in the math book.

(3) The significance of collective exchange of statistical information.

Look at the first statistical table first: How many animals are there in the high jump? What about long-distance runners?

What else do you know from this form? This is usually called "total" in statistics and is recorded here. (blackboard writing: total)

What's the total? How to calculate? What does 13 mean?

Summary: There are 13 athletes on the field.

What do you know from the second table? What else do you know? How can this be expressed statistically? (blackboard writing: total 13)

How to calculate? What does 13 mean? What does this mean?

What do you find by comparing these two totals? Why is it the same? If the total is different, what does it mean?

Summary: It seems that you can always check whether the statistics are correct.

Calculate the "total" twice and fill it in the table.

(4) Comparative summary.

What's the difference between the two statistics?

Summary: Like this, athletes who are also 13 are classified first and then counted according to different standards (blackboard writing: classification), which is classified statistics.

3. Feel the statistical value of classification.

Through the classification statistics just now, can Bear know how many copies should be prepared for each set meal? How did you know?

Can the deer take the athletes who participate in each competition to the designated venue? Why?

Summary: Classified statistics are very useful. What kind of classification standard to choose for statistics should be based on the actual situation.

Third, carry out statistics and complete the construction.

1, independent classification statistics, reasonable analysis and speculation.

The weather problem.

Show me the weather.

Discussion: From what angle can statistics be classified?

Fill in the classification first, and then make statistics. (Health statistics, teacher patrol)

Exchange statistical results.

Guess: In which season was the competition held?

Do you have any suggestions on the competition arrangement and service?

2. Cooperate in classified statistics and develop positive speculation.

Hat problem.

Display: a set of hats

Group discussion: From what angles can these hats be classified and counted?

Communication classification method.

Students choose one they like. Standard classification statistics.

Exchange statistical results.

In classified statistics, it is possible to preliminarily test whether the statistics are correct through total. But can we just look at the total? What else do you need to check?

If you want to give these hats to athletes, every animal will get one. How do you want to send it?

3, activity classification statistics, complete experience process.

The medal problem.

Display: 4 medals

How to classify?

Look carefully, what is your form requirement?

Define the activity requirements: for each medal displayed by the computer, you need to put "√" behind the corresponding shape or category in the above table.

Show the medals one by one. Students do activities.

Count the number of "√" and fill it in the statistics table below.

The children at the same table introduce the statistics and check whether the statistics are correct.

Please have a table to introduce the statistics.

What shape medals do you like? Raise your hand if you like circles, raise your hand if you like squares, and raise your hand if you like triangles.

One * * * How many hands are there? Why?

Fourth, sum up the harvest and expand the promotion.

1, sum up the harvest.

2, contact life, looking for classified statistics.

Play a short film.

What are the classified statistics in the short film just now?

What else in life needs to be classified and counted? Please look for it after class

Teaching reflection:

Statistics is to analyze the collected data as the basis for making decisions and solving problems. Therefore, the practical significance of statistics should be reflected in teaching. In order to stimulate students' demand for classified statistics, experience the value of classified statistics and stimulate statistical awareness, the teaching design of this course highlights the following points:

1. Create a reasonable environment and stimulate the demand for statistics. The theme situation of "forest game" is designed. By helping "Chef Bear" and "Guide Deer" to select information for statistics, students need to classify the information in the pictures. In weather problems, hat problems and medal problems, the idea of solving problems and making reasonable guesses through classified statistics.

2. Go through the whole process and experience the statistics. In the specific situation created, fully activate students' existing life experience and statistical experience. In stimulating students' demand for classified statistics, two statistical tables are naturally formed to independently experience the process of collecting and sorting data from graphics. Finally, in the comparison of the two statistics, I once again realized the value of sorting data and felt that different sorting solved different problems respectively.

3. Enrich statistical levels and master statistical methods. This lesson designs three levels of statistical activities to gradually deepen the understanding and understanding of the methods of classifying statistical data according to different standards. First, let students experience data sources in many ways. One is to provide students with data directly, such as weather problems and hats, and the other is to collect data through activities, such as medals. Second, the classification requirements are gradually improved. In the example, clear classification criteria and specific classification items are given, so that students can sort out the data according to different items. Two classification criteria are given in the weather problem, but one of them is not completely listed, so students need to supplement it completely according to the specific situation and then sort out the data. For the hat problem, let the students discuss the classification first, and then choose a standard classification statistics. This arrangement not only helps students to master the methods of sorting data according to different classification standards, but also helps to improve their ability to solve simple practical problems by statistical methods.

4, contact with real life, cultivate statistical awareness. Statistics is essentially a method to study and analyze data. And a lot of data comes from life. In students' real life, classified statistics are true. In the class summary, by playing short films, students feel that classified statistics are everywhere, which once again reflects the value of sorting out data, helps students find classified statistics in their lives and cultivates their statistical consciousness.