Tisch
Teaching content:
Example 2 on page 67 of the textbook, question 2 of classroom activities, and questions 3-5 of exercise 15 on page 68.
Teaching objectives:
1. Learn the characteristics of the fan-shaped statistical chart in detail according to the living conditions, and get relevant data and useful information according to the changes before and after the fan-shaped statistical chart.
2. The role of empirical data in decision-making and the application value of statistics in real life.
Teaching focus:
Further understanding of the characteristics of the fan-shaped statistical chart will obtain relevant data and useful information according to the changes before and after the fan-shaped statistical chart.
Teaching difficulties:
Will be compared and analyzed according to the changes before and after the fan-shaped statistical chart.
Teaching preparation:
Teaching aid: multimedia courseware.
Teaching process:
First, review the introduction.
Teacher: What are the characteristics of a pie chart?
Teacher: Today, we will further learn the pie chart on the basis of previous knowledge.
Blackboard: fan-shaped statistical chart
Second, explore independently and learn new knowledge.
1. Teaching Example 2
(1) displays two statistical charts continuously.
Show me the first fan picture first.
Teacher: What information can we get from this picture?
Point out the relevant parts of the courseware according to the students' answers.
Teacher: When did these data come from?
Show me the second fan picture.
Teacher: What information can we get from this picture? When are these data?
Teacher: What is the square kilometer of cultivated land, forest and orchard? How many square kilometers of barren hills will there be without reconstruction? Please calculate it.
Look at the two pictures together.
Teacher: What do you want to say after reading these two fan-shaped statistical charts? See who finds the most and is the most valuable.
Students think independently first, and then exchange their findings in the group (compared with the end of 2006, the land changes before "returning farmland to forests").
(2) Further understand the role of departmental statistical charts.
Teacher: Just now, the students exchanged their findings with each other in the group. Now, who can speak for your group?
Ask one or two students to complement each other and find out the items that have changed in the statistical chart.
Summary: Comparing the two fan-shaped statistical charts, the students emphasized that many projects have changed. Is there any change? (Courseware emphasizes that the total land area has not changed), that is, two circles represent the total land area near the mountain village.
Teacher's guidance: Based on our findings, what changes will the increase of forest area and the decrease of barren mountain area bring to this village? If you were the leader of the village committee, what would you think of the statistical chart at the end of 2006?
(3) Solve the problem according to the fan-shaped statistical chart.
Teacher: What other mathematical problems can you propose and solve by observing the fan-shaped statistical chart?
Students think and answer independently first, and teachers patrol to find out typical problems and analyze them.
2. Course summary
Teacher: What did we learn today? (Fan map) What have you gained?
Third, classroom activities.
Teacher: The circles in the two fan-shaped statistical charts we analyzed just now both represent the same meaning-the total land area (the courseware points out the second topic of "classroom activities"-changing the topic and adding two parameters-the area and population of the United States and Russia). What about now?
Teacher: Look at these statistics carefully. What did you find?
Teacher's Guidance: Focus on analyzing the basic national conditions of China with a large population and a small population.
Teacher: What do you think when China has a large population and little arable land?
Fourth, practical application promotes development.
1. Finish the exercise 15, question 3.
Show two fan-shaped statistics in the question and guide the students to compare.
(1) What information did you get from the two statistical charts?
(2) Calculate: From 1996 to 2006, how many square kilometers did industrial land, residential land and green land increase or decrease respectively?
Students calculate independently, teachers patrol, select a few students to perform on stage and comment collectively.
(3) Discussion: What do you think of this change?
2. Complete exercise 15, questions 4 and 5.
extreme
Teaching content:
Fan statistics chart
Textbook pages 68-69.
Teaching objectives:
Understand the characteristics, significance and role of departmental statistical charts; Can read sector statistics, can do sector statistics, can analyze.
Key points and difficulties:
Be able to make fan-shaped statistical charts and analyze them.
Teaching aid preparation:
Courseware.
Teaching process:
First, what is a fan map?
(Use an integer to represent the total, and use the size of each sector in the circle to represent the percentage of each part in the total. )
For example, the following fan-shaped statistical chart reflects the situation of students in a class participating in various groups of extracurricular activities.
Q: What does the whole circle represent in this statistical chart? (Class size)
What can be seen from the picture?
Students who participate in recreational groups account for 30% of the class; Students who take part in sports group account for 60% of the whole class, and students who take part in art group account for the whole class 10%).
Measurement: measure the degree of the central angle of each sector in the drawing with a protractor?
Think about it: What are the characteristics of departmental statistics? It can clearly show the relationship between the number of parts and the total. )
Second, how to make a fan-shaped statistical chart
The planting area of various crops in He Qiao village in 2000 is as follows.
84 hectares of food crops
24 hectares of cotton
Oil crops 12 hectare
According to the above data, make a fan-shaped statistical chart.
Drawing steps
(1) First, calculate the percentage of each part in the total.
(2) Calculate the degree of the fan-shaped central angle representing the number of each part.
(3) Draw a circle with an appropriate radius, and draw all sectors in the circle according to the central angle calculated above.
(4) In each sector, indicate the number name and percentage of each part, and distinguish each sector with different colors or stripes.
(5) Name, unit, tabulation time,
Blackboard: (1) 84+24+12 =120 (hectare)
Grain crops: 84120 = 70%
Cotton: 24120 = 20%
Oilseeds and food crops:12 ÷120 =10%
(2) Grain crops: 360 x 70% = 252.
Cotton: 360 x 20% = 72
Oil crops: 360 x 10% = 36.
Statistical Table of Planting Area of Various Crops in He Qiao Village in 2000
200 1 1 month system
Third, class assignments.
design
1. Li Ming asks every student in the class, "What's your favorite ball game?" According to the students' answers, he made a fan-shaped statistical chart on the right. Please look at the picture and answer the following questions.
(1) What kind of ball games are welcome?
(2) Which two kinds of ball games are similar in popularity?
(3) Students' favorite ball games account for about the total.
(4) "Others" in the picture is a combination of people who love volleyball, tennis, handball and other ball games. Do you think this is reasonable?
At the end of the term, there were 12 excellent students, 16 good students, 10 qualified students and 2 failed students. What is the percentage of each class? Make a fan chart.
3. The picture on the right is a fan-shaped statistical chart of chickens, ducks and geese raised by a professional poultry farmer last year. If this professional poultry farmer raises 2500 chickens, ducks and geese, figure out how many of these three kinds of poultry have been raised.
4. The ingredients of a beef are as follows. Make a fan-shaped statistical chart according to the data in the table.
Fourth, class assignments.
design
1.( 1) table tennis; (2) Football and basketball; (3) badminton; (4) reasonable;
leave out
3. Goose: 2500 x 18% = 450 (only)
Ducks: 2500 x 30% = 750 (only);
Chicken: 2500x52%% 2 1300 (only)
Tisso
Teaching content:
Hebei Education Edition "Mathematics", the first volume of grade six, pages 84 and 85.
Teaching objectives:
1. Go through the process of reading statistical charts, exchanging information and discussing the characteristics of charts.
2. Understand the characteristics of the fan chart, explain the data in the fan chart, and answer related questions according to the chart.
3. Experience the role of departmental statistical charts in describing and exchanging data, and stimulate the interest in learning new knowledge.
Teaching process:
First, the problem situation
Today we are going to learn a new statistical chart, Fan Statistical Chart. Speaking of statistical charts, what other statistical charts have we learned and what are their characteristics? (Students speak freely) So what are the characteristics of the pie chart we are going to learn today? What's the difference with them? /2. Know the fan map.
1. Let the students look at the fan-shaped statistical chart in the courseware. (or page 84 of the textbook)
Teacher: There is a fan-shaped statistical chart of the survey results of 40 students in Class 6 (1) in other schools. See for yourself. Speak freely about what mathematical information you have got.
2. Exchange the obtained information.
3. Observe the statistical chart carefully. What useful mathematical questions can you ask using the known mathematical information? (Think independently first, then communicate in groups) Teachers patrol and send representatives to show the results of group communication respectively.
Show the questions raised by the team and let the confrontation team answer them. Students can basically dig out valuable math problems by asking supplementary questions.
Note: The questions raised by students are basically aimed at the problems in various statistical charts.
Students are good at observing and thinking, and put forward many valuable math problems. So, what are the common features of these four statistical charts?
Students 1: all are a circle, representing a whole, that is, all the students in class 6/kloc-0.
Health 2: Each circle is divided into sectors with different sizes, and these sectors represent parts.
Health 3: How much does each plate occupy in the whole circle, expressed as a percentage.
Health 4: The sum of the percentages of all plates in the circle is 100%.
5. The students spoke very well, and told all the most critical questions. We talked a lot. Do the students know what a fan map is now?
Try to sum up: (It can be grouped) A statistical chart with a circle representing the whole, a sector representing the part, and a percentage representing the proportion of the part in the whole is called a sector statistical chart. (blackboard writing)
6. What are the characteristics of fan maps?
Health: fan-shaped statistical chart can clearly show the relationship between local and whole. The teacher added: but it also has shortcomings, it can't indicate the number of each part!
7. Set the situation: let the students choose the appropriate statistical chart.
(1) If you want to know the number of students in all grades of Aocheng Primary School, you should use the statistical chart ().
(2) Want to know the increase or decrease of the number of students in all grades in Aocheng Primary School, use the statistical chart ().
(3) If you want to know how many students in each grade account for the whole school, you should use ().
Conclusion: Different statistical charts should be adopted according to different needs.
Second, classroom exercises.
Show three levels of questions with multimedia, let students think and report independently, and then communicate with the whole class.
Students may say many different questions, so pay attention to the guidance of learning methods here.
Third, summarize and expand applications.
Students, what have we learned in this class? What did you get?
Statistics is widely used in our life. For example, we can investigate how 60 people in our class finish their homework and make statistical charts, and we can also investigate whether our classmates take the initiative to do housework and make statistical charts at home and so on. As long as we are good at observing and paying attention to life, we can apply a lot of mathematical knowledge we have learned to our real life and become a little mathematician!