Possibility course plan 1 learning objectives:
1. Through review, students can further understand the meaning of the possibility of an event, know how big or small the possibility is, and express the possibility of some simple events with scores.
2. Further understand the close relationship between possibility and real life, and feel that many phenomena in life are random;
3. Cultivate the ability of simple reasoning and enhance the interest in learning mathematics.
Teaching focus:
Use scores to indicate the size of possibility, and understand the practical significance of scores to indicate possibility.
Teaching difficulties:
Flexible use of knowledge about possibilities to explain and design game activities.
Teaching aid preparation:
multimedia courseware
Learning method:
Hands-on operation, experiment, observation and thinking
Teaching process:
First of all, review the meaning of possibility and the size of possibility.
1. displays the following four graphs: (projection display)
2. Ask a question: the red ball must be found in the pocket (); Must be a green ball in () pocket; It may be a red ball in () pocket, or it may be a green ball.
Follow-up: From which two pockets is the result of touching the ball certain, and from which two pockets is the result of touching the ball uncertain? (uncertain)
Conclusion: Yes, the occurrence of some things in life is certain, and the occurrence of some things is uncertain. These are the possibilities of events.
Secret: Let's review the possibilities together today. (blackboard writing: possibility)
3. Ask a question: Which pocket is more likely to touch the ball in Figure 3 or Figure 4?
Question: Can you use scores to indicate the possibility of touching the red ball from pockets ③ and ④?
The possibility of touching the red ball from pocket ③ is (), the possibility of touching the green ball from pocket ③ is (), the possibility of touching the red ball from pocket ④ is (), and the possibility of touching the green ball from pocket ④ is ().
Second, guide the practice.
1. Do 1 question. (Projection demonstration)
It is pointed out that there are four disks here, and the pointer can be rotated at will, and the area where the pointer stays has the following situations. Can you relate them?
Let the students contact each other first, and then name the thinking process. (Multimedia presentation)
2. Do the second question. Put five balls numbered 1, 2, 3, 4 and 5 in a box.
(1) Feel free to touch 1 ball. Is the following impossible, certain or possible?
Possibility teaching plan Part II Teaching content:
Compulsory Education Curriculum Standard Primary School Mathematics Volume III Qingdao Edition Page 93-95, Classified Statistics.
Teaching objectives:
1. Different methods will be used for classified statistics, and corresponding statistical tables will be filled in.
2. Feel the diversity of classification, realize the statistical significance of classification statistics, and further enhance the preliminary statistical concept.
3. Go through the process of classified statistics, cultivate the consciousness of using mathematical knowledge to solve problems, and cultivate the emotion of loving the ocean and nature.
Key points and difficulties:
1, it will be classified in different ways to complete the corresponding statistics.
2. The corresponding mathematical problems can be solved by classified statistics.
Teaching process:
First, create a situation
Teacher: Do the students like the sea? Have you ever been to the seaside? Yes, I do. Tell me what you saw in the sea. Blue sea, seagulls, etc. The teacher knows that a group of children and their parents have gone swimming in the sea. Let's have a look, shall we? Close your eyes. Now we have got on the train. Doodle, open your eyes. Here we are. (Show pictures) Tell me what you see.
(Design intent: Introducing dialogue allows students to naturally introduce topics, and "closing their eyes" makes students feel mysterious, which can improve students' interest in learning and stimulate students' thirst for knowledge. In this session, students are free to talk about what they see at sea and are full of enthusiasm for learning.
Comments: Starting from the sea that students are interested in, the distance between teachers and students has suddenly narrowed through relaxed and pleasant conversation.
Students in the lower grades of primary schools are often lively and imaginative. Teacher's Creation: Close your eyes and get on the train. At the same time, the teacher imitates the sound of the train, making students feel as if they are there. It is precisely because the scene created by the teacher conforms to the age characteristics of the students that the students will show surprise and excitement when they open their eyes and see the picture of the sea, so that they can quickly devote themselves to the new lesson.
Second, independent inquiry.
1, guide to ask questions; Teacher: What do you see?
Health: a group of people are swimming in the sea, the sea; Teacher: Then can you ask questions based on the information you just observed? ;
Health 1: How many people are swimming? ;
Health 2: How many boats are there? ;
S3: How many people are there on the beach? ;
Health 4: How many girls are swimming? Wait,;
Teacher: Do you still have many questions to ask? Then you know how to look at the sea.
1, guide to ask questions.
Teacher: What do you see?
Health: A group of people are swimming in the sea. There are some boats, an umbrella, people sitting on the beach watching the sea, a distant island, pagodas on the island, and so on.
Students carefully observed it!
Teacher: Then can you ask questions based on the information you just observed?
Health 1: How many people are swimming?
Health 2: How many boats are there?
S3: How many people are there on the beach?
Health 4: How many girls are swimming? Wait,
Teacher: Do you still have many questions to ask? Do you know what kind of questions people who watch the sea have asked?
(Show courseware; How many people are swimming? How many ships are there at sea? )
Just now, some students raised the same question as looking at the human body in the sea, and some of these two questions were also included. In this lesson, let's help the sea watchers solve these two problems first, shall we?
Question: How many people are swimming? How many ships are there at sea? )
(Design intention: stimulate students' interest and enthusiasm in learning through observation and cultivate problem consciousness. In this link, students almost want to say what they have observed and put forward many valuable questions, which shows that students are very active in thinking and have a strong sense of problems.
Comment: "The students observed very carefully!" Teachers praise and evaluate students appropriately, encourage them, and provide efforts for the following students to continue to observe pictures. Only by carefully observing the pictures can we find and solve problems, and at the same time pay attention to the cultivation of students' study habits.
Asking a question is often much more important than solving a problem. This link stimulates students' interest and enthusiasm in learning and cultivates their awareness of problems. At the same time, the design of this link is targeted and easy to put away, which not only avoids the rigidity of students' direct new lessons without asking questions, but also avoids students asking too many questions and not knowing where to start.
2. Solve problems and study classified statistics.
First paragraph: Teacher: Look at the first question. The teacher reads the questions. Let's see what kind of people are swimming first.
Student 1: There are men and women.
Teacher: Oh, you are classified by sex, aren't you?
Student 2: There are adults and children; Teacher: Oh, you are classified by age, aren't you?
Student 3: Some people wear swimming rings and some don't.
Teacher: Oh, you are classified according to whether there are swimming rings or not.
Student 4: Some people wear swimming caps, others don't.
Teacher: Oh, what's his classification? Students classify according to whether they have swimming caps or not.
Student 5: Some people wear clothes and some people don't wear clothes.
Teacher: Oh, do you agree? (Students disagree)
Teacher: This classmate observes very carefully. In fact, everyone wears this kind of clothes, but some of the clothes they wear are hidden in the water.
Teacher: Watch carefully and divide carefully.
Teacher: Then let's think about whether it is useful to classify these swimmers. Yes Ok, let's have a try! (Showing statistics) Do you know the name of this watch? (Student: Statistics) Well, yes, let's see: Who knows what category means? Do you agree? What should I fill in this category? Who knows? (Fill in what)
Teacher: For example, what should I fill in? (Students answer men and women). What if adults and children did it? (Fill in adult and child respectively) Do you agree? Agreed. What does that number mean? What does the total mean? (Add them up) Do you agree? Agreed.
Teacher: Can you fill in this statistical table according to your classification just now? Ok, please ask your team leader to take out form 1 and form 2, and two people * * * choose one to fill in. If neither of you wants to use these two classification methods, you can choose Table 3 and use your classification method for statistics. Two people fill in one by one to see which group fills in quickly and well, and the teacher will show their statistics. If you can't see the picture on the screen clearly, you can use the photos prepared by the teacher, which are also on your desk. If you have any difficulties, please raise your hand, and the teacher will help you at any time. All right, let's start filling it out! (Teachers patrol and guide, students cooperate to fill in the statistical table)
Comments: By observing statistical tables, students can arouse their previous knowledge and feel the systematization of knowledge. In this link, we can see that some students have a good grasp of previous knowledge, and some students have reviewed their knowledge with the help of collective strength. Students feel the diversity of classified statistics. By two people working together to fill out statistical tables, their sense of cooperation is invisibly cultivated, which also creates opportunities for students to innovate independently.
3. Feedback display.
Teacher: I found that some students have already filled it out. Please tell me with your eyes when you are finished. Ok, who will show me the statistics you filled out? Tell me how you filled it out. Teacher: Do other students also want to show your statistics? (yes! ) Well, have a look. Please bring me something different from him, but in order! (Students show them one after another and stick them on the completed awards. )
What information can you read from these statistics?
Students 1: boys 10, girls 1 1, totaling 2 1.
Health 2: I can know how many adults, how many children and so on in Table 2.
Teacher: Is it easy for us to know the situation of swimmers through this statistical table? (Yes) The teacher put different kinds of statistics together and asked the students to observe their similarities and differences.
Health: The same is the same overall, but the difference is the different classification.
Teacher: This is an important discovery. The teacher should write it down. The findings in the blackboard book: the classification is different, but the general is the same.
Comments: This link helps students understand the necessity of classified statistics by guiding them to observe statistical tables and saying what they have read, thus realizing the significance of classified statistics. "
4. Summarize the methods of classified statistics.
Teacher: This statistical method is called classified statistics. (blackboard writing: classified statistics) The teacher said: What did we fill in this form just now? According to classification, shall we call it classified statistics? So what should we pay attention to in statistical classification? Count carefully, and the total should be correct.
5. Solve the second problem.
Teacher: Can the classified statistical method you just mentioned solve the second problem? All right, come on, let's see. How do you classify these beautiful boats? You can come in groups of two or four and share one. As you will see later, there are many ingredients.
6. Feedback display.
(1) Let the group talk first and see which group sits well!
Health 1: divided into big ships, medium ships and small boats;
Health 2: divided into pink, red and blue;
Health 3: It is divided into motorboats, passenger ships and oil tankers.
Teacher: Everyone observed it carefully. Statistics on solving the second problem are also in the envelope. Please take out Table 2 quietly and quickly, and fill out a form for two people, one for each person and one for each person.
(2) Who wants to show your statistics? Tell me what you are first;
Health 1: I classify by color, and there are five yellow ones and blue ones;
Teacher: Do you agree? Is there a different statistical classification from hers?
Comments: On the basis of classified statistics, students are allowed to come by themselves.
Third, application expansion.
1, Teacher: Today we helped the sea watchers solve the problem through classified statistics.
2. Teacher: Today is the teacher's first class with you. I want to know something about it. Wait, and then figure out the total,
As long as there is a number and a pad. Look who filled it in quickly and correctly. (Students fill in the statistical table by themselves)
(2) Who wants to show your statistics? First tell me what your classification is, and then tell me how you fill it out.
Health 1: I classify by color. There are five yellow ones, three blue ones and two pink ones, making a total of ten.
Teacher: Do you agree? Is there a different statistical classification from hers? (Students are showing off)
Comments: This session allows students to fill out statistical tables independently on the basis of classified statistics, and experience the statistical process again and feel the diversity of classified statistics. Students can fill in statistical data actively and independently, and their sense of cooperation has also improved.
1, Teacher: Today, we helped the sea watchers solve the problem by classified statistics. I think he will be very happy. What about you? (Happy) Show the courseware and practice 1. Look at these beautiful flowers, just like your happy faces. Do you know these flowers? What color is (Chinese rose, sun chrysanthemum,)? (Red, yellow) Can you use the classification statistics method learned today for statistics? (Thinking) Ok, please open the textbook on page 94. Have you seen it? Start filling it out! I want to give the biggest sticker award to the right and fast students in abel tamata! (display, evaluation)
2. Teacher: Today is the first time the teacher has been in class with you. I want to know the number of people in our class. Can you let me know with the classified statistical method you learned today? Divide men and women, those with braids and those without braids, age, height, fat and thin, etc., and then calculate the total, (give affirmation as long as it is reasonable. Actual verification, the use is more obvious. )
Comments: On the basis of students mastering classified statistics, let them fully apply what they have learned to practice, further understand the significance of classified statistics and feel the application of mathematical knowledge. "
Fourth, class summary.
Students, tell me about this class. What did you get? (Learned the method of classified statistics) Is this method only used in our campus? (No) The teacher assigned a small task for everyone. When you come home from school, teach your parents the statistical methods you learned today and discuss where the classified statistical methods can be used. Will you tell everyone when you get back?
Possibility lesson plan 3 teaching material analysis:
This unit is based on the simple knowledge that students have learned about statistical charts, experienced the process of data collection and arrangement, and can ask and answer simple questions according to the data in statistical charts, which is the basis for further learning statistical knowledge. In addition, the study of possibility knowledge is the basis for students to learn probability knowledge in the future. The main contents of this unit teaching include classifying and counting things according to different standards; Preliminary experience shows that some events are certain and some events are uncertain. The focus of teaching is to classify and count things according to different standards. One of the teaching difficulties is to find different classification standards in classification statistics, and the other is to understand the possibility of events.
Teaching objectives:
1, will use different methods for classification statistics, complete the corresponding statistical tables, and ask questions, solve problems or make suggestions according to the statistical results.
2. Understand the certainty and uncertainty of events, and form the attitude of seeking truth from facts and the habit of thinking.
3. Through the process of collecting, sorting out and analyzing the empirical data of the real situation, we have a preliminary understanding of the significance of statistics and developed a preliminary statistical concept.
4. Cultivate students' awareness of using mathematical knowledge to solve problems through the process of students' experience statistics.
Teaching emphases and difficulties:
Understanding of classification criteria and possibility of events.
Teaching preparation:
courseware
Teaching process:
First, the guidance class
Teacher: Do you think it's beautiful here? What did you observe?
There are ducks and geese by the river! There are big and small; There are flowers, black and white!
There are many people swimming in the river! There are men and women; There are adults and children, so many people!
How many people are swimming? There are probably more than 30!
Second, statistics teaching
Teacher: How many people are there? How can we know?
(1) Count them one by one, and you'll know when you count them.
(2) It is not easy to count one by one. Let's count!
Teacher: OK! How do you count it?
1, we can classify first and then count.
I count men first, then women.
3. Make statistics according to those who wear swimming caps and those who don't.
Teacher: Then let's begin!
The students do their own activities.
Teacher: This is the classified statistics we are going to learn today.
Third, independent practice.
1, classified statistics.
Look at the picture carefully. What do you see? How do you want to classify it? (by category or color)
2. How many building blocks does a * * have?
Besides color classification, how can it be classified? (shape)
3. Count the students in this class.
Thinking: What criteria can our classmates be classified according to? (age, sex)
Fourth, summary.
Homework: Go home and count your bookcases.
Blackboard design:
statistics
(by category or color) (age, sex)
The possibility of teaching plan Article 4 Teaching content:
Textbook p107-109
Teaching purpose:
4. Be able to list all possible results of a simple test and know whether an event is likely to happen or not.
5. Cultivate students' practical ability through practical activities.
6. Through activities such as guessing, touching, flipping and speaking, students can enhance communication and cultivate their interest in learning.
Teaching emphases and difficulties:
Be aware of the possibility of an event.
Teaching process:
First of all, introduce.
Show the small box, show the color and number of balls in it.
If a classmate is asked to touch a ball, what color ball is he most likely to touch?
Second, explore new knowledge.
1, teaching example 5
(1) Each group has an opaque bag with several red and yellow balls in it. (Students don't know the numbers and colors) Team members take turns to touch out a ball, record its color, put it back and repeat it 20 times.
Recording time
yellow
red
Activity report and summary
(2) Are there more red balls or yellow balls in the bag? Guess why?
Talk about it in the group
The total number is 10 balls. How many red balls and how many yellow balls do you estimate?
(3) Open the bag for verification.
Let students feel the relationship between experimental results and theoretical probability.
2. Practice
P 107 "do it"
3. Summary
Third, consolidate the practice.
P 1096
Students talk about the possible results after throwing.
Guess what the result will be after the experiment.
Practice, recording and statistics
[4] What do you find from the statistics?
[5] Due to the difference between the experimental results and the theoretical probability, the expected results may not be obtained, so students can throw it several times again, so that students can initially feel that the coin is uniform according to the experimental results, and the possibility of the two results is equal.
P 1097
Students are finished discussing.
Teaching reflection:
Possibility teaching plan 5 I. Teaching objectives
1 Through touching the ball and other activities, I initially experienced that some events are certain and some events are uncertain. I can use words such as "certain", "possible" and "impossible" to describe the possibility of events and get the idea of probability.
2. Cultivate the preliminary judgment and reasoning ability.
Cultivate interest in learning mathematics and form a good cooperative learning attitude.
Second, the difficulties in teaching:
Focus: Feel the certainty and uncertainty of some events.
Difficulties: Understand and distinguish possible, necessary and impossible events.
Third, the teaching process:
(A) playing games, introducing new lessons
Teacher: I know that children especially like playing games, don't they? So before class today, I will play a game of rocks, scissors and cloth with you. Everyone can play this game, right? Don't underestimate this little game, it also contains mathematical knowledge, don't believe us to play! After I said rock, scissors and cloth, everyone gestured at the same time. Don't change. See how many children can beat the teacher. (Teachers and students call * * *)
Who won the teacher? Who lost? (Students raise their hands) How many children didn't raise their hands? There are losers, winners and draws. Do you want to beat the teacher before playing the game? Then why do you want to win? Why can't some children win? Guide the students to say that they may win, lose and draw.
Now let's play again. I'll tell you this time, I want to make scissors. What was the result this time? Guide the students to say that the stone will win the teacher, the cloth will lose, and the scissors will prick. )
Teacher's summary: If I don't tell you what I do when we play rock, paper, scissors, maybe the teacher won or the children won, both of us may win, but when I tell you that I play scissors, the children will definitely win. The hidden mathematical knowledge is what we are going to study today-the possibility of things happening.
(blackboard writing: possibility)
(B) practical experience, explore new knowledge
1, possibility
Transition: Well, children are good at playing games. Now I want to test your eyesight.
Teacher: (showing a box) Look, what's in my hand? The teacher put three white balls and three yellow balls in the bag. Next, I touch any one from this box. Please guess what the teacher can touch first. (It may be a white ball or a yellow ball. )
Teacher: Right? Let's verify it together. Before touching it, I stir it with my hands, close my eyes and touch any one. What is this? (White ball) Okay. I'll touch another one. Let's guess first. What could it be? Look, what is this? (Yellow ball) If I touch it again, what will it be? (Yellow ball) So what happened to the ball that the teacher touched through your observation? (It may be a white ball or a yellow ball. )
(blackboard writing: possible)
Teacher: Can you tell me why?
4. Impossible and certain
Teacher: Now I will take a white ball and touch it at will. Are you sure I can touch the white ball? (Not necessarily, it may be a white ball) Why?
There are two white balls and three yellow balls in it. If you touch any one, it may be one of the white and yellow balls. ) The teacher takes another white ball and touches any one. Can you touch the white ball? (Yes) Why? (and a white ball)
The teacher took another white ball. Can you touch the white ball now?
Health: Impossible.
(blackboard writing: impossible)
Teacher: Why are you so sure? There is no white ball in it. )
Teacher: By the way, what we are touching now can't be a white ball. What ball do you think you will touch? (yellow ball) You are so sure. Tell me the truth.
(blackboard: definitely. )
3. Summary
Teacher: Through the game of touching the ball just now, we found that the occurrence of a thing is usually possible, impossible and certain. If the outcome of some things is uncertain, we should use "possible"; Some things will not happen, so use "impossible". There are still some things that can be determined, and then we use "certain".
(C) mention ball games to consolidate new knowledge
Teacher: Do you still want to play games? Now the teacher has to increase the difficulty. Watch ppt. There are four small boxes with balls of different colors in them. Now we take it from each box and relate it to the result.
Explore the possibilities in life.
1, looking for the possibility of life
Look at the primary schools in the following three places. Which word should we use? Discuss in groups, and the teacher asks the students to answer. (According to the weather conditions in Hainan, Harbin and Wuhan)
2. Research Example 2
Life is possible everywhere, and mathematics is around us. Then, can we use "certainty", "possibility" and "impossibility" to judge these phenomena closely related to our lives?
(ppt shows phenomena in life, judges and gives reasons)
(5) talk about the harvest and summary
Teacher: Today, we learned the knowledge of "possibility" together. What have you gained, children? Find something that may happen in your life after class and tell your parents and good friends, ok? Summary: Possible questions like this are knowledge in math class, including "certain", "impossible" and "possible". It is closely related to our life. Please come back and pay attention to the similar math problems around us and see who is the most detective and the best at finding and analyzing problems.
Fourth, blackboard design.
possibility
of course
Deterministic event, uncertain event: possible.
impossible
Possibility teaching plan Article 6 Preparation of learning tools:
Learning tools for students:
1, a box of 3 red and 3 white in each group (a box of 2 red, 2 yellow and 2 white, a box of 5 white, 1 red, sent to the left two groups)
2. Divide into six groups, and decide the number 1-6 according to the sitting order. The group leader in the middle will train the group leader and demonstrate the touch of the ball.
Teachers' learning tools:
1, four cartons (of which 13 is printed and plastic sealed; There is also a ball); Three pieces of black cardboard; Red, yellow and green magnets.
2. The teacher has three boxes, one is 1 white 1 red 1 yellow (sample demonstration), one is 7 white (used for 1 white1red), and the third is 4 red and 3 yellow (used for guessing the ball).
3. Prepare 1 red chalk, confirm the magnetic blackboard, arrange the blackboard, and put 12 magnets.
Teaching process:
First, touch the ball.
Teacher: The students must be thinking, why is Teacher Yang giving us a class today? However, Teacher Yang is not empty-handed in class. Today, I brought you a box of prom gifts. Do you want to see it?
Health: Yes (very excited)
Teacher: Let's have a look. He smiles, pulls out a ball and holds it high. This is a),
Health: Qijia: Yellow ball.
Teacher: (putting in and pulling out another one), there are (health: white ball) and (health: red ball) in it.
Teacher: (delighted) Is this red ball beautiful? Do you want it? (thinking)
Teacher: This red ball is not what you want. I must put these balls in a box for the children to touch. If you touch the red ball, I will give it to you. Would you like to have a try?
Health: (firmly) think.
Teacher: Now, the teacher has three boxes. What balls are there? Look (paste, this is box 1, this is box 2, and this is box 3). Now, if you really wanted to find a red ball from the box, which box would you choose to touch? 1, 2 or 3?
Health 1: third, health 2: third, health 3: third.
Teacher: Please raise your hand if you want to touch Box 3. Wow, you all want to touch the third box? Strange, why did you all choose number 3?
Health: Because Box 3 is full of red balls.
Teacher: Ask: What happened to the red ball?
Health 1 Continue: Any ball you touch is a red ball. Health 2: Touch which ball is red first.
Teacher: Do you all think so? Do you have anything to add? Yes, the box is full of red balls. What if you touch any of them? (The sticker must touch the red ball: mathematically, we can say)