Teaching objectives:
1, experience the process of data collection, collation, description and analysis, and understand the significance of statistics.
2. Be able to ask and answer simple questions according to the data in the statistical table, and at the same time be able to conduct simple analysis. According to the data in the statistical table, valuable mathematical problems and solutions are put forward.
Teaching focus:
Make students understand the simple statistical process, ask and answer questions according to the data in the statistical table, and make a simple analysis at the same time.
Teaching difficulties:
Through cooperative discussion, guide students to find practical methods to solve statistical problems.
Teaching methods:
The method of combining dialogue and guidance guides students to explore situational problems, and teachers and students interact with each other, so that students can experience the process of finding, asking and solving problems in specific life situations.
Teaching process:
First, situational import
Teacher's guide question: Students, you must wear our school uniform when you enter school. Do you like the color of our school uniform? Name three or five students.
Teacher: Some students like this color, while others don't. If our school wants to customize school uniforms for new students, there are the following four colors. Please be your employee and advise the garment factory which color to choose.
(Name the students to answer and explain the reasons. )
Teacher's guidance: Zhang San likes red, so the school decided to make the school uniform red. How's it going? what do you think?
Teacher's summary: What you just said is to decide the color of the school uniform you want to wear according to your own preferences, which does not mean what most students in the school want to wear. So how do you know which color most students like? Students can answer and investigate all the colors that students like. )
The teacher asked: If we want to feed back the information to the garment factory immediately now, what do you think of the method of investigating all the students in the school? (Students speak freely. )
Teacher's summary: There are so many students in the whole school that it is too wide to investigate the whole school. We can investigate in the class first, and find out the colors that most students like through the data in the class, which can also represent the colors that most students like in the whole school. Let's make a survey in the class to see which of these four colors most students like best.
Second, the new interactive award.
1, discuss the method of collecting data.
(1) Teacher's question: Just now we decided to do a survey in our class. There are many students in our class. How should we investigate? Do you have any good ideas? Name the students to answer. )
Students discuss the methods of collecting data.
(2) display statistics.
Color red yellow blue white
number of people
What method can be used to complete this statistical table?
(3) Students say different methods. Students may answer: write down their favorite color on paper, raise their hands, conduct a small survey, etc. Everyone reported their favorite color, and we marked it in our form, like drawing "positive"; Please raise your hand to indicate which range you belong to. The teacher counted it and then filled in the results in the table ...)
(4) Teacher's question: Which method do you think is the most convenient?
Teacher: among these methods, raising your hand is the easier one. Now, the teacher gives instructions that everyone can only choose one color. Please raise your hand to show which color you like best.
With the method of "raising hands", teachers and students cooperate to complete the statistical table.
Teacher-student activities, the teacher says colors, the students raise their hands, the teacher counts, and the students fill in the form.
2. What can we learn from this statistical table? Let the students speak freely and tell their findings. )
(1) Teacher: According to statistics, how many people are there in the class? How to calculate? Add up the number of people who like each color, and if it doesn't match the class size, it means that we have made mistakes in the statistical process. )
(2) Teacher: Most people like to explain colors, so this class has a custom-made school uniform, so choose this color. Is it appropriate for the whole school to choose this color for school uniforms? Why?
Organize students to analyze the form, and teachers will guide them according to the analysis, highlighting the significance of statistics.
Third, consolidate and expand.
1. Complete the "Doing" on page 3 of the textbook and investigate where the students in this class like to go for a spring outing.
(1) How will you complete this form?
Location Botanical Garden Zoo Amusement Park Forest Park Riverside Park
number of people
Guide students to find some easy-to-operate methods: raise your hand to register, fill in the form, etc. ) and tell the statistical process; Collect and sort out the data, fill in the form and analyze.
(2) Using a relatively simple method, teachers and students cooperate to complete the "data collection and collation" (emphasizing the accuracy of data), and students independently complete the "form filling".
(3) Group discussion and complete "table analysis".
The number of people who like to go to () is the largest, and the number of people who like to go to () is the least.
The right () person who likes to go to the botanical garden best.
You like going to () best, and some students like going here.
What other questions can you ask? (Students ask questions and the whole class gives feedback. )
2. Complete the first 1 question in the textbook Exercise 1.
Find out which extracurricular group the students in this class like best.
The courseware (1) shows the chart of 1
With the method of "raising hands", teachers and students cooperate to complete the statistical table.
Teacher-student activities, fill in the form together.
(2) Answer the questions according to the table.
The number of people participating in the () group is the largest, and the number of people participating in the () group is the least.
There are () people in our class who have joined the computer group.
I like the () group, and there are () people who like this group.
Fourth, class summary.
Teacher: What did the students get from today's study?
Students speak freely.
Teacher's summary: In this class, we counted the colors of students' favorite school uniforms, where they like to go for a spring outing and what extracurricular activities they like to participate in by a show of hands. This method is simple and easy to operate and can be used in our class survey next time.
Blackboard design:
Data collection and collation (1)
The school wants to customize school uniforms for students. There are the following four colors. Which color is suitable?
Red, yellow, blue and white
Color red yellow blue white
number of people
The Second Classroom Data Collection and Arrangement (2)
Teaching objectives:
1, can answer questions and find problems according to statistical results, make simple predictions and make more reasonable judgments.
2. Let students conduct some social surveys, experience practicality and reality, stimulate students' interest in learning, cultivate students' awareness of application, and receive ideological education from them.
Teaching focus:
Let the students choose the recording method to record, and realize which recording method is clear and convenient.
Teaching difficulties:
Ask questions according to the statistical table and make a simple prediction.
Teaching methods:
Teaching, discussion and discovery are adopted. Establish students' dominant position, make them truly masters of learning, effectively combine the content of learning with students' actual level, and let students explore in guidance, develop in exploration and improve in development.
Teaching process:
First, situational import
Teacher talk: students, the new semester has started for a few days, and our study life is gradually on the right track. Today, the teacher wants to ask you for help and choose a math representative for the teacher.
Teachers show the selection conditions:
1, excellent in mathematics.
2, the math score is average, but I really hope that the math score can be improved.
3. Willing to serve everyone and the math teacher.
Teacher: Who do you want to recommend as a math representative? Students are free to speak and give reasons. )
According to the students' answers, the teacher screened out the names of two students and wrote them on the blackboard, such as Zhang San and Li Si.
Second, the new interactive award.
1. Learn to collect and sort out information through records.
(1) Collect data.
Teacher's guidance: Just now we selected two suitable students through screening. So, which of the two students is more suitable? We need to choose between the two students. Is there any suitable method?
Students discuss and talk about the methods of choice.
The teacher asked: Is it feasible to use the statistical method of raising hands that we learned last class? Why?
Summary: There are many human factors in voting by show of hands, and sometimes other students are unfair and unconvinced, which affects the harmonious coexistence between students. Is there a fairer and fairer way? (Students speak freely. )
Show me what the elf said: you can vote to decide who can be the representative of the branch.
The teacher explains the voting method, takes out the prepared small paper and chooses the name of your subject representative from the blackboard.
Students write, fold the written paper and collect it by the group leader.
(2) Learn the recording method.
The teacher put the collected test papers on the table.
Teacher: Now the teacher takes out one piece of paper and says the name. The students will try their best to write it on paper. The teacher gives one and you write one until the paper is finished. Please discuss in groups. What method are you going to count? (Prompt students: There are many papers, so report them quickly. We must take the time to do statistics, and it is best for Qi Xin to work together. )
Name the students and affirm their methods, such as drawing "○" ∣ "and" positive ". And Sohu invited students with unique methods to perform on the blackboard, and other students recorded in their own way.
Narrator: After recording, discuss which method is clearer and easier to remember, and show different methods on the blackboard for everyone to see.
Complete the statistical table.
Name Zhang Si
vote
According to the statistical results, () should be chosen as the representative of mathematics.
(3) summary.
Dialogue: Just now, the students chose their favorite method. Can you tell us how to remember it?
Tell everyone your favorite method and why you like it.
2. Teaching example 2.
(1) Transition: Students, bright primary school is going to hold a story-telling contest. One class will choose one from Wang Mingming and Chen Xiaofei to participate in the contest. They also voted to decide who will take part in the competition.
Multimedia courseware shows the voting results.
Teacher: Can you understand what recording method they use? (Draw "√", "positive" and "○")
(2) Fill in statistical tables and analyze data.
Fill in the following table with the above statistical results.
Name: Wang Mingming Chen Xiaofei
Voting 15 22
Students collect and sort out data and fill out forms.
Answer the question:
According to the statistical results, who should be chosen to participate in the competition? (Chen Xiaofei)
Two students are absent from class and can't vote. What will happen if they vote? Let the students discuss the possibilities. )
Teacher's summary: Even if two votes of absent students are added to Wang Mingming's vote, it will not affect the voting result, so the result will not change.
(3) Have you learned any new recording methods from the above questions? Let the students speak freely. )
Teacher: What kind of recording method do you like? You can use this recording method when you download something several times.
Third, consolidate the practice.
Complete the third question in the textbook "Exercise 1".
Show me the statistics. Can you see the weather from the statistics?
1, according to the statistical chart, complete the statistical table.
2. Answer the questions in the textbook one by one according to the statistical table.
3. What else do you know from the statistics?
Fourth, class summary.
Teacher: What's your favorite lesson?
Students speak freely.
Teacher's summary: In this class, we used statistical knowledge to help the teacher choose a mathematical representative in the eyes of students. The teacher thanked the students first, and we also learned another method of statistics-voting, and recorded it in our favorite way. There are many contents that can be counted in daily life, and interested students can also choose some contents for statistics after class.
blackboard-writing design
Data Collection and Arrangement (2)
Collect data → fill in the form → analyze.
Name Zhang Si
vote
Lesson 3 Exercise 1
Teaching objectives:
1, through practice, further experience how to collect information and how to analyze statistical tables.
2. Make students communicate with each other, communicate with each other and promote each other in the process of collecting, sorting, analyzing and making decisions, and master the content of this unit.
Teaching focus:
Experience the statistical process, and you can simply collect and sort out the data.
Teaching difficulties:
Analyze and put forward reasonable suggestions.
Teaching methods:
Explore practical homework. Analyze, reason and judge according to students' actual work to solve practical problems in life.
Teaching process:
First, introduce new knowledge.
Complete the sixth question in the textbook Exercise 1.
Teacher: Students, what is your favorite fruit?
Investigate the students' favorite fruits in this class and fill in the table of question 6.
Show me the statistics.
Q: What are you going to do to complete this statistic?
2. Guide students to find some easy-to-operate methods: raise your hand or register in the group, report in the group, etc. And describe the statistical process: collecting and sorting out data → filling out forms → analyzing.
In a relatively simple way, teachers and students cooperate to complete "collecting and sorting out data". (Emphasize the accuracy of the data. )
3. What did you find from your statistics? Any suggestions?
Answer the questions in the textbook.
Discussion: According to the survey results, it is reasonable to talk about what kind of fruit to buy.
Second, explore new knowledge.
1, complete the fourth question in the textbook Exercise 1.
(1) Talk: Students, who has a car in our class? Students who have a car at home raise their hands to find out the fact that they have a car at home. )
So many students have cars at home. With the improvement of social level, there are more and more vehicles. You see, several students are counting the number of various vehicles passing through an intersection in 10 minutes. According to their records, do you know how many vans, buses, cars and motorcycles have passed on the road?
(2) Division of labor within the group and distribution of record sheets.
Students fill in, report and teachers show.
Types of trucks, buses, cars and motorcycles
Number of vehicles 6 8 33 12
(3) Answer questions.
What cars pass the most at this intersection 10 minute? What kind of cars are the least? There are the most cars and the least vans. )
If you observe 10 minutes, which car may pass the most? Ask the students to discuss and give reasons. )
2. Complete the fifth question in the textbook Exercise 1.
Show the statistics and ask the students to answer the question according to the statistics: How many books are there?
Answer questions (1) and (2).
Discussion: The library needs to buy a batch of new books. What do you suggest?
Third, consolidate migration.
Complete the seventh question of "Exercise 1".
1, display the bar chart.
Read the statistical chart.
The 1 grid in the figure represents () copies.
Tell me about the daily sales.
2. When did you sell the most TV newspapers? When is the least? (Saturday at most, Monday at least)
3. What else can you find? What suggestions can you make? (Students speak freely. )
4. If each grid represents two TV newspapers, how should the above data be represented?
Discuss in groups and talk to each other.
Answer by name and tell the data.
The teacher concluded: If the data is large, a cell can sometimes represent a larger amount. So when you look at a bar chart, you must first understand how much each cell represents.
Fourth, class summary.
What do you think of this lesson? What do you think of your performance?
blackboard-writing design
Exercise 1
Collect data → fill in the form → analyze.