Composite broken line statistical chart 1 teaching design teaching content:
Sujiao (GB) 5th Edition (Volume II) Pages 74 ~ 75
Teaching objectives:
1, let students experience the whole process of describing data with composite polyline statistical chart, and understand the characteristics and functions of composite polyline statistical chart; Be able to understand the information represented by the composite broken line statistical chart; According to the requirements, the composite broken-line statistical diagram is completed on the grid diagram of horizontal axis and vertical axis.
2. Enable students to make simple analysis and comparison according to the information in the composite broken-line statistical chart, make reasonable judgment and reasoning, and solve corresponding problems.
3. Infiltrate statistical thoughts further to cultivate students' abilities of observation, operation and analysis.
Teaching emphases and difficulties:
Key points: understand the statistical chart of compound broken line, and can analyze and predict according to the change of data; Make a composite broken line statistical chart.
Difficulties: making composite broken line statistical chart; According to the information in the statistical chart of compound broken lines, simple analysis and comparison are made to make reasonable judgments and solve corresponding problems.
Teaching preparation:
Electronic whiteboard, computer, video booth, courseware, exercise paper, etc.
Teaching process:
Talk before class:
(FLASH animation) Jiangnan spring rain
Tell me about the poem about "Spring Rain". Why do you say "a drop of spring rain is as expensive as oil"?
Design thinking: based on aesthetic animation, exchange ancient poems about spring rain with students and experience more spring rain; Conflict with the proverb "A drop of spring rain is as expensive as oil". The teacher's explanation made the students understand the climate difference between the north and the south of China, and the rainfall in spring is also different. Just a few minutes before class, students experienced the process of "beauty-doubt-enlightenment" and their interest in learning was stimulated. Some common sense about climate paved the way for the introduction of new courses.
First, contact with life, arouse suspicion and import.
1, look at the pictures and review the old knowledge.
(1) Show two simple statistical charts of monthly precipitation. One is Wuxi, where the spring rain is continuous, and the other is Beijing, where the spring rain is as expensive as oil.
(2) Determine which is the monthly precipitation map of Wuxi? Which one is from Beijing? And explain why.
Communication of judgment
Follow-up: horizontal axis indicates, vertical axis indicates, unit, and the unit length of each cell is.
Ask: What else can you see?
Transition: Beijing is a city with dry winter and spring and rainy summer.
Summary: A simple statistical chart like this can not only clearly see the quantity, but also see the change of the quantity.
Design thinking: pre-class conversation activates students' existing life experience. Through the analysis of two kinds of precipitation statistical charts, this paper reviews the name, characteristics and functions of a single type of broken line statistical chart, which lays the foundation for the study of composite broken line statistical chart.
Second, cooperate and exchange, and explore new knowledge.
1, the comparison raises doubts and leads to new knowledge.
Dialogue: From these two simple statistical charts, can you quickly see which month's precipitation is the closest and which month's precipitation is the biggest difference between Beijing and Wuxi?
Students communicate and compare the two pictures.
Demonstration drawing: combine these two pictures with the help of whiteboard.
Clear: Because the monthly precipitation of two cities is counted, there will be two broken lines in the picture. In order to distinguish them, you can use illustrations. The solid red line indicates the monthly precipitation in Beijing. The blue dotted line indicates the monthly precipitation in Wuxi. The name of the statistical chart should be changed slightly. The horizontal axis still indicates the month, and the vertical axis still indicates the precipitation. And write down the drawing date.
Drawing steps: trace data and connections.
Exposed topic: This is a complete composite broken-line statistical chart, which is the new content of our study today.
Design idea: In this link, the teacher suggested which month's precipitation in these two cities is the closest and which month's precipitation is the biggest difference. These questions cannot be answered only on a statistical map. Let students feel the limitations of a single type of broken-line statistical chart, thus subtly leading to a composite broken-line statistical chart. The teacher complied with the students' ideas, combined the two charts into one with the electronic whiteboard, and completed the process of making the composite broken-line statistical chart with the students. After intuitive and vivid observation and operation, students have a clear impression on the process of making composite broken-line statistical charts, and initially feel the similarities and differences between composite statistical charts and simple statistical charts. The teacher's operation provided students with an accurate demonstration, which laid a good foundation for students to make composite broken-line statistical charts independently in the future.
2. Observe and compare and get information.
Dialogue: Can you answer the question just raised according to this composite broken line statistical chart? what do you think?
Follow-up: What information can you get from the picture?
Summary: Generally speaking, the precipitation in June 1 to July showed an upward trend, and from July to June 12 gradually decreased, showing a downward trend. But the monthly precipitation is different, and the fluctuation range is also different.
Teacher: Just now, we got a lot of information from the statistical chart of compound broken lines through observation, analysis and comparison, so in this process. What do you think are the characteristics of the composite broken line statistical chart compared with the single broken line statistical chart?
Summary: From the statistical chart of compound broken line, we can not only see the change of quantity increase or decrease, but also facilitate the comparison of two groups of related data.
Design idea: By observing the composite broken-line statistical chart and comparing the precipitation in two cities, we can feel the characteristics and advantages of the composite broken-line statistical chart.
3, practice feedback, consolidate new knowledge:
Dialogue: the methods of analysis and comparison with composite broken-line statistical charts are everywhere in life. (Show me an exercise 1: Rename it to the statistical chart of the average height of boys and girls in China after 6 years old)
Discussion: What information do you learn from the pictures? How tall are you now? Compared with the average height of primary school students of the same age in China.
Follow-up: Why are their heights different from those on the statistical map?
4. Ingenious continuation and independent drawing
Enlightening question: What's your problem after reading this picture?
Dialogue: Students think that boys are basically taller than girls in life. This is just a student's life experience, how to use data to illustrate the facts.
Display: national average height statistics of boys and girls aged 12 ~ 18.
Question: for comparison, can we make it (composite broken line statistical chart)?
Clarity: the steps of making composite broken-line statistical chart
Students draw on practice paper (drawing directly on the electronic whiteboard all their lives) and exchange feedback with the whole class.
Communication: At what age did the average height of boys surpass that of girls?
Please compare the height changes between boys and girls.
Follow-up: When you answered the question just now, did you prefer to read statistics or charts? Why?
Design thinking: This link is a clever continuation of the situation of "practice and practice". The change of the name of practice training causes students to question the statistical chart, and creates conflicts by using life experience, which naturally leads to the development statistical chart of the height of boys and girls after 12 years old. The weakness of statistical tables made by teachers is not convenient for comparison, which highlights the advantages of compound broken-line statistical charts for comparison. At this time, students are eager to make complex statistical charts independently, and their interest in learning is once again high. Reasonable use of the mask and double-page display functions of electronic whiteboard can not only stimulate interest, but also provide timely teaching feedback.
Third, apply new knowledge, expand and extend:
1 For example, composite broken-line statistical charts are widely used in life. Where else have you seen the composite broken line statistical chart? (Show all kinds of composite broken-line statistics pictures)
2. Display: The monthly average temperature in Shanghai and Sydney in 2002.
Follow-up: What information did you learn from the picture?
Follow-up: Is it another temperature in Sydney in 2002, or is it always like this in Sydney?
Illustration: Statistical chart of annual average temperature in Sydney 145 to 2002.
The teacher wants to travel to Sydney in the summer vacation. What clothes would you advise the teacher to bring?
Discuss and communicate
Dialogue: When and where will the 29th Olympic Games be held?
Follow-up: summer of beijing is a rainy city. Why did you choose to hold the Olympic Games in August?
In order to ensure the success of the Olympic Games, before that, the national meteorological department made a thorough statistics.
Shows the statistical chart of precipitation in August of 2003-04 and 2005-06 in Beijing.
Discussion: Is there much precipitation in mid-August? There are, but not many. )
Story expansion: the story behind the Olympic Games
Teaching design of compound broken-line statistical chart Part II Teaching content:
Primary school compulsory education curriculum standard mathematics volume 10, pages 74 ~ 76.
Teaching objectives:
1. Make students experience the process of describing data with composite polyline statistical chart, and understand the characteristics and functions of composite polyline statistical chart; Can understand the information represented by the composite polyline statistical chart and complete the composite polyline statistical chart as required.
2. Enable students to make simple analysis, comparison, judgment and reasoning according to the information in the composite broken-line statistical chart, further enhance the statistical concept and improve the statistical ability.
3. Make students know more about the connection between statistics and real life, and enhance their interest in participating in statistical activities and their awareness of cooperation and communication with others.
Teaching focus:
How to distinguish the difference between broken line and standard definition legend, and understand the characteristics and functions of composite broken line statistical chart.
Teaching process:
First, the introduction of new courses.
1, review old knowledge
(1) What statistics have we studied?
(2) Display the statistical chart of broken lines. What kind of statistical chart is this?
Today, we will continue to learn the broken line statistical chart. Can you guess what kind of broken line statistics we will learn?
Second, give an example
1, showing the precipitation map of Qingdao.
Observe:
Can you tell which month has the most precipitation in Qingdao this year? Is there the least precipitation that month?
② Besides the monthly precipitation, what else do you know from the pictures?
Can you tell me about the increase and decrease of monthly precipitation in Qingdao this year? )
Show me the precipitation map of Kunming.
What information can you learn from the picture?
② Dialogue: Each graph has several broken lines, such as a simple statistical graph of broken lines.
Who can talk about the advantages of single broken line statistical chart? (How much, increase or decrease)
Let's compare two pictures together.
① Insist on observation, and you can quickly answer: Which month has the latest precipitation between Qingdao and Kunming in 20xx? Which month has the biggest difference in precipitation?
Why can't you answer quickly? (comment)
It is pointed out that each map only reflects the situation of one city.
Do you have any good ideas? What kind of statistical chart is the composite statistical chart called? Can you imagine?
Summary: As the students said, these two statistical charts can indeed be combined into a composite broken-line statistical chart. (Add "Duplex" before the "statistical chart of broken lines" on the blackboard to complete this course book)
3. Display: gradually present
(Add Legend-Add Dashed Line and Data-Modify Name)
Show me the composite broken-line statistical chart of monthly precipitation in Qingdao and Kunming in 20xx, and ask:
Can you read this statistical chart?
② Which broken line represents the monthly precipitation in Qingdao and Kunming?
(3) How did you see it? Find out what the legend means.
From this statistical chart, can you quickly see which month's precipitation in these two cities is the closest and which month's precipitation is the biggest difference? Follow-up: What do you think?
⑤ The distance between two points indicating the precipitation in July is the smallest. What does this mean?
⑥ What do you mean by the largest distance between two points of precipitation in April? It is pointed out that not only the increase and decrease of quantity can be seen from the composite broken line statistical chart, but also it is convenient to compare two groups of related data.
Further discussion: What information can you get from the pictures? Guide students to observe and communicate from the changes of monthly precipitation in each city and the similarities and differences of annual precipitation in the two cities.
Third, consolidate the practice.
(1) Complete the "practice".
1. Students read the chart by themselves. What information do you learn from the chart? Communicate in groups.
2. Organize class exchanges.
(1) Which dotted line in the picture represents the change of the average height of boys? Which dotted line represents the change of the average height of girls? What does the legend of the statistical chart tell us? What are the same trends in the average height of boys and girls? )
(2) Does the change in the average height of boys or girls here refer to a boy or a girl? What is the statistical content of this statistical chart? How to understand "the average height of boys and girls aged 6- 12 in primary schools in China"? )
(3) From the picture, from how old to how old are boys taller than girls on average? At what age are girls taller than boys on average? Do you think the height growth of 6- 12-year-old pupils in China is faster for boys or girls? How do you know that? How old is the average height of boys and girls equal? )
(4) How tall are you now? How does it compare with the average height of boys (or girls) of the same age? When the student's height is obviously lower than the average height, the teacher asks other students: Do you want to give him some advice? (Pay attention to balanced nutrition and strengthen physical exercise)
(5) What other information did you get from the picture? (How much does each cell represent? Observe carefully the scale on the vertical axis of this statistical chart. How many centimeters does a grid represent? And what about the part below 1 10 cm? Why doesn't this picture start from 0 cm and go up 5 cm, 5 cm to 155 cm, or each cell represents 20 cm, and it is drawn from 1 cm to 160 cm? )
Dialogue: In order to draw a more beautiful statistical chart, the increase or decrease of the amount of prominence is sometimes like this picture, and some rulers are omitted.
(2) The courseware shows the sales statistics of color TV sets of two brands, A and B, in a home appliance store.
1. Scenario description: Suppose you are the department manager of Suning Appliance Cabinet. During the May Day holiday, it was easier to buy electrical appliances. There are not many electrical appliances in the warehouse now. You need to go to the factory to buy a batch of electrical appliances for sale.
2. Q: Which one would you choose? (Words are groundless, you have to come up with data to speak. )
3. Summary: It seems that learning statistical charts is really useful.
(3) Complete the 1 question in exercise 13.
1, students independently review the questions. Question: What does this question let us do? Are you confident to complete the following statistical chart as required?
2. Discussion: Which set of data are you going to draw first? Should this dotted line representing the "highest temperature" be drawn as a solid line or a dotted line? how do you know
3. Students draw a dotted line representing two sets of data in the textbook.
Remind students to carefully determine the position of the points representing the daily maximum temperature data and connect the points with solid lines; Then carefully determine the position of the points representing the daily minimum temperature data, connect the points with dotted lines, and don't forget to fill in the drawing date after drawing the dotted lines. )
(Multimedia appears during drawing. Q: What do you think should be paid attention to in order to draw this broken line statistical chart accurately? Come and remind the students! )
4. Show students' homework, guide mutual evaluation, affirm advantages and point out shortcomings; Then ask the students to further modify or improve the statistical chart according to the communication situation.
5. Guide students to look at the pictures and answer the questions raised in the textbook, so that students can further understand the characteristics and functions of the composite broken-line statistical chart.
When answering these two questions, do you look at the statistical table or the statistical chart? Why? This shows what advantages statistical charts have compared with statistical tables.
(Statistical charts can show the quantity and the change of quantity more intuitively, which is more conducive to the analysis and comparison of data. )
Fourth, the class summarizes.
What knowledge and skills have you learned in this course? What did you get?
What do you think are the characteristics of the composite broken-line statistical chart? What should I pay attention to when completing the composite broken-line statistical chart as required?
Five, optional homework
1. Please make statistics on the electricity charges of you and your deskmate for the past six months, make a broken-line statistical chart and make an analysis.
2, combined with today's class, write a math diary's "good friends in life-double broken line statistics".
This lesson plan was handed over from Mr. Zhao, and I made some changes. After reading it, I have some ideas:
First, the contents of statistical tables should not be too single.
Second, the connotation of statistical tables needs to be closely related to life in order to be meaningful and practical.
Teaching design of compound broken-line statistical chart Part III Teaching objectives:
1, in the process of reading statistical charts, analyze and compare the characteristics of statistical charts, and know the composite broken-line statistical charts.
2. Understand the characteristics of the composite broken-line statistical chart, read the composite broken-line statistical chart, and answer relevant questions according to the data in the statistical chart to make a simple prediction.
3. Understand the function of compound broken line statistical chart in expressing and exchanging data, and consciously obtain some data information from newspapers, magazines, television and other media.
Teaching emphases and difficulties:
Understand the characteristics of the composite broken-line statistical chart, can read the composite broken-line statistical chart, and can answer related questions according to the data in the statistical chart and make simple predictions.
Teaching process:
Read statistical data
1, let students read the five census statistics.
2. Exchange mathematical information obtained from tables.
Read statistical charts
1. Give students enough time to read the two dotted statistical charts.
2. Look at the picture and answer the questions
(1) What are the similarities and differences between these two pictures? What information do you learn from the two pictures respectively?
(2) What changes have taken place in the gap between men and women in China? What do you think of this?
(3) What is the trend of population change in China? Forecast: What will be the population of China by 20 10?
(4) What other questions can you ask?
A complete statistical chart
1. Read this book and let the students know the contents in the table.
2. Observe the unfinished statistical chart and find out what the points with different colors in the chart mean.
3. Complete the statistical chart.
4. communication and display.
5. Look at the picture and answer the questions.
6. Encourage students to ask other questions and answer them.
practice
1. Look at the statistics table first to understand the data information in the table.
2. Put forward drawing requirements and encourage students to try to finish.
3. Exchange and display.
4. Look at the pictures and answer the questions. Encourage students to ask their own questions.