Knowledge and skills
Understand the compound statistical table in specific statistical activities, fill in the statistical table according to the collected data, and make a simple analysis according to the data of the statistical table.
(2) Process and method
In the process of understanding, filling and analyzing the composite statistical table, we can further understand the necessity of data collection and sorting and the diversity of data analysis methods, and cultivate the concept of data analysis.
(3) Emotional attitudes and values
Further understand the close relationship between statistics and real life, feel the fun of learning mathematics, and establish confidence in learning mathematics well.
Target Analysis Before studying this lesson, students have already had a preliminary experience in the method of collecting and recording data. They will sort out data, fill them in simple statistical tables, analyze and solve simple problems, and accumulate some learning experience. On this basis, this unit further understands the necessity of data collection and sorting, the diversity of data analysis methods, the rich information contained in data and its application value, and guides students to further experience the methods and significance of statistics. The presentation and processing method of data in composite statistics table is also the basis for students to learn composite bar chart and composite broken line chart in the future.
Second, the difficulties in teaching
Teaching emphasis: understanding the compound statistical table, filling in the data correctly and simply analyzing the data.
Teaching difficulties: to further understand statistical methods and cultivate the concept of data analysis.
Third, teaching preparation.
PPT courseware, etc.
Fourth, the teaching process
(A) create a situation to stimulate interest
1. Teacher-student communication: Students, what are your hobbies?
2. (The camera shows six activities in the situational picture) Question: What are our classmates' favorite activities? How to verify your idea?
Students disagree, which leads to solving problems with statistics.
The design intention is to create a situational survey of students' favorite activities based on students' interests and hobbies, which not only stimulates students' interest, but also makes them feel the necessity of statistics initially, paving the way for the study of composite statistical tables.
Teaching plan of "double statistics" in the second volume of mathematics in the third grade (2) I. Teaching content
Examples on pages 36-37 of the third grade mathematics textbook of the People's Education Press 1.
Second, the teaching objectives
1, knowledge and skills
Understand the compound statistical table in specific statistical activities, fill in the statistical table according to the collected data, and make a simple analysis according to the data of the statistical table.
2. Process and method
In the process of understanding, filling and analyzing the composite statistical table, we can further understand the necessity of data collection and sorting and the diversity of data analysis methods, and cultivate the concept of data analysis.
3. Emotions and values
Further understand the close relationship between statistics and real life, feel the fun of learning mathematics, and establish confidence in learning mathematics well.
Three. Teaching emphases/difficulties/test sites
Teaching emphasis: understanding the compound statistical table, filling in the data correctly and simply analyzing the data.
Teaching difficulties: to further understand statistical methods and cultivate the concept of data analysis.
Test center analysis: make students understand double-entry statistics and solve some simple practical problems according to double-entry statistics.
Fourth, experts suggest that
We should fully guide students to explore independently and cooperate and exchange. Because students already have a lot of knowledge base about statistics, they can explore new knowledge through independent thinking and group discussion in teaching. Through this way of learning, students' innovative consciousness and openness of thinking can be better cultivated.
Teaching methods of verbs (abbreviation of verb)
Demonstration group cooperation courseware by explanation method
VI. Teaching tools
Multimedia courseware form
Seven. teaching process
1, review and introduction
Students, for our health, we have to have a physical examination every year. One of the items of physical examination is to weigh yourself. Do you remember? Today, the teacher brought the weight statistics of our classmates. Let's have a look. (Show courseware)
1. 1 Can you tell me the weight of the students briefly?
1.2. How did you see that? (Ask students to answer)
The design intention is to make it clear that one stack is ten and several stacks are dozens by talking about ideas while demonstrating, so as to pave the way for later learning.
2, explore new knowledge teaching examples 1
(A) create a situation to stimulate interest
Teacher-student communication: Students, what are your hobbies?
(The camera shows six activities in the situational picture) Question: What is our classmate's favorite activity? How to verify your idea?
Students disagree, which leads to solving problems with statistics.
The design intention is to create a situational survey of students' favorite activities based on students' interests and hobbies, which not only stimulates students' interest, but also makes them feel the necessity of statistics initially, paving the way for the study of composite statistical tables.
(B) independent inquiry, building new knowledge
2. 1 Review old knowledge and pave the way for new knowledge
(1) Collecting data
Count the favorite activities of the students in this class (each person is limited to choose one). How are you going to investigate?
The default is 1: the whole class raises their hands and votes collectively;
Premise 2: The characteristics of boys and girls are different, and their favorite activities are also very different, so they should be counted separately. After collective discussion, the methods of statistics for boys and girls were used for investigation and statistics.
(2) sorting out data
According to the collected data, fill in the following table.
Question 1: Look at the statistics, can you verify what you just thought?
Question 2: What else do you know from the statistics? What did you find when using statistical tables?
(3) data analysis
What information can be learned from the above table?
2.2 Comparative analysis, causing contradictions
(1) Observation and discussion: What are the similarities between these two tables? What is the difference?
(The statistical items in these two tables are the same, but the respondents are different, and the data of each item is different. )
(2) Ask a question: Do you like reading more, boys or girls? How much more? Do you like playing football best, more boys or more girls? How much more?
(3) Conflict: It is not convenient to compare two tables. Is there a better way to make the comparison between boys and girls more convenient?
2.3 combined with the form, revealing the theme
(1) Merge tables and identify "header".
(2) Comparison table: What is the difference between this statistical table and the statistical table before the merger?
(3) Revealing the topic: double-entry statistics.
2.4 Interpret information and experience advantages.
What items does this form contain? Answer the following questions according to the above table.
(1) What kind of activities do boys like best? Where are the girls?
(2) How many people participated in the survey?
(3) Do you have any comments and suggestions on the survey results?
The link of design intention is the main part of new curriculum teaching. In the process of understanding, filling in and analyzing composite statistical tables, we can further understand statistical methods and cultivate the concept of data analysis. We can grasp the starting point of students' knowledge by reviewing the simple statistics learned in the first volume of the second day of junior high school. Through comparative analysis, students' internal cognitive conflicts can be triggered, resulting in the desire to merge and create more concise tables, truly feeling the superiority and necessity of compound statistics, and realizing the value of mathematics learning.
Teaching plan of "double statistics" in the second volume of mathematics in grade three (3) Teaching content;
Composite statistical table
Teaching objectives:
1. Let the students know the simple composite statistical table, understand the advantages of the composite statistical table, ask and answer simple questions according to the data of the statistical table, and conduct simple data analysis.
2. Let students experience the process of data collection, collation and analysis, and collect and collate data in a simple way.
3. Stimulate students' interest in learning and cultivate their preliminary statistical awareness and innovative spirit.
Key points and difficulties:
1. Know simple compound statistics, and can ask and answer simple questions according to the data in statistics.
2. Understand the contents of the header and vertical and horizontal columns in the composite statistics table.
Teaching preparation:
Simple statistics, compound statistics, interest group labels, compound statistics in life, etc.
teaching process
First of all, create situations and create problems.
1. Teacher: We weighed each child a few days ago. Now the teacher wants to count the weight of our children. For example, how many people are under 20 kilograms? How many people are there in 2 1-25 kg, 26-30 kg, 3 1-35 kg, 36 kg and above? How to make statistics?
2. Students can freely answer statistical methods. Stand up and count, raise your hand, write a ticket, etc. )
Teacher: To save time, let's stand up and count!
3. Complete the statistical table.
Teacher: Can you complete the statistics according to the above situation? (individual students answer)
4. What can we know from this statistical table?
Summary: Carry out physical exercise and education that is not picky about food: Fat children should take part in physical exercise at ordinary times, thin children should not be picky about food, and eat well three meals a day, so that we can have a good body.
Second, discuss communication and solve problems.
1. Show the weight statistics of grade one.
Teacher: This is the statistical table of our first grade weight. Now, let's see how many people are more in grade two than grade one within the range of 2 1-25 kg. (student comparison)
2. Teacher: Have you all found the answers? But when comparing just now, I saw our classmates watching this and that for a while. How do you feel? (Trouble, two forms look inconvenient)
3. Make a double-entry statistical table.
(1) Teacher: The teacher also feels very inconvenient. What should I do?
After students think independently and answer freely, they come to the conclusion that two simple statistical tables are merged into one statistical table.
(2) Let the students have a try at the same table first, and then let the students demonstrate various methods of merger, so that students can realize that it is best to move up and down and overlap the scope. It is best to demonstrate this way. If not, the teacher helps the students to finish together. )
(3) Teacher: After the merger, can you see that in the range of 2 1-25 kg, there are more people in grade two than those in grade one?
Which is simpler after the merger or just now? (It's as simple as that)
4. Improve the double-entry statistics and reveal the topics.
(1) Teacher: There are still some problems after the merger, that is, we have two data, and we don't know which is the first grade and which is the second grade. What are we going to do? So we have to make some changes (on the two statistical tables) to the statistics that have just been merged. The teacher made a new statistical table. Let's have a look.
(2) Teacher: The first grid is called the header. What's in it? What do you mean, respectively?
The teacher briefly introduces the contents in the horizontal column, vertical column and table. )
Teacher: We call this kind of table a double-entry statistical table. (blackboard writing topic)
(3) We already know the double-entry statistics. Now, please complete the double statistics according to the data of two single statistics.
5. Observation and analysis statistics
(1) Teacher: Now, the teacher asks the students to look at our newly-made statistical table again, and compare how many people are there in Grade One than Grade Two within the range of 16-20kg. How many people are there in Grade 2 with 3 1 and above than Grade 1?
(2) How do you feel in comparison? (Student answers)
Teacher: That's true. It is simpler and more convenient to analyze and compare multiple data with composite statistical tables.
Blackboard writing: Advantages: Easy to compare and analyze.
Third, consolidate the application and improve the internalization.
1. Introduction: The school carries out interest group activities, including computer group, basketball group, dance group and track and field group. Which group do you want to join? Let's make a statistic together.
2. Activity requirements:
(1) Now, the teacher first chooses the leaders of various interest groups and takes the labels. You can join any interest group you want, but you should line up in order.
(2) Let the leader of each interest group count the number of students in his group.
Teachers put interest group labels on the blackboard and asked the group leader to talk about the number of people in his group. Students finish statistics in their hands.
3. Answer the following questions according to the completed composite statistical table.
(1) There are the most people in the interest group in our class () and the least people in 1 class.
(2) There are more people on the basketball team in our class than in Class One.
(3) The interest group with the largest number of participants in Class One has more () people than the interest group with the least number of participants in our class.
(4) What other questions can you ask? Who will solve the problem he just raised?
Fourth, review and improve.
It seems that the students in our class are really smart. Let's review what we learned in this lesson. Why do you use compound statistics in so many places in your life?