Teaching objectives of the second volume of the fourth grade mathematical histogram (1):
1, further understand the bar chart (1 stands for multiple units), and be able to visually represent data with bar charts.
2. Go through the simple process of collecting, sorting, describing and analyzing data to further cultivate students' statistical ability.
Experimental objectives:
1, using multimedia courseware, create life situations, let students feel the application of statistics in life, and stimulate students' curiosity and thirst for knowledge.
2. Use knowledge transfer to guide students to actively participate in the exploration and learning of new knowledge on the basis of existing knowledge and experience, thus improving students' learning efficiency.
Teaching process:
First, create situations and introduce new lessons.
Courseware demonstration: a video of students kicking shuttlecock in the spring sports meeting of our school, taking the statistics of kicking shuttlecock as an example 1.
The teacher revealed the topic: Today we continue to study statistics.
Second, cooperative learning, exploring cases to acquire knowledge
1, teaching example 1. The courseware gives the statistical table of the example 1.
Teacher: What information did you get from the collected statistics? Students may answer: Xiaohong kicks 120, Xiao Fang kicks 100, and Xiaohong kicks 20 more than Xiao Fang. ...
Teacher: We can get a lot of information from the statistics. Can you make a statistical chart according to the information in the statistical table? How to make it? Students may answer: we can use the histogram we have learned to represent three students.
Teacher: How much does 1 stand for? (The courseware shows 1, which means 1) If 1 means 1, how many squares should Xiaohong draw for the shuttlecock? (The courseware dynamically displays 120 square) Students have contradictions: it is very troublesome to draw 120 square. The teacher questioned: What should I do? Do you have any good expressions? Students may think of using 1 to represent 2,5,10,20. ...
Teacher: Group cooperative learning, thinking and discussion. ① How much is appropriate to use 1 grid? Talk about ideas. ② Draw a bar graph in the group. Show the bar chart drawn by the team with a projector.
The courseware shows the bar graph drawn when 1 grid represents 2,5,10,20.
Teacher: Observe and compare these statistical charts. How much is 1 grid suitable here? By observing and comparing students, there may be such an answer.
Student 1: it is more appropriate to use 1 to represent 10; Draw 12 squares for 120; 10 draw 100 squares, 90 draw 9 squares.
Student 2: Use 1 grid to represent two or five, but draw more grids. ..... Teachers make appropriate comments on the aesthetic aspects of statistical charts drawn by students.
Teacher: Now use 1 to represent 10 cells to complete the statistical chart on page 1 16 in the book.
2. Teaching Example 2
The courseware gives the statistical data of Example 2.
Teacher: What data information do you get from this statistical table? Students report the information obtained.
Teacher: Xiaoming is going to help his father make a histogram. Think or talk at the same table. ① What do the horizontal and vertical axes mean? ② How many kilograms should be expressed by 1 grid? The whole class communicates and reports. Students draw bar charts by themselves.
The courseware displays bar charts.
Teacher: Look at the statistics chart. What did you find?
Courseware demonstration: Xiaoming's apple production is increasing year by year; The output of apples in 2007 was twice that in 2004. ...
Teacher: According to your findings, what do you want to say about Xiaoming's contract for the apple orchard? Any other good suggestions?
3. What's the difference between the bar graph learned today and the bar graph learned before?
Teacher: In the past, in our study and life, we were exposed to less data, so we all used 1 grid to represent 1 unit. In life, we often come into contact with more data.
Courseware presentation: For convenience, we can use 1 to represent multiple units, not only 10, but also 2,5, 100, 1000, etc. , as the case may be.
Third, consolidate the practice.
(Courseware demonstration exercise)
Fourth, class summary.
Teacher: What did you learn in this class? Any gains or problems?
Bar chart after-school questionnaire
1, the teacher used courseware to show: the video of students kicking shuttlecock in the school spring sports meeting, taking 1 kicking shuttlecock as an example. Do you like it? Why?
2. Is it helpful for the teacher to show the histogram drawn by the group with a projector? How can it help?
Do you like the teacher using multimedia courseware to teach this class? Why?
Statistical data analysis
Statistics on the best learning effect of students in multimedia-assisted teaching
Chart 2
The number of people who agree that multimedia can optimize classroom teaching is%
Experimental class (40 students) 39 97.5%
Control class (40 students) 33 82.5%
The second volume of the fourth grade mathematical histogram teaching plan (2) teaching objectives;
1, let students learn to choose histogram or line chart to represent corresponding data intuitively according to practical problems, and use statistical charts for simple analysis, and learn to simply explain and predict statistical results.
2. Let students feel the close connection between statistics and daily life through learning activities, realize the role of statistics in daily life, and realize that statistics is a strategy and method to solve problems. In the face of different problems, we should choose different ways to deal with them, develop statistical concepts and stimulate their interest in learning mathematics actively.
Teaching focus:
Reasonable selection of bar chart or line chart to represent data.
Teaching difficulties:
Make a statistical chart accurately in the table provided.
Design concept:
Through teaching, we can train students' statistical ability, cultivate students' consciousness and attitude of cooperation with others, and let students feel that statistics can help us understand and serve life, so as to better understand the close relationship between statistics and life.
Teaching steps:
Teacher activities:
Student activities:
First, the introduction of new courses.
1. Last class, we learned about the "broken line statistical chart" (blackboard writing) and pointed out: Who can talk about the advantages of the broken line statistical chart? Tell me about the information that we can usually describe with broken-line statistical charts.
2. Think back, what other statistical charts have we learned before?
For example, we can use a histogram to represent the number of students in all grades of our school. What are the advantages of bar charts?
Student: Height, income and number of students in school can clearly show the number of specific projects.
Second, the new curriculum teaching
1, observation and comparison, reasonable choice
2. Make two statistical charts.
Teacher: The two statistical charts have their own advantages, so we should choose them according to the actual situation.
(1). Read the two statistical tables on pages 97 and 98 respectively. After reading it, think and discuss: which statistical chart is more suitable for them? Why?
(2) Observe the horizontal axis carefully. In fact, the textbook has given us a hint: in the figure 1, January, February,,, and are opposite to a line, only "points" can be drawn, so draw a broken-line statistical chart; Figure 2 shows Beijing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing, Nanjing.
3. Read "Do you know? Understand the common sense of "precipitation".
(1), Teacher: Now can you draw these two questions with appropriate statistical pictures?
(2) Communication: What information can be seen in figure 1?
It is pointed out that when the connection line is steep, it means that two adjacent data change greatly. In this picture, the precipitation difference between August and September is the biggest. When the connection is not so steep, it means that two adjacent data have not changed much, such as 1 month and February. What information do you get from Figure 2? (The teacher added appropriately)
(3) Proofread and fill in the date of drawing: if there is a clear statistical time, generally take the next month; If there is no clear statistical time, you can fill in the current time.
Students discuss in groups:
Communication: (1) table 1 uses a broken line statistical chart, because you can clearly see the change of monthly precipitation; Table 2 clearly shows the precipitation in each city with a bar chart.
Students make statistical charts and proofread them.
Students' oral answers
Students think and answer.
Third, consolidate the practice.
1, finish the "think and do" question 1.
Teacher: Who can tell which five "Five Mountains" are? What do you know from this statistical table? If the data in the table are represented by statistics, what statistics do you think is more appropriate? Why?
Teacher: Then please draw a picture on the book.
Teacher: What do you know from this bar chart?
2. Complete the question "Thinking about how to do it" 2
Teacher: What do you know by observing the data in this statistical table?
Teacher: Think about it. What kind of statistical chart is more suitable for making the data in this statistical table? Tell me what you think. According to the data in the statistical table, complete the bar chart.
Do you see anything special in this statistical chart? (Bending on the vertical axis) Tell me why? Complete the statistical chart and tell me what information you get from it. Can you estimate their annual per capita disposable income in 200 1 and 2002?
Point out: According to the statistical chart, we can make some predictions.
After the students have finished thinking, exchange the information available in the statistical table and discuss what kind of statistical chart is suitable.
Students complete and communicate.
Student observation report
Fourth, the class summary
Teacher: Through the study of this lesson, what kind of data do you think is suitable for using broken-line statistical chart and what kind of data is suitable for using bar statistical chart?
It is appropriate to use broken-line statistical charts to reflect the quantitative changes of the same thing at different times, and it is also appropriate to use histogram to reflect the quantitative changes of similar things at the same time.
Five, homework design
After class, please choose a certain aspect of the situation around you to make a survey and choose the appropriate statistical chart to express it.