1. Knowledge and skills: Let students know about the simple composite statistical table and its advantages, and make simple questions and answers according to the data in the statistical table, and make simple data analysis.

2. Process and method: Let students experience the process of data collection, collation and analysis, and collect and collate data in a simple way.

3. Emotion, attitude and values: through the investigation of familiar cases, stimulate students' interest in learning and cultivate students' sense of cooperation and innovative spirit.

Emphasis and difficulty in teaching

Teaching emphasis: understand simple compound statistics, conduct simple questions and answers according to the data in statistics, and conduct simple data analysis.

Teaching difficulties: let students know the compound statistics table through independent inquiry.

teaching process

First, the scene is introduced.

1, the situation diagram of courseware demonstration example 1, Q: What are the students doing?

Weigh during physical examination. Have you all weighed it?

2. Report your weight separately.

(1) Teacher: We all weighed ourselves last week. Do you remember your own weight? (Name)

(2) Now the teacher wants to know everyone's weight. What should I do? (Statistics)

3. Deduction? Statistics? .

Today, we are going to learn simple compound statistics.

Second, explore new knowledge.

1, calculate the current weight

Teacher: In order to do statistics, we can divide the weights into the following paragraphs (showing statistical tables without data). What method can be used for statistics?

(1) The method of students' free newspaper statistics.

(2) use? Stand up and count? Methods Teachers and students completed the statistics together.

Teacher: To save time, let's stand up and count! (such as which segment one or two weights belong to). Now, the teacher wants to ask two students to come up and help count. Who wants to?

Teacher: How can we check whether our statistics are correct? Does it add up to the total number of students in our grade? )

(3) What can we learn from this statistical table?

2. Show the weight statistics of the first grade and observe what the two statistics have in common.

(1) This is the weight statistics of our first grade. Now please observe carefully. What are the similarities between these two statistical tables?

(2) Summary: The contents and items of statistics are the same, but the data are different.

3. Compare weight changes

Teacher: What changes have taken place in the students' weight compared with the first grade? Let's have a look. How many people are there in Grade One with a weight of 2 1-25 kg? How many people are there in Grade Two? How many people are there? Like this, is it convenient to have a look at this statistical table and that statistical table? The teacher also found it inconvenient. What should I do? (Students speak freely)

4, * * * * made of composite statistics.

Teacher: We can combine these two statistics into one. How should it be combined?

(1) Teachers and students discuss with each other, and the courseware demonstrates the process of merging two simple statistical tables.

(2) Students fill in the data independently.

(3) reveal and write on the blackboard (such a statistical table, we call it? Composite statistics? )

(4) Introduce the advantages of composite statistical table: composite statistical table combines two or more related simple statistical tables into one statistical table, which has a complex structure, including header, horizontal column, vertical column and data. The information in the table is comprehensive, which is convenient to compare and grasp the overall situation.

5. Analysis statistics: From this composite statistics, can you answer the following questions? (roll call) What else did you find?

Third, consolidate the use

1, statistics show that students in this grade like to eat vegetables.

Teacher: Composite statistical tables are often used in our life because they are more convenient. Now, let's count our favorite vegetables and count them in the same way. Stand up and count.

(1) Teachers and students * * * complete the statistical process and fill in the data.

(2) What do you know from this statistical table? What else can you suggest? (Born free)

Teacher: I hope everyone can be picky about food and not affect their normal development.

2. Show the eyesight statistics, and the students can finish the second question of Exercise 22 independently.

(1) Teacher: This is the eyesight of the students in Grade One (1) and Grade Five (1) counted by the teacher before class. Please complete it independently according to the collected information.

(2) Feedback information

(3) Courseware presentation:No. 1 14? You know, students read together.

3. Show me page 108? Do it. According to the given statistical data, analyze and answer the questions.

Teacher: The school carries out interest group activities, including table tennis group, basketball group, gas volleyball group and track and field group.

(Show statistics) This is the statistics of interest groups attended by four classes in grade five.

According to this double-entry statistics table, answer the following questions (by name)

Fourth, class summary.

What did we learn in this class?

Statistics are often used in life. Learning statistics well can serve life better. Did you do well in this course? Blackboard Writing: A Simple Composite Statistical Table

Heading horizontal and vertical column data

Advantages: comprehensive information, easier to compare and master as a whole.