Teaching plan of mathematical statistics in the third grade of the first primary school
Teaching objective: 1. I can read bar charts and bar charts whose starting cells are inconsistent with the number of units represented by other cells, and I can complete statistical charts according to the data in statistical tables.
2. Learn simple data analysis, further feel the role of statistics in decision-making, understand the role of statistics in real life, and understand the close relationship between mathematics and life.
3. Strengthen the cultivation of students' ability to ask and solve problems, and fully guide students to explore independently, cooperate and communicate.
Teaching preparation: Example 1 Usage: each person has a blank statistical chart (vertically arranged), and a group of four people has a blank grid chart. Use of Example 2: The teacher prepares some blank statistical charts of different units. The cells of (1 represent 1 cm, 2cm, 5cm,10cm and 20cm respectively. )
Teaching process:
Teacher-student activities
I. Teaching examples 1── bar chart.
1. Create situations and review old knowledge.
A: Show the situation map and statistics, and let the students talk about the data collected on the statistics.
B: According to these data, guide students to draw vertical bar graphs independently. (Blank statistical chart prepared by the teacher in advance)
C: The teacher asked: What does the horizontal axis mean? What does the vertical axis mean? How many quantities does each cell represent?
2. Ask questions and introduce new lessons.
A: Teacher's talk: By drawing a bar chart, we can clearly see the differences between the various mineral waters sold. However, sometimes the space on the paper is too small to draw such a vertical bar diagram. What should I do?
B: Introduce a new lesson: If we change the vertical bar graph to the horizontal bar graph, it will take up less space. In this way, the horizontal axis becomes the sales volume of mineral water, and the vertical axis becomes various brands of mineral water.
3. Team cooperation and independent exploration.
A: Teacher Q: Can you discuss it with the partners in the four-person group and try to design it?
B: Students discuss and design a horizontal bar graph in groups of four.
C: Exchange reports and show the works of the four-person team. Students introduce the bar chart designed by this group.
D: The teacher affirmed the child's creation and made a standardized bar chart.
E: Let's talk about the horizontal axis, vertical axis and the meaning of each cell in the bar chart.
F: All the students in the class have completed the horizontal statistical chart that was not completed in the book.
4. Analyze data and solve problems.
A: Teacher's question: What do you know according to the data on the horizontal statistical chart?
B: What questions can I ask?
C: What kind of mineral water do you think should be added? Why?
D: Teacher's summary: You see, statistical charts can also help us analyze problems and make decisions.
5. Consolidate the exercises.
P40 question 1.
Answer: Look at the horizontal statistical chart and talk about the meaning of each part of the statistical chart. (deskmate communication)
Answer the questions according to the chart.
Second, learning example 2-bar chart with inconsistent unit quantity represented by the starting grid and other grids.
1, look at the statistics and analyze the data.
Guide students to read the statistical data in the book.
B: Teacher's question: What do you know from the statistics?
2. Discovering contradictions leads to new lessons.
A: If you were asked to draw a student's height chart according to the data in the statistical table, how many centimeters would you like to represent with a small cell? Let students express their opinions freely. )
B: The teacher took out different blank statistical charts prepared in advance and asked the four-person group to cooperate.
C: Show the statistical charts drawn by students, guide the comparison and find the problems. Students can find that if each cell represents fewer units, the drawn bar will be longer. If each cell represents 10 units or 20 units, although the number of cells drawn is much less, it is difficult to visually distinguish the height difference of several centimeters among different students. )
D: The teacher asked: Is there any way to solve these problems? Guide students to think positively. )
F: Introduce a new lesson: show the statistics in the book.
3. Learn to look at statistical charts and try to draw them.
A: Guide the students to observe the statistical chart and find out how this statistical chart is different from the previous statistical chart.
B: How many units does the starting grid represented by the dotted line represent, and how many units do other grids represent? What are the advantages of this picture?
C: Guide the students to complete the bars of the other two people according to the examples.
D: lead the students to discuss: under what circumstances should this statistical chart be used? What are the advantages of this statistical chart?
E: Guide students to observe the weight statistics chart to see how many units are represented in the initial grid and how many units are represented in other grids.
F: Students try to complete the chart by themselves.
4. Ask questions and solve problems.
A: Teacher Q: What do you know from the above two statistical charts? What questions can I ask? Can it be solved?
B: Show the normal values of height and weight of children aged 10 in China, and guide students to compare. Find out which students are below normal height and weight and which students are above normal.
C: Guide students to make suggestions for these overweight students.
D: The teacher asked: How did you tell whether they were above normal or below normal when you compared them just now?
E: The teacher guides the students to think: How to see at a glance whether the height and weight of each student are higher or lower than the normal value in the statistical chart? Guide the students to draw the normal values with dotted lines on the statistical chart, and then compare them intuitively. )
5. Consolidate the exercises.
P40-4 1 exercise.
Third, summary:
Teaching plan of mathematical statistics in the third grade of the second primary school
Description of the textbook: First of all, the textbook shows the actual scene pictures of various small animals, and guides students to sort them out according to actual needs. By sorting it into pictographic statistical charts, students can learn statistics preliminarily and understand the significance and function of statistics.
Statistics is a mathematical thought and a common method to understand objective things. When students study statistics, we should collect and sort out the information, express the sorted data in the form of charts, and guide the process of analyzing and judging statistical data, so as to understand and master some basic knowledge and skills about statistics and learn to solve practical problems. It is the writing feature of this unit's teaching material to let students do statistics themselves in actual situations and achieve teaching objectives in learning activities.
Teaching objectives:
1. Learn data through your favorite situation and feel the application of mathematics in life.
2. Feel the process of data sorting, and get a preliminary understanding of pictographic statistical charts and statistical tables, from which simple statistical results can be obtained.
3. Preliminary orderly observation, habit of organized thinking and awareness of application, and experience cooperation with peers.
4. Guide students to explore ways to solve problems and cultivate students' exploration consciousness and ability.
Teaching process:
First, the situation import:
Teacher: Do you like birthdays, children? Today, our good friend Qiqi the elephant is going to celebrate his birthday. He is going to celebrate his birthday with the children in Class 1 (3). Would you like to? Look, Qiqi is coming. (Elephant: Hello, children. Today is my birthday, and I am very happy, because I can spend my birthday with my children. There will be many guests to celebrate my birthday later. Look, here they come! Small animals wear headdresses and sing birthday songs, and then enter in turn.
Teacher: Who are the guests in the elephant house?
Health: There are puppies, monkeys and pigs in the elephant house.
Teacher: How many do they have?
Health: 5 monkeys, 4 puppies and 3 piglets.
Teacher: How do you know? Is it easy to count now?
Teachers organize students to discuss: How can we clearly know which guests are coming to the elephant house at once, and how many?
Second, start a new lesson:
1, a preliminary understanding of statistics
Discuss and report in groups, and guide students to come up with a classified statistical method one by one.
Teacher: How about one row at a time? Let's try it together. How can we line up neatly and easily see how many animals there are in each species?
Students take the stage to operate. Guide students to form different formations.
Teacher: The small animals also brought their photos. Can you group them like just now?
Work in groups, first discuss how to arrange the division of labor, then do it by hand and post a post.
Students learn to discuss and operate in groups, and then post them on the blackboard for display. Students can arrange horizontally from left to right and from right to left, vertically and obliquely from top to bottom. )
Teacher: Children, which group do you think is the most neat and beautiful?
Student evaluation. Teachers guide students to take neatness and beauty as the evaluation standard and properly evaluate their works. Take out the illustrations on page 68 of the textbook in time. Please fill in the number of each animal in brackets under the horizontal line. (Students fill in this book)
Teacher: What do you know after reading this picture? (Students express their opinions)
Teacher: The children made so many discoveries, all of which were made by ourselves. This is a good statistical method. (revealing the topic)
2. Try to count the flowers.
In this way, we can clearly know that the elephant brought many guests at once. I heard that the children in our class also prepared birthday gifts for elephants! What have you prepared? Answer. It turned out to be a lot of colorful flowers. Can you tell the elephant what color flowers there are? Students show pictures of flowers and introduce them. Can you count for him, too?
Students sort out the learning tools and pictures of flowers in music, stick them on the example map on page 69 of the textbook, count the number of flowers, and then communicate with each other. Students can communicate in groups. The teacher selects some representative students' works and displays them through the physical projector. Ask the students to evaluate each other which paste method is the clearest and the easiest to see the flower amount.
Teacher: Do other children want to show your grades? Hold up the book for everyone to see.
Students show their works to teachers and classmates with books.
Teacher: What do you know through statistics? (Students express their opinions)
Third, consolidate and expand:
1, statistical results
Teacher: The children speak very well! Look, Qiqi the elephant has come to thank you.
Elephant: Thank you for your help. I want to buy some fruit for you to eat. What kind of fruit do you like to eat? Student exchange.
Teacher: There are only apples, peaches, pears, watermelons and strawberries in the fruit shop. Do you want to eat? Elephants don't know which fruits to buy. Which ones buy less? What should we do?
Communicate with students and guide them to use group statistics.
The teacher asked to do an activity: pick a fruit you like best. Then the team leader leads everyone to count your group's favorite fruits on the cardboard distributed to your group. Students choose fruits from music and count them. )
The group leader took the stage to show the exchange, and the teacher showed the statistical pictures of each group together on the physical projector. Teacher: Kid, can you see what the kids in our class like best? Elephant, do you know which fruits to buy now?
Teacher: The children also prepared a beautiful song for the elephant. Can you perform for the elephant now?
Students sing: clap your hands when you are happy.
Teacher: Elephant, would you like to come to Class 1 (3) on your next birthday?
2. Count the number of wisdom stars obtained by each group.
Dialogue: Today, we helped elephants solve two problems. Every child actively uses his brain. With the cooperation of Qi Xin, many students won the wisdom star awarded by the teacher and won the honor for their group. So which group is the champion in today's activity? Is there any way to know the result? Student: Count how many wisdom stars there are in each group. )
The teacher asked two children to come up for statistics. Two students count the stars in each group in the blackboard prize column. Judge the champion group.
3. Class summary: Children, what have you learned from today's study? Is there a problem?
I learned statistics today. What are you going to do after class? Students communicate freely.
Teaching plan of mathematical statistics in grade three of the third primary school
Teaching objective: 1. Let students go through a simple statistical process and learn the methods of collecting, sorting and analyzing data.
2. Reflect the results of sorting data in a simple statistical table, and you can use the data in the statistical table to ask and answer questions.
3. Make students develop mathematical thinking in the statistical process, improve the ability to solve problems, and cultivate students' positive feelings and good study habits in learning mathematics.
Teaching process:
First, create a situation to stimulate interest.
1, Teacher: Students smile, alas, how can I find that some students are missing a few teeth? Where did it go?
Health: I changed my teeth.
Teacher: Did you change your teeth, too? How many did you change? Oh, it turns out that everyone has changed their teeth, so what questions can we ask about changing their teeth?
Health: Who changed 1 tooth? Two teeth? Three teeth
Teacher: There are so many situations. Can you remember how many teeth each student has changed? (can't)
2. The teacher is eager to know about your tooth change. Please think about it. How can the teacher know clearly how many of you have changed 1 teeth, 2 teeth and 3 teeth?
Second, investigate and organize and experience the process.
1, talk about ideas
Student 1: You can let each student talk about it.
Health 2: You can ask them to raise their hands separately.
Health 3: Students who have changed 1 tooth can stand in a row, students who have changed 2 teeth stand in a row, and students who have changed 3 teeth stand in a row.
2, lead to the topic: As the classmates said, count and write down the number of people who changed their teeth. This writing process is statistics. Introduce the topic according to the students' speeches. )
3, team cooperation, try to statistics.
Division of labor within the group, using their favorite methods to investigate the situation of tooth replacement within their group.
4. Exchange statistical results and recording methods.
If students can't figure it out, the teacher can introduce a method.
5. Compare methods and self-optimize.
Just now, several students introduced their own recording methods. Which method do you prefer? Why?
6. Organize each group of data and count the class size on the blackboard.
7. Analyze the data and ask questions.
Tell me what you know from the statistics. what do you think? What did you find? Guide students to fully express their views according to the data reflected in the chart.
Third, consolidate and expand, practical application.
Group activities, statistics of their own population.
(1) Let's count the number of people in our family by recording first and then sorting out.
Please record the number of each family in the group in your favorite way, and then sort out the number of each family in the table.
(2) Exchange recording methods and statistical results.
(3) Tell me what you can learn from the statistical results. Think of what?
Fourth, class summary.
What do you want to say to everyone through this class?