Unit 7 Mathematical Statistics Teaching Plan (1) in the second volume of Grade Four.
I. Teaching content
Understand the broken line statistical chart.
Third, the arrangement characteristics
The first issue; Phase II:
Go through the process of statistics.
Single and double statistics table
Average value of bar graph (1 for 2 and 5).
1. Draw a broken line statistical chart from the bar statistical chart to highlight the characteristics of the broken line statistical chart.
Because students are familiar with bar charts, the textbook leads to line charts from bar charts. By comparison, students can see their similarities and differences: everyone can see the numbers, but the line chart can also see the changes of the numbers.
2. Provide real material.
This is the * * * feature of content arrangement, because statistics are closely related to life. When arranging teaching materials, students should pay attention to providing students with familiar realities as statistical materials.
The number of students visiting the science and technology exhibition, height changes, monthly average temperature, patient temperature records, tourism consumption, etc.
? Mathematics in life? The column introduces the data of SARS epidemic situation in Beijing in 2003, so that students can fully understand the practical significance of statistics while understanding the common sense of life.
I taught this unit last semester.
Fourth, the overall feeling:
1, the knowledge is clear, the learning is not difficult, and the students have a good grasp.
2. Close contact with life, large amount of information, students are willing to learn.
Tips for verbs (abbreviation for verb):
Correctly grasp the teaching objectives and teaching parameters: Like the previous teaching requirements, we don't require students to make a complete broken-line statistical chart, as long as they can supplement the statistical chart and describe and analyze the data according to the data. Students with ability can try to make it, but there is no uniform requirement.
Class division of intransitive verbs
first kind
Second lesson
The third category
the fourth lesson
Example 1 and do the problem
Example 2 and exercise 19, questions 2 and 3
Exercise nineteen
Exercise nineteen
first kind
Teaching content: statistical chart of single broken line
Teaching emphasis: understand the characteristics of polyline statistics, learn to describe data with polyline statistics, and learn to analyze polyline statistics.
Teaching difficulties: can learn to describe data with broken-line statistical charts, and learn to analyze broken-line statistical charts.
Teaching preparation:
1. Students use broken-line statistical charts in their investigation life.
The teacher prepared the weather forecast data for a week.
3. The teacher prepares the courseware.
Teaching process:
First of all, talk about introduction.
Teacher: Have you ever been to the Science and Technology Activity Center? Do you like going?
Going to the science and technology activity center not only increased a lot of scientific knowledge, but also exercised my practical ability. Look, these students also like to take part in scientific and technological activities. They are visiting the science and technology exhibition! (The courseware takes 1 theme map as an example)
Second, the statistical chart of teaching broken line.
1, Teacher: The staff of the Science and Technology Center made a histogram of the number of primary and secondary school students who visited the Science and Technology Exhibition from 1998 to 2003. (The courseware shows a bar graph) What do the horizontal and vertical axes in the graph represent respectively? What information can be obtained from the chart? (Let's talk at the same table.)
Teacher: The length of the straight bar in the histogram visually shows the number of visitors in each year. Which year has the largest number of visitors? What year has the smallest population?
2. Teacher: You can also draw a statistical map of the number of primary and secondary school students visiting the science and technology exhibition in a certain city. (Courseware demonstration comes from
What do the horizontal and vertical axes in the chart represent respectively? (The horizontal and vertical axes of the courseware flash)
How does this picture show the number of people every year? (How many points are used to express the quantity)
What changes can be found in the number of visitors from 1998 to 1999?
What about the next few years? (Talking to each other at the same table)
How does the picture show the change in the number of visitors? (direction of line)
We call such a statistical chart
Unit 7 Mathematical Statistics Teaching Plan (2) in the second volume of Grade Four
Textbook analysis
This lesson is the content of statistics in Unit 7, Book 2 of Nine-year Compulsory Education Textbook published by People's Education Press. It is arranged according to the statistical contents of the previous volumes. The students in front have mastered a little knowledge about the broken line statistical chart. This section is mainly to let students learn to make simple broken-line statistical charts according to the data in statistical tables, learn to understand such statistical charts according to statistical charts and data, and analyze the changing trend of data, so as to further understand the role of statistics in life and form statistical concepts.
Analysis of learning situation
Fourth-grade students are more lively and fun, while boys are more agile in thinking, but not too cautious; Girls are delicate and their thinking is not as flexible as boys. This part of statistics is abstract and operational, and students' knowledge base in this area is not very solid. In teaching, we should pay attention to hierarchical teaching and individual guidance, but also give consideration to the all-round development of students.
Teaching objectives
(1) Knowledge objective: 1. Through the analysis and arrangement of data, students can further understand the significance and role of statistics in life; 2, know the characteristics of the broken line statistics, can see the broken line statistics; 3, according to the data, draw a simple statistical chart of broken lines, and solve simple problems and questions according to the statistical chart of broken lines;
(2) Ability goal: I can read the broken-line statistical chart according to the given information and draw a simple broken-line statistical chart; (3) Emotional goal: 1. Cultivate students' careful observation and scientific attitude towards good learning quality; 2. Let students see the advantages and disadvantages of others in mutual assistance and cooperation; 3. Feel the joy of learning and the joy of acquiring knowledge.
Teaching emphases and difficulties
Teaching emphasis: (1) be able to understand the broken-line statistical chart and solve simple questions and questions according to the broken-line statistical chart; (2) According to the given information, draw the statistical chart of broken lines correctly.
Difficulties in teaching: (1) In the process of analyzing data, realize the role and significance of statistics in life; (2) According to the data, complete the broken line statistical chart correctly.