Little Coach-Statistics Teaching Content Compulsory Education Curriculum Standard Experimental Textbook Qingdao Edition Primary School Mathematics Grade Three Volume 75-80 1. With specific examples, if you know the bar chart and understand the meaning of average, you will find the average of simple data. 2, can find and ask questions about the average, explore the method of finding the average, and realize the value of learning the average knowledge. 3. In the process of exploring the average method, students' learning confidence is enhanced and their autonomous learning ability is improved. Teaching emphasis: understand the meaning of average. Teaching difficulty: exploring the method of average value. Teaching preparation: bar graph, ruler, etc. Preview design: (see study plan) Teaching process 1. Create a situational dialogue: Students, do you like watching basketball games? What do you know about the basketball game? In fact, solving some problems in basketball matches requires a lot of mathematical knowledge. Second, explore new knowledge 1, (show the scene map in the textbook information window. ) Dialogue: Look, the blue team and the red team are having a fierce basketball match. Now, the game has been going on for 36 minutes, and now the score on the field is 36: 37, and the blue team is slightly behind. There are two substitutes on the basketball team, No.7 and No.8. Who will play? According to what? Students will give many reasons. Teacher's summary: the main task of substitute players is to score points, so the main consideration is scoring ability, right? The following are the results of these two substitutes in the group stage. (Show the score statistics) Learn about the students' understanding of the basketball game by looking at the preview. Master more and don't introduce it separately in class. 2. Talk: According to these scores, please use your brains and try to compare who has higher scoring ability. Think independently first, then exchange and discuss in the group, and finally choose a representative in the group to communicate in the class. Students may have the following ideas: (1) Replace player No.8, because player No.8 scored 40 points in the group match, player No.7 scored 33 points in the group match, and player No.8 scored more, so player No.8 should be replaced. (2) Because of their different playing time, it is unfair to use the total score, so the score should be more average. Teachers and students argue about the advantages and disadvantages of various methods. Guide students to realize that calculating the average score is the most reasonable method. 3. Dialogue: How to calculate their average score? Dialogue: Who wants to show their methods on the stage? Students may think of the following methods: (1) We can use small squares instead of scores, and one square instead of 1 points, and combine the squares in the hands of several students to get one point; You can also draw a circle to score. Guide students to make a preliminary inquiry by using the learning materials in their hands. The methods that can be thought of are as follows: first, materials such as disks and three-dimensional wood blocks can be used for exploration; Second, you can use symbols such as drawing circles and triangles to explore. Report and communicate.

(1), (2) and (3) in 3. Ask the students to choose one or two. (2) Guide students to make a histogram according to the chart above, and move more and fill less on the chart. (3) Combine the results of the two people in the group stage, and then remove them according to the number of entries. Guide students to understand the methods and calculation methods of shifting more and supplementing less on statistical charts. 4. Discussion: 10 is the score of player No.8 in which game? 1 1 which game did player No.7 score? Guide students to understand the meaning of average. Let the students understand that the scores of 10 and 1 1 are not the scores of No.8 and No.7 players in which competition, but reflect their overall scores in all competitions. Talk: Who do you think should play now? Third, the limited time homework 1, the independent exercise on page 77 of the textbook 1: Move it so that they are the same height. 2. Independent exercise on page 78 of the textbook Question 3: Which group has better grades? 3. Xiaoming's height 125 cm. If he falls into a pond with an average depth of 1 10 cm, will it be dangerous? Please analyze it with the knowledge you learned today. Fourth, class summary: Let the students talk about what is the average and how to find the average. Design of blackboard writing: Little Coach-Statistical No.7: 9-1-kloc-0/-3 = 33 (score) 33÷3= 1 1 (score No.8: 7 You should also strengthen your practice. Reflection after class: 1. Mathematics comes from life, and there is mathematics everywhere in life. In teaching practice, if we can try our best to expand the space for students to understand mathematics, attach importance to the accumulation of students' mathematical experience, and let students feel it as early as possible before learning mathematics knowledge, classroom teaching will get twice the result with half the effort. 2. The new curriculum standard advocates "let students experience", emphasizes the importance of students' activities in learning mathematics, and holds that students' practice, exploration and thinking are important conditions for students to understand mathematics. Students keep discovering in activities, exploring in exploration, colliding in communication and accepting each other in thinking. In this way, students can not only experience the joy of progress and success, but also get some frustration education. Realized the * * * development of intelligence and ability.

Study plan, design learning target, study content 1, cultivate students' practical ability, and let students review their statistical knowledge independently. 1. Wonderful link 1, put a small box: put it with a small box: 12, 8, 7, 6, etc. Let students with different poses tell each other which pose is the most intuitive? 2. Draw the numbers with your favorite figure. Read the information map, understand the information contained in the map, and describe the meaning of the map in your own language. Second, organize the data 1, carefully observe the situation map and tell the students the meaning of the map. 2. Understand the basketball game and further understand the situation map. 3. Who should be sent to play? 1, learn to calculate the average of 2, abstract the problem based on the inquiry process, and experience the process of solving the diversity of problems. Third, explore online hands-on operation: 1, put out the scores of No.7 and No.8 with small squares (or draw with circles). 2. Make a bar chart. 3. Calculation: No.7: No.8: Apply what you have learned and solve practical problems. 4. Expand the practice materials. Page 77 Exercise independently. Question 1: Move it so that they are the same height. 2. Independent exercise on page 78 of the textbook Question 3: Which group has better grades? 3. Xiaoming's height 125 cm. If he falls into a pond with an average depth of 1 10 cm, will it be dangerous? Please analyze it with the knowledge you learned today.