Zhang Yi Elementary School Grade Five Mathematics Volume II "Broken Line Statistical Chart" Courseware
First, the teaching objectives
1, knowledge and skills
Let the students know the broken line statistical chart on the basis of the bar statistical chart, and further understand the role of statistics in real life and the close relationship between mathematics and real life.
2. Process and method
Make students understand the characteristics of broken-line statistical charts, read broken-line statistical charts, and make reasonable analysis according to the data, so as to cultivate students' cooperative consciousness and practical ability.
3. Emotional attitudes and values
We can find and solve mathematical problems from statistical charts and understand the significance and role of statistical knowledge in life.
Second, the teaching process
(1) Scenario introduction
Teacher: Do all the students like robots? Students can make their own and exercise their hands-on ability. We know the number of teams of China Youth Robot Team in 2006-2065 438+02, so we made a statistical chart. Show me the bar chart. What information can you get from it? Think back to the characteristics of bar charts.
(2) Explore new knowledge
1, in order to see more clearly the increase and decrease of the number of visitors to the science and technology museum in each year, let's learn a new statistical chart.
Display polyline statistics table (blackboard title: polyline statistics table)
Tell me what its horizontal axis and vertical axis represent respectively.
What do the points on the statistical chart mean?
2. Statistical analysis of broken lines.
Group discussion: (1) What changes have taken place in the number of young robot teams in China? How do you feel? (2) What are the characteristics of the broken line statistical chart?
Communicate in groups and report the results of the discussion.
The teacher led the students to analyze and summarize the characteristics of the broken line statistical chart from two aspects: point and line.
Teacher: What do we use to represent the data in the line chart? (blackboard writing: dots represent numbers)
We clearly use points to represent quantities, but they are called broken-line statistical charts, which shows that there must be something hidden in these line segments.
Teacher: Look at the line segments in the statistical graph of broken lines. What are their functions?
(blackboard writing: lines indicate the increase or decrease of quantity)
3. China has entered an aging society, especially Shanghai, which entered the aging society as early as the end of 1970s. The number of births and deaths is an important factor. The following is a group survey of the population born in Shanghai from 20065438+0 to 2065438+00. Group discussion: What should I do if I want to see the changes in the number of births and deaths?
Show the statistics of the number of births and deaths in Shanghai respectively.
4. Question: Please compare the changes in the number of births and deaths. How can it be convenient?
(1) shows the composite polyline statistical chart, and points out that the title and legend of the composite polyline statistical chart must be included in the drawing.
(2) What's the difference between the composite polyline statistical chart and the single polyline statistical chart?
Double-fold statistical chart can analyze the changes of two quantities more conveniently.
5. Answer the questions according to the composite broken line statistics.
(1) can you tell us the changing trend of the number of births and deaths in Shanghai by observing the composite broken-line statistical chart?
(2) What is the relationship between the number of births and deaths each year?
(3) Combined with the statistical data of birth population and death population in China from 200 1 to 20 10, can we find any laws of * * *? (as shown in the following table)
age
200 1
2002
2003
2004
2005
2006
2007
2008
2009
20 10
Number of births/10,000
1708
1652
1604
1598
162 1
1589
1599
16 12
16 19
1596
Death toll/ten thousand people
82 1
823
827
835
85 1
895
9 16
938
942
953
Third, knowledge consolidation.
1, and the monthly average temperature of Party A and Party B is shown in the following statistical chart.
(1) According to the statistical chart, can you judge the trend of temperature change in a year?
1 The temperature is the lowest in February, rising in March and falling in May-August.
(2) The growth period of one raspberry is five months, and the optimum growth temperature is between 7 ~ 10. Where is this plant suitable for planting?
This kind of plant is more suitable for planting in one place.
2. Chen Ming will weigh himself every birthday. The figure below is a statistical chart comparing his weight measured between 8 ~ 14 years old with the national standard weight of boys of the same age.
(1) In which year did Chen Ming's weight increase compared with the previous year?
The growth rate of 14 years compared with 13 years.
(2) Talk about the change of Chen Ming's weight to the standard weight ratio.
Fourth, class summary.
Key points: Understand the characteristics of the broken-line statistical chart, read the broken-line statistical chart, and simply analyze the data according to the broken-line statistical chart.
Difficulty: Make clear the difference between bar chart and line chart.
The second elementary school fifth grade mathematics second volume "broken line statistical chart" courseware.
Teaching objectives:
1. Knowledge and skills: By comparing the histogram with the line chart, let students know the simple line chart, understand the line chart, and understand that the line chart can not only represent the quantity, but also reflect the characteristics of the data change trend.
2. Problem solving and mathematical thinking: You can draw a broken-line statistical chart according to the data given in the statistical table, simply analyze the data according to the broken-line statistical chart data, put forward and solve the problem, and make a reasonable guess on the change of the data according to the changing trend of the broken-line statistical chart data.
Teaching emphases and difficulties:
1, know the simple polyline statistical chart, and understand its characteristics and advantages. , can read the broken line statistical chart, and can solve problems and ask questions according to the broken line statistical chart. According to the data given in the statistical table, the broken line statistical chart is completed correctly.
2. Learn to analyze problems with broken-line statistical charts, predict the development trend of things, and experience the role and significance of statistics in life.
Teaching methods: discussion, lectures, group cooperation and communication, etc.
Teaching preparation
Multimedia courseware.
Teaching design
Self-questioning
Create situations and introduce new lessons.
1. Communication: Students, do you like robots? The following is the statistical table of the national youth robot contest team. (Courseware shows bar charts)
2. Analyze the statistical chart. Thinking: What information do you know from this statistical chart? Students can speak freely and read bar charts.
3. reveal the topic. Teacher: For the convenience of analysis, the statistical chart can also be drawn like this. Show me the broken line statistics. This is what we are going to learn today. Title of blackboard writing: statistical chart of broken lines.
(2) Solve doubts and doubts and explore together.
1. Preliminary perception
Teacher: Just now, can all the information we learned in the bar chart be found in this line chart? Students observe statistical charts and name them. Q: How many teams participated in 20 10? Who wants some? Student: Answer 20 10 489 cigarettes while pointing. Follow-up: Where is 489? Health: the intersection of this column 20 10 and horizontal data 489.
2. Reveal the topic.
Teacher: For the convenience of analysis, the statistical chart can also be drawn like this. Show me the broken line statistics. This is what we are going to learn today. Title of blackboard writing: statistical chart of broken lines. I thought that all the information had been found. Why did they make such a broken-line statistical chart?
3. Explore deeply. Students observe the dotted statistical chart and think independently about two questions raised in the textbook. Group communication. Classroom discussion and communication: what do you think? what do you think?
4. Look at the picture.
Dialogue: it seems that the use of broken-line statistical charts is really not small! Can you read this broken line statistical chart?
Please talk to your deskmate first. What parts does the broken line statistical chart consist of? How does it represent data information?
Students' activities, teachers organize class exchanges.
Question: What points represent the team in 2007? How many teams are there this year? What about 20 1 1?
5. Data analysis.
Dialogue: Can you answer the following questions? Think for yourself first, and then talk to your deskmate.
Show me the question:
(1) How often do you record data?
(2) Which year has the largest number of teams? In which year did you have the fewest teams?
(3) In which year did the participating teams rise fastest? The fastest decline?
Talk to the class and let the students say their thoughts and ideas.
(3) Re-exploration of the query
What are the characteristics of broken line statistical chart? How do you know that? Thinking: So, compare the statistics, which one can clearly see the changes of the participating teams? Why? Teacher: What do you think?
(4), expansion and extension
1. My mother recorded the height of Chen Dong from 0 to 10 years old, and drew a broken line statistical chart according to the data in the table below.
Show the statistical chart (without drawing points), and the teacher will demonstrate the drawing of the first two points.
Students try to draw pictures and organize exchanges (let students talk about what to pay attention to when making broken-line statistical charts).
Question: What do you know from this picture?
Question: From the picture, has Chen Dong's height changed? How do you know that?
Follow-up: Why is the speed of height getting slower and slower?
(5), class summary
People can choose a broken line statistical chart when expressing these data. The characteristics of broken-line statistical chart are as follows
We can not only see the quantity, but also clearly see the change of the quantity.
The third elementary school fifth grade mathematics second volume "broken line statistical chart" courseware.
Teaching objectives:
1, so that students can understand the meaning of patterns, learn to find a set of data patterns, and understand the statistical significance of patterns.
2. According to the specific situation of the data, choose appropriate statistics to represent the different characteristics of the data.
3. Experience the wide application of statistics in life, so as to clarify the purpose of learning and cultivate interest in learning.
Key points and difficulties:
1. key: understand the meaning of the pattern, and you will find the pattern of a set of data.
2. Understand the difference between average, median and mode, and make simple prediction or decision based on statistical data.
Teaching aid preparation:
Projection.
Teaching process:
First, import
Question: What statistics have we studied in statistics? (Students recall) It is pointed out that earlier, we had a certain understanding of some statistical data such as average and median. Today, we continue to learn about statistics.
Second, the implementation of teaching
1. Show the example of 122 in the textbook.
Question: What do you think is the proper height for an athlete?
Students discuss in groups and then send representatives to speak and report.
Students will come to the following conclusions:
The calculated average value of (1) is 1.475, and it is considered that the height close to 1.475m is more suitable.
(2) The median of this set of data is 1.485, and the height is close to1.485 m.
(3) The height of most people is 1.52m, so the height of 1.52m is more appropriate.
2. The teacher pointed out that in the above data set, 1.52 has the highest frequency and is the mode of this group of numbers. Patterns can reflect the concentration of a set of data.
3. Question: What are the connections and differences among mean, median and mode?
Students compare, summarize and communicate in their own language.
The teacher concluded that mean, median and mode can be used to describe the concentration trend of a group of data, and their description angles and ranges are different. In specific problems, what kind of statistics are used to describe the concentration trend of a group of data should be determined according to the characteristics of the data and the problems we care about.
4. Guide students to complete the "doing" on page 123 of the textbook.
Students finish independently and talk about their own suggestions according to their own life experience.
5. Complete the questions 1, 2 and 3 of Exercise 24 on page 124 of the textbook.
Students independently calculate the average, median and mode, and communicate collectively.
Third, thinking training.
Xiaojun conducted a sampling survey on the number of plastic bags used in 8 residential buildings within one week. The situation is as follows.
(1) Calculate the average, median and mode of the number of plastic bags used by 8 households in a week. (You can use a calculator)
(2) According to the number of plastic bags they use, predict the number of plastic bags used by residents in the building (***72 households) within one month.