2021年人教版小学数学五年级下册第六单元统计、第七单元数学广角集体备课教学案表格式.doc.pdf

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1、小学集体学案（备课）用表编写时间：2013 年月日教学课题五年级数学下册第六单元统计学案编写者教学用课时学案使用者第周星期用教学目标课（章节）教学目标1理解众数的含义，学会求一组数据的众数，理解众数在统计学上的意义。2根据数据的具体情况，选择适当的统计量表示数据的不同特征。3认识复式折线统计图，了解其特点，能根据需要，选择条形、折线统计图直观、有效地表示数据，并能对数据进行简单的分析和预测。教学重点与难点理解众数的统计意义，了解复式折线统计图特点，能对数据进行简单分析和推测。教学准备与手段多媒体课件集体备课共性意见1 在已有知识的基础上教学。教学本单元时，可充分利用学生已有的知识经验，通过与所

2、学知识的对比，体会统计量的含义及统计图的特征和适用范围。如，教学复式折线统计图时，可先用单式折线统计图分别表示两组数据，让学生体会到，单式折线统计图可以清楚地反应出一组数据的增减变化，但在对两组数据进行比较时就不方便了，由此引出复式折线统计图。从而使学生深切体会到复式折线统计图的特点和优势，加深对折线统计图的认识。.注重对统计量的意义的理解，避免简单的统计量的计算。教学中应避免单纯从计算的角度引导学生学习统计知识，应当注意对统计量意义的理解。如众数，不仅要让学生知道什么是众数，会求众数，更要注意结合具体数据理解众数的作用和特点。如教材第122 页例 1 要解决“挑选身高是多少的队员参赛比较合适

3、？”这一问题，实际上就是选用合适的统计量来描述15 个候选队员的身高的集中情况，教材先让学生用平均数、中位数来描述，发现不能很好地反应身高的集中趋势，然后引出众数，由此体会众数的特点：在一组数据中，精品w o r d 可编辑资料-第 1 页，共 10 页-2如果个别数据有很大的变动，且某个数据出现的次数最多，此时用该数据（即众数）表示这组数据的“集中趋势”就比较适合。教学时则可按此思路帮助学生理解众数的统计意义。3.教学评价注重过程性评价。让学生经历简单的收集、整理、描述和分析数据的过程是学习统计知识的首要目标。这就要求教师应创造尽可能多的机会让学生亲自从事简单的统计活动，如调查同学们的视力情

4、况、所穿鞋子的号码、喜爱的电视节目等。教师要鼓励学生积极投入到各种活动中，留给他们足够的独立思考和自主探索的时间与空间，并在此基础上加强与同伴的合作与交流。从事统计活动的过程中教师应起到引领、指导的作用，例如，教师可以提出一些问题引发学生的讨论：你们准备如何收集数据；用什么方法展示数据；哪些数据经常出现；数据反映出什么趋势；从这些数据中能得到什么结论；从这些结论中能预测到什么等等。.适当把握平均数、中位数、众数的教学要求。关于选择平均数、中位数、众数作为一组数据的代表问题，学生较难理解，有时没有唯一正确答案，只有合适与否的问题。因此要开放些。注重学生对等可能性思想的理解，淡化纯概率数值的计算。

5、精品w o r d 可编辑资料-第 2 页，共 10 页-文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH

6、9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D

7、8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH

8、9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D

9、8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH

10、9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D

11、8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A43第一课时：认识众数教学过程教学环节教师活动学生活动使用者再创及反思记录一、课程学习一、课程学习出示例题1：五（2）班要选10 名同学组队参加集体舞比赛，下面是 20 名候选队员的身高情况（单位：m），根据以下数据，你认为参赛队员身高是多少比较合适？师：三位同学都说出选择的标准，你能说一下他们的选拔标

12、准吗？（小林采用取身高平均数来作为标准；小平取身高的中位数作为选拔的标准；小明选身高人数最多的作为衡量标准）师：大家总结的都非常好，上面这组数据中，1.52 出现的次数最多，我们把这样的数叫做这组数据的众数。众数能够反映一组数据的集中情况。师：大家还记得平均数和中位数是怎样求出来的吗？问题讨论：（1）你认为参赛队员身高是多少比较合适？（2）让学生看课本，问：这几位同学是怎样处理的？你觉得哪个同学的方法比较好？（3）学生进行评议，体会平均数、中位数、众数各自不同的特点学生说出平均数好中位数的求解方法，教师将题目中数据的平均数和中位数找出来。问题：如果我们用平均数作为选择的依据，你会选那些数据？用

13、中位数呢？要是用众数呢？比较一下！哪种方法比较好呢？中位数在一组数据的数值排序精品w o r d 可编辑资料-第 3 页，共 10 页-文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9

14、H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8

15、F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9

16、H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8

17、F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9

18、H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8

19、F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A44二、巩固练习三、课堂小结总结：平均数应用最为广泛，用它作为一组数据的代表，比较可靠和稳定，它与这组数据中的每一个数据都有关系，能够最为充分地反映这组数据所包含的信息，在进行统计推断时有重要的作用；但容易受到极端数据的影响。

20、总结：用小明的方案选出的队员身高均匀。二、巩固练习完成“做一做”：五（1）班全体同学左眼视力情况如下：5.0 4.9 5.3 5.2 4.7 5.2 4.8 5.1 5.3 5.24.8 5.0 4.5 5.1 4.9 5.1 4.7 5.0 4.8 5.15.0 4.8 4.9 5.1 4.5 5.1 4.6 5.1 4.7 5.15.0 5.1 5.1 4.9 5.0 5.1 5.2 5.1 4.6 5.0（1）根据上面的数据完成下面的统计表。（2）这组数据的中位数、众数各是多少？（3）你认为用哪一个数据代表全班同学视力的一般水平比较更合适？（4）视力在 4.9 及以下为近视，五（1）班同

21、学左眼的视力如何？你对他们有什么建议？（5）调查本班同学左右眼的视力，找出这组数据的众数。教师让学生分组合作，完成题目的要求。学生可以结合生活经验谈一谈建议。在数据调查前，提醒学生团结合作，分工明确。三、课堂小结今天你有什么收获呢？中处于中间的位置，故其在统计学分析中也常常扮演着“分水岭”的角色，人们由中位数可以对事物的大体趋势进行判断和掌控。众数着眼于对各数据出现的频数的考察，其大小仅与一组数据中的部分数据有关，当一组数据中有不少数据多次重复出现时，它的众数往往是我们关心的一种统计量。上述三个量既有联系也有区别。它们都是描述一组数据集中趋势的统计量，但描述的角度和适用范围有所不同，在具体的问

22、题中究竟采用哪种统计量来描述一组数据的集中趋势，要根据数据的特点及我们所关心的问题来确定。精品w o r d 可编辑资料-第 4 页，共 10 页-文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8

23、L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:C

24、D4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8

25、L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:C

26、D4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8

27、L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:C

28、D4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A45第二课时：复式折线统计图教学过程教学环节教师活动学生活动使用者再创及反思记录一、认识复式折线统计图一、认识复式折线统计图，对比单式折线统计图，体会特点。出示例题2：第 914 届亚运会中国和韩国获金牌情况如下表

29、：师：看出两个国家各届金牌数的变化情况，我们可以用折线统计图把数据表示出来。下面我们就来完成它。（师生共同完成两个国家的金牌折线统计图）师：那么怎样把两个折线统计图合成一个呢？谁能说一下你是怎么想的？（学生先独立思考，然后共同完成复式折线统计图。）问题：这是两个折线统计图，现在怎样做才能更方便地比较两国获得金牌数量的变化情况呢？（引导学生说出可以把两个单式折线统计图合并成一个。）总结：从两条折线的变化趋势，可以看出中国获得金牌的数量呈上升趋势，韩国则趋于平稳。（认识单式折线统计图有局限性，体会到引入复式折线统计图的必要性：可以比较方便地比较两组数据的变化趋势。精品w o r d 可编辑资料-第

30、 5 页，共 10 页-文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4

31、F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2

32、 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4

33、F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2

34、 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4

35、F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2

36、 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A46二、巩固练习三、课堂小结师：观察、比较单式折线统计图与复式折线统计图的不同点。问题：根据画好的复式折线统计图，试着回答下面的问题：（1）中国和韩国分别在哪一届亚运会上获得的金牌数量最多？（2）哪一届亚运会两国金牌数量相差最少？（3）根据统计图，简单分析两国在历届亚运会上的表现。（4）你还能提出什么问题？二、练习巩固出示“做一做”内容

37、：李欣和刘云为了参加校运动会 1 分钟跳绳比赛，提前 10 天进行训练，每天测试成绩如下（单位：次），根据表格中的数据画出复式折线统计图。（1）李欣和刘云第一天的成绩相差多少？第十天呢？（2）李欣和刘云跳绳的成绩呈现什么变化趋势？谁的进步幅度大？（3）你能预测两个人的比赛成绩吗？（4）你还能发现什么？学生根据要求画出复式折线统计图，教师引导学生分析统计图，体会到复式折线统计图的特点，同时学习分析折线统计图包含的信息。三、课堂小结复式折线统计图的优点是什么？这节课你有什么收获？学生思考并回答问题，体会引入复式折线统计图的必要性总结：李欣和刘云跳绳的成绩都呈逐步上升的趋势，但上升的情况不同。李欣是

38、稳步提高，刘云忽高忽低；李欣最后四天的成绩呈上升趋势并且比刘云好，而刘云最后四天的成绩不如自己前几天的最好成绩。由此可以预测李欣的比赛成绩可能会超过刘云。精品w o r d 可编辑资料-第 6 页，共 10 页-文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8

39、Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1

40、O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8

41、Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1

42、O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8

43、Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1

44、O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A47小学集体学案（备课）用表编写时间：2013 年月日教学课题五年级数学下册第七单元数学广角找次品学案编写者教学用课时学案使用者第周星期用教学目标课（

45、章节）教学目标1使学生通过观察、猜测、试验、推理等活动，体会解决问题策略的多样性及运用优化的方法解决问题的有效性。2让学生感受到数学在日常生活中的广泛应用，尝试用数学的发来解决实际生活中的简单问题，初步培养学生的应用意识和解决实际问题的能力。教学重点与难点用数学方法来解决实际生活中的简单问题。教学准备与手段几瓶药片（其中一瓶少了几片药），天平。集体备课共性意见1加强学生的试验、操作活动。本单元内容的活动性和操作性比较强，大都可以采取学生动手实践、小组讨论、探究的方式教学。实际教学时，可先多给学生一些时间，让他们充分地操作、试验、讨论、研究，找到解决问题的多种策略。在活动中出现的一些共性的问题，

46、教师可集中解决，如有的学生在称的次数少于至少能保证找出次品的次数时，就找出了次品，这时教师应提醒学生把所有的可能性都考虑进去。活动完成后，教师可要求学生分组汇报结果，并在黑板或屏幕上一一展示，让学生感受到同一问题却有多种解决方案，同时也为后面寻求最优的解决策略打下了研究、分析的基础。2重视培养学生的猜测、推理能力和探索精神。组织学生进行试验操作活动，仅仅是本单元教学内容的基础或前奏，教学的重点在于活动后的猜测、归纳、推理过程，由此促进学生养成勤于思考，勇于探索的精神。操作活动时，学生往往会得出多种解题策略，教学时，教师应引导学生从这些纷繁复杂的方法中，从简化解题过程的角度，找出最优的解决策略。

47、实精品w o r d 可编辑资料-第 7 页，共 10 页-文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 Z

48、H9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3

49、D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 Z

50、H9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3D8F1O6 HR3E1P3F8L2 ZH9H8Z4X7A4文档编码:CD4F3