Teaching plan for Mathematics "Sector Chart" in the second volume of the sixth grade published by People's Education Press

"Fan Chart" lesson plan (1)

Teaching process

1. Review and introduce new knowledge

l. Review old knowledge.

Question: What knowledge have we learned in simple statistics, and what are the characteristics of bar charts and line charts?

2. Introduce new lessons.

Show two fan charts. Explanation: This is also a kind of statistical chart, called a fan chart. (Write on the blackboard: fan chart) Can any student tell me what the fan charts here mean? Explanation: What are the characteristics of the fan chart? How is it drawn? This is the lesson Contents to be learned,

2. New teaching lessons

1. Explain the fan chart and its characteristics.

Explanation: It can be seen from the sector chart above: it uses a circle to represent the total quantity of each part, and uses sectors of different sizes in the circle to represent the percentage of each part in the total quantity. A few cents. This kind of statistical chart clearly reflects the relationship between the quantity of each part and the total quantity.

2. Teaching examples.

(1) Give a sample question. Based on the representation form of the fan chart, discuss the steps of making the fan chart. Guide students to exchange their ideas and draw the steps on the blackboard:

　① Calculate the percentage;

　② Calculate the central angle;

③ Draw circles and sectors;

④ Indicate the percentage.

(2) Ask students to complete the first step by themselves and calculate the percentage of each part to the total quantity in the exercise book. At the same time, name one person to perform on the board, then make corrections collectively, and use addition to check whether the sum of the percentages of each part is 100%.

(3) First explain that the degree of a circle is 360 degrees, and then ask students to find the central angle of the sector representing the quantity of each part according to the percentage of the total quantity. The students answer orally, and the teacher writes the calculations and results on the blackboard. Check whether the sum of the central angles of several parts is 360 degrees.

(4) Divide into sectors.

The teacher explained the drawing method and wrote on the blackboard: first draw a circle and explain the total quantity; then divide it into 3 sectors and explain which quantity each represents.

(5) Indicate the quantity name and percentage of each part.

Name the students and tell them which quantity each sector represents, and what percentage it accounts for. The teacher writes on the blackboard in the picture. Have students draw circles, sectors, and label the quantities and percentages of each part.

(6) Distinguish each part and write the name of the statistical chart.

Instructions should use shading or different colors to distinguish different sectors, write the name of the statistical chart, and let students complete it by themselves. Name one person to perform on the board, and the other students will complete it on their own statistical charts. Collective revision.

(7) Summary process.

Question: Who can look at the picture and talk about the process of making this statistical chart just now? Can you tell me what this statistical chart means? What are the characteristics of the fan chart?

3. Classroom exercises

l. Do?Practice?Question 1.

Question: What do the circles in the statistical chart represent? What does this sector chart mean? Let students fill in the table in the textbook after calculation. Show the form, name the results orally, and the teacher writes on the blackboard. Ask students to talk about how each quantity was calculated.

2. Do?Practice?Question 2.

Question: How many equal parts is this circle divided into? What is the central angle of the sector corresponding to each sector? Please first calculate the central angle of the sector corresponding to each item of income, and then draw the sector statistical chart. Teachers patrol and provide guidance. Ask students how many of the 20 equal parts of the figure each part of the sector occupies.

IV. Class Summary

What are the characteristics of a fan chart? How to make a fan chart based on statistical data?

V. Classwork

Questions 1 to 3 of Exercise 5.

Fan Chart "Fan Chart" Lesson Plan (2)

Teaching Objectives

1. Through the characteristics and functions of bar charts and fan charts Compare and guide students to understand the characteristics and functions of fan charts. Know that a fan chart can visually reflect the percentage of a part quantity to the total.

2. Ability to read necessary information from fan charts.

The teaching focuses on understanding the characteristics of fan charts and being able to read the necessary information from fan charts.

Teaching process

1. Situation introduction, stimulating interest

1. Show the scene: Class 6 (1) students are doing sports activities. What are they doing? You Do you know what their class’s favorite sport is? How can you know?

2. This is a statistical chart of the favorite sports of Class 6 (1). Observe this chart carefully. From this chart, you can What information can be known?

Students discuss in groups.

2. Comparative analysis to generate new knowledge

1. Observe the bar chart, what useful information did you get from it?

Summary: We based on the bar chart The graphical statistics chart can clearly show the number of people who like various sports the most.

Ask students to calculate the percentage of the number of people in their favorite sports to the total number of students in the class (calculators can be used).

Question: Based on the information given in the bar chart, we have just calculated the percentage of people who like various sports the most in the class. Can you calculate this information from the bar chart? Can the graph be seen directly?

2. What information is difficult to express from the bar graph?

It triggers students to think and discover that the bar graph is not easy to express. See the relationship between the parts and the total. Explanation: If you want to understand more clearly the relationship between the quantity of each part and the total, you can use a fan chart to represent it. ?

3. Show a fan chart.

Teacher: This circle represents the number of students in the class. (The teacher shows each sector step by step) We divide the circle representing the number of students in the class into 100 small sectors on average, then 20 of these small sectors are The number of people who like football accounts for the percentage of the whole class, that is, 20%. The 30 small sectors represent the number of people who like table tennis as the percentage of the whole class, that is, 30%?,

Teacher nominates For several projects, ask students to look at the pictures and tell what percentage of the class they like the most about these projects.

Question: Can you tell us what information can be learned from the fan chart and how it is different from the bar chart?

Guide students to observe the fan chart , to deepen the understanding of the characteristics and functions of fan charts. (Students express opinions based on intuitive observation)

4. Based on the situation represented on the statistical chart, what suggestions do you have for my classmates?

5. Let students summarize the fan chart characteristics and functions.

6. Do it: Look at the picture independently and talk about what valuable mathematical information you got from the picture?

Milk is rich in nutrients. The nutrients contained in 100 grams of milk are as shown in the figure below. How many grams of nutrients can be supplemented by drinking a 250-gram bag of milk every day?

Students calculate independently according to the meaning of the question, and the whole class corrects it.

Note: The items represented by each sector of the fan chart in this question are marked with legends. This is the same as the fan chart in the example question. Different colors of sectors represent different items. For example, yellow here represents moisture. , accounting for 87% of 100g of milk, red represents protein, accounting for 3.3% of 100g of milk.

3. Class summary:

1. Ask students to summarize the reasons and characteristics of the fan chart.

2. Multimedia display of collected fan-shaped statistical charts can broaden students' horizons and cultivate innovative spirit.