(1) Let students experience the certainty and uncertainty of events through examples.
(2) Through activities, students list all possible results of simple random phenomena.
(3) Let students feel the possibility of random phenomena and describe them qualitatively.
2, teaching focus:
Through activities, students list all possible results of simple random phenomena.
3. Teaching difficulties: let students feel the possibility of random phenomena and make a qualitative description.
4. Wonderful introduction
What program did you perform at the party? (Singing, sketches, etc. ), this class will also have a get-together, and the programs to be performed will be selected by lottery. Three cards say: sing, dance and recite. What program do you think Xiao Ming might draw? Xiao Ming may sing; Three situations are possible. ) blackboard writing: maybe.
Xiaoming won the dance. What program may Xiaoli win next? Xiaoli may get singing and reading. )
What can't Xiaoli draw? (Dancing) Why? (Xiaoming draws a dance) blackboard writing: impossible.
Xiaoli drew a recitation. What can Xiaoxue draw? (Singing) Blackboard: Of course.
Students, let's learn about "possibility" together in this class.
5. Autonomy, cooperation and exploration
Show me six pictures and ask the students to use "possible" according to their own life experience.
Use "impossible" and "certain" to describe. (Student's positive expression)
Show the picture and choose "Flowers must be fragrant." "Flowers may be fragrant." "Flowers can't smell sweet." Students choose the possibility and tell the reason. Show that the taste of flowers is smelly flowers and expand extracurricular knowledge.
6, the team cooperated to touch the chess pieces.
There are black and white pieces in the box, and the number of pieces in each group is the same. Four or six people in each group take turns to touch a piece and record it, then put it back and shake it evenly, and repeat it 20 times.
Work in groups according to the screen requirements.
Students report on the blackboard. According to the table on the blackboard, talk about your findings, guess and verify your findings, and sum up: if there are more black chess in the box than white chess, it is more likely to find black chess, but less likely to find white chess.
7. Students practice
To make the number "1" the most likely and the number "5" the least likely, what number will it be on the card? Please fill in the following seven cards.
8. Course summary
Tell me about your gains and your questions.