"Slightly Complex Percent Problems" Application of Percents PPT Courseware

Description

"Slightly Complex Percent Problems" Application of Percents PPT Courseware

teaching objectives

1. Go through the process of understanding information, selecting information to ask questions, and answering slightly complex percentage questions.

2. Able to raise questions based on percentage information in real society and solve slightly complex practical problems related to percentages.

3. Be curious about things related to percentages in real life, and feel the important application of percentages in communication and transmitting information.

Listen to the news and ask questions.

Solution to column equation:

Solution: Assume that the per capita income of rural residents in my country in 2010 is x yuan.

(1+17.9%)x=6977

x＝6977÷117.9%

x≈5918

Answer: In 2010, the per capita net income of rural residents in my country was 5,918 yuan.

In conclusion

1. It is known that a number is several percent greater (or less) than a number. The characteristics of the problem of finding out what this number is: the quantity of the unit "1" is unknown and can be solved by formulating an equation.

2. Equivalent relationships in this type of questions:

(1) The quantity of unit "1" × 1 ± the percentage of another quantity that is more (or less) than unit "1" = another quantity;

(2) The quantity of unit "1" ± the quantity of unit "1" × the percentage of another quantity that is more (or less) than unit "1" = another quantity.

practice

1. In 2011, the number of civilian cars in my country was 49.62 million, an increase of 23.2% over the previous year, of which 43.22 million were private cars, an increase of 25.5% over the previous year.

(1) From the above data, what mathematical problems did you find?

(2) How many thousands of civilian cars were there in the country in 2010?

(3) How many thousands of private cars were there in the country in 2010?

2. In 2011, the national cotton planting area was 5.04 million hectares, an increase of 3.8% over the previous year; the national cotton output was 6.6 million tons, an increase of 10.7% over the previous year.

(1) What mathematical problems did you find from the above two sets of data?

(2) How many thousands of hectares were planted in cotton nationwide in 2010?

(3) How many thousand tons was the national cotton output in 2010?

3. In 2011, the country's total meat output was 79.57 million tons, an increase of 0.4% over the previous year.

What mathematical problems did you discover from the data above?

4. Collect data on automobile sales and cotton, grain, and meat production from the national statistical bulletin of the previous year from the Internet, and ask and answer your own questions.

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Update Time: 2024-10-02

This template belongs to Mathematics courseware Hebei Education Edition Sixth Grade Mathematics Volume 1 industry PPT template

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