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在一次三年级的考试中,有一道这样的统计试题:甲种饼干第一季度销售情况如下:(1)一月销售()包,三月销售()包。(2)第一季度平均每月销售()包。(3)这种饼干的销售量越来越(),四月销可能是()包,原因是:__。对于第(3)题,学生答卷基本上认为四月份饼干的销售量少于140包,可能是130包、120包等,答案相对统一,而预测原因却是极其多样:如“这种饼干越来越贵”、“天气越来越热,所以这种饼干不受欢迎”、“这种饼干的质量越来越差”……。教师为此争论不休,意见不一。有的老师认为,新课程倡导以多元化、生
In a third-year exam, there is such a statistical test questions: A kind of biscuits in the first quarter sales are as follows: (1) January sales () package, March sales () package. (2) average monthly sales () package in the first quarter. (3) sales of such biscuits more and more (), April sales may be () package, because: __. For item (3), the student questionnaire basically thinks that the sales of biscuits in April are less than 140 bags, probably 130 bags, 120 bags, etc. The answers are relatively uniform and the reasons for the forecast are extremely diverse: “Such biscuits Getting more and more expensive, ”“ the weather getting hot, so this cookie unpopular ”, “ the quality of this biscuit worse. ” Teachers endless debate, disagreement. Some teachers think that the new curriculum advocates a diversified life