## Japanese Lesson Study Summary## Thursday, July 11, 2002
We decided we would teach Don't Fence Me problem to both the geometry group and the algebra II group, with a different teacher for each. We would like to do a "dry run" with each other on Monday. We started to design our lesson. We adapted the lesson, thanks to David's inspiration, into a more engaging and relevant problem about a student who has 1 hour to get home when he/she is "beeped" by Mom.
- Developing intuitions about how changing rate affects distances traveled.
- Developing problem solving sense: ask self good questions to probe investigation further.
- Developing understanding of the locus of points satisfying a given set of constraints. (Fill in the region between circle and straight line getting students to question how to get beyond the circle)
- Connect understanding of circles to all places equidistant from a point.
- Assumed knowledge of "circular" region when rate is constant; understanding of rates
The classes have 5-6 kids; they are making up a class that they did not pass during the year. They are working out of packets at their own pace. We would need to teach our class at their school. Kevin Fife is the instructor; there is an algebra 1, a geometry group, and an algebra II group (he would prefer we do conic sections). We will teach on next Thursday for 1 hour. We could teach the lesson to 2 different classes. We will present to the larger group of teachers for about 15 minutes. Kris's Big "Aha": In the process of focusing on the details on the lesson, we are REALLY engaging in lesson study. We are seeing how our goals affect the details of the lesson. We are making purposeful choices based on logical reasoning. We acknowledge that goals drive the structure of the lesson; depending on what your goals are you may emphasize different parts of the lesson.
The problem, "Don't Fence Me In" is from PCMI@MathForum Home || IAS/PCMI Home
With program support provided by Math for America This material is based upon work supported by the National Science Foundation under Grant No. 0314808 and Grant No. ESI-0554309. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. |