## Japanese Lesson Study Summary## Wednesday, July 2, 2003Today was a big day for us because we our homework assignment was to come ready to defend one of our top three topics in preparation for choosing the topic from which to plan our lesson. THE BIG THREE are:
Early on, the idea was suggested that we could integrate two of the three topics and
do a Pythagorean Tree Fractal. Celeste grabbed the quilt poster from our morning
classroom to demonstrate this. It was also suggested that we could easily integrate
scaling and fractals. Several types of fractals were suggested, but we were
concerned that most were too much of a hook while being distracting from the
concepts that we really wanted to teach. About this time, Debbie whipped out a
piece of paper and cut out a stair step fractal which also graphically demonstrates
the solution of the famous The following comments are Gail's notes from the discussion that led to the choice of this topic. Fractals with Pythagorean Theorem: Extend Pythagorean Theorem Once we settled on our stair step fractal, we then discussed how to approach the planning of this lesson. Lots of good discussion was generated and the notes from this follow. Back to fractals. Tower of Hanoi - What happens to the area, and volume of similar figures as the length of a side changes? Focusing on looking at dimensionality? Do it general? a, half a. What questions do they ask? What do you see in this figure that is interesting? Fractal as a hook, iteration, repeat the process, what do you notice, what do you see? Here are some examples. Not even tell them what doing, keep fractal to the minimum? Start with the construction, and keep the idea of fractal that comes later? Even iteration can be delayed. Challenge - want to discover, in the lesson planning, have to carefully think about this. Hoping what will come from this - look alike, 3 sizes, dimensions, area, volume? As comparing may notice the relationship? What is our objective? We think it is around the effect of changing one dimension and its effect on the area and volume. Are we talking about doubling or halving? Start with dimensions and scale up to volume or go backwards from volume to the dimension? Extension - want half the area and third volume For tomorrow, our homework is to bring our statement of the mathematical objective for our lesson. We'll share these and come to some kind of compromise. Then we will divide into triples and start working on writing up a lesson to share and critique with others on Monday. Gail ended by saying that she had never seen a lesson study group so quickly converge on a problem topic before! I think we were all amazed and proud of ourselves. PCMI@MathForum Home || IAS/PCMI Home
This material is based upon work supported by the National Science Foundation under Grant No. 0314808. |