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Day 13

Day 13. Designing a Unit by using the idea of the open-ended approach. An example of unit using the idea of the open-ended approach Area of quadrilaterals and triangles From a Japanese fifth grade textbook. Area of quadrilaterals and triangles 14 hours (45 minutes) - about three weeks -.

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Day 13

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  1. Day 13 Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, June 27-July 15, 2005 by Akihiko Takahashi, DePaul University, Chicago IL

  2. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, June 27-July 15, 2005 by Akihiko Takahashi, DePaul University, Chicago IL

  3. Designing a Unit by using the idea of the open-ended approach An example of unit using the idea of the open-ended approach Area of quadrilaterals and triangles From a Japanese fifth grade textbook Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, June 27-July 15, 2005 by Akihiko Takahashi, DePaul University, Chicago IL

  4. Area of quadrilaterals and triangles14 hours (45 minutes)- about three weeks - • Developing the formula for finding the area of parallelograms (3 hours) • Developing the formula for finding the area of triangles (3 hours) • Practice (1 hour) • Developing the formula for finding the area of trapezoids (2 hours) • Practice (1 hour) • enrichment learning activities (1 hour) • Ideas to finding the area (2 hours) • Reviews (1 hour) Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, June 27-July 15, 2005 by Akihiko Takahashi, DePaul University, Chicago IL

  5. Developing an open-ended problem for your students • Determine if the problem is appropriate • Is the problem rich in mathematical content and valuable mathematically? • Is the mathematical level of the problem appropriate or the students? • Does the problem include some mathematical features that lead to further mathematical development? • Anticipating students’ responses to design a lesson. • Making the purpose of using the problem clear. • Make the problem as attractive as possible. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, June 27-July 15, 2005 by Akihiko Takahashi, DePaul University, Chicago IL

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