Home  ## This webpage facilitate opportunities for researchers, administrators, and practicing school professionals throughout the region to exchange ideas for mathematics teachers professionalization using Lesson Study. ## Speed 1

Title Speed 1  1 Takeo Takahashi 2013.09.02 Koganei Lower Secondary School attached to Tokyo Gakugei University Takeo Takahashi Elementary School G-6（12 years old） The teacher shows the table below showing distances and times of 3 people. He asks which one is faster, Shinya or Shigeki. Students work independently on the problem that the teacher posed. Then he takes up students' ideas. Students express comparing them based on the LCM of the times, or of the distance, or making the distance 40m. While they discuss making the distance 40m, other students suggest making the distance 1m or the time 1s. To conclude, the teacher reviews the lesson and defines "distance per second". 　　　　Distance(m) Times（s） Shinya　　 40　　　　　8 Toru　　　 40　　　　　9 Shigeki　　50　　　　　9 You need Facebook account to show rating and accept"Join Rating IMPULS". 0% （0 people /0people voted "like it"）
Introduction/Posing Problem Solving Problem The teacher asks which is faster Shinya or Toru, Toru or Shigeki. He confirms that we can compare the speeds when one pair of the numbers is the same. He asks who is faster, Shinya or Shigeki. (5:41) Students work independently on the problem that the teacher posed. While each student works on the problem, the teacher observes how each student is solving the problem, considering in what sequence the various solution strategies may be shared and discussed. (0:34) One student makes the distance 200m. Another student observes that 200 is LCM of 40 and 50. (4:39) One Student makes the times equal. She makes the time 72 seconds, the LCM of 8 and 9, then multiples it by the distance. She concludes that the one who runs 400m is faster than the one who runs 360m because he runs for the same time. (4:09) One student finds seconds per 1m of Shigeki by using a double number line diagram. Then he multiplies it by 40 to get the time for 40m. (2:51) One Student asks whether it is necessary to compute the time for 40m against "Make Distance 40m" method. Then another student suggests that getting the time for 1m is enough. (3:24) One student expresses the idea of making seconds equal to 1 using a double number line. Then the teacher shares with the students that the longer distance means faster when the time is matched. (3:17) The teacher reviews the lesson. He concludes that we define "distance per second" by how far someone can run in a second. (2:03)  ## Lesson Study Library

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