5.4 Vorbereitete Lernsequenzen

127

Übernommen und gekürzt von:

Exploring numbers that yield squares and rectangles

When I give this lesson during an artist-in-residency presentation,

the children are seated in twos or fours and supplied with 2-4

colors to be shared. I am at the front of the room with my overhead

projector and some felt tip colored markers to use on a

transparency showing the square grid.

I ask the children to color in one of the smallest squares on the

grid. I tell them they can put that square anywhere they like on the

paper. I say,

"Now that's a 1-square square. Let's take another color marker

and color in a bigger square. We don't want it to touch our 1-

square square. How many squares must we color in to make a

bigger square? Don't tell me; show me."

I walk around and look at the squares that are colored in. I will

see squares that have 4 squares colored in, 9 squares, 16, etc. I

will also see rectangles.

"Boys and girls, let's make the squares in size order. After the 1-

square square, what is the next size square?"

To facilitate the exploration of 'square numbers' I will use poker

chips on the overhead projector and arrange 4 of them 'to make a

square'. I will ask a student to come up to the overhead and add

poker chips to make the 4-square into a bigger square. Before the

student does each successive size, I will ask, "how many must

we add?"

On the blackboard, two charts are being built as we go along:

Sequence

# of Squares

Add Yields

alternating

of Squares

in the Square

Squares

odd and even #s

1st square

1-sq. square

3

even

2nd square

4-sq. square

5

odd

3rd square

9-sq. square

7

even

4th square

16-sq. square

9

odd

5th square

25-sq. square

etc.

Thus there are patterns of odd and even to help us know if the

number of unit squares we think must be added to form a larger

composite square is right, and the nth row of the 'Add Squares'

Beispiel 5-24

Geometrie durch Kunst?

# wird häufig für ›Nummer‹

bzw. ›Anzahl‹ verwendet