Turned into a low floor high ceiling task right before my eyes.
As students shared out how they found the number of dots in the design,
I recorded what they saw in their head and the math that went with it.
Basically, anyone can crawl into this problem...the entry is so easy.
Now getting up the nerve to share your thoughts the first day was a hurdle for some,
But I was extremely impressed by the creativity of solutions that were offered up.
As we reflected on the activity at the end about what stood out to them, responses included:
"It was fun!"
"There are a lot of ways to solve this."
"Some solutions are just rotations of others."
"Some are connected in that they are very similar."
For example: 6 + 1 was broken down to 3 + 3 + 1 or into 2 + 2 + 2 + 1
"There was a lot of creativity to some of the solutions."
And then the lesson was catapulted to another level that even I had not seen coming...
A student saw the Fibonacci sequence in the dots.
1, 1, 2, 3, 5, 8...
Whoa.
Which got us to wondering...if we made a larger dot pattern, would we be able to find that the sequence continues?
No comments:
Post a Comment