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Do I Have a Window Seat or an Aisle Seat? Grade 5 (Japan)


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This lesson in Japan was captured on video for an APEC Education Network (EDNET) project called Classroom Innovations through Lesson Study. The lesson is an example of using the Lesson Study process of professional development in the teaching of Mathematics. The lesson plan and full lesson video are available below. Video highlights with descriptions and analysis are available at the end of this page.


Lesson Overview

This research lesson was taught by Yutaka Hase. The double period lesson was presented at Shinjuku-Kuritsu Ichigaya Elementary School to a class of 40 fifth grade students. It is the third of a sequence of 3 lessons. The main focus of this unit is helping students understand that whole numbers can be categorized into several sets through the instruction of even and odd numbers. In this lesson, for the expansion of the topic on even and odd numbers, the lesson planning group decided to include categorization of whole numbers by paying attention to remainders of division.

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 Lesson Plan

Lesson Video in Quicktime 103 MB

(Video Clips and Highlights Available below.  Right-click and select "Save Target As" to download the file.)

List of Episodes (Coming Soon)

Video Clips and Highlights from the Lesson

The video clips are selected from the full List of Episodes. The Full Lesson Video may be downloaded for further study.

The following video is an example of a research lesson used during the lesson study cycle. Wiki users may use this video to experience a part of the cycle and can hold a post-lesson discussion with their colleagues after watching this video to continue the lesson study process.

Description of Video Clip

Video Links

Mr. Hase opens the lesson by asking students where they would like to sit in the bus when they go on a field trip.  After several students express their desire, he moves on to today’s problem.  He hands out “tickets” to the students and ask them whether or not their seats are by the window.  When students comments there isn’t enough information, Mr. Hase asks students what additional information they would like to have.  He then shows the seating chart, and he writes down today’s task on the board – “Is your seat a window seat or not?  Let’s think about ways to check if your seat is a window seat.”

1.  Introduction

After about 3 minutes of individual problem solving time, during which Mr. Hase circulated around the classroom, he calls those students who are stuck and not sure what to do to come to the front of the room.  He then simply asks students what seat numbers specific seats shown on the worksheet are.

2.  Providing additional support for struggling students

Students spend more time working on the problem, while the teacher circulates around the classroom, asking questions and making some suggestions on what to write in their notebooks.  As he walks around the room, he records students’ ideas on the seating chart.

3.  Individual problem solving

Teacher asks students to put their tickets on the blackboard, either in the box labeled “windows” or another one labeled “not windows.”  He then asks students to share their solution strategies.  He also asks other students to explain and elaborate the ideas being shared.  Once each idea appears to be clearly understood by the students, teacher labels each strategy and write the label on the blackboard.

4.  Whole class discussion

Teacher wraps up the whole class discussion by summarizing the four strategies shared by students.  He then asks two teachers in the audience to share their seat numbers so that the students can determine whether or not their seats are window seats.  When most students use the division strategy, Mr. Hase asks students why they chose to use the division strategy.

5. Summarizing and consolidating students’ understanding

The expansion of the topic on even and odd numbers Grade 5 – Teacher Yutaka Hase

Back to Classroom Innovations through Lesson Study.

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