Before undertaking to illustrate the discoverer’s method, it may be well to designate in order the evident steps as they would appear to the pedagogue:
(1) Motivate the topic to be presented.
(2) Bring to mind appropriate “foundation facts.”
(3) Make evident the “crucial fact.”
(4) Lead to the forming of an hypothesis through analogy.
(5) Afford ample opportunity to prove the hypothesis.
Discoverer’s Method Adapted.
Lesson Plan.
I. Aim: (1) By playing upon the curiosity or by exposing a vital need, create a strong desire to know how to add business fractions. (Motivate the topic.)
Curiosity: “We all know what a fraction is and we know, too, how to change fractions to higher or lowerterms.” “Now I wonder how many know how to add fractions, such as 2/5 and 1/5?” “Don’t you tell any one, Mary, but just write your answer on a piece of paper and show it to me.” (Mary’s answer shows that she has thought correctly, but figured incorrectly. John, after having raised his hand, shows his answer to the teacher.) “John has the right answer.” “That’s fine, but let us keep the secret, John.” “I wonder how many others there are in this class who will find the right way?” etc., or