Connect students directly to the concept in a personal way. Capture students' attention by initiating a group problem-solving activity before delivery of instruction. Begin with a situation that is familiar to students and builds on what they already know. Construct a learning experience that allows diverse and personal student responses. Facilitate the work of cooperative teams of students.

View or read haiku poetry.

Objective: To create an awareness of the importance of the number 3.

Activity: Students view transparencies of haiku poetry. Do not introduce them as haiku. The students will hopefully recognize them as such. (You might inform the English teacher in advance that you will be working with haiku). Examples of haiku that can be used:

A tree frog trilling
softly, the first drop of rain
slips down the new leaves.
Rogetsu

Butterfly, these words
from my brush are not flowers
only their shadows.
Soseki

Well! Hello down there,
friend snail! When did you arrive
in such a hurry?
Issa

High on a mountain
we heard a skylark singing
faintly, far below.
Basho

A hungry owl hoots
and hides in a wayside shrine...
so bright is the moon.
Joso

Hop out of my way,
Mr. Toad, and allow me
please to plant bamboo!
Chora

Broken and broken
again on the sea, the moon
so easily mends.
Chosu


Assessment: Quality of reactions and participation of students.