China Wedge – Three Acts

While in the Pennsylvania Convention Center for ISTE 2011, I came across this intriguing piece of art wedged under an escalator.

I have since learned that the piece of art is by Mei-Ling Hom, and is called “China Wedge”. It  is composed of many Chinese cups, bowls and spoons wedged into a space under an escalator. It appears that the space is not entirely filled with cups, bowls and spoons, but they go about 2.5 deep all around. The sculpture, which was commissioned for the Center’s Arch Street Concourse, pays homage to Philadelphia Chinatown, which is adjacent to the Convention Center. (Source (Spoiler Alert):  http://philadelphia.about.com/cs/artmuseums/a/paconvention.htm)

I took some photos, because I wanted to turn this into a math story. I didn’t get all the shots I needed, so I have to give a big thank-you to Max Ray, who went back and took care of the Act II photos with his girlfriend, who happens to be a photographer and got great shots. The Act II photos containing referents and shots of Max are all the work of Kaytee.

Here is my attempt at a three act math story as described by Dan Meyer here.

Act I – The Video

Act II – Some More Information in Photos

• The Escalator
• Close Up of China
• Close Up of China With Referent
• Wide Shot of China Wedge
• Wide Shot of China Wedge With Referent (Vertical)
• Max’s Height
• Wide Shot of China Wedge with Referent (Horizontal 1)
• Wide Shot of China Wedge with Referent (Horizontal 2)

Act III – The Answer

• Word document containing all the information I could find about the China Wedge.

Sequels

I struggle with this one.  Any feedback would be greatly appreciated. I’ve only one idea so far.

• If the entire area under the escalator was filled with cups, bowls and spoons, how many more would have been needed?

In his last one of these, Dan asked whether this broad outline is enough for teachers to go by. I know it is enough for lots of us to run with. If you need more details about how to make this work in a classroom, contact me and I will spell it out a bit more. I would present it in much the same way I discuss in my learning through problem solving explanation.

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