Introduction

The following charts provide examples of how a lesson might take place in a primaryclassroom and in a junior classroom, respectively. The organizing framework of“Getting Started”, “Working on It”, and “Reflecting and Connecting” is used, and a“Home Connection” section is included.Example: Daily Lesson in Mathematics (Primary Level)Strand: Number Sense and Numeration Grade: 1Key Concept/Big Idea: QuantityCurriculum ExpectationsStudents will:• represent, compare, and order whole numbers to 50, using a variety of tools and contexts;• compose and decompose numbers up to 20 in a variety of ways, using concrete materials.Materials• five frames• two-colour counters (e.g., counters with a red side and a yellow side)• sheets of paper• crayonsGetting StartedInstructional Grouping: Whole classPose a problem: “Angie has 5 new toy cars. She is deciding how many cars to leave at home and howmany to take to her babysitter’s house to play with there. What are the different choices that Angiecould make?”Provide each student with a five frame and 5 two-colour counters. Explain the task: “Pretend that thetwo-colour counters are the cars. The red side represents the cars staying at home, and the yellow siderepresents the cars going to the babysitter’s house. Place the two-colour counters on the five frame toshow what Angie might decide.”Ask students to use the materials to demonstrate one choice that Angie might make (e.g., “Angie couldtake 1 car to the babysitter’s house and leave 4 cars at home.”). Have each student explain his or herchoice to another student. Discuss the idea that there are different combinations or solutions. Model onecombination, using a five frame.Planning the Mathematics Program 55