Introduction

Example: Daily Lesson in Mathematics (Junior Level)Strand: Number Sense and Numeration Grade: 5Key Concepts/Big Ideas: Quantity, Operational SenseCurriculum ExpectationsStudents will:• represent, compare, and order fractional amounts with like denominators, including proper and improperfractions and mixed numbers, using a variety of tools and using standard fractional notation;• read and write money amounts to $1000;• solve problems that arise from real-life situations and that relate to the magnitude of whole numbers upto 100 000;• add and subtract decimal numbers to hundredths, including money amounts, using concrete materials,estimation, and algorithms.Materials• fraction circles• play money• chart paperGetting StartedInstructional Grouping: Whole classPose Pose a problem: “Steven’s class is raising money for a charity organization by selling small pizzas atlunch hour. Each pizza is cut into fourths, and each slice sells for $1.25. The class raised $32.50 on thefirst day of sales. How many pizzas did they sell?”Explain that students will work in pairs. Encourage them to use manipulatives (e.g., fraction circles, playmoney) and/or diagrams to help them solve the problem. Ask students to record their strategies andsolutions on chart paper, and to demonstrate clearly how they solved the problem.Working on ItInstructional Grouping: PairsAs students work on the problem, pose questions that encourage them to reflect on and explain theirstrategies and solutions:• “What strategy are you using to solve this problem?”• “How are you using manipulatives and/or diagrams to help you find a solution?”• “Is your answer reasonable? How do you know?”• “How can you show your work so that others will understand what you are thinking?”Make note of the various strategies used by students. For example, students can solve the problem by:• finding the number of slices that were sold by repeatedly adding $1.25 until they get to $32.50, thencounting the number of times they added $1.25. Knowing the number of slices, students can thendetermine the number of pizzas;Planning the Mathematics Program 57