The students worked in groups to come up with tasks based on the environment.
Let's discuss this group's task. It seems like this task is set in a supermarket and students are asked to hunt for a set of items that has a total value of 5. A variation is to do the lesson in class and give students cards representing each item. But what is the value of bringing the kids to the supermarket?
First, let's be clear what the content is. It is about the fact that an item has a value, usually denoted in cents and dollars (money). Students are then expected to selected a combination of items that come up to a given total value (addition).
Questions: Is there a reason why the group has decided not to denote the value of items in the conventional way (using money)? What role does the venue (supermarket) play in this activity?
Today we begin to look at the four operations of whole numbers and ended the lesson learning two meaning of division - as sharing and as grouping.
Sharing: Three boys share all 12 cookies equally. How many does each boy get?
Grouping: All 12 cookies are put in groups of threes. How groups of cookies are there?
Students are asked to read about problem solving from the textbook and write a blog entry about problem solving in relation to the environment task they designed in the first part of this lesson.
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