## AC: Scenario 1

Scenario: Find 5/3 when 9 is the whole Country: Norway Grade (student age): Year 5 (age 10-11) Contributed by: Ove Gunnar Drageset, University of Tromsoe, Norway Context The teacher has 16 years of teaching experience. The lesson is from fifth grade (students aged 10-11) in the middle of the year. The students have only met fractions like ½ and ¼ used in everyday situations prior to fifth grade. The competence goals in the Norwegian curriculum are not formulated for each year, but are given after the completion of grade 4, 7 and 10. The competence goals regarding fractions after grade seven focuses on calculations using positive and negative fractions, and placing fractions on a number line. The following excerpt is from one of the first lessons on fractions, and the…

## AC: Scenario 2

Scenario: Chloe teaching strategies for subtracting 9, 11, 19 and 21 Country: UK Grade (student age): Year 1/2 (age 5-7) Contributed by: Fay Turner, University of Cambridge, UK Context – national, curricular, professional, other Chloe was a student teacher in the final term of a one year postgraduate teacher education programme.  The lesson took place during her final school placement.  In planning this lesson Chloe referred to curriculum guidance in the National Numeracy Strategy framework (DfEE, 1999) in place at that time.  A mental calculation strategy suggested for Year 2 in this guidance was ‘add/subtract 9 or 11: add subtract 10 and adjust by 1.  Begin to add/subtract 19 or 21: add/subtract 20 and adjust by 1’.  Chloe was following up a lesson in which her class had used these…

## AC: Scenario 3

Scenario: Nóirín teaching fraction concepts Country: Ireland Grade (student age): 5th Class (age 10-11) Contributed by: Dolores Corcoran, St Patrick’s College, Drumcondra, Ireland Context – national, curricular, professional, other Nóirín is an undergraduate student in her final year in a teacher education programme engaged in a Learning to Teach Mathematics Using Lesson Study elective course. This lesson was a ‘reteaching’ of a lesson which the group had amended following discussion of its first iteration. The initial lesson in a middle-class school was supported by a worksheet with six equal sized circles representing pizzas to be divided among a group of friends. On this occasion, in a designated disadvantaged setting, it was decided to use the same ‘problems’, but half the page was left blank so children could represent the problem…