In math there are many interactions that can be done to get children to learn math. With these interaction it will build skills that will help lay the foundation for more confident math learner. With the development of problem solving children will understand that there are many different ways to come up with an answer and apply it to math successfully and to apply it to their everyday life. To do this children need to be included in activities and in math language. It can include weighting, measuring, comparing, and figuring out numbers, numbers, charts, shape or symbols. With mathematical reasoning children are able to think logically, see similarities and the differences in objects or problems. They will be able to make choices based on their own findings. The children will be about to think about the relationship or math language that it might hold for them.

These lesson will be able to show anyone what a child is learning, how, and why they learn math. It helps them calculate in mathematical method. It will identify the levels at which individual child are working in the subject of learning. These children will be studying for an instructional goal or objective of learning that is required for the teaching in the standard of math. The major concept skill of students, principle will be identify and learned. One or more concept skills will be taught and addressed in the lessons.

In a 5th grade math “Numbers and Operations” lesson the object of it is to get children to learn why numbers are an important part of every day life. It helps to talk with the children about the different reasons why numbers are used in everyday life. After the teacher talks to the student then the teacher can ask the children some question on numbers. What are some uses for numbers? Why are numbers important? The teacher than can let the class look around the room and see if they can point out any uses for numbers in the classroom. After a while the teach will point out some less obvious uses for numbers in the room: the number two on a pencil, the clock, the windows in the room, the number of paint brushes, and the number of children in the classroom. The teacher can than re-ask more questions about numbers: where can the children see numbers, why are numbers there, are they measuring, representing groups, or telling time (Discovery Education, 2013)?

When everyone has returned to their desk and shared what they have found the teacher will ask all the students to imagine a world without numbers: what would it be like, how would the classroom or school be different, and how would things be different? The students will have a few minutes to think and share their thoughts about the subject. Than the teacher will talk about what the children do in the class or at home: what would be hard to do with out numbers, how does numbers help them know when to go to school, how does numbers help them stand in line or how many plates to get for the table? By asking the children these questions it really gets them to think about why and how numbers are used in every day life (Discovery Education, 2013).

Near the end of class the children will write or draw in their journals to show a time they had used number in their life. The higher level children can write and draw a picture to show what they did. When they are done in their journal the children can display their work for the class to see (Discovery Education, 2013).

This lesson is about getting the children to understand numbers. The children find ways to represent numbers in their life. They also start to build a relationship and system with numbers. The children come to understand the measurable attribute, process, system measurement of objects and units in numbers (Discovery Education, 2013).