ABSTRACT
This chapter explores approaches to planning single lessons and lesson sequences based on thoughtfully designed tasks aimed at promoting numeracy capability as well as competence within relevant curriculum learning areas. It discusses how these tasks are brought to life in classrooms through appropriate pedagogical approaches. The chapter outlines how effective teachers of numeracy think of ideas that form the basis for numeracy tasks and structure such tasks. As most tasks are developed for implementation within specific curriculum and school contexts, the fit to circumstance of tasks with local conditions and constraints is important for effective implementation. After an initial idea for a numeracy task is identified, two processes are involved in fully developing the task: structuring and fit to circumstance. Specific teacher capabilities that are necessary for the delivery of effective lessons embedding numeracy across the curriculum represent the pedagogical architecture of the lessons.
