Equal or Not?

Introduction

This lesson was developed by Teanna Curry, as a student at Lindsey Wilson College.

Task

This lesson is designed for first grade mathematics. This lesson can easily be extended to the grades above by increasing the numbers for the higher grade levels.

Process

  • To determine what the students know about equal signs, today students will answer a two question bell ringer in their journals that is hand written on the board. Students will be given time to complete this bell ringer. Then the teacher will discuss with them the answers to the Bell Ringer. Students will grade their own bell ringer. The teacher will ask the students to look over there graded bell ringer so they can see their understanding of this content. Students will be asked why we need symbols (Critical Thinking). Students will write new vocabulary words and meaning in a math journal (LW). Students could go to Walmart and add up then they have to see if the five dollars grandma gave them is enough to pay for the items they want (Real World Connections).  Students will be asked to raise their hand if ready to move on to the next part of the lesson. 
  • After completing the bell ringer, the teacher will introduce the new vocabulary: equal sign, sum, add. An equal sign means each side of the equation is the same. Subtract means to take away to or more numbers to calculate the amount that is left. Add means to put together two or more numbers to calculate their total amount. The teacher will ask the students questions such as what does an equal sign mean,  when do you use an equal sign, and do both sides of an equal sign have to be the same? The students will discuss with the teacher their answers.
  •  The teacher will distribute out one handout to the students. This handout has four columns of equations that the students will determine if the equation is correct or incorrect. The first two columns will be answered individually by the students and the last to columns the students may work with a partner to answer. After answering the four columns the students will complete the three questions at the bottom of the handout individually. Gifted students can work on the entire handout individually and once complete may help others. Students needing remediation will be given additional assistance from the teacher or co-teacher. Students will place their completed assessment in the “Items to grade” basket.  Students will be asked to draw either a smile, sad, or in between face in the upper right hand corner upon completion to determine understanding of this learning target. A smile means they totally understand and can help others.
  •  Instructions will then be given to the students on the next activity by the teacher. Students will define the term equal sign and give their own an example of an equation with an equal sign on a blank loose leaf sheet of paper. Formative assessment graded by a rubric at 80% proficiency. The rubric for this assessment will be discussed. The teacher will remind the students of the previous handout they completed as an example. Any student that scores a 3 or 4 on this assignment will meet proficiency. Students scoring below a three or four on this assignment will be given remediation and will redo the assignment.
  • At the end of the lesson students will sit quietly with their hand raised and the co teacher will pick up the completed assignments.

Evaluation

Students will be asked to draw either a smile, sad, or in between face in the upper right hand corner upon completion to determine understanding of this learning target. A smile means they totally understand and can help others.The teacher will review and discuss equal signs with the students by asking students questions randomly and if their answer is wrong, giving them remediation.

 

Conclusion

This lesson will determine if the students can compare the values on each side of an equal sign and determine if the equation is true or false and can explain the meaning of an equal sign.