130 views

Uploaded by api-277527531

save

- Simple Equations in One Unknown
- 2016-scoring-materials-math-g4.pdf
- MAT 116 Course Syllabus
- BS M AMF
- Three Equations With Square Variables - Sinuhé Ancelmo _ Brilliant
- usatestprep inc
- Cost Allocation
- Math Lesson
- usatestprep inc
- intro to pan balance lesson 5th grade 2
- 7th grade mathematics syllabus
- lesson plan observation 2
- XTRA MATH CHALLENGE'11.doc
- NCERT Solutions for Class 10 Maths
- Part 01
- Finding Minimum Areas
- math blt 9 22 16 - google docs
- SMK_KGV_TERM2_2013-1_1.docx
- If
- Pratice Ordinary diffential equation Test 1
- kevin sandell recommendation
- grade 1 language arts there was an old lady who swallowed a fly
- grade 1 p e squirrel tag
- grade 1 language arts printing l m phonics y
- grade 1 writing the day the crayons quit
- educ 3505-introduction letter
- grade 1 math introduction to counting continued 1s 2s
- grade 1 math counting by 5s

You are on page 1of 4

**Equal & Not Equal
**

Grade/Subject: Grade 1 Math

Unit: Patterns and Relations

Lesson Duration: 40 mins

Date: November 22nd, 2016

KSA’s: 2, 3, 5, 6, 7, 9, 11.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome: Students will represent algebraic expressions in

multiple ways.

Specific Learning Outcomes:

1) Students will describe equality as a balance and inequality as an imbalance,

concretely and pictorially (0 to 20).

2) Students will record equalities, using the equal symbol.

LEARNING OBJECTIVES

Students will:

Represent equality as a balance through different problems.

Represent inequality as an imbalance through different problems.

Introduce equalities using an equal symbol.

ASSESSMENT

Observations:

Key Questions:

I will walk around the classroom

What does the word equal mean?

and assist students who are

What does the word unequal

struggling when they care solving

mean? (L.O. #1, 2, & 3).

the problems with their

Are these equations equal? How

manipulatives (L.O. # 1& 2).

can we make both sides equal?

I will watch to see what students

(L.O. # 1 & 2).

are writing down in their

workbooks to make sure they are

on track (L.O. # 1, 2, & 3).

Written/Performance Assessments:

Pages 40-44 of the students “My Math Patterns Book”

LEARNING RESOUCES CONSULTED

Alberta Program of Studies; Mathematics

Maximizing Math

MATERIALS & EQUIPTMENT

Smart Board of Examples of Equal and Not Equal

Manipulatives (9 sets).

The students “My Math Patterns Book”

Students’ Toolboxes (pencil cases).

2 Pieces of construction paper for each student (they will put each equal

amount of manipulatives on each piece).

Ashley Pasiciel

Differentiation/ Modification

Circulate the room and help students who need help reading the worksheets.

(we will go over it before they start so they just may need a reminder).

PROCEDURE

Introduction (5 min):

Hook/Attention Grabber: Show students a real life example of something that is equal

and something that is not equal. Ex// If I have 6 candies and I share with a friend.

Assessment of Prior Knowledge: Ask students if they know what the word ‘equal’

means. This will give me an understanding of if they know the term ‘equal’ as well as

what is ‘unequal’.

Expectations for Learning & Behaviour:

When I’m teaching toolboxes must be closed so they are not a distraction.

I want eyes up at the front while I am teaching. Students should be facing

forward.

No touching manipulatives until your told.

Advance Organizer/Agenda:

Manipulatives must be set out and sorted.

Smartboard Activity ready to go.

Students workbooks out.

Balance scale

Sponge activity set up

Transition to Body: Let’s look at some examples.

Body (32 min):

Key Questions: What does the word equal mean? What does the word ‘unequal’

mean?

Learning Activity #1: Smart Board Activity; Discuss ‘Equal’ & ‘Unequal’ (L.O #1, 2 &

3).

Equations up on the Smart Board. – Let’s pretend we are sharing candy with a

friend. If we have 6 candies how can we both have an equal amount?

We will discuss ‘equal’ equations.

Show them a couple examples using a balance scale for visual learners.

As a class we will go through some examples. I will draw names for students to

come up and balance the equations.

Assessments/Differentiation: I will be formatively assessing if students understand the

terms ‘equal & balanced’. I will be able to see what I need to put more emphasis on in

learning activity #2.

Key Questions: Can you make me an equal equation? Can you make me an

Ashley Pasiciel

unequal equation? (L.O. # 1 & 2).

Learning Activity #2: Students Use Manipulatives to Solve Problems.

Each student will get a cup of manipulatives. (one person will come get enough

manipulatives for their table group. I will hand out 2 pieces of paper to each

student.)

Make me a balanced/equal example using your manipulatives. Student will

place their manipulatives on the pieces of paper. This will clearly divide them.

Draw sticks for one student to come up to the smart board and show the rest of

the class the example they created.

Make an unbalanced example using your manipulatives. Draw sticks for one

student to come up to the smart board and show the rest of the class their

example.

Assessment/Differentiation: I will formatively assess students understanding of

‘balanced’ and ‘unbalanced’. I will make a judgement call as to how many questions

to ask them based on if they are understanding it. If students are getting mixed up I

will have they create a more than 2 examples at their desks.

Key Questions: How can you make both sides equal? Are these equations equal?

Learning Activity #3: Workbook Activities (Pg 40-44). (L.O. #1,2 & 3).

I will explain the workbook pages one page at a time (this way students wont

forget the instructions). We might not necessarily get to all 4 pages.

1) Boo’s Buttons- How can Boo equally share his buttons with his friends? It is

similar to the candy example discussed earlier. Each monkey would get 5.

2) Boo’s Homework-Balancing Balls- Students decide if each group of balls is

equal or unequal.

3) Pizza for Two- What kind of toppings do you like on your pizza? Let’s create

a pizza that has a balanced number of toppings on each side.

4) Matching Names- Who’s name is the class has the same number of

letters? Ex// Sara & Rose.

Student will work on their workbook pages.

Teacher will walk around and assist students if they need help.

Assessment/Differentiation: Teacher will take in the students’ work books after they

have complete the 4 pages on Equal and Not Equal. ELL student may need help

reading the directions (I will check on him regularly).

Sponge Activity: Probably won’t get through all this content during this period. We will

continue during the next math class. Students can experiment with the balance scales

on the carpet. They can weigh different manipulatives.

Clean-up: Math manipulatives go on the side table. Math books go on my desk once

finished.

Ashley Pasiciel

Closure (3 min):

Consolidation/Assessment of Learning: “Great job class! You’re starting to

understand how to balance equations and make them equal. Who remembers what

the word equal means? What about unequal?”

Feedback From Students: Answer to the question.

Transition to Next Lesson: Tomorrow we are going to continue learning about how to

balance numbers/equations. Good work! Sit down quietly so we can get ready for

lunch and wash our hands.

- Simple Equations in One UnknownUploaded byJoann Ng
- 2016-scoring-materials-math-g4.pdfUploaded byBill Lee
- MAT 116 Course SyllabusUploaded byuopfinancestudent
- BS M AMFUploaded byJr Ang
- Three Equations With Square Variables - Sinuhé Ancelmo _ BrilliantUploaded byCelo Gontiñas
- usatestprep incUploaded byapi-353367990
- Cost AllocationUploaded byMyra Broce
- Math LessonUploaded byJordan Peshke
- usatestprep incUploaded byapi-353367990
- intro to pan balance lesson 5th grade 2Uploaded byapi-302303795
- 7th grade mathematics syllabusUploaded byapi-282664147
- lesson plan observation 2Uploaded byapi-356010663
- XTRA MATH CHALLENGE'11.docUploaded byRolly Balo
- NCERT Solutions for Class 10 MathsUploaded byncertsoluitons
- Part 01Uploaded byrodi10
- Finding Minimum AreasUploaded byMackenzie Alcantara
- math blt 9 22 16 - google docsUploaded byapi-323660313
- SMK_KGV_TERM2_2013-1_1.docxUploaded bylingboo
- IfUploaded bysudhaa
- Pratice Ordinary diffential equation Test 1Uploaded bysoree
- kevin sandell recommendationUploaded byapi-224479621

- grade 1 language arts there was an old lady who swallowed a flyUploaded byapi-277527531
- grade 1 p e squirrel tagUploaded byapi-277527531
- grade 1 language arts printing l m phonics yUploaded byapi-277527531
- grade 1 writing the day the crayons quitUploaded byapi-277527531
- educ 3505-introduction letterUploaded byapi-277527531
- grade 1 math introduction to counting continued 1s 2sUploaded byapi-277527531
- grade 1 math counting by 5sUploaded byapi-277527531