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# Ashley Pasiciel

Equal & Not Equal
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).

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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.
 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.