Rationale: How is this lesson relevant at this time to these students? Why is it important?

How
does it fit with the rest of the unit?

This exercise is to introduce students to the concept that objects have worth and
value that differs from one object to the next. This idea will be built upon, first
introduction that objects can be traded, then leading into financial literacy.

Big Idea(s):
 Numbers represent quantities that can be decomposed into smaller parts (MAK)
 Numbers to 20 represent quantities that can be decomposed into 10s and 1s
(MA1)

Core Competency: Critical Thinking:

Learning Intention: I can recognize equality and inequality(K)
I can recognize and describe equality and inequality(1)

Curricular Competency Reasoning and Analyzing:

(what students will do):  Model mathematics in contextualized experiences
 Use reasoning to explore and make connections
(MAK/1)
Understanding and Solving:
 Develop, demonstrate, and apply mathematical
thinking through play, inquiry, and problem solving
(MAK/1)
Communicating and Representing:
 Communicate mathematical thinking in many ways
(MAK/1)
 Use mathematical vocabulary and language to
contribute to mathematical discussions
 Represent mathematical ideas in concrete, pictorial,
and symbolic forms (MAK/1)

Content/Concepts:  Equality as a balance and inequality as an

imbalance (MAK)
 Meaning of equality and inequality (MA1)
 Financial literacy- Values of coins, and monetary
exchanges
 trade games, with understanding that objects
have variable value or worth (MA1)

Materials, Technology, Pre-  Book

class Prep:  Scale
 Bin of objects: Glue stick, eraser, rock, etc.
 20-30 unifix cubes
 Connect (5mins):
 Read “Balancing Act” by Ellen Stoll Walsh.
o Ask questions regarding ideas of equality and inequality
o What makes the scale balance? What does that mean
about the bird? How can one thing be worth more than
one of another?

Process (5mins):
 Introduce scale: “The scale shows us if things weigh the same,
or different amounts. When the scale is balanced, the amounts
weigh the same….etc.”
 I will have a variety of different classroom materials
 Call students one at a time to pick object from bin and put on M- Helper?
one side of scale. Count as a group how many unifix cubes until
balanced
o What is the value of the glue stick?
o How many unifix cubes is it worth?
 Arrange objects in order of heaviest to lightest after weighing

Transform (2mins):
 Ask students to offer sentences about which objects are worth
more/less
 “The glue stick is worth more than the eraser”

Closure (2mins):
 We know that objects have worth and value, but is everything’s
worth the same? M- hand out
 Next time, I am going to bring some rocks and shells and we will JP books?
get to decide their worth!

Reflection (What went well in the lesson? What do I need to further do? To support learning?
Where do we go from here?):
Lesson adapted from Carole Fullerton