CPOI Project

Martha Michelson
SOL: 1.18 The student will demonstrate an
understanding of equality through the use of the
equal sign.
Competency: The student will demonstrate an
understanding of equality through the use of the
equal sign.

Structuring Phase
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of the equal
sign.

SCORE:

Study- know and be able to

demonstrate materials
Care- the want and strive to learn
Observe- watch not only the teacher but
other students as well
Respect- one anothers intelligence,
property, and space
Enjoy- the experience of learning!

Prior Knowledge
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign.

Students should already be able to recognize

basic addition and subtraction facts (1.5)
Students should already be able to compare,
using the concepts of more, less, and equivalent
(1.10)
Students will be able to sort plane geometric
figures according to number of sides, vertices,
and right angles (1.12)
Students will interpret information displayed
using vocabulary like more, less, fewer, greater
than, less than, and equal to (1.15)

Concept Development

SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign.
Rationalization:
Students
must learn about
Concept: Understanding
equivalency

what an equal sign is to understand what

is the same as something else. Students
should be able to comprehend that 5=5 or
5 is the same as 5.
Word Problem: In simplest form, Katie has
4 apples and John has 4 oranges. Do Katie
and John have the same number of fruit?

Concept Development:
Concrete
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
Katie and John DO have the same
sign.
Concept: Understanding
amount
of fruit. equivalency
4 = 4 or 4 is the

same as 4
Note: This slide will not fit with all
anticipatory activities. It works best
with word/story problems. You will
show one possible way students
may solve a problem at this level.

Concept Development:
Pictorial
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal

sign.
Concept: Understanding equivalency

Pictorial Explanation

Concept Development:
Abstract
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal

sign.
Concept: Understanding equivalency

4 equals or is the same as 4

Note: This slide will not fit with all
anticipatory activities. It works
best with word/story problems. You
will show one possible way
students may solve a problem at
this level.

Introduction
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign.
Concept: Understanding
equivalency
Examples
Nonexamples

4
5
7
2
4

=
=
=
=
=

5-2
5
7
1+1
2+2

5
9
4
4
5

=
=
=
=
=

3+3
10
3+2
3
3-2

Activity: {Explain how you will introduce examples and

nonexamples of the concept/competency to your students.
Explain how the Concept Mastery diagram may fit into this
process to assist you and your students.}

Visual
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign. SOL: 1.18

In simplest form, Katie

has 4 apples and John has
4 oranges. Do Katie and
John have the same
number of fruit?

Competency: The student will demonstrate an

understanding of equality through the use of an equal
sign.

1. Recognize and
represent what 4
apples look like
(Katie)

2. Recognize and
represent what 4
oranges look like
(John)

3. Put the two sets

of four together

4. They represent
the same amount
even though they
may be different
objects

Visual: Example 1
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign. SOL: 1.18

Catherine has 4 potato

chips. Carlos has 5 potato
chips. How many potato
chips does Catherine and
Carlos have together?

Competency: The student will demonstrate an

understanding of equality through the use of an equal
sign.

1) Represent that
Catherine has 4
potato chips

2) Represent that
Carlos has 5 potato
chips

3) Combine the
potato chips
together to see
how many are
represented
(addition)

4) Catherine and
Carlos have 9
potato chips all
together
(Represented by4 + 5 = 9)

Visual: Example 2
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign. SOL: 1.18

Hannah has 6
marshmallows. She ate 4
of them. How many
marshmallows does
Hannah have now?

1) Represent 6
marshmallows

Competency: The student will demonstrate an

understanding of equality through the use of an equal
sign.
2) Take away 4 to
represent how
many
marshmallows are
left after Hannah
ate them

3) Count the
number of
marshmallows left
(uneaten)

4) Hannah only has

2 marshmallows
after eating 4 of
them
(Represented by6 4 = 2)

Compare
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an
Example 2
equal Example
sign. 1
-Addition problem
-

- Both equal to
the given
number
sentence

-Subtraction problem
-

Activity: {Explain how the students will compare the last two
visuals. What will they identify as similarities and differences?
Have the students write a summary sentence explaining how the

Guided Practice
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign.

Yes or No: Are

they equal?
4=3+2
9=9
7=8
3=22
32=5

What is equal to
the given number
- 16 = 8 + ?
-8=?
-?=2
-3+2=5
-5-?=3

Independent Practice
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign.

Students can complete a

worksheet with different ways of
representing the equal sign.
Students will also have an
opportunity to make up their own
problems to show that they can
demonstrate the meaning of the
equal sign.

Application
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign.

Students will be able to follow verbal

instruction of showing equality
through representation of colored
toothpicks. The toothpicks will be
given out and problems will be
presented for them to solve.
Students will be assessed on the spot
to see if they understand the concept
rather than with a given written test.

Assessment
SOL: 1.18
Competency: The student will demonstrate an
understanding of equality through the use of an equal
sign.

Students will be given the

manipulative in class and assessed on
the spot. Students can demonstrate
their knowledge of what they have
learned in the equals sign lesson
through using this manipulative. This
will be less intimidating then a written
quiz and students will still be able to
represent their knowledge.