Title: Equal or Not Equal? That is the Question! Standard(s): MCC1.OA.

7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Essential Question(s): What is the job of an equal sign and how can I use it to help me know if an equation is true or false? Materials: - Equal Shmequal by Virginia Kroll - Chart paper - Markers - 23 individual white boards - 23 dry erase markers - Smart board or overhead projector - 8 tic-tac-toe boards - 23 Math journals - 15 copies of the Balance it out worksheet - Directions and playing pieces for the Test Your Knowledge game and the Is It True or False game - Checklist Mini-Lesson (Whole Group): 1. As a whole group, read Equal Shmequal by Virginia Kroll. The back cover of the book reads, What does it mean to be equal? Mouse and her friends want to play tug-ofwar but they can't figure out how to make teams that are equal. Nothing works until Mouse starts thinking mathematically. 2. Have a whole class discussion about what the word equal means and write students thoughts on chart paper. 4. Write the equation 6 = 6 on the board. Ask students to give you thumbs up if this equation is true or thumbs down if the equation is false. Ask for a volunteer to share why they think it is true. Explain to the class by modeling the equation through illustration: 6 = EQUALS or Is the same as 6 TRUE

5. Pass out individual white boards and dry erase markers to the students. Write the equation 7 = 8 1 and ask students to work through the problem on their white boards and see if the equation is true or false. After they have decided ask them to partner share and walk around to here the explanations that are given. When everyone has had a chance

to share and correct his or her mistakes, model for the entire class how to arrive at the correct answer. 7 = 8-1 7 8-1=7 EQUALS or Is the same as TRUE 6. Continue this process with the following problems for practice: a) 5 + 2 = 2 + 5 b) 4 + 1 = 5 + 2 c) 7 + 3 = 5 + 5 d) 0 + 4 = 3 + 2

Work Session: After the whole group mini-lesson the class will break off into math centers that are focusing on the addressed standard, MCC1.OA.7. There will be three math centers with five students in each math center. The math centers will rotate, so each individual student has an opportunity to explore each center. The math centers will be: 1. A Balance It Out worksheet (see worksheet below) 2. A Is it True or False? game (see game below) 3. A Test Your Knowledge game (see game below) The remaining eight students will be working separately in the gifted cluster. These students will have the option to choose their desired activities by selecting from a tic-tactoe menu choice board. The tic-tac-toe board has 9 possible choices for the students to select from. The students must select three in a row to satisfy the requirement for this lesson and to show full understanding of the content that is addressed in this standard. See tic-tac-toe menu choice board below. Closing: After all of the students have completed each center and each student in the cluster has completed three activities in a row we will come back together as a whole group. We will add to our equal anchor chart we started in the beginning anything the students have learned. As the students tickets out the door, they must answer the following question: Are these equations true or false? 9 5 = 8 4 True or False 6 + 1 = 2 + 4 True or False Differentiation: Differentiation is being achieved for gifted students through cluster grouping where they are able to complete the tic-tac-toe menu choice board to demonstrate their knowledge on the selected standard, MCC1.OA.7. The tic-tac-toe board is modeled after Howard Gardners multiple intelligences: verbal/linguistic, logical/mathematical, visual/spatial, musical/ rhythmic, bodily/ kinesthetic, interpersonal, intrapersonal, naturalistic, and artistic was also added to the choice board.

Assessment: The teacher will use a checklist to ensure that each student has demonstrated they have met the requirement that the standard entails. They are accurately able to, understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (MCC1.OA.7). See provided checklist below. Background information on students: This lesson will be taught in a mixed-ability first grade classroom with a gifted cluster. There are 23 students total in the class and eight of those students are in the gifted cluster. All of the students work together in a whole class setting and then in smaller groups and a gifted cluster to ensure optimal learning environments and strategies. Discussion: (What gifted strategy are you highlighting in this lesson? How does this lesson address the needs of gifted learners?) Two gifted strategies are addressed through the duration of this lesson. The first being is that the identified gifted students are placed in a cluster group, which is, a full-time gifted education program that requires only minimal funds to support it (Bean & Karen, 2009, p. 659). The other strategy is the use of a menu choice board. By utilizing the tictac-toe board, the students in the cluster are able to demonstrate their knowledge of what an equal sign is and solving equations to determine if they are true or false by completing three activities in a row. They are able to select the three activities based upon their individual interests, which in turn will allow the students to delve deeper into the curriculum. The emphasis of this model is to balance authentic content and process, involving students as firsthand enquirers, and exploring the structure and interconnectedness of knowledge (Bean & Karen, 2009, p. 655).

Directions: Complete three activities of your choice in a row.

Interpersonal Intrapersonal Think of the problem: 3 + 5 = 10 2 In your math journal, write down your thought process for figuring out whether this equation is true or false. (Hint: the sign is different on each side) Linguistic Write a poem from the point-ofview of an equal sign. What is your job in an equation? Imagine you meet an alien from another planet. Write in your math journal how you would explain to them what an equal sign is and how to solve: 6+3=7+2 Share your thoughts with a partner in the cluster completing the same activity.

Tic-Tac-Toe Choice Board

Musical Write a song or a rap to a popular song or an original tune about the problem and how to solve it: 4 + 4 = 1 +7

Naturalistic Go outside on a nature walk and find 5 objects that are equal in size and 5 objects that are not equal in size. Record these in a t-chart in your math journal.

Spatial How would you explain an equal sign to someone without using numbers? Draw how you would go about explaining it.

Bodily-Kinesthetic Find a partner that is completing the same activity as you. Compare the size of each shoe (4 shoes total) Do you have the same shoe size? Write an equation of the measurement and decide whether it is true or false. Logical-Mathematical Write a word problem using these numbers 4, 5, 3, 6. Include an equal sign to prove these numbers make a true equation. Artistic Draw a picture using objects (other than numbers), sculpt with clay, or paint a picture to accurately show this problem: 3+1=2+2

Standard: MCC1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Math Center #1

Name: _______________________ Date: _______ Balance It Out! Directions: Place the numbers in the correct spaces to make the equation equal so it is TRUE. Use the provided manipulatives if you need them for extra help.

___ + ___ = ___ + ___ ___ + ___ = ___ + ___ ___ + ___ = ___ + ___ ___ + ___ = ___ + ___ ___ - ___ = ___ - ___ ___ - ___ = ___ - ___ ___ - ___ = ___ - ___

3, 5, 4, 2 6, 5, 4, 5 0, 9, 6, 3 7, 2, 6, 1 9, 1, 10, 2 6, 5, 2, 9 7, 8, 2, 1

___ - ___ = ___ - ___

4, 3, 5, 2

Math Center #2 This math game is from https://sites.google.com/a/pvlearners.net/sweigandgames/the-meaning-of-the-equal-sign

Directions on how to play the game: 1. Choose 2 cards from the pile and place them on your mat and find out if the equation is true or false. 2. Use the manipulatives to help you get your answer. 3. Write down the equation and if it is true or false in your math journal. Game Mat

Is It TRUE or FALSE?

Manipulative Place Card

(There will be many more cards to create a large pile to choose from)

Cards

4+6 2+7

5+3 6+1

9-2 4+4

8+1 0+6

8-4 1+6

3+3 6-2

1+4 5+5

8-6 10-9

10-3 3+2

3-2 5-3

Math Center #3

Directions on how to play the game: 1. Everyone has their own white board and dry erase marker. 2. Take turns being the leader. Each person WILL get a turn as the leader. 3. The leader will select a card with an equation on it from the pile and show the other students in their group. 4. The students will then figure out if that equation is TRUE or FALSE. The students will work out the problem on their white board. 5. The leader will then reveal the answer on the back of the card and demonstrate the correct way to solve the problem. (If the leader needs help, then he/she can ask someone from the group to show them how to solve it.) 6. After everyone understands the problem then a new leader and equation is chosen. Front 2+2=1+3 98=32 7+3=4+2 10 6 = 5 -3 8+2=1+9 Back TRUE TRUE FALSE FALSE TRUE

Test Your Knowledge!

5+1=3+3 8 2 = 9- 2 55=6-5

TRUE FALSE FALSE

Checklist:
If they have demonstrated the standard, MCC1.OA.7

Student

understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false

Activities they have completed to demonstrate their understanding of the standard.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

19. 20. 21. 22. 23.

References: Karnes, F. A. & Bean, S. M. (Eds.). (2009) (3rd ed.) Methods and materials for teaching the gifted. Waco, TX: Prufrock Press.