Sloane Leppen

Monday, 3/13/2017
Math 6.9
Topic:
Understanding Equivalence

Duration:
2:15-3:00 (45 minutes)

Materials: Activity cards 82, math masters pg. TA 28, chips, math
journal pages 126, 127, 128, tissue, signs for table groups,
chalkboards, number name game cards, cup of writing utensils

Standards/benchmarks:
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and
subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 +
10 = 12. (Associative property of addition.)
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number
leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4
= 12, one knows 12 - 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 +
6 + 1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.1.OA.D.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.

Objectives:
SWBAT define equivalence.
SWBAT apply properties of operations in name collection boxes
SWBAT work in cooperative groups or partnerships to complete tasks.

Purpose/Anticipatory Set (on rug, 5 minutes, 2:15 2:20)

Write Ms. Leppen in a box on the board.

All of you call me Ms. Leppen, but you could also refer to me as one
of your teachers. Some of my friends call me Sloane, but they could
also refer to me as a friend. My mom can refer to me as her
daughter, and my brothers and sisters can refer to me as their
sister.

What are some other names that you are called?

So all these names are different ways to refer to the same thing!
These are called equivalent names.

Write equivalent on the board, and have the students repeat it aloud.

Does anyone know a synonym for the word equivalent? (same,

equal)

Numbers too have equivalent names! True number sentences show

that two numbers are the same.

Write 4 + 6= ____ on the board.

Who can tell me what the equivalent number would be to solve this
equation?

Checking for Understanding: Select students from bottom 30%

Input/modeling (on rug, 10 minutes, 2:20 2:30)

Write a box on the board with a 7 in the top left hand corner.

Who can think of a number sentence that equals 7?

4+3, 3+4
2+5, 5+2
1+6, 6+1
7+0, 0+7

Checking for Understanding: Select all 6 students in bottom 30%

among others

Or even more advanced:

3+2+2

Adding subtraction:
8-1
9-2
10-3
11-4

Can also include cubes, longs, ten frames, pennies, tallies, etc.
All of the number sentences inside the box will equal the number that
is in the left hand corner (point to the 7). This box is called a name-
collection box. We are going to work more with these.

Checking for Understanding: Define collection with model for

ELL. I am collecting all the pencils. I collected all the pencils. I have
a collection of pencils (have a cup of pencils, markers, pens to pull
from for demonstration)
Explain stations (Stations 2:25 2:30)
Wind chimes will notify their switch, and students will move clockwise.
I will put signs on each table that has the task on it.
Be sure to instruct all students carry around their math journals and
pencils.

Guided Practice: (In groups, 20 minutes (5 mins each, 2:30-

2:50)

Red: Musical name collection boxes

(Name collection boxes, pencils, chalkboards to write on)
Students will sit in a circle on the rug for face-to-face interaction. They
will sing Row, Row, Row, Your Boat as they pass (to the left) around
different name collection box chalkboards. Once the song is completed
they will fill in an equivalent number sentence. They will continue the
process by adding different equivalent number sentences every time
the music stops until the time is up. They will see first hand many
different ways to write a number! The groups goal is to have 12
different names within the five-minute activity.

Blue: Math journals

Students will finish up/complete their math journal pages 126, 127,
and 128.

Yellow: Finding equivalent names for 10

(3 blank math boxes in sleeves, expo markers, tissue, chips)
Students will work in partnerships (or groups of three if need be) to fill
out a name-collection box of 10. They will work together to think of and
check different numbers equivalent to 10 by passing their paper back
and fourth. Students should think of 10 different names before
moving on.

Differentiation: After completing name box for 10; children may

choose individually what number they would like to work on in a name
collection box and then share their equivalent names with their partner
in a peer review.
Green: Number Name Game

Students will play the Number Name Game as a whole group memory
game. The students will take turns going around the circle and
choosing two cards to find a match (find equivalent numbers: written,
tallies, money, dominos, cubes/longs, or in a number sentences). If the
student finds a match they keep their two cards and the next player
goes. If they finish within the 5 minutes the group will play again.

Checking for understanding:

Teacher #1 supports groups red and green.
Teacher #2 supports groups blue and green.

Closure: (on rug, 5 minutes, 2:55 3:00)

Our closure to this lesson will be completing 2/3 additional name-

collection box on the board as a whole group. I will pay special
attention to my bottom 30%.

Restate definition: A name collection box is one of our math activities

in which we find different ways to write equivalent numbers to the one
in the left hand corner.

I will call on students to fill in an equivalent name on the board as

their exit ticket. Student can line up at the back door for a brief break
before science (weather permitting) or at the front door for a walk
around the building.

Adaptations/differentiation:
Students work in partnership if desired on journal pages (green
activity).
Students select own number for name collection box (yellow group).