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Math – Enrichment
Lesson Plan: Augmentation
Education Standards
1. CCSS.MATH.CONTENT.1.OA.A.1
“Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.”
2. 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.)”
3. 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
1. Students can define “balanced equation”.
2. Students can find equations that are balanced.
3. Students can create balanced equations.
Materials Needed
1. Worksheets (17)
2. Math White Boards and Markers (17)
3. Book: Equal Schmequal b
y Virginia Croll
4. Unifix cubes.
5. Document Camera and Interwrite Board
6. Interwrite Board Slides
7. Tablets (16)
Verification
Steps to check for student understanding
Activity
Describe activity that will reinforce the lesson
Ms. Carroll will have students sit at the carpet, and read the book to them. She will ask
questions relating to “math talk”. What words does the book use that we use when we
talk about math? S
he will write the words on the second slide, and save them for later.
On the third slide, the following will be written, along with a picture of puzzled penguin:
1. 3 + 5 = 6 + 2
2. 7 + 2 = 4 + 4
Ask students to find the equals sign. What does the equals sign mean? (Whisper to
table). Then, ask: are these equations equal? Have students test out their answers.
Assign each table a part of an equation (example: table 1 will show 3 + 5 on their unifix
cubes). Then, show if they are balanced. Have students write their answers next to the
matching part of the equation on the Interwrite Board, using the unifix cubes tool.
Group Work:
Have tables work together to balance the equations, using unifix cubes and t his
worksheet (page 2 and 3 of the document). The worksheet is accessible via the original
blog website. T
he teacher will have a copy of the worksheet under the document
camera, and ask students to help her with two examples. Then, she will allow students
to work in groups to complete the worksheet. O
nce students have been given enough
time to complete the worksheet, check answers as a class.
Individual Work:
Students will log in to SplashMath, and do the assigned lesson pertaining to balanced
equations. The teacher will review how many students mastered the concept of
balanced equations, and assign practice as necessary.
References: