Lesson Plan
Empathy Equations Lesson Plan
Students will collaborate on math problems using empathy to understand peers' strategies and feelings, strengthening both math skills and classroom community.
By integrating empathy into math, students learn to value diverse perspectives, build supportive communication skills, and foster a positive learning environment that boosts confidence and achievement.
Audience
4th Grade Class
Time
45 minutes
Approach
Guided discussions, paired problem-solving, and personal reflection.
Prep
Material Preparation
10 minutes
- Review Building Empathy Through Math Slides to familiarize yourself with prompts and timing.
- Print copies of the Feelings Number Line for each student.
- Prepare student pairs for the Pair-and-Share Problem Solving activity.
- Print and cut out Reflection Ticket slips.
- Set up chart paper or whiteboard space for group share-outs.
Step 1
Warm-Up: Feelings Check
5 minutes
- Distribute the Feelings Number Line to each student.
- Ask students to mark how they feel about math today (1 = discouraged, 5 = excited).
- Invite volunteers to share their rating and why.
Step 2
Introduction to Empathy in Math
10 minutes
- Project the Building Empathy Through Math Slides and discuss what empathy means.
- Highlight how understanding peers’ strategies can improve learning.
- Ask students to recall a time someone kindly helped them learn.
Step 3
Collaborative Problem-Solving Pairs
20 minutes
- Pair students, mixing skill levels.
- Assign each pair a problem from the slide deck.
- Students take turns solving and explaining steps while partners listen, ask clarifying questions, and offer encouragement.
- Rotate roles for each new problem.
- Circulate to prompt deeper discussion and model empathetic feedback.
Step 4
Reflection and Share-Out
10 minutes
- Hand out Reflection Ticket to each student.
- Ask students to write: one way they showed kindness, one new strategy they learned, and one goal for next time.
- Invite a few students to share their reflections.
- Collect tickets for informal assessment.
Slide Deck
Can Math Make Us Kinder?
Building Empathy Through Math
Welcome students and introduce the lesson question: Can math make us kinder? Explain we're focusing on empathy in math.
Today’s Goals
- Define empathy
- Practice collaborative problem-solving
- Learn new math strategies
Read through the goals aloud. Emphasize connecting feelings with math strategies.
What Is Empathy?
Empathy is imagining how someone else feels and understanding their point of view.
Ask students to turn to a neighbor and share what they think empathy means before revealing the definition.
Emotional Impact of Empathy
- Helps classmates feel supported
- Reduces frustration and stress
- Builds trust and belonging
Explain that empathy is more than words; it makes others feel safe and motivated. Ask: How do you feel when someone understands you?
Empathy in the Classroom
Scenario 1: A friend is stuck on a hard problem and looks frustrated.
Scenario 2: A classmate shares a different strategy and feels nervous.
How can you show empathy in each scenario?
Read each scenario aloud. Have students turn to a partner and discuss empathetic responses. Invite a few to share their ideas.
Empathy Practice
Let’s try a quick practice:
- I will read a feeling word (e.g., “confused”).
- Turn to your neighbor and say, “I understand you feel [feeling].”
- Switch roles and try a new feeling:
- excited
- frustrated
- proud
Model one example. Then call out feeling words and have students practice with their neighbor, using a kind tone and eye contact.
Empathy in Action
Example: When you explain your way of solving a problem in a kind, patient way, you help others feel understood.
Use a quick story: share an example of someone helping you in math. Encourage a few volunteers to share their own experiences.
Why Empathy Matters in Math
- Improves understanding
- Builds confidence
- Strengthens friendships
Discuss each bullet. Ask students: how might empathy help you when you're stuck on a problem?
Collaboration Norms
- Listen carefully
- Ask clarifying questions
- Offer words of encouragement
- Take turns explaining
Review the four norms. Have students practice one norm with a partner (e.g., asking a clarifying question).
Problem 1
Solve: 24 + 17 = __
Then explain your steps to your partner.
Project the problem. Give students 2 minutes to solve it individually, then explain to partner using empathy.
Problem 2
Emma has 3 bags of 8 apples. How many apples in total? Show your work and share with your partner.
Project the word problem. Remind students to listen and encourage as their partner explains.
Let’s Get Started!
Work with your partner:
- Decide who explains first
- Use our collaboration norms
- Swap roles after each problem
Provide instructions for the collaborative activity. Circulate and model empathetic feedback as students work.
Warm Up
Feelings Number Line
On the number line below, place an “X” to show how you feel about doing math today.
1 = Discouraged 5 = Excited
1 2 3 4 5
___ ___ ___ ___ ___
Why did you choose this number?
Write one sentence explaining how you feel about math right now.
Activity
Pair-and-Share Problem Solving
Time: 20 minutes
Work with your partner to solve each problem. Take turns explaining your thinking and listening with empathy. Use our collaboration norms.
Instructions
- Choose who will explain first and who will listen.
- The explainer solves Problem 1 and explains each step clearly.
- The listener asks two clarifying questions (e.g., “Can you show me how you got that number?” or “What helped you decide that step?”) and offers an encouraging comment.
- Swap roles for the next problem.
- Repeat steps 2–4 for all problems.
Problems
1. 24 + 17 = ___
Explain your steps:
Listener’s feedback:
2. Emma has 3 bags of 8 apples. How many apples in total? Show your work:
3. Solve: 56 – 29 = ___
Draw a quick picture or number line to help:
4. Miguel read 125 pages on Monday and 98 pages on Tuesday. How many pages did he read in total?
Show your equation and explain your strategy:
Remember: Listen carefully, ask clarifying questions, offer encouragement, and take turns explaining!
Cool Down
Reflection Ticket
Name: __________________________
1. One way I showed kindness today:
2. One new math strategy I learned:
3. A goal I have for next time:
Activity
Empathy Role-Play
Time: 10 minutes
Group Size: Trios (Groups of 3)
Purpose
Practice listening, understanding feelings, and offering kind support in realistic math moments.
Instructions
- Form groups of three. Assign roles:
- Speaker: Shares the scenario and acts out being a student with that feeling.
- Helper: Listens carefully, shows empathy, asks questions, and encourages.
- Observer: Watches and notes examples of empathetic language and body language.
- Distribute one scenario card per group (or choose from below). Give groups 2–3 minutes per scenario:
- Scenario A: You’re stuck on a subtraction problem and feel frustrated when your partner looks impatient.
- Scenario B: You solved a multiplication problem a different way and feel nervous showing it to others.
- Scenario C: You got the wrong answer on a division problem and feel embarrassed.
- In each round:
- Speaker reads and role-plays the scenario.
- Helper responds using empathy:
- “I can see you feel [feeling].”
- “Would it help if I showed you another way?”
- “You’re doing great—let’s work through it together.”
- Observer makes quick notes:
- What words or tone sounded empathetic?
- What body language helped the speaker feel supported?
- Rotate roles so each student practices as Helper and Observer.
Debrief (Whole Class)
• Invite observers to share one empathetic phrase they heard.
• Ask Helpers: How did it feel to offer support kindly?
• Ask Speakers: Which response helped you the most and why?
Link this activity back to our norms: listening carefully, asking clarifying questions, offering encouragement, and taking turns explaining.