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Count & Compare!

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Lesson Plan

Day 1: What Does Equal Mean?

Students will be able to count and write numbers up to 150 and use the equal sign to determine if addition or subtraction equations are true.

Understanding the equal sign is crucial for all future math. It helps students see the balance in equations, not just as an answer button.

Audience

1st Grade Students

Time

50 Minutes

Approach

I Do, We Do, You Do with spiral review.

Materials

Day 1 Slide Deck, Day 1 Script, Day 1 Worksheet, and Whiteboards or scratch paper

Prep

Teacher Preparation

10 minutes

Step 1

Warm-Up: Counting Blast Off! (NBT.1/NBT.7)

5 minutes

  • Display a number line (or draw one).
    - Ask students to count aloud from a given number (e.g., 80) to 100, then to 120.
    - Have students write numbers from 95 to 105 on whiteboards.

Step 2

I Do: Introducing the Equal Sign (OA.7)

5 minutes

  • Use Day 1 Slide Deck (Slide 1-2) and Day 1 Script.
    - Explain that the equal sign means 'the same as' or 'balanced'.
    - Show examples: 3 + 2 = 5 and 5 = 3 + 2. Emphasize both sides are equal.

Step 3

We Do: Balancing Acts (OA.7)

10 minutes

  • Use Day 1 Slide Deck (Slide 3-4) and Day 1 Script.
    - Present equations (e.g., 4 + 3 = 7, 10 - 2 = 5).
    - As a class, discuss if each equation is true or false and why, using whiteboards to show thumbs up/down.

Step 4

You Do: Worksheet Wonders (OA.7)

30 minutes

  • Distribute Day 1 Worksheet.
    - Students work independently on the worksheet, circling 'True' or 'False' for given equations.
    - Teacher provides support in small groups, focusing on students who need extra help with the concept of equality.
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Slide Deck

Welcome! Counting Up!

Let's count together! Starting from 80, let's go to 120!

Now, on your whiteboards, write the numbers from 95 to 105.

Greet students and start with the warm-up activity. Remind them to count carefully and write neatly.

What Does '=' Mean?

The equal sign (=) means 'is the same as' or 'is balanced'.

It tells us that what is on one side of the sign has the same value as what is on the other side.

Example: 3 + 2 = 5 (Three plus two is the same as five)

Introduce the equal sign. Explain it's not just 'the answer comes next'. It means both sides are balanced.

True or False?

Is this equation true or false?

4 + 3 = 7

(Think: Is 4 + 3 the same as 7?)

Show an example where the equation is true, emphasizing the balance.

True or False?

Is this equation true or false?

10 - 2 = 5

(Think: Is 10 - 2 the same as 5? What is 10 - 2 really?)

Show an example where the equation is false and discuss why. Encourage students to explain their reasoning.

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Script

Day 1: What Does Equal Mean? - Script

Warm-Up: Counting Blast Off! (5 minutes)

"Good morning, mathematicians! Let's get our brains warmed up with some counting. Look at our number line. We're going to count aloud together, starting from 80 all the way to 120! Ready? Go!"
Guide students in counting.

"Fantastic! You're super counters. Now, grab your whiteboards and markers. I want you to write the numbers from 95 to 105. Take your time, make sure your numbers are clear and easy to read."
Circulate and check student writing, offer support as needed.

I Do: Introducing the Equal Sign (5 minutes)

"Alright, put your whiteboards down for a moment and look at the screen. Today, we're going to talk about a very important symbol in math: the equal sign. Does anyone know what this symbol, '=', means?"
Allow a few student responses.

"Those are great ideas! Many of you might think it means 'the answer'. And you're not wrong, but it means something even bigger! The equal sign means 'is the same as' or 'is balanced'. It tells us that whatever is on this side (point left) has the exact same value as whatever is on that side (point right). It's like a balanced seesaw!"

"Look at this example: 3 + 2 = 5. Here, 3 plus 2 gives us 5. And on the other side, we have 5. Is 5 the same as 5? Yes! So the equation is true. Both sides are balanced. We can even write it as 5 = 3 + 2, and it still means the same thing!"

We Do: Balancing Acts (10 minutes)

"Now, let's try some together. Get your whiteboards ready again. I'm going to put an equation on the screen. I want you to look at it, figure out if it's true or false, and then give me a thumbs up for true or a thumbs down for false on your whiteboard. Don't shout out the answer, let everyone think!"

"First one: 4 + 3 = 7. Is 4 plus 3 the same as 7? Think about it. When you have an answer, show me a thumbs up or down."
Observe student responses. Call on a student to explain. "[Student's Name], why do you think this is true/false?"

"Excellent! 4 + 3 is indeed 7, so 7 = 7, and it's a true equation!"

"Next one: 10 - 2 = 5. Is 10 minus 2 the same as 5? Show me your thumbs when you're ready."
Observe student responses. Call on another student. "[Student's Name], can you tell us your thinking? What is 10 - 2?"

"That's right! 10 - 2 is 8, not 5. So, 8 = 5 is false. This equation is not balanced!"

You Do: Worksheet Wonders (30 minutes)

"You've done a great job with our balancing acts! Now it's time to show what you know independently. I'm going to hand out a worksheet. On this worksheet, you'll see different equations. Your job is to decide if each equation is true or false and circle the correct word. Remember, the equal sign means 'is the same as'. If it's not the same, it's false."

"I'll be walking around and working with small groups. If you have a question, raise a quiet hand. Work quietly and do your best!"
Distribute worksheets. Begin small group instruction, providing targeted support.

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Worksheet

Day 1: Equal Sign True or False?

Name: _________________________

Directions: Look at each equation. Decide if it is TRUE or FALSE. Circle the correct word.

  1. 5 + 3 = 8
    True / False




  1. 9 - 4 = 6
    True / False




  1. 7 = 2 + 5
    True / False




  1. 10 = 12 - 3
    True / False




  1. 6 + 4 = 10
    True / False




  1. 15 - 5 = 9
    True / False




  1. 1 + 7 = 8
    True / False




  1. 4 = 11 - 7
    True / False




  1. 2 + 2 = 5
    True / False




  1. 13 - 3 = 10
    True / False




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Lesson Plan

Day 2: True Equation Detectives

Students will continue to practice counting and writing numbers up to 150 and apply their understanding of the equal sign to verify true and false equations.

Developing strong number sense and understanding equality are foundational skills for more complex mathematical operations and problem-solving.

Audience

1st Grade Students

Time

50 Minutes

Approach

I Do, We Do, You Do with spiral review and error analysis.

Materials

Day 2 Slide Deck, Day 2 Script, Day 2 Worksheet, and Number chart (1-150), whiteboards

Prep

Teacher Preparation

10 minutes

Step 1

Warm-Up: Missing Numbers (NBT.1/NBT.7)

5 minutes

  • Display a number chart with some numbers missing (e.g., in the 100-150 range).
    - Have students identify and write the missing numbers on their whiteboards.
    - Ask students to write numbers between 120 and 130.

Step 2

I Do: Reviewing Equality (OA.7)

5 minutes

  • Use Day 2 Slide Deck (Slide 1-2) and Day 2 Script.
    - Briefly review that '=' means 'is the same as'.
    - Demonstrate checking an equation: 7 - 3 = 4. '7 minus 3 is 4, and 4 is the same as 4. True!'

Step 3

We Do: Fix the False! (OA.7)

10 minutes

  • Use Day 2 Slide Deck (Slide 3-4) and Day 2 Script.
    - Present a false equation (e.g., 6 + 2 = 7).
    - As a class, identify it as false and discuss how to make it true (e.g., change 7 to 8 or change 6 + 2 to 5 + 2). Use whiteboards for student suggestions.

Step 4

You Do: Detective Work (OA.7)

30 minutes

  • Distribute Day 2 Worksheet.
    - Students work independently to determine if equations are true or false, and for false equations, they correct them.
    - Provide small group intervention for students struggling to identify or correct false equations.
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Slide Deck

Missing Numbers Mystery!

Look at our number chart! Some numbers are missing between 100 and 150. Can you find them?

On your whiteboards, write the numbers that should go in the empty spaces. Then, write the numbers from 120 to 130.

Start with the number chart warm-up. Encourage careful observation for missing numbers.

Remember: The Equal Sign!

The equal sign (=) means 'is the same as'.

To check if an equation is TRUE, we make sure both sides have the same value.

Example: 7 - 3 = 4 (7 minus 3 is 4. Is 4 the same as 4? Yes! True!)

Quick review of the equal sign and how to check an equation for truth.

Detective Work: Is It True?

Is this equation TRUE or FALSE?

6 + 2 = 7

(Think: What is 6 + 2? Is that number the same as 7?)

Present a false equation and ask students to identify it. Guide them in explaining why it's false.

Fix the False Equation!

The equation 6 + 2 = 7 is FALSE! How can we make it TRUE?

What could we change on the right side of the equal sign?

What could we change on the left side of the equal sign?

Now, challenge students to fix the false equation. Brainstorm ways to make it true.

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Script

Day 2: True Equation Detectives - Script

Warm-Up: Missing Numbers (5 minutes)

"Good morning, future mathematicians! Today, we're going to be number detectives. Look at the number chart on the screen. Some numbers are playing hide-and-seek! Your job is to find the missing numbers in the 100-150 range. On your whiteboards, write down the numbers that are missing."
Give students time to identify and write. Review as a class.

"Great detective work! Now, can you write all the numbers between 120 and 130 on your whiteboards? Don't miss any!"
Circulate and check for correct sequencing and number formation.

I Do: Reviewing Equality (5 minutes)

"Yesterday, we learned that the equal sign doesn't just mean 'the answer is next'. It means 'is the same as' or 'is balanced'. If an equation is true, both sides of the equal sign have the same value. If they don't, it's false."

"Let's quickly check one together. Look: 7 - 3 = 4. What is 7 minus 3? It's 4. Is 4 the same as 4? Yes! So this equation is TRUE. Simple, right? We just check if both sides are balanced."

We Do: Fix the False! (10 minutes)

"Alright, detectives, time for some advanced training! I'm going to show you an equation. First, tell me if it's true or false. Then, if it's false, we're going to work together to fix it and make it true!"

"Here's our first case: 6 + 2 = 7. On your whiteboards, show me thumbs up for true, thumbs down for false. No peeking at your neighbor's answer!"
Observe responses. Most should be thumbs down.

"You're right, it's false! 6 + 2 is actually 8, not 7. So, how can we fix this equation to make it true? We have 6 + 2 on one side and 7 on the other. What could we change?"

"Could we change the 7 to an 8? Yes! Then it would be 6 + 2 = 8, which is true!"

"What if we wanted to keep the 7? Could we change 6 + 2 to something else that equals 7? What if we changed 6 + 2 to 5 + 2? No, that would be 7 = 7! Good thinking! So 5 + 2 = 7 would be true. We can change either side to make it balanced!"

"Let's try one more quickly. What about 9 - 3 = 5? True or false?"
Students respond. "And how can we fix it if it's false?"

You Do: Detective Work (30 minutes)

"Excellent work, true equation detectives! Now you're ready for your independent mission. I'm handing out a worksheet. For each equation, you'll first decide if it's true or false and circle your answer. BUT, if you find a FALSE equation, your extra mission is to fix it! You can change one number on either side of the equal sign to make it true. Be a super detective!"

"I'll be circulating, working with our small groups, and checking in on your detective skills. Remember to work quietly and think carefully about each problem."
Distribute worksheets. Provide small group support, focusing on students who need help with correction strategies.

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Worksheet

Day 2: True Equation Detectives - Worksheet

Name: _________________________

Directions: For each equation, circle TRUE or FALSE. If it is FALSE, change ONE number to make the equation TRUE.

  1. 4 + 5 = 9
    True / False

    If False, fix it: _________________





  1. 8 - 3 = 4
    True / False

    If False, fix it: _________________





  1. 10 = 6 + 4
    True / False

    If False, fix it: _________________





  1. 11 - 2 = 8
    True / False

    If False, fix it: _________________





  1. 7 + 2 = 9
    True / False

    If False, fix it: _________________





  1. 13 = 10 + 2
    True / False

    If False, fix it: _________________





  1. 3 + 3 = 7
    True / False

    If False, fix it: _________________





  1. 15 - 5 = 10
    True / False

    If False, fix it: _________________





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Lesson Plan

Day 3: Balance the Equations!

Students will solidify their ability to count and write numbers up to 150 and demonstrate mastery in using the equal sign to balance addition and subtraction equations.

Mastering the concept of equality is fundamental for all future algebraic reasoning and problem-solving, giving students confidence in their mathematical understanding.

Audience

1st Grade Students

Time

50 Minutes

Approach

I Do, We Do, You Do with spiral review and equation construction.

Materials

Day 3 Slide Deck, Day 3 Script, Day 3 Worksheet, and Number cards (0-20), operation symbols (+, -, =), whiteboards

Prep

Teacher Preparation

10 minutes

Step 1

Warm-Up: Counting to 150 (NBT.1/NBT.7)

5 minutes

  • Display a number string with some gaps (e.g., 140, ___, 142, ___, 144).
    - Students fill in the missing numbers on whiteboards.
    - Ask students to write any five numbers between 100 and 150.

Step 2

I Do: Building True Equations (OA.7)

5 minutes

  • Use Day 3 Slide Deck (Slide 1-2) and Day 3 Script.
    - Show how to build a true equation (e.g., given '7 + 3', what number makes it equal?).
    - Emphasize figuring out one side first, then finding the matching value for the other.

Step 3

We Do: Equation Builders (OA.7)

10 minutes

  • Use Day 3 Slide Deck (Slide 3-4) and Day 3 Script.
    - Present an incomplete equation (e.g., 5 + 4 = ___).
    - As a class, determine the missing number. Then, present another (e.g., 10 - ___ = 6). Use whiteboards for student answers.

Step 4

You Do: Balancing Act Challenge (OA.7)

30 minutes

  • Distribute Day 3 Worksheet.
    - Students independently complete equations by finding the missing number to make them true.
    - Facilitate small groups using number cards and operation symbols to physically build and balance equations, providing hands-on support.
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Slide Deck

Counting Challenge: Up to 150!

Listen closely! What numbers are missing?

140, ___, 142, ___, 144

Write the missing numbers on your whiteboard.

Now, write any five numbers between 100 and 150!

Begin with a challenging counting warm-up. Encourage students to listen to the sequence and fill in the gaps.

Building True Equations

We know the equal sign means 'is the same as'. So, both sides must be balanced.

If I have 7 + 3 = ___, what number makes this true?

(Think: What is 7 + 3? That number needs to go in the blank!)

Model how to find a missing number to make an equation true. Show the thinking process clearly.

Equation Builders: Find the Missing Number!

Let's build one together:

5 + 4 = ___

What number belongs in the blank to make this equation TRUE? Show me on your whiteboards!

Present an addition equation with a missing sum. Guide students to solve.

More Building: Subtraction!

How about this one?

10 - ___ = 6

What number should go in the blank to make the equation TRUE? Think it through!

Present a subtraction equation with a missing subtrahend. This is a bit trickier, so guide them carefully.

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Script

Day 3: Balance the Equations! - Script

Warm-Up: Counting to 150 (5 minutes)

"Welcome back, amazing mathematicians! Let's start with a final counting challenge for our spiral review. Listen carefully, I'm going to say some numbers, and I want you to fill in the missing ones on your whiteboards. Here we go: 140, ___, 142, ___, 144. What are the missing numbers?"
Review answers together.

"Excellent! Now, for your last counting challenge, write any five different numbers between 100 and 150 on your whiteboards. Any five you can think of!"
Circulate and observe, noting any students still struggling with numbers above 100.

I Do: Building True Equations (5 minutes)

"For the last two days, we've been true equation detectives, figuring out if equations are true or false, and even fixing the false ones. Today, we're going to become equation builders! We'll start with part of an equation and figure out what number needs to go on the other side, or in a blank, to make it perfectly balanced and TRUE."

"Look at this example: 7 + 3 = ___. To make this true, I need to figure out what 7 + 3 equals. 7 + 3 is 10. So, to make the equation true, the blank needs to be 10. 7 + 3 = 10. Both sides are the same, both sides are balanced!"

We Do: Equation Builders (10 minutes)

"Now, let's build some together. Get those whiteboards ready! Here's our first building challenge: 5 + 4 = ___. What number makes this equation true? What number belongs in that blank? Write your answer on your whiteboard!"
Observe responses. Discuss why 9 is the correct answer. "Exactly! 5 + 4 is 9, so for the equation to be true, the other side must also be 9."

"Here's another one, a subtraction challenge: 10 - ___ = 6. This one is a little trickier! Think: 10 minus what number gives me 6? You can use your fingers, draw a picture, or count back. When you know the missing number, write it down."
Observe responses. Discuss strategies. "Many of you got 4! Great thinking. If I take 4 away from 10, I'm left with 6. So, 10 - 4 = 6 is a true equation!"

You Do: Balancing Act Challenge (30 minutes)

"You're all becoming master equation builders! Now it's time for your final independent challenge. I'm handing out a worksheet where you'll have to find the missing number to make each equation true. Remember to always think about what makes both sides of the equal sign balanced."

"For our small group time, I have some number cards and operation symbols. We'll be working together to physically build and balance equations, helping anyone who still finds this tricky. Work quietly and focus on finding those missing numbers!"
Distribute worksheets. Begin small group instruction using manipulatives to reinforce balancing equations.

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Worksheet

Day 3: Balance the Equations! - Worksheet

Name: _________________________

Directions: Find the missing number that makes each equation TRUE. Write the missing number in the blank.

  1. 6 + 3 = ___




  1. ___ + 5 = 10




  1. 12 - 4 = ___




  1. 8 = 3 + ___




  1. 9 - ___ = 5




  1. ___ - 2 = 7




  1. 7 + ___ = 11




  1. 14 = ___ + 7




  1. 15 - 6 = ___




  1. 5 = ___ - 4




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Answer Key

Day 1: Equal Sign True or False? - Answer Key

Directions: Look at each equation. Decide if it is TRUE or FALSE. Circle the correct word.

  1. 5 + 3 = 8
    True / False
    Thought Process: 5 + 3 equals 8. Since 8 is equal to 8, the equation is true.

  2. 9 - 4 = 6
    True / False
    Thought Process: 9 - 4 equals 5. Since 5 is not equal to 6, the equation is false.

  3. 7 = 2 + 5
    True / False
    Thought Process: 2 + 5 equals 7. Since 7 is equal to 7, the equation is true.

  4. 10 = 12 - 3
    True / False
    Thought Process: 12 - 3 equals 9. Since 10 is not equal to 9, the equation is false.

  5. 6 + 4 = 10
    True / False
    Thought Process: 6 + 4 equals 10. Since 10 is equal to 10, the equation is true.

  6. 15 - 5 = 9
    True / False
    Thought Process: 15 - 5 equals 10. Since 10 is not equal to 9, the equation is false.

  7. 1 + 7 = 8
    True / False
    Thought Process: 1 + 7 equals 8. Since 8 is equal to 8, the equation is true.

  8. 4 = 11 - 7
    True / False
    Thought Process: 11 - 7 equals 4. Since 4 is equal to 4, the equation is true.

  9. 2 + 2 = 5
    True / False
    Thought Process: 2 + 2 equals 4. Since 4 is not equal to 5, the equation is false.

  10. 13 - 3 = 10
    True / False
    Thought Process: 13 - 3 equals 10. Since 10 is equal to 10, the equation is true.

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Answer Key

Day 2: True Equation Detectives - Answer Key

Directions: For each equation, circle TRUE or FALSE. If it is FALSE, change ONE number to make the equation TRUE. (There may be more than one way to fix an equation, one example is provided).

  1. 4 + 5 = 9
    True / False
    Thought Process: 4 + 5 = 9. 9 = 9, so it's true.

  2. 8 - 3 = 4
    True / False
    Thought Process: 8 - 3 = 5. 5 is not 4. To fix, change 4 to 5. Example: 8 - 3 = 5.

  3. 10 = 6 + 4
    True / False
    Thought Process: 6 + 4 = 10. 10 = 10, so it's true.

  4. 11 - 2 = 8
    True / False
    Thought Process: 11 - 2 = 9. 9 is not 8. To fix, change 8 to 9. Example: 11 - 2 = 9.

  5. 7 + 2 = 9
    True / False
    Thought Process: 7 + 2 = 9. 9 = 9, so it's true.

  6. 13 = 10 + 2
    True / False
    Thought Process: 10 + 2 = 12. 13 is not 12. To fix, change 13 to 12. Example: 12 = 10 + 2.

  7. 3 + 3 = 7
    True / False
    Thought Process: 3 + 3 = 6. 6 is not 7. To fix, change 7 to 6. Example: 3 + 3 = 6.

  8. 15 - 5 = 10
    True / False
    Thought Process: 15 - 5 = 10. 10 = 10, so it's true.

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Answer Key

Day 3: Balance the Equations! - Answer Key

Directions: Find the missing number that makes each equation TRUE. Write the missing number in the blank.

  1. 6 + 3 = 9
    Thought Process: 6 + 3 = 9. So, the missing number is 9.

  2. 5 + 5 = 10
    Thought Process: What number plus 5 equals 10? 5 + 5 = 10. So, the missing number is 5.

  3. 12 - 4 = 8
    Thought Process: 12 - 4 = 8. So, the missing number is 8.

  4. 8 = 3 + 5
    Thought Process: 3 + what number equals 8? 3 + 5 = 8. So, the missing number is 5.

  5. 9 - 4 = 5
    Thought Process: 9 minus what number equals 5? 9 - 4 = 5. So, the missing number is 4.

  6. 9 - 2 = 7
    Thought Process: What number minus 2 equals 7? 9 - 2 = 7. So, the missing number is 9.

  7. 7 + 4 = 11
    Thought Process: 7 plus what number equals 11? 7 + 4 = 11. So, the missing number is 4.

  8. 14 = 7 + 7
    Thought Process: What number plus 7 equals 14? 7 + 7 = 14. So, the missing number is 7.

  9. 15 - 6 = 9
    Thought Process: 15 - 6 = 9. So, the missing number is 9.

  10. 5 = 9 - 4
    Thought Process: What number minus 4 equals 5? 9 - 4 = 5. So, the missing number is 9.

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Count & Compare! • Lenny Learning