OTTAWA UNIVERSITY

TEACHER EDUCATION DEPARTMENT

LESSON PLAN OUTLINE
Level 1
Name: Lauren Mena Grade Level: 1
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STANDARD4 5ENCHMAR64 INDICATOR7S8:
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, hich of the folloing equations are true and hich are
false! " # ", 7 # $ % 1, & ' ( # ( ' &, ) ' 1 # & ' (.

WHAT IS 7ARE8 THE LEARNING O59ECTIVE7S8 :OR THIS LESSON;
*he students ill be able to identif+ is the to sides of the equation are equal. *he+ ill also be
able to define hat equal means.
HOW WILL YOU ASSESS STUDENT LEARNING; 7In.lude , %&<<(1le a<<e<<men 3ue<(&n<8
Formal Assessment ,xamples-
After reading ,qual .hmequal and as/ing them hat the+ thin/ equal means, 0 ill have
them dra a picture of ho the boo/ decided if the eight for the teams ere equal. *hen
e ill or/ on defining equal eights through addition and subtraction problems.
0nformal Assessment ,xamples-
After reading ,qual .hmequal, 0 ill as/ them hat equal means. 1+ the hands 0 see
raised and the anser that 0 am given 0 ill assess if the students understood.
WHAT MATERIALS4 E=UIPMENT4 AND RESOURCES ARE NECESSARY TO TEACH THIS
LESSON;
.lates, 2ar/ers, soc/s, 3encils, 3aper, ,qual .hmequal b+ 4irgina 5roll
WHAT EVIDENCE>5ASED INSTRUCTIONAL STRATEGIES WILL 5E USED;
6hildren7s 8iterature 0ntegration, Direct 0nstruction, and Discussion%1ased 8earning
WHAT =UESTIONS NEED TO 5E CONSIDERED DURING THE LESSON;
9hat pre%requisite s/ills and:or /noledge are required for this lesson!
1asic Addition and .ubtraction facts are hat e are scaffolding off of.
;o ill +ou chec/ for understanding throughout this lesson!
0 ill as/ them after the boo/ has been read aloud, hat does equal mean!
0 ill as/ them to dra a picture of ho the students sa or heard the boo/ figure out
hat equal eights ould be for the to teams.
From here on, write as if you are talking to the children/students.
:OCUSING EVENT 75ASED ON THE PRE>RE=UISITE S6ILLS AND"OR 6NOWLEDGE8
.tudents, e are going to listen to a stor+ toda+ about being equal. .o, turn on +our ears and
open +our e+es. ,ver+one loo/s toards me. <=ead ,qual .hmequal.< *al/ about hat equal
Rev 4-12-13
1
means. *hen as a class e ill pla+ ith numbers and the equal sign to find out if the numbers
are equal to one another.
PURPOSE 7THE ?WHY@ O: THE LESSON8
6lass, e are learning this because it is important to /no hat equal means. 9hen e coo/, e
ant our measurements to be equal to the recipe that a+ our food tastes right.
DELIVERY O: IN:ORMATION
9e ill define equal. *hen 0 ill have > different problems, one ith ?ust to different numbers
and as/ing if the+ are equal.
MODELING"DEMONSTRATION"S6ILL CUES
6ontinuing ith hat e ere doing before 0 ould put the second problem up. One side of the
problem ill be 1@ ' ) and the other side ill be 1) ith the equals sign in the middle. *hen e
ould tal/ about ho the to sides are equal li/e the teeter totter in ,qual .hmequal. 8astl+, 0
ould rite a problem that loo/ed li/e this, 1( ' > # $ ' )! *hen 0 ill demonstrate adding the
to problems and then explaining ho these to problems are not equal.
GUIDED PRACTICE
0 ill put up > more problems for them to or/ on at their des/s. ( of them ill be equal and one
of them on7t be. 0 ill have them change one of the numbers on the problem that isn7t equal to
ma/e it here the problems are equal.
INDEPENDENT PRACTICE"EATENSIONS AND RE:INEMENTS
0f 0 see that the students need a little more or/, 0 ill send them home ith three more similar
problems to hat e did in this lesson.
CLOSURE"WRAP>UP 7ENDING THE LESSON8
0 ill as/ the class hat it means to be equal, hopefull+, getting a response similar to being the
same. 0 ill count to three to have them anser as a class. *hen 0 ill have the students clean up
and get read+ for the next part of the da+.
Rev 4-12-13
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