Lesson Plan #2

Grade/Subject: Grade 1 / Math Lesson Duration: 50min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Represent algebraic expressions in multiple ways.
Specific Learning Outcomes:
Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
LEARNING OBJECTIVES
Students will:
1. Be able to change groups in 3 different ways in order to make them equal
2. Articulate what groups have more or less items in them
ASSESSMENTS
Observations: Key Questions:
Watch for engagement in whole class lesson. What is an equal group?
Be sure students are on task for math centers. What is an unequal group?
Observe correct completion of the worksheets. What are the 3 ways to make groups equal?
Can students tell me which groups have less .
and which have more.

LEARNING RESOURCES CONSULTED

Resource #1: Pinterest
MATERIALS AND EQUIPMENT
* Smart Board
* Dice
* Worksheets
* Pencil Crayons
PROCEDURE
Introduction (5min.):
Get team leaders to come grab math portfolios

Assessment of Prior Knowledge:

*Get students to do the symbols with hands*
ASK: Do we remember what this symbol is ANS: Equal sign
ASK: Do we remember what this symbol is ANS: Not equal sign

Expectations for Learning and Behavior:

We are going to be doing another fun activity today and we have to remember the rules for these kinds of
activities
Am I going to pick you if
*you are standing up with you hand stretch really far
*you are shouting out answers
*you are being silly
Students answer NO

Transition to Body: ASK: If I have two different groups and want to make them equal how can I do this?
ANS:
1. Move an item from one group to another
2. Subtract some items from one group
3. Add some items to one group
Body (45min.):

1
Learning Activity #1: SMART BOARD (15 MIN)
Formative Assessment: Watch for engagement and students answering the questions correctly. Watch for
students who want to answer.
First way to make groups equal: MOVE ITEMS
ASK: Are these groups equal? ANS: No
ASK: Which group has more?
Show students how if one object moves from one group to another they become equal
Do first slide
ASK: Now are they equal? ANS: Yes
Next Slide
ASK: Are these groups equal? ANS: No
Get a student to come up and make them equal by dragging an item from one side to another
ASK: Now are they equal? ANS: Yes
Repeat

Second way: REMOVE ITEMS

Transition: The slide with the butterflies wont work if we move it over, get someone to do it the ASK: Are
they equal now. ANS is no.
Students could say YES if so... count with them to prove unequal
ASK: for another method of making groups equal
ANS: Take one away
Click on the lollipop in the left corner, it will disappear
ASK: Now is it equal? ANS: Yes
Next slide
ASK: Are they equal? ANS: No
ASK: How many do we need to take away to make them equal?
Get student to come up to the board and press item to take them away
ASK: Now are they equal? ANS: Yes
Repeat

Third way: ADD ITEMS

Transition: So I love pizza and dont want to take any away, what is a different way I can make them
equal? ANS: Add more
ASK: How many pizzas do I need to add to make them equal? ANS: 3
Do slide
Repeat but get students to do the other slides

Transition: How do we feel about the 3 ways to make groups equal? Thumbs up/down

Learning Activity #2: MATH CENTERS 2 rotations (12 min each 1 min tidy in-between)
*EXPLAIN NEW MATH CENTERS (3MIN)

At your seat: Equal Pairs matching game

Cut out all the pieces then you have to line up the matching number with the group that has the
same amount. show base sheet and how student have to line up the equal groups

Hands on The dice game already in the tub from my previous lesson

Math Facts More or Less Worksheet

Worksheet 1 Color the group with more!! Then draw triangles so the groups are equal
Worksheet 2 Color the group with less!! Then cross out circles so they groups are equal

Teachers Choice Dice Game

2
 Students roll the dice then draw the dice in the box, decided if it is more or less, write in provided
box. Then fill out math sentence.
Do first one together
Explain to students it is their turn to do it, keep rolling the dice and filling out the sections
Remind students that they are to be working on their own and to be focused on math
Formative Assessment: Watch to make sure students are participating in and understanding math centers.
With my small group watch to see what students are understanding the concepts and getting the worksheet
correct and make note of students that are not.
Closure (2min.):
Who can tell me the 3 different ways to make unequal groups equal?
ANS: Add items, take away items, move items

Get students to line up for music