Hestia Mayes

MATH LESSON: THE EQUAL SIGN

Grade: 1st
Duration: 45 minutes
Number of students: 4
WHAT?
The main purpose of this lesson is to teach students that the equal sign, denotes the relation
between two equal quantities, to use the phrasing of Carpenter (p. 9). Rather than viewing the
equal sign as something that means is or something that indicates one should write the answer
next, students will ideally come to see the equal sign as a symbol that indicates that both sides of
the equation have the same value. Students will also learn to determine if two sides of an
equation are equal by solving each side of the equation and seeing if the results are the same (all
equations will involve only addition during this lesson). A particular goal is to teach students that
two sides of an equation can be equal even if they do not have the same numbers; in other words,
they will need to develop an understanding that the end value, after operations have been
performed, is what matters when determining equality.
HOW?
I plan to teach this content by letting students explore and come to conclusions. I will guide and
support them by asking targeted questions and leading them in frequent discussions. I planned a
series of tasks that focus on the concept of equality and ask students to consider both whether a
number sentence is equal, and why it is/is not. The first task is easier and should provide
scaffolding for attempting the second task. I plan to ask frequent questions and also encourage
the students to talk to one another. I will minimize discussion of correct solutions, and focus on
how students solved problems and what conclusions they can draw from these strategies. I will
give students manipulatives, paper, and pencil because I think these tools will aid them in using
the targeted strategy for determining equality: adding both sides and checking for equivalence. I
will try to establish an environment of problem solving and collaboration by reminding students
that we are exploring possibilities and looking to find answers together. Overall, my goal is that
this lesson is taught in an interactive way, where the students are coming to conclusions through
the solving of tasks designed to engender these realizations. My role will be to model, ask
higher-order thinking questions, and provide scaffolding if students are struggling.
WHY?

Caroline Ebby 11/18/15 9:25 PM

Comment: Help students understand?

Caroline Ebby 11/18/15 9:25 PM

Comment: Do you think that some students
might also be able to use relational thinking
i.e., without figuring out the total?

Caroline Ebby 11/18/15 9:25 PM

Comment: Total value? Its a minor point, but
end value makes it seem linear, like you get the
answer at the end.

Caroline Ebby 11/18/15 9:25 PM

Comment: What manipulatives? Cubes?

Caroline Ebby 11/18/15 9:04 PM

Deleted: manipulables

I chose this topic because when I asked several of my students what the equal sign means (for a
field placement assignment for class), most of them said something along the lines of Its what
you put before you write the answer. Based on this sample, I suspect that many of the students
in my class may have an incomplete or incorrect understanding of this symbol and equality. As
discussed in the Carpenter article and in class, a solid understanding of equality is fundamental
for much of the math my students will do in the rest of first grade and in the years to come.
Additionally, the content I am teaching here is supported by the CCSS: Work with addition and
subtraction equations. 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. I chose to
teach this lesson by introducing the topic to students and activating their background knowledge,
but then having them solve problems on their own and asking them to draw conclusions and
make connections. I think this layout, and the tasks I selected, will place more higher-level
demands on the students, and therefore encourage deep mathematical thinking and
understanding, as opposed to basic memorization (as described by Stein, pages 15-16).

Caroline Ebby 11/18/15 9:25 PM

Comment: Its great that you have planned a
lesson based on a formative assessment

Goals/Objectives: Students will learn to understand the equal sign as expressing a relation
between two quantities, where both sides of the equation must represent the same number, and
will determine whether an equation is true or false.
Request for feedback: How can I make the definition denotes the relation between two equal
quantities more accessible to ESL six year olds, while preserving the same meaning?
Is there a better strategy to teach students how to determine if an equation is equal? I feel like
having them solve each side and check for equivalence is the strategy that best supports the
understanding of equivalence that I want them to have--do you agree?
Standards: Work with addition and subtraction equations. 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.
Materials and preparation:
- Whiteboard and markers
- Magnets
- Problem sheets for activity 1 (four copies)
- Problem sheets for activity 2 (four copies)
- Manipulables (enough for each student to have at least 10)
- Paper/pencils
Classroom management and arrangement issues:
We will be working in the library, so as to minimize distractions (both for my students and their
classmates). We will all sit together at a square table during the launch and the debrief, because
that will make it easier for everyone to see the board and to have discussion. Additionally, we
will come back to the square table before the start of each activity, so that everyone can hear the
directions and watch me do a sample problem. While working on the activities, I will give
students the option to spread out to other nearby tables in the library if they want more space. I
will give students 1-minute warnings before calling them back to the main table.
I suspect the main potential management problems will be students getting off-task and students
not re-focusing each time we reconvene to start a new task. To keep students on-task while they
work on the activities, I will have all the students stay at nearby tables, so that I can frequently
circulate and check in. I will ask questions to redirect and engage students or provide reminders
to stay on task. In order to refocus everyone each time we come back to the main table, I will use
the 1-2-3 eyes on me phrase, which is typically very effective in getting their attention.

Caroline Ebby 11/18/15 9:25 PM

Comment: I suggest different wording here just
to allow for different strategies (and relational
thinking)

Caroline Ebby 11/18/15 9:06 PM

Deleted: two sides of an equation are equal by
solving each side of the equation and checking for
equivalence

Caroline Ebby 11/18/15 9:25 PM

Comment: I think is the same as is the most
accessible definition for young children

Caroline Ebby 11/18/15 9:25 PM

Comment: This is one strategy, but they may
also use what they know about the operations,
as we saw in the video of David. See the
Carpenter reading for more on the difference
between relational thinking and solving both
sides. Asking is 2 + 3 the same as 4+ 1 ? how
do you know? Leaves it open for them to
determine a strategy.

Plan:
1. Before (7 minutes): I will start by writing the equal sign on the board and asking students what
it is called. After getting some answers (I suspect most students will know the name), I will state
that it is the equals sign. I will then ask students to explain what this sign means. I will not
comment on whether answers are wrong or right at this point; rather, I will tell students that we
are going to explore the equals sign and its meaning today. Then, I will write an incorrect
number sentence on the board: 2+3=8. I will ask students if they think this is true/right, and
why/why not. If they are struggling, I will ask scaffolding questions (without revealing too
much), such as What does 2+3 add up to? Next, I will write a correct number sentence on the
board: 2+4=6. I will repeat the process of asking students if they think this is true/right, and
why/why not. I will transition to the body of the lesson by telling students that they are going to
look at some other number sentences and decide if these number sentences should have an equal
sign.
2. During (30 minutes): The body of the lesson will contain two similar tasks, with different
kinds of problems in each. Students will work on each task independently and will be given
manipulables. I will tell them they can solve the problem however they like--drawing,
manipulables, mental math, etc. I will be very clear in asking them to focus on how they are
solving it and to show their work. I will also remind them that we are all working together to try
to make meaning of the equal sign. Before starting each task, I will go over a sample problem
with the students.
For the first task, students will work on number sentences that have the same addends, in a
different order. I will write the problem 3+4=4+3 on the board and ask the students if it is a
true/right number sentence. I will ask students to explain their answers and ask follow-up
questions that target how they solved it if necessary (e.g. So it sounds like you added 3+4 ad
4+3 and found they were both seven, is that right? or So you saw that both sides of the equals
sign had the same numbers, just in a different order?). After this discussion, I will give each
student a worksheet with two problems on it: 5+1=1+5 and 4+2=3+2. The number sentences will
have a circle where the equal sign goes. The students will work to determine if the number
sentence is true and if they believe it is, they will write an equal sign in the circle (note--they are
familiar with the circle being used as the place where they write symbols). I will circulate to
monitor students, take notes, and provide some support. I will reconvene us once all/most people
have finished. I will then lead a discussion by asking students what strategies they used to solve
the problems, and I will represent these strategies on the board. I will encourage and ask students
to ask each other questions, comment on others strategies, or explain what someone else did.
Then, I will ask if anyone feels ready to explain what the equal sign might mean. I will not
comment on the accuracy of responses at this point.

Caroline Ebby 11/18/15 9:25 PM

Comment: You could just say here, another
way to think of the equal sign is that it means is
the same as. And then launch into your first
example. Is 2 + 3 the same as 8? How do you
know?

Caroline Ebby 11/18/15 9:25 PM

Comment: How about, can you show me 2 + 3
with the blocks? Is that the same as 8?

Caroline Ebby 11/18/15 9:25 PM

Comment: You could write 6 = 4 + 2 here to
really emphasize the meaning of the sign

Caroline Ebby 11/18/15 9:25 PM

Comment: I think Id say here working to
determine if the equations are true or false

Caroline Ebby 11/18/15 9:25 PM

Comment: Ok so this seems like its still part of
the launch, since its whole group

Caroline Ebby 11/18/15 9:25 PM

Comment: Hmm, it cant really be true or false
if there is no symbol there. In fact its not a
number sentence without the symbol. Could you
have the = sign there and have them write True
or false and explain? You might want to have
more than 2 problems for students who might
work quicker than others.

Caroline Ebby 11/18/15 9:25 PM

Comment: So is this the wrap up then?

For the second task, I will transition us by writing a new problem on the board: 1+7=4+4. I will
ask students if they think it is equal/true, and if they have any ideas on how to figure this out.
Since they have not seen a problem like this before, I am expecting that this will stump them
more. Again, we will listen to any ideas students may have, but I will not tell them exactly how
to do it. Then I will give each student a worksheet with two problems on it: 2+2=3+1 and
1+5=5+5. The number sentences will have a circle where the equal sign goes. The students will
work to determine if the number sentence is true and if they believe it is, they will write an
equals sign in the circle. I will circulate to monitor students, take notes, and provide some
support. Because I expect this task will be harder, I may provide more substantial support than
last time (i.e. more guiding questions, a suggestion of how to start using the manipulables). I will
reconvene us once all/most people have finished. I will then lead a discussion by asking students
what strategies they used to solve the problems, and I will represent these strategies on the board.
I will encourage and ask students to ask each other questions, comment on others strategies, or
explain what someone else did. If all students were really struggling, I will simply show them
some ways to solve the problem. Then, I will ask if anyone feels ready to explain what the equal
sign might mean. I will not comment on the accuracy of responses at this point.

Caroline Ebby 11/18/15 9:25 PM

Comment: Oh ok. I think it can be hard to
transition kids back and forth from whole group
discussion to small group work multiple times. I
would suggest going over several together, then
have them do a few independently, and then
come back to discuss. Otherwise its hard to
time it just right everyone has enough work
time. Alternatively, you could present this
challenge at the end to do together and give
them a similar one as a exit slip. You are trying
to cover a lot of ground in one lesson here and I
think it may be too much.

During discussions, I will be particularly listening for what strategies students use and whether
these strategies indicate an understanding of the equals sign. For example, if a student says, I
knew that one is equal because it has the same numbers on both sides, I would know that they
understand something about the two sides being the same, but not necessarily that they grasp the
concept of the relationship--for example, they may think equations can only be equal if both
sides have the same numbers. I will ask questions about what strategies students used and how
those strategies are related to the meaning of the equal sign.
Request for feedback: How do you feel about my plan to share strategies after the end of tasks
one and two? What can I do to encourage the target strategy (adding each side and checking for
equivalence) without directly telling the students this is the best one?
3. After (7 minutes): For our final discussion, I will ask students to think about how they solved
all of the problems and then ask students to share strategies again. After sharing a few, I will ask
what they think the equal sign might mean at this point. Based on what responses I get (or
possible lack of responses), I will ask scaffolding questions that target the idea that the equal sign
expresses a relationship: Lots of students figured it out by adding up one side and adding up the
other side. How did that help? What were you looking for? What made you say that an
equation was equal? If we got two different numbers on the different sides, is that equal? Why
not? I will try to keep it student-driven and to revoice important points. If it seems like it is
necessary/helpful, I will directly tell the students that the equals sign means that the values of
each side are the same; I can also illustrate this with a problem (i.e. I can do 1+5=3+3 on the

Caroline Ebby 11/18/15 9:25 PM

Comment: See above. I dont think it is
necessarily the best one. For 2+ 2 = 3 + 1 If
students notice that 3 is one more than 2 and 1
is one less than 2, that is relational thinking and
its a higher level of thinking than finding the
total of both sides. I think what you want to
focus on is do they understand the = sign as a
relationship rather than an operation.

board and draw circles for both sides, showing that both sides add to six and so both sides are the
same).
Anticipating students responses and your possible responses:
1. Different strategies: Students may solve the task by just checking to see if the equation
contains the same numbers on both sides. This strategy will sometimes produce correct answers,
but can also produce incorrect answers. If I see this, I can guide students by asking them to think
about what each side adds up to. Students may solve by adding each side separately and seeing if
both sides add to the same value. They could do this in their heads, by drawing, or by using
manipulables. Since this is the target strategy, I will ask students who do this how this strategy
works and what it means about the equals sign. Also, if students are using mental math, I will ask
them to explain, since I will not have the visual evidence of what they are doing. Students may
also do very incorrect things, such as adding all four numbers straight across. In this case, I can
guide them by asking them to think about each side separately.

Caroline Ebby 11/18/15 9:25 PM

Comment: I dont think you need to belabor
the meaning of the = sign here. You want them
to recognize the meaning in the context of the
problems they are solving. Its worth asking
them what it means, but dont feel like you have
to give them a formal definition of answer at the
end of this lesson. If you were teaching full time,
you would revisit this again and again. You may
be left with incomplete understanding at the end
of the lesson, but the important thing is that you
will know where they are in their thinking and
what to do next.

2. Likely areas of confusion/difficulty: I think most students will be more comfortable with task
one, since they have frequently practiced number sentences where the addends are in a different
order in class. On task two, students may be thrown off by the fact that there are different
numbers on each side of the equation; they may think this means it cant be equal, or may not
know how to proceed at all. Since this is an explorative lesson, I do not necessarily think it is bad
if students are struggling with this; I just need to provide appropriate support. For example, if a
student is convinced that an equation with different numbers on both sides cant be equal, I could
tell them, It actually can be--can you think of a way to show me how?
3. Managerial challenges: It will potentially be difficult to keep students focused and engaged
during the discussions, especially if they are confused. I will try to keep students focused and
encourage participation by changing the course of my questions to make sure that there are some
questions they are able to answer. I can also encourage participation and engagement by having
students draw their explanations on the board, because they love drawing on the board and this
strategy seems to get their attention.
Request for feedback: How much modeling/supporting would you suggest I do? The goal of
course is for students to drive the work and the realizations--but what would you advise doing if
a student is completely stuck or completely misguided?
Assessment of goals/objectives:
If a student has fully reached the goals I have set for this lesson, that student will be able to
correctly determine whether number sentences are equal or not equal, add both sides of the
equation in order to make this determination, and articulate that the equals sign means that the

Caroline Ebby 11/18/15 9:25 PM

Comment: Yes, if they are completely stuck,
you might say can you show me what 4 + 4 is
with the blocks? Can you show me what 7 + 1
is? Are they the same? Note you are still asking
them to reason about it but giving them
something more concrete to anchor their
thinking.

value of one side of the equation is the same as the value of the other side of the equation. I can
find evidence for students progress toward these goals through observations/monitoring,
responses to questions/during discussion, and answers provided on their worksheets from the
tasks. I will also rely on my observers notes and my checklist (attached at the end).
Accommodations:
For students who are finding the material challenging, I will provide scaffolds as I walk around
during student work time. I can ask guiding questions and break the problem down into multiple
steps. For example, 1+5=5+1 can be re-written as 1+5=___ and 5+1=___ . I can also model
problem-solving strategies for these students.
For students who finish early and/or need more of a challenge, I will provide them with
additional problems. If a student really seems to get it, I can introduce them to a problem with
more than two addends on a side (e.g. 3+2+2=4+3). I can also ask these students to try to solve
the problem in a new way (e.g. if they drew pictures, Ill ask them to try to solve it in their head).

Correctly
names
equal sign

Defines
equal sign
in terms of
sameness

Defines
equal sign
in terms of
equivalent
value

Can
accurately
determine
if an
equation
with same
addends is
equal

Can
accurately
determine
if an
equation
with
different
addends is
equal

Uses target
strategy to
determine
equivalence

Student 1

Student 2

Student 3

Student 4

Request for feedback: Are there other items I should include here? What resources, besides the
Carpenter article, can I use to inform this checklist?

Caroline Ebby 11/18/15 9:25 PM

Comment: Include relational thinking as a
strategy. Im going to send you a video.