# Lesson: Equal Means Interchangeable

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### Lesson Objective

Students understand the concept of equality, the concept of a balanced equation, and determine whether values are equal

### Lesson Plan

Materials:

scale (2 sides that can equal out)

5 or more groups of small objects – balls, paperclips, marbles, erasers, staplers, markers, blocks, etc.

4 scale signs (attached)

Attached worksheet

Standards:

8-12A 1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable:

A1.1 Students use properties of numbers to demonstrate whether assertions are true or false.

Anticipatory Set:

(Set up stations ahead of time, with sides labeled and objects on either side that can be compared)

Launch: Present 3 problems that review recently acquired skills, provide 3-5 minutes for solving, solicit answers, guide student-led clarification if needed

Write on the board: What do we mean when we say that something is equal to something else?

On an empty space on the board, write 5-10 = signs, with space on either side. Circulate and hand markers to students and ask them to fill in the “equation”. You might get answers like “6 = 6”, “0 = Nothing”, or “Math = Hard”. Let them be creative.  After you have enough examples, ask students to give a definition to the word “equals”.

Guided Practice:

Divide students into 3 or more heterogeneous groups. Allow 5-8 minutes at each station. Circulate and guide. Students should sketch what they put on each side to achieve equality.  See attached station labels.

Discuss some solutions with entire class.

Independent Practice:

Students complete attached worksheet independently or in pairs.

Conclusion/Assessment:

Exit Ticket:

7 - 2 + 3 [ ] 4 -1 +3

### Lesson Resources

 EqualsLesson.docx   Homework 521 StationLabelsEquals.pdf 455 EqualsLesson.docx 308 equalsworksheet.pdf 340