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Mathematics Grade 1
Strand: OPERATIONS AND ALGEBRAIC THINKING (1.OA) Standard 1.OA.7
Mathematics Grade 1
Strand: OPERATIONS AND ALGEBRAIC THINKING (1.OA) Standard 1.OA.1
Students will complete a variety of activities to help determine whether or not an equation is equal or not equal.
Students need to understand that an equation is a relationship between numbers where both sides of the equation are equal, or the same. The mathematical symbol for that relationship is represented by the equal (=) sign. Students also need to understand that it is possible that a number sentence could not be equal on both sides. Students need opportunities to see both equations that are true and not true and develop thinking strategies to help them determine whether or not an equation is equal or not equal.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Split the class into pairs and give each pair an odd number of the banana Runts. Pairs work together to find a way to split the bananas so each will get the same amount. Since an odd number can't be evenly split, they need to think of possible solutions both can agree on.
For example: you may have 4+1=5, 3+2 =5, 5+0 =5, 10-5 =5, 9-4=5, 13-8=5, for the number five. Students could make any categories such as: has a zero, addition, subtraction, equals a certain number, has a number larger than ten, all numbers are less than ten, has one even number, has one odd number, has two even numbers, etc. Do the same for other numbers.
You can also include some equations that are false.
Write all the addition sentences that show monkeys jumping on the bed plus monkeys with broken heads equaling five monkeys.
Find places in the house where things are balanced.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works. Research and Theory Related on Identifying Similarities and Differences, pg. 14-17. Alexandria, VA. McRel
Researchers have found identifying similarities and differences to be mental operations that are basic to human thought. There is strong research base supporting the effectiveness of having students identify similarities and differences with and without direct input from the teacher. Both student-directed and teacher-directed activities have their place in the classroom.
Association of State Supervisors of Mathematics & Eisenhower Network, (2002). Edthoughts: What We Know About Mathematics and Learning, pg. 73-99.Aurora, CO. McRel
This section of the book discussed how teachers can improve student learning by teaching metacognitive strategies which include: connecting newly learned information with that already known; carefully choosing appropriate thinking strategies; and planning, monitoring and judging the effectiveness of the thinking processes.