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Math Lesson Plan

Teacher: Maria Nobles

Grade: 1st
Content Area: Math – Balancing Equations
Date: 2/22/19

1. Content and Standards: CCSSM –

 1.OA7: Understand the meaning of the equal sign and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
 1.OA.8: Determine the unknown whole number in an addition or subtraction
equation relating three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 + ? = 11, 5 = 􀃍 – 3, 6 + 6 = 􀃍.

2. Prerequisites:
Students can add and subtract number from 1 to 20.
Students should be able to identify whether the number of objects in a group is greater, less than, or
equal to the number in another group.
Students can use number bonds to decompose numbers of an equation.

3. Essential Questions:
 How do you know that two equations or numbers balance each other out?
 How do you solve equations to make them equal?

4. Materials and Equipment:

Anchor chart
Linking cubes

5. Instructional Objective: Students will strategize and apply understanding of the equal sign and will
be able to solve equivalent equations. Commented [MN1]: Domain 3a: communicating with
students
6. Instructional Procedures:
Whole group
 Before:
Draw scale on anchor chart with the following expressions on each side of scale:
10 + 4 = 9 + ___.

Ask students, what makes a scale even on both sides, or balanced? Have students to turn and
talk to discuss. Use arms spread out to signify scale being heavier on one side. Demonstrate
what it would look like to balance both sides of the scale by bringing arms straight out,
horizontally to the floor. Ask students what a balanced equation would look like with your
arms. Commented [MN2]: Domain 3b: using questioning and
discussion techniques
Explain that we are going to use strategies to solve the equations to balance the scale that has
expressions on both sides.
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Hand out laminated number bond sheets.

 During:
Have students solve the equation on the left using their number bond sheet. Have students
reveal number bond to assess understanding from all students. Commented [MN3]: Domain 3c: engaging students in
learning
Use name sticks to call on students to give the part, part, whole of the number bond. Fill in the
anchor chart.

Ask students how to make the scale balanced since we now know that one side is 14 and the
other equation has an unknown addend. Have students turn and talk to discuss.

Ask students what we know about the equation. Looking for 9 + ___ = 14. Commented [MN4]: Domain 3b: using questioning and
discussion techniques
Use name sticks to have students share their thoughts.

Have students complete a number bond for the equation on the right side of the scale,
understanding there is an unknown number. Commented [MN5]: Domain 3c: engaging students in
learning
Ask students to turn and talk to solve the unknown addend and complete their number bond. Commented [MN6]: Domain 3b: using questioning and
discussion techniques
Remind students to use their laminated number bond sheet to draw the problem out if needed.
Also, give linking cubes to students who need further assistance.

Have students reveal their number bond sheet. Assess all students results. If students need Commented [MN7]: Domain 3d: using assessment in
further clarification revise instruction accordingly. instruction
Commented [MN8]: Domain 3e: demonstrating flexibility
Explain to students they are going to complete a worksheet now, that has equations that need and responsiveness
to be made equal by solving the complete equation and then applying that to the equation with
the unknown variable. Commented [MN9]: Domain 3c: engaging students in
learning
Handout worksheet and have students go to their tables to complete.

 After:
Review by asking students to compare their balance equations worksheet answers with a
partner. Ask the students which expressions can you solve in your head? How can they help Commented [MN10]: Domain 3c: engaging students in
you solve other expressions that might be harder for you? Complete a number bond on the learning
board and ask students to identify the part, part, and whole. Commented [MN11]: Domain 3a: communicating with
students
Domain 3b: using questioning and discussion techniques
7. Assessment:
Observe student work
Balancing Equations worksheet Commented [MN12]: Domain 3d: using assessment in
instruction
8. Differentiated Instruction:
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Enrichment: Have students balance equations with the whole and one part known.
Support: Allow students to use linking cubes solve problems.