SUBJECT

MATH

TOPIC EQUALITY AND INEQUALITY STANDARD/ OBJECTIVE 2.22- The student will demonstrate an understanding of equality by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol indicates that quantities are not equivalent.
TIME FRAME 3 TEACHING DAYS WEEK OF NOVEMBER 11 NOVEMBER 15 SUMMATIVE ASSESSMENT DATE NOVEMBER 15TH 2013 (CHECKPOINT TEST)

DAY 1

OBJECTIVE:

2.22- The student will demonstrate an understanding of equality

DIFFERENTIATION: By readiness

by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol indicates that quantities are not equivalent.

PROCEDURE
ENGAGE Teacher introduces the concept of equal and not equal by recalling what students already know through Sticky Note Hits and Hot Spots Activity . Sticky Notes Hits and Hot Spots Students will first be given yellow sticky notes, on these notes students will individually write down how they would explain or show what equal means. Then on the other color, students will write down how they would explain or show what not equal means. On the large piece of divided construction paper the students will place the sticky notes on the appropriate side. Students will then discuss with their table partners what they wrote.

MATERIALS NEEDED
o o o o Introduction Powerpoint Yellow sticky notes 2nd color sticky notes 6 large pieces of construction paper divided and labeled equal and not equal along with the two symbols White boards for informal formative assessment (class set) Dry erase markers (class set)

EXPLORE/EXPLAIN Teacher will ask students if they noticed the two symbols beneath the words equal and not equal. Teacher will direct students to look at symbols of equal and not equal. Explain that the symbol for not equal has a slash through it like a big sign that means NO! (Relate it to No Smoking signs if needed)

ASSESSMENTS Pre-Assessment Sticky Note Hits and Hotspots Informal Formative Assessment White board review (Teacher observes for student understanding, can see which, if any, students are having difficulty)

EXPLORE/EXTEND Teacher passes out white boards and markers. Teacher has students draw a sign for equal, and show. Teacher clarifies for any students as needed. Teacher has students draw the symbol for not equal, and show. Teacher clarifies as needed. Teacher should use the term same as interchangeably with equals or is equal to.

Teacher then using power point will go through a progression of different problems where students will identify and use the appropriate symbol to distinguish between equal and not equal quantities. (e.g., 8+2 = 7+3 and 1+4 6+2) The powerpoint begins with pictures representing quantities and progresses to simple equations, moving to the example provided above. An extension of a more complex equation will be shown for students who are ready * The last slide is the Equality Challenge!*. Students are shown an equation or inequality and they will draw the symbol for the appropriate problem. They should draw either the equal symbol or the inequality symbol. Students record answer and flip boards down so no one else sees their response, they direct eyes on teacher to show they are ready to show. Teacher uses a word like go or show me and students hold boards in the air facing teacher. The teacher scans all students responses for understanding. Making notes if any student is having difficulty, and clarifying on the spot as needed.

DAY 2

OBJECTIVE:

2.22- The student will demonstrate an understanding of equality

by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol indicates that quantities are not equivalent.

DIFFERENTIATION: By readiness and interest MATERIALS NEEDED o

Sentence Strips ( at least one per student, preferably 2 per student)

PROCEDURE
ENGAGE Teacher reviews homework and engages students in discussion about equal (meaning same as) and not equal to recall what they already know. Teacher reviews symbols for equality and inequality EXPLORE/EXPLAIN Teacher introduces model of a problem that is an equation and one that is an inequality, using a blank square between each side so students must decide whether it is equal or not equal. (Teacher may have two large cardboard signs, one for equal and one for not equal at opposite ends of the classroom. Teacher can have students move to the symbol they think should be used in the sentence strip problem presented by the teacher.) Teacher checks for understanding based on student response(may also use thumbs up or down or other preferred method of quick checks) EXPLORE/EXTEND Creating and Solving Problems Using Sentence Strips Activity Teacher redirects students to strips with blank square. Teacher instructs students they will be writing a problem for another student to solve. Teacher gives directions and models procedure. Students will write a problem for example ( 3 + 2 10 5) on one side of the sentence strip. Students write their name below ( to identify who wrote the problem) [Teacher may decide to assign students to write an equal problem or a not equal problem to ensure both types of problems are created or teachers may have students write one equal and one not equal sentence] Then students will come up and place strips in pile at designated location in room as they complete and will pick up one strip that they did not write. The student solving will write their name on the back and fill in the square with the correct symbol. Once complete they may pick up one more if each student did two and complete another following the the same procedure.

Teacher example of inequality and an equation on sentence strips Large cardboard symbols of equal and inequality posted at opposite ends of classroom** ASSESSMENTS

Pre-Assessment Homework review Informal Formative Assessment Creating and Solving Problems Using Sentence Strip

EVALUATE Students will then share some of the strips with the whole group. Teacher facilitates higher level thinking by asking students to explain how they solved the problem and how they knew which symbol to use. Teacher will then collect strips and review later for assessing student understanding and mastery of essential skills

DAY 3

OBJECTIVE:

2.22- The student will demonstrate an understanding of equality

DIFFERENTIATION: By readiness

by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol indicates that quantities are not equivalent.

PROCEDURE ENGAGE Teacher reviews homework and engages students in discussion about equal (meaning same as) and not equal to recall what they already know. Teacher reviews symbols for equality and inequality EXPLORE/EXPLAIN Using the review handout that students completed during morning work, teacher will review with whole group and clarify any misunderstandings. EXPLORE/EXTEND Equality and Inequality Bingo Teacher distributes the Bingo sheets with all of the same squares, just in different locations. Each square has either = or symbols as well as one side of equations, for example ( 10 + 2) Students will use chips or torn paper to mark corresponding answers as cards are drawn. The cards may be called and then displayed using document camera as well. Students will demonstrate the following essential knowledge and skills in order to play the game. Students will call out EQUAL when they think they have bingo Teacher checks bingo sheet using cards pulled Students may win opportunity to draw cards for next game and or another motivational prize. For example a star on their star card or a point for their team tallies. Teachers may decide to use a treat like a candy or a one subject homework pass. o o o

MATERIALS NEEDED SMART NOTEBOOK quiz game review Review Handout Varied location of squares for Equality and Inequality Bingo Sheets (Handout) Bingo chips or torn paper Bingo cards for drawing with corresponding answers ASSESSMENTS

o o

Pre-Assessment Homework review Informal Formative Assessment Class quiz game using SMART NOTEBOOK Equality and Inequality Bingo Formal Formative Assessment Handout

EVALUATE

SMART NOTEBOOK Quiz Game Review