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Lesson

Using Pan Balance for Equal and Unequal Complex

Date

Nov 24

Subject/Grade
Level

Math Grade 1

Time
Duration

45 mins

Unit

Equal and Unequal

Teacher

David Zimmer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Represent algebraic expressions in multiple ways.

4. Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to
20).
[C, CN, R, V]
5. Record equalities, using the equal symbol.

LEARNING OBJECTIVES
Students will:
1. Recognize equal and unequal amounts using a pan balance
2. Describe equality and inequality as a balance
3. Record equalities using the equal symbol and unequal symbol

ASSESSMENTS
Observations:
Key Questions:

Products/Performances:

equal means? And Not equal or unequal means?

what makes one side go down and the other up?
Which side do you think is going to have more? Why? Use your 10 frame to
explain it.

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Snap cube
Worksheet
Balance scale

PROCEDURE
Prior to lesson
Consider:

Attention Grabber
Assessment of Prior
Knowledge
Expectations for Learning
and Behaviour
Advance Organizer/Agenda
Transition to Body

Introduction
Review Equal and Unequal. Ask students who remembers what equal
means? And Not equal or unequal means? Review the symbols as well.
Repetition is good; Review how a pan balance works. Have students act
as pan balances as I say a certain number for each hand. Use the blue
dice cubes, one in each hand and have students use their arms to show
which way it would go. Ask students what makes one side go down and
the other up? If they are equal their arms are equal, if unequal they
lean to whichever side has the greater number. Repeat this a few times.
User snap cubes in my hands to show it as well, as I act as a pan balance.

Body
Consider:

Variety of Learning Styles

Questioning throughout
Differentiation for students

Show on a pan balance how two numbers on one side and two numbers
on another side could work. Ask them to predict what they think it is
going to do each time. Do it a few times.

Time

5:00 min
1:40 1:45

Time
5:00 min
1:45 1:50

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Focused formative
assessment

Consider:

Consolidation of Learning
Feedback from Students
Feedback to Students
Transition to Next Lesson

Give students worksheets to predict on their own what they think will
happen when a certain two amounts are put into a pan balance on
either side. The amounts that they are predicting from will be put up on
the Smart Board. They will circle the picture of which way they think it
will go and circle the symbol that goes along with it. Once the students
have predicted what they think will happen they will be put into groups
to test using a real pan balance. Students will be reminded of rules and
etiquette for group work. One partner will put the cubes in on one side
and will count them out, so for example 3 and 3; they would count out 3
and then another 3 into the pan. The other partner does the other side.
The groups will go through the same amounts they predicted for and
will see if they had gotten it right based on what they see in the pan
balance. Once groups have tested all the amounts they will go back to
their desks. And we will go over the correct answers together.
Two students are a little bit behind so have the EA take them to the
back and do a different set of predicitions based off of a sheet I will give
to her. This sheet will be more similar to the sheet from the previous
lesson, single digits, no higher than 10. When they go to test give them
10 frames to write on as well and let them put the snap cubes in a line
before they use the pan balance. Give them extra attention as they are
doing the experiment and ask them probing questions. Which side do
you think is going to have more? Why? Use your 10 frame to explain it.
Closure
Revisit equal and unequal terms and symbols ask students questions
like What makes one side go down on a pan balance? What makes the
other side go up? What does it mean if both sides stay the same? Why
does one side of a pan balance go down. Does this mean equal or
unequal. Ask students to image that they are pan balances and have
certain amounts in each hand which way will they go? Give each
student a chance to do this at least once. (Same as from beginning).

15 min
1:50 2:05

Time

5: 00 min
2:05 2:10

Exit Slips write the signs for equal and unequal

Sponge
Activity/Activities

Equations worksheet (5:00 min) Do a body break between Math and Science. (5:00
min).

Reflections from the

lesson

Insert any related student materials, assessment tools, etc. for this lesson. Ensure the next
lesson plan starts on a new page.
This was the third lesson I taught in a row. It had some ups and downs to it, but I wanted to include this lesson
because it was the best example of using previous assessment to differentiate learning that I had in my PS1.I found
from the previous lessons that I taught, and the worksheets I had collected that there were two specific students that
were struggling with the concept. So I made new, more complex worksheets for the rest fo the class, but just adjusted
the worksheets from before for these two students. SO they would be doing a similar worksheet to that of the

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previous lesson whereas the other students would be doing a more complex one. So I had the EA take the two
struggling students to the back where they made their predictions based on a specific sheet that I gave to her. While
she was doing this I was leading the rest of the class in making predictions for the newly created worksheet. Once the
predictions were done and the students were on their way to testing their experiments in the pan balances, I went to
the two struggling students to help them specifically in working on their sheets. I also brought to them a number line
so they wouldnt just be using a pan balance, but a visual number line as well. I would help them with a question then
roam the room checking other groups briefly, then head back to the struggling students. They were able to do much
better this time than on the lesson before, and were even able to start the worksheets the rest of the class were
working on before class ended. This allowed me to go over just one worksheet with the entire class at the end, and
as we were checking the answers, I was asking the struggling students many question on why or how it is this way. I
felt this lesson really emphasized my want to differentiate learning for different students. I felt this lesson was
acheiveing KSAs a) and e).
KSAs
a) contextual variables affect teaching and learning. They know how to analyse many variables at one time, and how
to respond by making reasoned decisions about their teaching practice and students learning;
e) all students can learn, albeit at different rates and in different ways. They know how (including when and how to
engage others) to identify students different learning styles and ways students learn. They understand the need to
respond to differences by creating multiple paths to learning for individuals and groups of students, including students
with special learning needs;

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Name ___________________________
Predictions

1.

2.

3.

4.

5.

6.

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= Equal = and

Unequal

Name __________________________________
Put this amount into the pan balance. Then colour the correct picture and circle the sign.

1.

2.

3.

4.

5.

6.

12

10

12

11

10

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