CHESAPEAKE PUBLIC SCHOOLS WEEKLY MATH COLLABORATION & LESSON PLAN

TEACHER: Bryant, Byrd, Chappell, Flood, Pooley, Tyson, Wells SCHOOL: TME
GRADE LEVEL: 2 nd
SUBJECT: MATH
WEEK OF: Oct. 30 Nov. 3, 2017 PACING GUIDE WEEK: 9
THINGS TO CONSIDER FOR COLLABORATION
STANDARDS OF LEARNING
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.
BIG IDEA(S)
Strand: Number & Number Sense, Computation & Estimation
ESSENTIAL UNDERSTANDING(S)
All students should
Understand that the equal symbol means equivalent (same as) quantities. The inequality symbol () means not equivalent.
ESSENTIAL KNOWLEDGE & SKILL(S)
The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
Identify the equality (=) and inequality () symbols.
Identify equivalent values and equations. (e.g., 8 = 8 and 8 = 4 + 4)
Identify nonequivalent values and equations. (e.g., 8 9 and 4 + 3 8)
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)
ESSENTIAL ACADEMIC VOCABULARY
Equality, inequality, equals, equation, equivalent, symbols (= and ), balanced, unbalanced
COGNITIVE LEVELS
Remember - Recall previously learned Information = R Understand - Demonstrating an understanding of the facts; explaining ideas or concepts = U
Apply - Using information in another familiar situation = AP Analyze - Breaking information into parts to explore understandings and relationships = AZ
Evaluate - Justifying a decision or course of action = E Create - Generating new ideas, products, or ways of viewing things = C
IT IS ESSENTIAL THAT YOUR CONTENT, INSTRUCTIONAL, AND ASSESSMENT ARE ALIGNED
MARZANOS HIGH YIELD INSTRUCTIONAL STRATEGIES
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD
___ Identifying Similarities & Differences 45% Return THE POSITIVE RETURNS YOU WANT FOR YOUR
___ Summarizing & Note Taking 34% Return
___ Reinforcing Efforts & Providing Recognition 29% Return STUDENTS?
___ Homework & Practice 28% Return Teach Others/Immediate Use of Learning 95% Return
___ Nonlinguistic Representations 27% Return Practice by Doing 75% Return
___ Cooperative Learning 23% Return Discussion 50% Return
___ Setting Goals & Proving Feedback 23% Return Demonstration 30% Return
___ Generating & Testing Hypothesis 23% Return
Audio/Visual 20% Return
___ Questions, Cues, & Advanced Organizers 22% Return
Reading 10% Return
REVIEW OF PRE-ASSESSMENT INFORMATION Lecture 5% Return
HOW WILL YOU DIFFERENTIATE INSTRUCTION?
WEEKLY PLANNING THURSDAY *Times notated on board for teacher led instruction (30 min. max) and small group instruction/stations (40 min.)
*Objectives on the board each day
OBJECTIVE (S): I CAN BLOOMS TAXONMY INSTRUCTIONAL STRATEGIES Discussion
I can apply the symbols for equality Understand - Demonstrating an understanding of Cooperative Learning Practice by
and inequality to number sentences. Reinforcing Efforts & Providing Recognition doing
the facts; explaining ideas or concepts
Homework & Practice Audio/Visual
Apply - Using information in another familiar situation Identifying Similarities & Differences Lecture
Analyze Breaking information into parts to explore Summarizing & Note Taking
understandings and relationships
MATERIALS Anchor Chart (See attached sample) Balance Scales with addition and subtracting fact cards
Exit Ticket Recording sheets and dry erase markers
ANTICIPATORY SET Math Talk/Number of the Day Use the number of the day template or Smartboard. Ask a student to give select a
*Introduction w/ technology and/or number (give qualifiers, such as, 2-digit number, between 30 and 40) and discuss the various skills (even/odd, rounding,
book place value, make tallys, etc.)

PREVIOUS LESSON REVIEW
*Use vertical articulation chart for Pre
Assessment
INPUT AND MODELING
*Mini- lesson (hands-on) whole group
CHECK FOR UNDERSTANDING
*Teacher Observation & Conferencing
GUIDED PRACTICE
Present the equation 7+2 = 12 - ___ to the students to review how to balance eqautions.
Share with students that today we will work on
Today, we will focus on demonstrating our knowledge of equality and inequality by filling in the symbols for number
sentences. Model how to solve for each side of the equation and check the symbol to determine whether or not it is true.
*Use both addition and subtraction number sentence!* For example: 5+3 ___ 6+2 (would we use the = or
symbolwhy?) 15 3 ___ 12 3 (would we use the = or symbolwhy?)
Ask students to write two number sentences with a blank for the symbol. Trade with a friend to determine if the values
are equal or not and write the correct symbol. (For example: 1+2 ___ 4 + 3)
Blooms R, U, AZ
Low Group- Have students take out two facts from the baggie and put one on either side of the scale. Solve each side
using base ten blocks, tally marks, counters, or number lines. Encourage students in the strategies they are using. Once
they solve each side, have them apply the equal or not equal sign as appropriate.
High Group- Have students pull two facts from the baggie and put one on either side of the scale. Solve each side and
apply the equal or not equal side. As students are ready, have them create facts for each other.

*Students will complete math stations while teacher pulls small groups.
INDEPENDENT PRACTICE Students will complete differentiated activities while the teacher pulls back students in small groups.
*Stations/centers Low Group-
High Group-
ASSESSMENT Formative assessment of students understanding and critical thinking skills as students are pulled back in
small groups.
Take anecdotal notes of students thinking, strategies, and misconceptions.
CLOSURE Exit Ticket see attached
 Equality and Inequality

=
Equality means equal to or the same
(balanced)
Equations or number sentences must be balanced to
demonstrate equality.
8=8 17 = 17
13 = 10 + 3 15 = 20 5
6 + 6 = 10 + 2 4 + 8 = 14 2

12 + 4 = 8 + 8

12 + 4 8+8

Inequality means NOT equal to
(unbalanced)
12 + 4 = 8 + 8

10 + 5
6+3
Name ___________________________________ Exit Ticket - Thursday

Equality or Inequality

Draw the symbols = or to show equality or inequality.

12 _____ 14 18 _____ 18

9 _____ 6 + 3 3 _____ 10 - 7

6 + 6 _____ 15 10 + 9 _____ 20

4 + 5 _____ 10 - 1 8 + 2 _____ 10 - 2

Complete the number sentence to balance the

equations.

2 + 2 = 3 + _____ 10 + 4 = _____ + 7

6 + _____ = 9 + 5 5 + _____ = 8 + 6