McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Niyoria McKinnis Date: November 8, 2017

Title of Lesson: Equality Cooperating Teacher: Mrs. Davis

Core Components
Subject, Content Area, or Topic
2nd Grade Math
Student Population
17 boys
8 girls
Learning Objectives
SOL 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.
Virginia Essential Knowledge and Skills (SOL)
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)
Materials/Resources
Pretzels or licorice sticks, addition equality/inequality guided practice and independent worksheet

Safety (if applicable)

Time
(min.) Process Components
10 *Anticipatory Set
mins Who has been on a sew saw before? What happens on a see saw?
Today we are going to learn about equality. Does anyone have an idea of what that word
may mean? (Equality means equal)
Show students the balance beam. What do you think this is used for?
TTW introduce the words =equivalent and not equivalent using the balance beam to
demonstrate.
TTW start the activity which one doesnt belong to start the lesson off.
Show the students three sets, two of which are equal and one of which is not. Ask the
students to pick out the one that is unequal and explain why. After doing this concretely
with manipulatives and hearing the students' explanations, giving all students the
opportunity to see and hear what is expected, The first example will be pictorial. The next
series of examples can be addition equations only, such as 4 + 7, 3 + 9 or 5 + 6. The next
series can be all subtraction facts and, for a challenge, some mixed number facts, such as
15 7, 2 + 6 or 4 + 5.

1 min *State the Objectives (grade-level terms)

I can identify the = symbol means that the values on either side are the same (balanced).
I can identify the symbol means that the values on either side are not the same (not
balanced)
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Identify equivalent values and equations.
I can identify nonequivalent values and equations.
I can identify and use the appropriate symbol to distinguish between equal and not equal
quantities.

5 mins *Instructional Input or Procedure

The teacher will have the students go back to their desk where pretzels will be. The
students will use the pretzel sticks as a manipulative for signs.
TTW present problems on the board and the students will show whether it is equivalent or
not using their pretzels.

2 mins *Modeling
The teacher will model what students will be doing with the pretzels on the document
camera before dismissing students to their desk

1 min *Check for Understanding

Thumbs up if you understand, Thumbs in the middle if you need clarification and thumbs
down if you completely do not understand.

1 min *Guided Practice:

Addition Equality/Inequality guided practice worksheet
We will complete this worksheet together as a class calling on different students using
sticks.
15 *Independent Practice
m TSW complete addition Equality/Inequality Independent practice #1
in Students will complete this worksheet on their own to see student progress.
s
2 mins Assessment
7+7_____ 6+8
2 mins *Closure
What is one thing you learned from todays lesson in math?
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Using manipulatives for equal and not equal signs for visual learners.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015