Lesson Activity Plan Template
Title of Activity:
What is Equal?
Grade Level:
4th/5th grade
Mathematics Concept Standards:
Express mathematical relationships using equations
Represent the idea of a variable as an unknown quantity using a letter or a
symbol
Learning Objectives:
demonstrate an understanding of equality between pairs of expressions
solve for a single variable to equate pairs of expressions
Math and Literature Connection:
Equal Shmequal, by Virginia Kroll
Learn the Content:
In table groups, have students discuss what it means for something to be equal.
Ask each group to share a definition of “equal.”
Read aloud Equal Shmequal, pausing occasionally to allow students to make
predictions and offer solutions.
As a class discuss how the animals tried to balance each other out to play a fair
game of tug-of-war.” Ask questions such as, “Why were the tug-of-war teams
not equal, even though there were 3 animals on each team?” “What
relationship did the animals need to consider to make their teams equal?”
Students should recognize that equal may mean more than equal numbers. It
may be necessary to define the relationship that is to be equated.
Reinforce the Content Learning:
Provide students with picture cards of the various animals and a picture of a
seesaw. Students may choose from one of the following choices:
Choice A: 1 bear = 5 wolves; 2 wolves = 4 turtles; 1 turtle = 3 mice
Choice B: 1 bobcat = 2 deer; 1 deer = 3 rabbits
Working as partners, students are to create as many equal seesaw scenarios as
they can. Students are to write down their solutions.
After a few minutes, have one partner walk around the room and see the
solutions from other teams. The second partner stays behind to explain the
team’s work. Once students have seen their classmates’ work, have partners
switch roles so everyone has an opportunity to explain their solutions and
explore the solutions of others.
Bring the class together. Post 2 or 3 solutions on the board with an animal
missing from each side of the seesaw. Use a variable to represent the missing
animal’s quantity. For example, 2 bears = x wolves + 6 turtles.
Equate this concept to equating a pair of expressions with a single variable.
Perform examples together, 3+x = 7, 2x +3 = 7 + 4. For higher level students
include the variable in both expressions, 3 + x = 11 – x, 2x + 3 = 7 + x.
Consolidate the Learning:
Post the following questions for students to answer the following questions in
their math journals:
In the Equal Shmequal activity:
How did you know the seesaw was balanced?
How would the problem change if an elephant joined the party? A spider?
Would the problem change if we used shapes instead of animals? Why or why
not?
In your own words explain what “equal” means.
Implement the Content:
Students practice with balancing expressions using the balance scale activities at
http://illuminations.nctm.org and/or http://nlvm.usu.edu
Students write 5 of their balanced expressions on paper to turn in for
assessment.
Variation/Extension Activities:
Have students write equations for their seesaw solutions.
Assign weights to the animals. Have students write equations for balancing the
animals’ weights.
Web Resources:
http://illuminations.nctm.org
http://nlvm.usu.edu
Lesson Plan Created By:
Nikki Boozer
Lesson Related References:
Equal Shmequal by Virginia Kroll
Principles and Standards for School Mathematics by NCTM
Elementary and Middle School Mathematics by John Van De Walle, Karen S.
Karp and
Jennifer M. Bay-William
http://mightymath.weebly.com