Teacher Education Lesson Plan Template

Teacher: Jennifer King

Date: 01-22-15

Title of Lesson: Equivalent Equations

Cooperating Teacher: Cynthia George

Core Components
Subject, Content Area, or Topic
Math, Equivalent Equations
Student Population
23 4th grade students, Gifted Cluster
Learning Objectives
VDOE SOL 4.16 The student will
a) recognize and demonstrate the meaning of equality in an equation; and
b) investigate and describe the associative property for addition and
multiplication.
Virginia Essential Knowledge and Skills
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
Mr. Bs Property Rap https://www.youtube.com/watch?v=B0CJJ3hEcBA
Pan Balance Numbers: http://illuminations.nctm.org/Activity.aspx?id=3530
White board slates and erasable markers for each student
Math Journal for each student
Safety (if applicable)
Time
(min.)
5

Process Components
*Anticipatory Set
To start, we are going to watch a video about math properties. Pay attention to the
Associate Property. [Play Mr. Bs Property Rap video.]

*State the Objectives (grade-level terms)

Today we are going to review the Associative Property which was mentioned in the video
and equivalent equations.

*Instructional Input or Procedure

Equivalent equations are two math problems that lead us to the same answer. Such as
4+4=2+6. [Write on the board.] Both these problems equal 8. Some of the equations can
be longer, such as 3+26=25+5.
When we have problems with addition and multiplication, we have to remember that
multiplication and division always go first; remember Mrs. George told us they are the
kings and queens so we always solve them first. So when we look at the first problem, we
would solve 26 first, and that is 12. On the other side of the equals sign we see 25, and
we solve that first, the value of 25 is 10.

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

10

After the multiplication and division, we solve the addition and subtraction section.
Addition and subtraction are princes and princesses, they come last. So in the number
sentence on the left we end up with 3+12 which is 15. Then in the other number sentence
to the right, we have 10+5 which is also 15. Is this equation equivalent? Do they both
equal the same value? Yes. So because they equal, they are equivalent equations.
*Modeling
Now lets look at the problem 8+213=36-3. Remember that multiplication and division
come first, and addition and subtraction come last. So I am going to find 213 which is? 7.
So now I have 8+7 on the left side. What is 8+7? 15. Now lets look at the right side of the
equals sign. First I look for multiplication or division. I see 36 which is multiplication, so I
do that first and find it is 18. Now I look for addition or subtraction. Now we have 18-3,
which is? 15. Are these two equations equivalent? Yes.
*Check for Understanding
Now here is the problem 3+54=1+112. Think about the number statement. Where
would you start to see if it is true? You have 30 seconds. [Allow the students 30 seconds
to think.] Times up. Now, share with your shoulder partner where you should start when
trying to solve these equations? [Allow the students 30 seconds to share with their
shoulder partner. Listen to their answers then use clap patterns to get their attention.]
Who would like to share what part of the number statement they would start with to see if
it is true? [Student gives answer. Repeat students answer for the class.] If you agree with
this answer give a thumbs up, if you disagree give a thumbs down. [Allow students to
respond. If the student was right, affirm the answer, if wrong, point out the error, and then
ask for another student to supply another answer.] Remember, multiplication and division
always come first. They are the kings and queens and always come first. Addition and
subtraction are the princes and princesses and always come last. Remember that when
all operations are the same we always go left to right like when we read.
*Guided Practice
Group leaders, please pass out slates and markers for your group. Remember the pan
balance we did last week? We are going to use it to help us check our work on equivalent
equations. We are going to do 42+3=5+23. Follow along with me in your math journal.
First write out the problem. [Allow them 2 minutes to write it out.] What should we do first?
42=8. Right, multiplication and division always come first. What should we solve next?
8+3=11. Now lets look at the other side. What do we do first? 23=6 because
multiplication and division comes next. Then what are we going to do? 5+6=11. Are these
two sides of the equation equivalent? Yes. Now we are going to enter it into the scales
and see if it is balanced. [Have Pans Balance up and enter equations.]
*Independent Practice
Now I am going to enter 4+57. Now I would like you to write as many equivalent number
sentences using two operations as you can. Make sure they are equal with this number
sentence. Remember that we always do multiplication and division first and then addition
and subtraction last. Then we will check them on the Pan Balance. You have 2 minutes to
come up with as many equivalent equations. [Allow students 2 minutes to work out some
equivalent equations. Walk around to check on the students work.]
Assessment
Who would like to come and put their problem into the Pan Balance? [Have the students
come up one by one and put in their equivalent equations to check their work. Help them
alter their equations if unbalanced. Do this for about 10 minutes.]
*Closure
We are going to do hand up pair up. Think about what are equivalent equations? And then
share your answer. Remember the rules, no running, no talking, and no shoving. When
the music stops, find a partner and share your answer. [Play music for about 30-40
seconds. After students share call on one pair to share their answer. If correct affirm their
answer, if not, correct.] Remember there are two equations that are equal. And in the

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

equation, we always do the multiplication and division first, because they are the kings
and queens, while the addition and subtraction always come last, they are the princes and
princesses and always come last. And when it is just addition and subtraction, we go left
to right, just like we do when we read. Now pull out your math journals. [Give students
time to pull out their math journals.] Now write two equations are equivalent.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Instruction is presented orally, visually, and visually for different learning types.

Classroom Management Issues (optional)

Clearly state which students will pass out the slates and which ones will pass out the markers.
Make sure each student has a chance to use Pans Balance before allowing other students to go a
second time.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
The students met the objectives. They were excited about equivalent equations and were able to make their own. It
would be nice to do Pans Balance in the computer lab so all the students could have a chance to use it and experiment
with finding equivalent equations.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

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

Date