Rationale

This lesson has been designed to model the writing and creation of number equation
sentences. The different parts in the number sentence will be identified and then applied in
the actual writing of simple number equations. CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. Addition will be the only operation applied as this will aid in
students further development as mathematicians towards subtraction, and consequently,
multiplication and division. CCSS.MATH.CONTENT.1.OA.A.1 Use addition and
subtraction within 20 to solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown number to represent the
problem. This lesson will provide students with foundational skills necessary for later math
during the rest of the school year as well as equip them with new strategies for solving
equations.
Objectives
1. Students will be able to demonstrate an ability to form number equations through
the correct application of the different symbols in a number sentence (+, =, etc.).
CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving
addition and subtraction are true or false.
2. Students will be able to use drawings to demonstrate an ability to solve word
problems using addition. CCSS.MATH.CONTENT.1.OA.A.1 Use addition and
subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
Procedure

Students will be brought to the carpet for the mini lesson

o Friends, please put away your snack items and waddle like a penguin to the
carpet. Please make sure you are seated in the Magic V facing the paper
easel.
I will write the equation 5 + 3 = 8 on the chart paper.
o Who can tell me something you notice about what I have written?
(addition, ideas about the numbers, ideas about the symbols)
o Thank you for all of your ideas! I noticed you were all using your math
skills and taking risks!
Introduce todays topic of writing number equations
o Talk about the different parts of an equation addends (the two numbers we
add together), addition sign (plus, and), equal sign, and the sum (total of the
two numbers together)

o All of these different parts of the equation are very important and when we
write an addition sentence, we need to make sure we have all of these parts.
We can go through a little checklist in our heads. Remind me of what parts
we would need to check off to make sure we have a correct equation. (write
answers on paper, answers should include all four parts of an equation)
I think I am going to hang up this paper with our different parts of an equation
labeled so everyone can use it to check their work. If you think that sounds like a
good idea show me a thumbs up.
Move into solving addition problems
o Model solving by drawing pictures 4 + 2 = ?
o Here we have an equationif you notice something different about this
equation lightly pat your head. I cant seem to figure out what is missingI
need some help friends. Raise your hand if you have an idea of what is
missing. (sum)
o So now that we know our sum or total answer is missing, I am going to use
pictures to help me solve this equation. I am going to use circles for this
problem. How many circles should I draw in my first group? (4) Ok, then I
need my addition signhow many do I need in my second group? (2)and
then what do I need before I write my answer? (equal sign) Great! Turn and
talk with a friend about the answer to this equation and talk about how you
got your answer.
o 1, 2, 3 eyes on me. Who wants to share their answer and their strategy? (6;
counting the circles, counting by twos, counting on, counting on fingers by
individual numbers, etc.)
Move into word problems
o Now that we know how to write our equations and how to draw pictures to
help us solve those equations, we are going to write some word problems!
Woohoo!
o Write problem on paper: I have 3 cookies. My brother brought 7 more
cookies to share. How many cookies do we have altogether?
o So here I have how many cookies I have, how many more my brother has,
and then, I ask how many we have altogether. Who wants to come write this
equation?
o I noticed how you looked back to the problem to find your addends, good
job! Now, who can draw the picture that goes along with this equation? Use
one color for the first group and a different color for the second group
o How many cookies do we have altogether? Show me on your fingers in 5, 4,
3, 2, 1..go! Right we have 10 cookies. Count with me please1, 2, 3, etc.
Introduce activity This is what you mathematicians will be working on today! I
want you to put on your creative caps, grab them from your mind shelf. Got them?
Ok, lets put them on, make sure they are nice and tight! Whoops! Not too tight.
Alright, boys and girls, now that you have your creative caps on, you will each be
writing your own word problems. You will each be using turkeys in your problems
since we are getting close to Thanksgiving!
o Now I know what some of you may be thinkingturkeys are kind of hard to
draw. If you agree with that say Yikes! Dont worry! You have your

creative caps on so I know you can all do this! All of the supplies are already
at your table so when I dismiss you everyone should get right to work.
Yellow table please gobble back to your table, red, green, blue.
o Write parts of the word problem on the board for student reference (what I
have, how many more, whats the total).
After the activity, we will close the lesson by returning to the carpet.
Review parts of an equation and how we can write word problems to make
equations.
End with dancing to a fun Thanksgiving song before moving on to writing.

Assessment

I will assess students understanding of the different parts of an equation through

their correct usage of the symbols and numbers in their own equation.
I will assess students ability to use drawings to help solve word problems through
the correct correspondence of numbers in the equation to the numbers in their
drawings.

Other Considerations

Paper easel and markers

Construction paper and crayons
Computer and SmartBoard
o https://www.youtube.com/watch?v=9sq0pHz-PMs

Differentiation

For lower-level students, I will already have the story word problem written out for
them. They will need to write the equation that goes along with the problem and
then, create the drawing that illustrates the word problem. I will also have these
students use two different colors when illustrating their problems so they can clearly
see the two parts of the equation that add to one whole.
For higher-level students, I will have them try to write a word problem for an
equation with a part (addend) unknown. (They will write a problem in which the
total is known and only one of the addends is known.)
Rubric (Yes/No explain Nos)

_____ Student includes all parts of an equation

_____ Student correctly uses all parts of an equation
_____ Students drawing correctly matches his/her equation