Running head: EQUALITY AND THE EQUAL SIGN

Equality and the Equal Sign Amy Tuckwiller University of New England

EQUALITY AND THE EQUAL SIGN

Introduction If kindergarten provides building blocks of knowledge, first grade is the year for developing the basic skills and processes that will be used throughout school. This is done through exploration, discovery, increasing awareness of the outside world, and ensuring that every student learns to mastery all of the required content. Without it, gaps begin to form that can increase exponentially over the years if not quickly rectified. At Lake Anne, the first grade students show the highest deficit in the Virginia Standard of Learning (SOL) 1.18. This deceptively simple sounding standard states that, The student will demonstrate an understanding of equality through the use of the equal sign. On the surface it sounds easy enough; students should understand how to use an equal sign, most likely pertaining to the unit on addition and subtraction. That is quite simple; just a matter of forming a habit to correctly place an equal sign in number sentences. However, this is not the case. When delving deeper into the expectations and indicators of the standard it becomes apparent that students are expected to understand this on a much more complicated level. They are expected to identify equivalent fractions such as two fourths and one half and use the equal sign to do so. They must know that 2 nickels = 1 dime. They are expected to understand, not only that 9 2 = 7, but also that 7 = 9 2. They must not only understand that 4 + 12 = 10 + 6, but they must be able to solve 4 + ___ = 10 + 6. They need to understand that seventeen tally marks equals 18 1, and find out how many cubes equal their shoe or other such object in weight. This standard not only pertains to basic addition and subtraction, but also to simple algebraic expressions, fractions, measurement, money, and many other standards throughout the year. All first grade students in Fairfax County participate in the Mathematics and Reasoning Assessment (MRA), an assessment created for and used by only Fairfax County Schools. This is

EQUALITY AND THE EQUAL SIGN

a formal assessment that can be administered in a whole group, small group, or one on one setting. It consists of 20 questions, with sections of multiple choice, fill in the blank, and short answer. Some of the questions change from year to year as the state standards change, and better test questions are developed. Last year, Lake Anne students showed the worst performance on questions from the MRA relating to standard 1.18 out of all first grade math standards. When all student scores are combined the data shows that first graders were able to correctly answer questions pertaining to this standard only 66.6% of the time. One third of the time, students had an incorrect understanding of math standard 1.18. In order to address the apparent need for new instructional practices regarding Virginia math SOL 1.18, I have developed a new unit that incorporates and relies upon standards-based learning. Benson (2008) defines standards-based learning as, consistently teaching standards to ensure students actually learn every benchmark concept and skill identified as essential by their school district and can demonstrate that learning in a variety of ways at a proficient level. Standards-based learning is a cycle in which teachers identify what needs to be taught, apply best practice and methods to effectively teach, assess what was actually learned, and then determine what needs to be done next to ensure that every student has attained an understanding or skill level that is at least proficient. This cycle can repeat as many times as is necessary to provide as much opportunity as possible for all students to learn. With this in mind, I have designed to new unit on equality to be taught at three different points throughout the year in relation to other strands of math. Lessons and activities have been designed to meet the needs of a variety of students to allow them to access the curriculum at the required or more advanced level. Research based methods to maximize student success are also featured in this unit including setting objectives and providing feedback, collaborative work, creating non-linguistic representations

EQUALITY AND THE EQUAL SIGN

through work with manipulatives and drawings, and using analogies (Dean, Hubbell, Pitler, & Stone, 2012).

EQUALITY AND THE EQUAL SIGN

Curriculum Map As is shown in the following curriculum map, the standard for equality is revisited throughout the year. Students will learn and demonstrate how to accurately use the equal sign to show equality in relation to several different strands of mathematics during first grade. Unit Name Calendar Standards 1.11The student will use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week). 1.1 The student will count from 0 to 100 and write the corresponding numerals; and group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. Counting, Number Sense, and Place Value
Quarter 1

Assessments Oral Performance Assessment-completed individually with the classroom calendar

1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. 1.4 The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and explain the reasonableness of the choice.

Written Assessment and small group Observations for writing numbers, Task Inventory/Checklist for various counting requirements, Performance Assessment with manipulatives and pictures for place value, Multiple Choice and Short Answer for reasonable magnitude

Patterns

1.17The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.

Equality

1.18The student will demonstrate an understanding of equality through the use of the equal sign.

Observation during small group using manipulatives to extend, repeat and transfer patterns. Written Assessment/ Fill in the Blank at the end of the unit. Performance assessments for creating, extending, transferring, and repeating patterns. Performance, verbal, and written assessment- students show equality on a balance scale, explain equality, and write an equation using the equal sign.

EQUALITY AND THE EQUAL SIGN

Fractions

1.3 The student will identify the parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions.

Project Assessment-creating a picture using only fractions and labeling. Formal assessment-paper and pencil in traditional test setting during which students must identify and create parts of a set and regions using fractions. Written and oral assessment- solving addition and subtraction facts.

Quarter 2

Addition and Subtraction

1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.

Journal entry to show understanding of making different names for numbers. Exit Equality tickets with written assessment for missing addends and backward equations. 1.6 The student will create and solve one-step story and picture Using manipulatives to solve story problems using basic addition facts with sums to 18 or less problems on paper or verbally. Written or Creating and Solving Problems and the corresponding subtraction facts. verbal assessment of original story problems. 1.9 The student will use nonstandard units to measure length, Individual or small group performance weight/mass, and volume. assessment of measuring length, using balance scales to measure and compare Measurement 1.10The student will compare, using the concepts of more, less, weight, ordering containers by volume. and equivalent, the volumes of two given containers; and the Could also use picture-based written weight/mass of two objects, using a balance scale. assessment. Formal assessment where students are 1.7 The student will identify the number of pennies equivalent to required to count collections of pennies, a nickel, a dime, and a quarter; and determine the value of a Counting Coins nickels and dimes. Performance collection of pennies, nickels, and dimes whose total value is assessment in which a student attempts to 100 cents or less. buy an item, and must count out the correct change to the teacher. Journal entries and performance 1.18The student will demonstrate an understanding of equality assessment in which students use Equality through the use of the equal sign. manipulatives to represent a given amount of money in different ways. 1.18The student will demonstrate an understanding of equality through the use of the equal sign. Telling Time 1.8The student will tell time to the half-hour, using analog and digital clocks.
Written/Interactive Whiteboard or other software to create an assessment for matching digital times to correct pictures of analog clock. Performance assessment during which students can use a practice clock to show given times, and identify times shown.

Quarter 3

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1.12The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles. 1.13The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of each choice. 1.16The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. 1.14The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs. 1.15The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.

Geometry and Shapes

Quarter 4

Formal assessment in which students must identify and write the names of shapes as well as describing its attributes. Verbal assessment in which students describe shapes, and identify shapes in the environment. Performance assessment for sorting and classifying shapes by their attributes.

Data Collection and Graphing

Formal assessment in which students will be given data and must create graphs, as well as answer graphs that have already been created.

EQUALITY AND THE EQUAL SIGN

Newly Designed Unit This unit has been written in the LEARN model. Each letter stands for a section of the lesson. Lessons begin with a link that is intended to activate prior knowledge that will assist students in mastering the standard. This is followed by engaging and educating students. In the following lessons the mini-lesson written in the engage and educate portion is designed as direct instruction for the whole class. However, there is further teaching done in the next portion of the lesson which is active learning. During active learning, students are involved in various workshop or center activities, one of which is further instruction from the teacher. Students are given the opportunity to access the curriculum in several different ways, utilizing their classmates as resources during this small group work. During the active learning/workshop part of the lesson, there is also opportunity to differentiate each activity dependent upon the needs of each small group. Teachers can choose which activities in each section of active learning will be most effective for their particular students. After active learning, students get the chance to reflect on the days learning in some way. This is when students revisit the specific target or standard for the day and discuss or show what they have learned. While there are assessments scattered throughout each lesson, it is often during reflection that the most telling assessment of what a student has learned can be made. The lesson is then closed with a now and then portion that relates the learning of the day to what will come next in math lessons, or how they might use the learning in the real world.

EQUALITY AND THE EQUAL SIGN

Link

SOL:1.18 The student will demonstrate an understanding of equality through the use of the equal sign. (Intro)

Ask students what is a see saw? How does it work? What could you do if you wanted it to balance? You might begin this lesson on the playground if you have a see saw. Assessment:

Engage and

Educate

After discussing how to make the seesaw balance (make both sides the same weight), tell students that we can use the word equal to describe the see saw while it is balanced. Both sides are equal. They have the same weight. Demonstrate this a balance scale. Let students make predictions about whether the two objects will be equal, then test them on the scale to find out. Have students say out loud whether they were equal or not equal. Then have students practice writing their answer (= or ) on a whiteboard. Assessment: Teacher observation. The teacher should immediately address and correct incorrect answers and thinking by students.

Active

Learning
Games Hands on Practice Students can choose objects from around the room to place on the balance scale and determine if they are equal. The teacher could provide objects from which students choose to place on the balance scale to find objects that are equal. The teacher can provide objects that do not include any two that are equal. Students will be required to combine objects on the balance scale to make them equal. Seat Work Students can complete practice page 1. Students can complete practice page 2. Students can complete practice page 3. Teacher Instruction At this time the teacher should address the needs of each group. The teacher may need to re-teach the lesson to some students. The teacher may need to take a step back and instruct students about what it means for things to be the same (could use color, shape, or size to demonstrate this). The teacher may also extend student learning by teaching it in more complex terms, such as relating it to analogies to determine what makes these things equal, how they are the same.

Students can complete the activities in the attached Smart notebook file titled Lesson 1.

Assessment: check student work

Assessment:

Assessment: check student work

Assessment: teacher observation

Reflect
Have students demonstrate equality with the balance scale, scribe with pictures and the equal sign what they have shown on the balance scale, and verbally explain equality. See attached rubric for scoring.

Now and Then

Now that students understand what = means, they will find fractions that are equal.

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Practice Page 1
Name__________________________ Date _________________

Circle the scale that shows = sides.

Write = or beneath each scale. scale.

_________________

_________________

_________________

How do you know that the balance is equal? ____________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

What does = mean? ______________________________________________ _____________________________________________________________ _____________________________________________________________

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Practice Page 2
Name __________________________ Date _______________

=4

=2

=7

=7

=4

=2

Look at what each item equals (which number it is the same as). The scales below are all balanced. They are equal. Draw items on each scale that are equal. Each scale should have different items.

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Practice Page 3
Name _________________________ Date _______________

Circle the shapes you need to make a shape that is the same as the one on the right.

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Rubric for Assessment 1 Shows Student does not attempt. Explains Student does not attempt. Writes Student does not attempt.

Student tries to Student attempts to explain what equal write but has means, but does so incorrect symbols incorrectly. or placement. Student attempts Student has an idea Student writes but and balance is of what equal has minor errors, close but not exact. means, but is not such as ill formed sure or is only equal sign. partially correct. Student creates a Student knows Student writes the perfectly balanced precisely that equal equation correctly and equal scale. means that both with all symbols sides are the same. having correct formation.

Student attempts but the balance is far off.

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SOL:1.18 The student will demonstrate an understanding of equality through the use of the equal sign. (Fractions) SOL:

Display several cookies, cut into different fractions (halves, fourths, thirds are the standard, but you could cut them into other fractions to extend learning). Have students identify what fractions the cookies are cut into. You could use real cookies for this lesson or pictures. Assessment:

Engage and

Educate

Choose the cookie that is cut into halves and the cookie that is cut into fourths. Tell the students that 4 friends would like to share the cookies together fairly, and they want to eat them all! Show the students that you would give one of the halves to a friend, the other half to a friend, a fourth to a friend, and another fourth to the last friend. Now all the friends have a piece, but there are still two fourths left over. Ask the students, who should get them? (the two friends with ) Why? (because they dont have as much as the friends with ) Do all friends have an equal amount now? (yes) How can you tell? (allow various answers) Show students the strategy of stacking fraction pieces on top of each other to determine whether or not they are equal.

Active

Assessment: teacher observation

Learning
Game Hands On Practice Students work with fraction circles to find different fractions that equal . Then they find fractions that equal . See recording sheet below. Seat Work Create a poster with the fraction template. Label each fraction piece first. Cut out the fraction pieces. Choose 2 sets of fractions to work (thirds and fourths, or eights and halves). Find a way make equal fractions Glue the matching fractions on to the poster next to each other with = in between. Label the equal fractions underneath. Students could complete practice page 1. Teacher Instruction The teacher could relate learning back to a balance scale for students who need a reminder. The teacher can continue practicing with students using fraction bars or circles to find equivalent fractions. The standard is just that students understand that 2/4 = , but teachers could extend this learning to other fractions as well.

Students can play the matching equivalent fractions game found at http://www.sheppards oftware.com/mathgam es/fractions/memory_e quivalent1.htm.

Assessment:

Assessment:

Assessment: completed work

Assessment:

Reflect
Students should complete the exit ticket for equivalent fractions.

Now and Then

Now that students have found equal fractions, then they will use the equal sign to show equality in addition and subtraction.

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Fraction Templates

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Fractions Templates

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Practice Page 1
Name __________________________ Date _______________

Write the equal fractions.

______________

_____________

_____________

___________

____________

_____________

Fill in and write equal fractions.

__________

__________

______________

_______________

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Exit Ticket
Name _______________________________ Circle the two fractions that are equal.

3 5

1 2

4 6

2 4

Fill in the blank and color the second fraction correctly (2 points).

______ = _______

Circle the two fractions that are equal.

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Exit Ticket Scoring Observed Responses Score

Student answers 0 questions correctly.

Student answers 1 or 2 questions correctly.

Student answers 3 questions correctly.

Student answers all 4 questions correctly.

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SOL:1.18 The student will demonstrate an understanding of equality through the use of the equal sign. (Backwards +,-) SOL:

Display several addition and subtraction problems on the board and allow the students to solve them. The choose one of them and flip flop the equation. For example switch 4+6=10 to 10=4+6. Ask students if this is still correct. Assessment:

Engage and

Educate

Show students the balance scale and ask them how we know if the sides are equal? (they balance) Use unifix cubes and put 10 in the first side of the balance scale. Then add 4cubes and another 6 cubes to the other side, to show that this is still equal. Tell students that the numbers dont have to go in a special order to be equal. Both sides only need to be the same. Count the 4+6 side together to show that it is 10 and does match the first side. Show a few more examples including a non-example where the sides are not equal. Count it up to find out why. Show a few examples without the use of the scale as well. Be sure to also show subtraction problems. Place the minuend in the scale, and then remove the subtrahend, to make it balance with the difference. Assessment:

Active

Learning
Games Hands On Practice Students can use the scale and unifix cubes to create their own backwards equations. Have students record these so you can check for accuracy. Seat Work Students could complete practice page 1. Students could complete practice page 2. Teacher Instruction Some students may need to see the lesson again. Be sure to use numbers and equations that the students have a good grasp on. Other students may be ready to practice just with manipulatives, and some groups will be ready for extension. These students can practice without manipulatives, and with larger numbers. The teacher could also imbed these problems in word problems.

Play the game on the Smart notebook file titled Lesson 3.

Assessment: View game results.

Assessment: Record of created equations.

Assessment:

Assessment:

Reflect
Students complete the exit ticket. They can use manipulatives if they need to, but avoid having them use the scale. See scoring guide for exit ticket.

Now and Then

Now that students have learned that equations can be true so matter the order, then they will learn that equations do not always need an answer.

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Practice Page 1
Name _________________________ Fill in the blanks with = or for each equation. Date _______________

12 ___ 6+6

5 ___ 9-2

16 ___ 10+7

7 ___ 5+2

11 ___ 13-2

10 ___ 7+4

9 ___ 10-1
Create your own equations below.

13 ___ 8+5

____ = ____

____ ____

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Practice Page 2
Name __________________________ Fill in the blank with a number that makes the equation true. Date __________

_____ = 7-5

_____ = 9+3

_____ 6+3

_____ 7+7

_____ = 8+9

_____ 6+4

Fill in the blanks.

7+5 = _____

so _____ = 7+5

15-4 = _____

so _____ = 15-4

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Exit Ticket
Name ___________________________ Date __________

______ = 6+7

______= 12-7

_____ = _____

_____ ______

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Exit Ticket Scoring Observed Responses Score

Student answers 0 questions correctly.

Student answers 1 or 2 questions correctly.

Student answers 3 questions correctly.

Student answers all 4 questions correctly.

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SOL:1.18 The student will demonstrate an understanding of equality through the use of the equal sign. (Names for Numbers) SOL:

Write the equation on the board 12 = 7+5. Show this with unifix cubes, using 1 color to show 12, then on the other side, 1 color to show 7 and another color to show 5. Ask the students, does this match? (yes) Now swap 3 of the 12 for a new color. Count them together and ask the students. Is it still 12? (yes) Does it still match? (yes)

Engage and

Assessment:

Educate

Now change the equation on the board to match the unifix cubes so that it says 9+3 = 7+5. Count up each side together. Ask the students, are both sides the same? (yes, they are both twelve) So is this equation true? Are they really equal? (yes, they are the same). Show several more problems on the board with the same format _+_=_+_ or _-_=_-_ or _+_=_-_ Allow the students to use cubes to determine if they are true. After showing several that are true, show 1 that is not true, and see if the students catch it. Once students have become confident in this, show them how to complete this without cubes. (see example on practice page.) Next have students find their own equalities. Have them start with the correct total, and then separate the cubes into groups to find a new way to add.

Active

Assessment:

Learning
Games Hands on Practice Allow students to use the unifix cubes and balance scale to create their own equations.

Seat Work Students can complete practice page. Students could create their own individual poster to show ways to represent a given number. The student should use the equal sign in between each representation to show understanding. They could use addition, subtraction, multiplication, pictures, tally marks, words, or any other representation they think of. Use 4 or 5 pieces of chart paper. Write a different number on the top of each. Students can rotate through and add as many different names for each number as they can think of. Assessment: student work. Teacher Instruction Students may need to see the lesson again. This is also a good time to watch students as they write their equations and fix any errors they are making. You can extend student learning by suggesting they use more creative thinking than just addition or subtractionsuggest multiplication, pictures, small items they can group.

Students work with a partner to play this game. Partners need to dice and a 1 minute timer. Each student needs a whiteboard and marker. Student take turns rolling the dice. Roll both dice, then immediately start the timer. Students use the numbers on the dice to write an addition fact, then continue the equation as many times as they can before time runs out. For example, if the dice showe 4 and 6, students may write 4+6=5+5=11-1=122=3+7 etc. This game could be differentiated by using specifically numbered dice, or changing the time on the timer. Assessment:

Assessment:

Assessment: teacher observation

Reflect
In their journal or other piece of paper, students should choose a number, and show as many different ways they can think of to show it. This should be written as an equation with the proper use of symbols including the equal sign.

Now and Then

Now that students have learned how to create different names for numbers and write them in an equation, now students will learn how to find missing addends within names for numbers.

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Practice Page
Name ___________________________ Date__________

Example:

12 + 3 ___ = 14 + 1 15 15 so this is =

Fill in the blanks and then write whether each equation is = or .

3 + 4 ___ 5 + 2 __ __

12 4 ___ 5 + 1 __ __

Now create your own equations.

6 + 4 = _________=_________=________

13 1 = _________=________=________

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Journal Entry Scoring Observed Response Student does not attempt or only writes one way to make the chosen number. Or student writes up to 3 correct ways to make the number, but does not use symbols correctly. Student finds 2 or 3 different ways to make the number and writes all symbols correctly. Or student finds more than 3 ways to make the number correctly, but does not use symbols correctly. Student finds 4 or 5 ways to make the number correctly and uses all symbols correctly. Student finds more than 5 ways to make the number correctly and uses all symbols correctly. Score

EQUALITY AND THE EQUAL SIGN

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SOL:1.18 The student will demonstrate an understanding of equality through the use of the equal sign. (Missing Addends) SOL:

Students have already learned how to find missing addends when written in the standard way (5 + ___ = 11). Write a missing addend problem on the board for students to solve. 3 + ___ = 7 (4). Now modify the problem so that it reads 3 + ___ = 7 + 5. Ask the students, is the answer still 4? (no) Why not? (because it doesnt equal 7, it equal 7 +5).

Engage and

Assessment:

Educate

Pass out unifix cubes to the students. Have students show the problem with cubes. Use one color for the 3. On the other side use one color for 7 and a different color for 5 then put them together. Remind students how they have solved missing addends in the past (since they now have the total for 7 +5, they can use this knowledge to solve). Students should use a different color of cubes to add to the 3, so that both sides are equal. Then they can easily count these cubes to determine the missing addend. Practice this with several examples, then show students how to complete this without manipulatives. (See practice page 2) Assessment:

Active

Learning
Games Hands-on Practice Students should have an opportunity to explore these problems using manipulatives. Allow students to use them in any way they choose, as long as their methods will produce a correct answer each time. Seat Work Students can complete practice page 1. Students can complete practice page 2. Teacher Instruction This is a good opportunity to re explain with cubes, and encourage as many students as possible to move into solving these with mental math. You can extend by teaching groups to solve extended equations with missing addends. Ex: 3 + 4 = ____ + 2 = 1 + _____ etc. You could also extend by teaching this skill with missing minuends and subtrahends.

Students work in pairs or alone to play this game. Students have two bags of tiles. One bag contains tiles with numbers 3 through 10. The other bag contains tiles with numbers 0 6. A student draws two tiles out of the first bag, and writes these numbers as the first side of the equation. Then the student draws one tile out of the second bag and uses that as a number on the other side of the equation. The student must determine what other number belongs in the equation. (see game record sheet below). Assessment: record sheet

Assessment:

Assessment: student work

Assessment: teacher observation

Reflect
Students complete exit ticket. See rubric for scoring information.

Now and Then

Now that students have learned how to find missing addends in equations, students will learn how to determine whether or not different sets of coins are equal.

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Practice Page 1
Name _________________________ Use cubes or draw in the missing cubes to find the missing addends. Date _______________

+ 5 =

_____

+ 3 =

2 +

_____

+ 6 =

5 +

_____

+ 5 =

3 +

_____

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Practice Page 2
Name ___________________________ Date__________

Example:

1 12 + 3 = 14 + ___
15 15 15 14 = 1
so the answer is

Find the number both sides should equal. Then subtract to find the missing addend.

3 + 6 = __ + 2 __ __

12 + __ = 15 + 1 __ __

Solve.

6 + 4 = ___ + 9

4 + ____ = 11 - 3

13 1 = 6 + ____

7 + 5 = ____ + 10

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Game Record Sheet

Name _________________________

Write the two numbers you draw from the first bag on the first side of the equation. Then write the 1 number you draw from the second bag on the other side of the equation, and fill in the missing number.

Ex:

You drew

then

You drew

You should write

4 + 7 = 5 +

Whats missing? Write it in the box.

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Exit Ticket
Name ____________________________

Solve.

4 + 3 = _____ + 1

2 + _____ = 8 + 3

____ + 9 = 6 + 6

12 + _____ = 7 + 7

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Exit Ticket Scoring Observed Response Score

Student does not attempt or gets 0 answers correct.

Student answers 1 or 2 problems correctly.

Student answers 3 problems correctly.

Student answers all 4 problems correctly.

Link

EQUALITY AND THE EQUAL SIGN

SOL:1.18 The student will demonstrate an understanding of equality through the use of the equal sign. (Money) SOL:

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Students should already be proficient at counting a collection of coins before this lesson. Display a collection of coins on the board for children to count. Assessment:

Engage and

Educate

Tell students that there is more than one way to make an equal amount of money. Start simply with a dime. Ask students how much is a dime worth? (10 cents) How much are 10 pennies worth (10 cents) So is 1 dime equal to 10 pennies? (yes) Ask students to think of another way to make 10 cents. If they have a difficult time, suggest that they try nickels since we havent used them yet. Teach this strategy of swapping coins throughout the lesson. Continue to practice with various given amounts. You might begin with using all dimes and pennies as this tends to be easiest (it is simply tens and ones), and then teach them to swap out coins with equal amounts. Assessment:

Active

Learning
Games Hands-on Practice Students can work in partners or small groups to draw cards with amounts of money written on them. Each student shares the way that they used coins to make the amount. If they are both the same, the students should work together to find a new way. Seat Work In the students math journal write an amount at the top of the empty page. This amount should be one that the student can work with independently. Give each student a page of coins that they can cut out. Students should find at least two different coin combinations that match the given amount, and glue them into their notebook. Teacher Instruction Depending on student needs, teacher may need to re-teach concept, and show students at least one way in which they can change a coin collection (ex: change dimes for 10 pennies each). Teacher may choose to extend students by teaching them ways in which they can use quarters to make equal amounts.

Students can play the equivalent coins game found here http://www.softschool s.com/math/money/ga mes/equivalent_coins/. After playing through it once, have the students play again and make the amounts in a different way.

Assessment:

Assessment:

Assessment:

Assessment:

Reflect
Give students 4 nickels and 7 pennies. Tell them to count it, and then show two other ways in which they can make an equal amount. (see rubric for scoring).

Now and Then

Now that students can use different coin combinations to make equal amounts of money, students can participate in a school store activity in which they will use coins to count correct change to purchase items.

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Coins

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Reflection Scoring Observed Response Student may or may not correctly count the change, but cannot create any other ways to make an equal amount. Student may or may not correctly count the change given, but does find 1 other way to make an equal amount. Student correctly counts the change and finds 2 other ways to make an equal amount. Student correctly counts the change and finds more than 2 other ways to make an equal amount. Score

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Professional Development and Support Within this unit are assessments and rubrics that all first grade teachers can administer to students. This data can be reviewed to determine whether or not students throughout the grade level are gaining the required knowledge during the unit. This unit is designed to be spread out over the year at three separate times. Upon completion of each section of the unit, teachers should meet to review data, discuss what portions of the lessons were effective and what changes should be made. This unit includes pre-made lesson plans, activities, assessments, and rubrics. Because of this, formal training may not be necessary; however teachers may choose to meet before beginning each section of the unit to review lessons and materials. Teachers should choose the activities that they feel will be most effective for their students, and can work together to change or tweak materials to make them more suitable to their needs.

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References Benson, J. D. (2008). The standards-based teaching/learning cycle. Retrieved from http://www.cde.state.co.us/Communications/download/PDF/StandardsBasedTeachingLea rningCyclepdf.pdf Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.