Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
1st Grade Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.
Kindergarten Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.
About the Math
Skills and concepts below are learning goals for this standard.
Explain the meaning of equal using models and drawings.
The equal sign in mathematics means that two values are equal. It establishes that the quantity on the left side is the same as the quantity on the right side of the equal sign. Students need to understand that quantities can be represented in many different ways. This highlights the importance of students understanding that numbers can be decomposed into many different representations. Students need to see that 6 = 4 + 2, 6 = 5 + 1, etc.
Determine if two quantities are equal.
This standard should be introduced and reinforced with balances including pan balances as well as number line balances. Students should work with equations that have operations on both sides of the equal sign. Students should be able to consider unknowns on either side of the equal sign.
Represent equal quantities with an equation with operations on either side, neither side, or both sides of the equal sign.
Determine whether an equation is true or false.
Work with this standard is much more than identifying if an equation is true or false though that routine is useful for reinforcing their understanding. This standard should also be connected with two-digit numbers as the year continues. For example, as students begin to work with adding multiples of 10, the equations they encounter should be written as both 72 + 10 = 82 and 82 = 72 + 10. This standard also lends itself to operations on both sides of the equal sign. For example, students should be able to determine that 4 + 2 = 5 + 1 and in time they are able to find that ? = 7 when 3 + ? = 5 + 5.
These tasks can be used with small group or whole group instruction.
Write an equation on the board with the sum first such as 5 = 3 + 2. Ask the students if this is a true equation. Let them share out and discuss their thinking. Using a number balance or a pan or bucket balance (write an equal sign ahead of time on a sticky and put it in the middle) and test it out with them by placing weights on the numbers or by putting objects on the balance. Ask them now do they think the equation is true. Explain that equal means same as so they just need the sides to be balanced to show they are equal. Continue to work with the students with various true and not true equations. ( 3= 7- 4, 7 = 7, 4 = 2+ 1) Before testing out on the balance have them vote if they think it is true or not true and explain why. You can repeat this activity with equations on both sides when they are ready for them. ( 3+ 1 = 2 + 2, 5 - 3 = 1 + 1, etc.)
Give each student or student pair 20 cubes or counters, two ten frames, and a sticky note. Have them write on the sticky note an = sign to put in the middle of the two ten frames. Remind them that equal means same as. Put up equations on the board for them to build to see if they are true or false. Begin with equations like 8 = 3+ 4, 4 = 4, 8 = 10 - 2. Have them build each side on their ten frames and decide if they are true or false. Repeat with equations on both sides within 10 (or within 20 when they are ready) for them to build and decide if they are true or false.
Print equation cardsLinks to an external site. on cardstock. Give a set to each pair of students with a sticky note for them to write an equal sign on. Have them each pull a card and put it on a side of the equal sign and model them to figure out if they are true equations or false. Have them write each equation in their journal along with true or false at the end.
This balance shows that 4+2=5+1 (See page 125 for balance picture in Good Question Book)- need to insert image. How could you move the blocks to show other equations that are true?
Sally said 1+4=5+3. Sam says she is wrong. Who is correct? Use numbers, pictures and/or words to show your thinking.
Consider this problem: 3+7=10. What does the equal sign mean?
Trisha said 11=13 - 4 is not true. How could Trisha fix this problem to make it true?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
First Grade Students Learning First Grade Standards by Measurement Topic
Determine if equations involving addition and subtraction are true or false (only one operation on either side OR like operations on both sides).
Quarter 2
Explain the meaning of the equal sign.
Determine if equations involving addition and subtraction are true or false (only one operation on either side, like operations on both sides, or different operations on each side).
Kindergarten Students Learning 1st Grade Standards by Measurement Topic
Determine if equations involving addition and subtraction are true or false (only one operation on either side OR like operations on both sides).
Quarter 3
Explain the meaning of the equal sign.
Determine if equations involving addition and subtraction are true or false (only one operation on either side, like operations on both sides, or different operations on each side).
Use the links below to access a task for this standard as well as student work samples that are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.
This standard should be introduced and reinforced with balances including pan balances as well as number line balances. Students should work with equations that have operations on both sides of the equal sign. Students should be able to consider unknowns on either side of the equal sign.