| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Equality and inequality |
| What length (min) | 30 |
| What age group | Year or Grade 2 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Year 2
Mathematics
Equality and Inequality
30 minutes
20
This lesson is aligned with the Year 2 Mathematics National Curriculum expectations concerning understanding and using the concepts of equality and inequality in problem-solving.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Concepts | 5 min | Introduce the topic of equality and inequality. Explain the symbols and give examples. |
| 2 | Student Activity - Card Filling | 10 min | Distribute printable cards to each student. Instruct them to fill out problems involving equality and inequality. |
| 3 | Pair and Share | 5 min | Students work in pairs to discuss their card answers, sharing their reasoning with one another. |
| 4 | Collecting Cards | 5 min | Randomly collect filled-out cards from students to check understanding without presentations. |
| 5 | Guided Practice | 5 min | Work through a few example problems on the whiteboard, encouraging student participation. |
| 6 | Conclusion and Recap | 5 min | Summarize key points, asking questions to ensure understanding. Assign homework based on today's lesson. |
Assign practice problems focusing on equality and inequality concepts, to be completed individually. Collect homework in the next lesson for review.
"Good morning, class! Today, we are going to talk about two very important concepts in mathematics: equality and inequality.
Let's start with equality. When we say two things are equal, we are saying they are the same. For example, if I have 3 apples and you also have 3 apples, we have the same amount. We can show this using the equality symbol, which looks like this: =.
Now, let's talk about inequality. Inequality means that two things are not the same. For instance, if I have 4 apples and you have 2 apples, I have more than you. We show this with symbols like <, which means 'less than', and >, which means 'greater than'.
So, if I say 4 > 2, I am saying 4 is greater than 2, and if I say 2 < 4, I am saying 2 is less than 4.
Can anyone give me another example of equality or inequality?"
"Great job, everyone! Now, I have some printable cards for you. On these cards, there are problems involving equality and inequality.
I want each of you to fill out the problems on your cards. Think carefully about whether you need to use the =, <, or > symbols based on the information provided. You have 10 minutes to complete this activity.
If you need any help while you're working, don't hesitate to raise your hand. Ready, set, go!"
"Time's up, everyone! Now that you've filled out your cards, I would like you to find a partner sitting next to you.
Discuss your answers with each other for the next 5 minutes. Share your reasoning on why you chose the symbols you did. This is a great opportunity to learn from one another, so listen carefully and help each other out!"
"Okay, friends, I hope you had a good discussion with your partners! Now, I need you to pass your finished cards to the front of the class.
I will randomly collect your cards so I can check your understanding of equality and inequality without formal presentations.
Take a moment to settle back in while I collect these."
"Thank you for collecting those, everyone! Now, let’s work together through some example problems on the whiteboard.
I will write a few equations and inequalities, and I want you to tell me which symbol we should use.
For example, if I write 5 ___ 3, how should I complete that? Yes! It should be > because 5 is greater than 3. Great!
Let’s try another one. What about 2 ___ 2? Exactly! It should be = because both sides are the same.
Let’s do a few more together. Be sure to participate and raise your hands!"
"Fantastic work today, everyone! To wrap up, let’s quickly review what we learned.
For homework, I would like you to complete the practice problems I’ll assign, which will focus specifically on the concepts we learned about equality and inequality.
Make sure to turn it in next lesson so we can review it together.
Thank you all for your hard work today! Have a wonderful day!"
| Question | Answer |
|---|---|
| What does it mean when we say two things are equal? | |
| Can you provide an example of an inequality? | |
| What symbol do we use to represent 'less than'? | |
| How would you write the statement "5 is greater than 2" using mathematical symbols? | |
| What do the symbols < and > represent in terms of comparison? | |
| Give an example of a situation where equality applies. | |
| In the equation 2 ___ 2, what symbol would you use? | |
| Why is it important to understand the difference between equality and inequality? | |
| What does it mean if we say that a number is 'greater than' another? | |
| Can you think of a real-life scenario that illustrates the concept of inequality? |