| 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 | equivalence |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| 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 |
Equivalence
Year 1 (Grade 1)
Mathematics
20 students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Equivalence | 5 min | Introduce the concept of equivalence. Use simple examples and visuals. Discuss why equivalence is important in math. |
| 2 | Group Activity: Equivalent Sets | 10 min | Give each student a set of counters. Ask them to create groups that are equivalent in number (e.g., 2 groups of 5 = 10). Walk around to assist and engage with students. |
| 3 | Printable Card Activity | 5 min | Hand out printable cards to students. Explain what they need to fill in (without showing the content). Allow them a few minutes to complete the task. |
| 4 | Collection/Checking Activity | 5 min | Randomly check the cards filled by a few students to assess understanding. Collect all cards without putting any student on the spot. Provide feedback as needed. |
| 5 | Conclusion and Summary | 3 min | Recap what was learned about equivalence. Encourage discussion about the importance of equivalence in everyday life. |
| 6 | Homework Assignment | 2 min | Explain the homework assignment briefly without going into detail. Ensure students understand what is expected. |
This lesson plan aligns with the Australian Curriculum Mathematics outcomes and standards for Year 1, focusing on number and algebra.
"Good morning, everyone! Today, we are going to learn about something very important in mathematics called 'equivalence.' Can anyone tell me what they think equivalence means? [Pause for responses] Great thoughts, everyone! Equivalence means that two or more quantities represent the same amount. For example, if I have 5 apples and you have 5 apples, we have equivalent quantities.
Now, let's think about why this is important. Understanding equivalence helps us in real life, especially when we’re counting, measuring, and even in shopping! Let’s explore this concept together!"
"Now, I want everyone to take out your counters. [Distribute counters] You should have a set of counters in front of you.
Your task is to create groups that are equivalent in number. For example, if you make two groups of five counters, that equals ten counters in total! Remember, you can create any groups you like as long as they are equivalent. I’ll be walking around the room to see what you come up with and to help if you need it!"
[After a few minutes, walk around the classroom observing and assisting students as needed.]
"Fantastic work with your counters! Now, I have some printable cards for each of you. [Hand out cards]
On these cards, I want you to write in the numbers that you think represent equivalent amounts. But remember, don’t turn the card over yet! Take a few minutes to fill them in. I will give you a signal when time is up. Ready? Go!"
[Allow students a few minutes to complete their cards, then signal time is up.]
"Thank you for completing your cards! Now, I will ask for a few volunteers to share their cards. Don't worry, I’m not going to put anyone on the spot. I just want to see some examples so we can explore equivalence together.
Let’s check a couple of cards. [Select a few students to share or ask for volunteers.] What do you think, class? Is this an example of equivalence? [Encourage discussion and provide feedback.] Wonderful! I’ll collect all the cards now so I can review everyone's work later. Thank you for sharing!"
"Alright, everyone, let’s come back together for a moment. What did we learn today about equivalence? [Encourage students to share] That's right! Equivalence helps us see that different groups can represent the same total amount.
Can anyone think of an example from everyday life where we use equivalence? [Allow responses] Yes, those are great examples! It’s so important to understand equivalence in many situations!"
"Before we finish for the day, I want to quickly explain your homework assignment. You'll be getting a worksheet that has different problems related to equivalence. It will give you a chance to practice what we learned today at home.
Make sure you read the instructions carefully, and remember to ask for help if you need it. I’ll explain more about the homework tomorrow, but I want you to be prepared.
Thank you for a fantastic lesson today! Can't wait to see everyone’s homework!"
Define equivalence in your own words. Why is understanding equivalence important in mathematics?
Create three different groups of counters that are equivalent. For each group, write down the number of counters in each group and the total amount.
On a separate sheet, write down five examples of equivalent amounts you might encounter in everyday life (e.g., shopping, cooking, etc.). Describe each example in a sentence.
Using the printable cards you received in class, come up with three pairs of numbers that are equivalent. Write these pairs down and explain how you determined they are equivalent.
Reflect on the classroom discussion about equivalence. Why do you think it is important to check each other’s work in understanding equivalence? Provide an example from class.
Find five equivalent amounts using different combinations. For example, 2 + 3, 4 + 1, etc. List these combinations and show how they all equal the same total amount.
Describe a situation where you personally used equivalence outside of school. How did it help you in that situation?
Complete the worksheet provided by your teacher, ensuring to show your working out for each question related to equivalence.
If you could teach someone else about equivalence, what three key points would you want them to remember? Write them down.
Explain how learning about equivalence could help you in future mathematics lessons. Give specific examples of how it might relate to other concepts you will learn.
| Question | Answer |
|---|---|
| What does equivalence mean in mathematics? | |
| Can you give an example of equivalent quantities? | |
| Why is understanding equivalence important in real life? | |
| How many groups of five counters do you need to make ten counters? | |
| What did you write on your cards that represents equivalent amounts? | |
| Can you share an example of equivalence from your everyday life? | |
| What did we do with the counters in today's lesson? | |
| What is one way you can check if two groups are equivalent? | |
| How can understanding equivalence help you when shopping? | |
| What was the main activity we did to explore equivalence using counters? | |
| How will your homework help you practice what we learned about equivalence? | |
| What are some ways you can ask for help if you don't understand your homework on equivalence? |