Number Operations (Addition… · B3 Mathematics

Lesson notes

Learning Objectives

Indicator: B3.1.2.2.1 - Use the concept of “equal to” and “not equal to”

By the end of the lesson, learners can:

Explain in their own words that the symbol “=” means “equal to” or “the same as” and “≠” means “not equal to” or “not the same as”.
Construct two sets of objects that are not equal and record the relationship using the symbol “≠”.
Change two equal sets to make them unequal, explaining clearly what was changed and why the relationship is now “≠”.
Determine whether two sides of a given number sentence are equal or not, and write the correct symbol (“=” or “≠”) to represent the relationship.
Use the relationship between addition and subtraction to find missing addends (e.g., solve 40 − 28 = by thinking 28 + = 40) and state whether the resulting number sentence is equal or not.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Number Operations (Addition, Subtraction, Multiplication and Division) (1.2)
Content standard: B3.1.2.2 - Demonstrate an understanding of the concept of "equality" and "not equal to" in addition and subtraction problems with sums up to 1000
Indicator: B3.1.2.2.1 - Use the concept of "equal to" and "not equal to"
Suggested placement: Term 1, Week 9 (Week 9 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.48
exemplars - p.48
exemplars - p.48
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 48
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Explain that "≠" means "not the same as" or "not equal to"
learners construct two sets that are not equal, explaining why they are not equal and recording the relationship using the symbol ≠ (e.g., [] [] [] ≠ [] []);
- Change two given sets, equal in size, to create sets that are not equal (e.g., change [] [] [] = [] [] [] to [] [] [] [] ≠ [] []), explain the changes made and why
- learners determine whether two sides of a given number sentence are equal or not and using the appropriate symbol to represent the relationship (e.g., 160 ≠ 80 + 50)
E.g. 3. Learners demonstrate an understanding of the relationship between addition and subtraction by describing a subtraction as an equivalent addition and vice versa; i.e. finding the missing addend. (For example, that subtract 40 - 28 is the same as finding the number that must be added to 28 to make 40).
40 - 28 = What? Means 28 + What? = 40
Or if given 40 - 28 = ___ change question to 28 +__ = 40. The answer is 12, so 40 - 28 = 12). The counters in E.g. 1 are drawn as small squares that the PDF text layer does not carry. They are written here as [] and the counts are read off the printed page: three, then two; and three, three, four, then two. The document numbers this indicator's exemplars 1 then 3; there is no E.g. 2. Printed p.48 gives this content standard as "with sums up to 1000" and printed p.49 as "with sums up to 100". The p.48 wording is transcribed.