Lesson plan

Discuss Fall Equations with Two Truths and One Lie

In this lesson, students will consider equations with fall pictures serving as the number value and decide which equations are true and which is a lie. The worksheets in this speaking and maths lesson follow the Two Truths and One Lie game.
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Students will be able to evaluate and discuss equations to determine which equality is incorrect.

(5 minutes)
Two Truths and One Lie 1Two Truths and One Lie 2Formative Assessment: Peer Persuasion ChecklistCreate Your Own: Two Truths and One Lie
  • Present a familiar or engaging example for your students that would be helpful in demonstrating how to play the Two Truths and One Lie game. Some examples could be details about beloved teachers, sports, current event topics, etc.
  • Write and number three statements where one is a lie. Ask students to hold up their fingers to choose which statement is a lie. Then have students turn and talk to their elbow partner about the answer.
  • Listen for those discussions where partners may disagree and ask them to share their ideas with the class.
  • Tell students that today they will evaluate and discuss equations to determine which equality is incorrect. Explain that they will continue to use the Two Truths and One Lie game for each of the equations.
(7 minutes)
  • Remind students that an EquationHas an equal sign and shows that two sides of the equal sign are equal.
  • Display the worksheet Two Truths and One Lie 1. Explain that the fall images represent the numbers on the other side of the equal sign. Review the idea of EqualityBy reminding students that each side of the equal sign must have the same value after completing all operations (e.g., 64 = 64) for it to be a correct equation.
  • Review the Order of operationsWhere students must complete the operations in the correct order: parenthesis, multiplication or division, and then addition or subtraction. practise the order of operations with a simple equation (e.g., 4 - 4 + 8 x (2 - 1) = 8).
  • Model completing the first equation on the worksheet, making sure to use the values attached to the fall image. Ask students if the equality is correct (i.e., true). Monitor their conversation to decide which sentence stems will be helpful to them in their discussions with their partners.
  • Model phrases students can use in their own explanations as you restate or rephrase their ideas or explanations.
(15 minutes)
  • Distribute the Two Truths and One Lie 1 worksheet and complete the next two equations as a class. Ask for student input, making sure they tell you which operation to perform first.
  • Have a student model solving the last equation for the class, saying each step aloud.
  • Choose two student volunteers to model having a discussion about their answers to the three equations. Challenge one student to try to support the incorrect answer and have the partner show evidence to correct the "misunderstanding."
  • Interject in the conversation if necessary for correction, or allow another student to offer input.
  • Display the Two Truths and One Lie 2 worksheet and consider the first equation as a class. If students need assistance recognizing the cupcake as a Variable,A symbol for a number they don't know, then review that idea with them.
  • Discuss with students how the equation changes if they give the cupcake variable a number value of their choice. Remind them to apply the value to both sides. Additionally, have students consider what happens to the equation if they eliminate the cupcake completely.
(12 minutes)
  • Tell students to complete the worksheet Two Truths and One Lie 2 on their own.
  • Remind students they will need to solve as much of the equations as possible before they support their answers with examples from the equations.
  • Monitor student progress and support struggling learners as necessary.

Support:

  • Allow students to focus on solving the equations in one worksheet. They can solve each of the equations and refine their arguments using the same three equations.
  • If a student struggles with the speaking portion but can successfully solve the equations, that student can solve all the equations on both of the worksheets and refine their explanations using the Two Truths and One Lie 1 worksheet.
  • Provide simple, helpful sentence frames to help them discuss their ideas such as:
    • For my first equation, I ____.
    • The values on each side of the equation were equal/not equal because ____.

Enrichment:

  • Encourage students to create their own Two Truths and One Lie equations with the Create Your Own: Two Truths and One Lie worksheet.
  • Challenge students who have a firm grasp of the game and order of operations to serve as the teacher's helper who can model solving a problem for the class.
(10 minutes)
  • Have students discuss their answers to the worksheet Two Truths and One Lie 2 with their elbow partners to see if their answers match. Remind each student to give an explanation to their answers.
  • Ask students to discuss the answers to the teacher-modeled equations from the Two Truths and One Lie 1 worksheet. Have them continue the same process of justifying their answers and redoing the equations if necessary.
  • Note student conversations on the Formative Assessment: Peer Persuasion Checklist to keep track of academic language students use in their discussions.
(6 minutes)
  • Tell partners to discuss whether their partner discussions changed their mind about the equations at all.
  • Randomly choose students to share the outcome of their conversation with their partner.
  • If enough time remains, encourage a student that completed the Create Your Own: Two Truths and One Lie worksheet to share it with the class. Then, have the students determine which equation is false.
  • Encourage students to converse with the presenter like they would with their partners.

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