Exploring Equations

Alberta Curriculum Alignment

Grade: 3
Subject: Mathematics
Unit: Exploring Equations and Equality
Duration: 45 minutes
Number of Students: 12

Relevant Curriculum Outcomes:

• Number Concepts and Operations:
  • Represent and solve problems involving equalities and simple equations (e.g., using the equal sign in number sentences to show balance) [3NA4]
• Mathematical Reasoning:
  • Select and use mathematical vocabulary to describe relationships between quantities [3MR2]
• Number Operations and Relationships:
  • Describe the equal sign as representing “the same as” or “balanced” in equations [3NA5]

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Lesson Title

Introduction to Equations

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Learner Outcome

Students will develop an understanding of what an equation is, the meaning of the equal sign, and will be able to distinguish between expressions and equations.

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Lesson Objective - KUSP’s

Category	Objective
Knowledge	Define what an equation is and the role of the equal sign.
Understanding	Comprehend equality as a balance between two expressions.
Skills	Identify and differentiate between mathematical expressions and equations.

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Materials/Resources

• Whiteboard and markers
• Equation worksheets (with examples and identification tasks)
• Word banks (equations, equal sign, expression, balance, etc.) for differentiated support
• Visual aids: Scales or balance imagery to represent equality (optional)

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Lesson Sequence

1. Review (5 minutes)

• Briefly revisit previous math concepts such as addition, subtraction, and simple number sentences.
• Engage students by asking for examples of addition or subtraction sentences they know.
• Ask: "What does the equal sign (=) mean to you?" Collect a few responses to gauge prior understanding.

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2. Introduction and Hook (7 minutes)

• Write a simple equation on the whiteboard, e.g., 3 + 4 = 7
• Ask the class: “What do you notice about this sentence?” Highlight the parts: 3 + 4, =, and 7.
• Demonstrate that the equal sign means ‘the same as’ or that the two sides are balanced. (Optionally show a small physical or drawn scale/balance to represent this.)
• Pose the question: “Is 3 + 4 the same as 7? What about 3 + 4 and 5 + 2?” to encourage thinking about equality.

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3. Procedure (20 minutes)

A. Explain Key Terms (10 minutes)

• Equation: A number sentence with an equal sign that shows two expressions are the same.
• Equal Sign (=): Means “is the same as” or “balanced.”
• Expression: A group of numbers and symbols without an equal sign.
• Use clear, accessible language and visuals. Write examples:
  • Expression: 5 + 2 or 9 - 3
  • Equation: 5 + 2 = 7 or 4 + 3 = 2 + 5
• Check for understanding by asking students to give examples or identify parts orally.

B. Guided Practice (10 minutes)

• Hand out worksheets containing a mix of expressions and equations.
• Students work individually to identify and label each as either an expression or an equation.
• Include a word bank on the worksheets with definitions and keywords for students needing extra support.
• Teacher circulates, providing one-on-one assistance as necessary.
• Encourage students to come up to the whiteboard and write their examples if time permits.

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4. Closure (8 minutes)

• Recap the day’s key ideas: "What is an equation?", "What does the equal sign mean?", and "What is an expression?"
• Call on students to share one thing they learned today.
• Use a quick oral quiz: show 3-4 examples on the board and have students give a thumbs up if it’s an equation or thumbs down if it’s just an expression.
• Reaffirm that equations show balance, and expressions do not have an equal sign.

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Assessment

• Formative assessment through worksheet completion and participation during questions/discussions.
• Check for accurate identification of equations vs expressions.
• Observe use of vocabulary during class discussions to ensure understanding of equality and equation terms.

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Differentiated Instruction

• For students needing support:
  • Provide a word bank on the worksheet with simple definitions and visual icons for “equal sign,” “equation,” and “expression.”
  • Use paired work so stronger readers/numeracy students can support their peers.
  • Allow use of manipulatives (e.g., counters) to represent equal quantities visually.
• For advanced learners:
  • Encourage creating their own simple equations using different numbers and symbols.
  • Introduce concept of true/false number sentences for discussion (e.g., 3 + 5 = 9).

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Teacher Reflection (Post-Lesson)

• Were students able to confidently identify equations and expressions?
• Did the equal sign concept of “balance” resonate with all learners?
• Which instructional strategy worked best for engagement and comprehension?
• How might I adapt the next lesson to build on today’s foundational knowledge?

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Additional Notes to Wow Teachers

• Consider adding a “Equation Detective” game in future lessons where students find “equations” hidden in word problems or around the classroom.
• Visual learning tools such as a physical balance scale or a digital app showing equality can deepen concept understanding.
• Incorporate math talk: pair students to discuss their reasoning before sharing with the class, promoting communication skills alongside mathematical reasoning.

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This plan is designed to ignite curiosity while aligning perfectly with the Alberta Mathematics curriculum for Grade 3 students. It prioritizes foundational understanding of equality and expressions, setting a strong base for future equation solving.