Moving to Solve

Unit: Symbols and Unknowns in Math

Lesson 2 of 3
Duration: 45 minutes
Class Size: 18 students
Grade: 1st Grade
Curriculum: International Baccalaureate Primary Years Programme (IB PYP) aligned with Jamaican National Standard Curriculum

Central Idea

Understanding symbols and unknowns in math helps students develop critical thinking skills through fun, interactive, and multisensory activities.

Key Concepts

Functioning (How do equations work?)
Connection (How do symbols relate to numbers?)
Perspective (Why do unknowns help us solve problems?)

Related Concepts

Representation
Patterns
Problem-solving

Inquiry Question

How can moving and manipulating objects help me solve math equations with unknowns?

Learning Objectives (IB PYP Math Standards)

By the end of this lesson, students will be able to:

Understand unknowns represented by symbols (e.g., □ or ?).
Solve simple addition and subtraction equations with one unknown using manipulatives.
Communicate their solution process verbally and through movement-based activities.
Collaborate with peers to create and solve equations.
Use multisensory strategies including movement and tactile manipulatives to support memory and reasoning, especially for learners with dyslexia.

Success Criteria

Students will:

Correctly solve simple equations with one unknown.
Explain their thinking clearly to a partner.
Use movement (such as stepping forward/backward) to represent adding or subtracting unknown quantities.
Engage practically with the game to apply concepts.

Materials Needed

Counting manipulatives (e.g., cubes, counters)
Whiteboards and markers (for writing equations)
Large floor number line (tape or printed mat)
Symbols cards (e.g., □, ?, +, -)
Music player with movement-friendly songs (optional)
Visual aids with step-by-step pictorial instructions

Lesson Outline

Time	Activity	Description	Differentiation	IB PYP Links
5 mins	Engage: Warm-Up Song & Movement	Play a short, catchy math song about adding and subtracting. Have students stand and step forward/backward to represent “+1” and “-1.” This warms up bodies and minds while connecting movement to math symbols.	Use visual step cues and repeat for clarity; allow extra practice for dyslexic students.	Communicator: expressing understanding through movement
10 mins	Review: Symbols & Unknowns Recap	Brief whole-class recap of lesson 1 concepts. Show visual symbols for unknowns (□, ?), write simple equation examples on whiteboard (e.g., □ + 3 = 5). Model thinking aloud how to find the unknown.	Provide manipulatives for hands-on support. Use clear, simple language with visuals to support dyslexic learners.	Knowledge and Reflection: recognizing relationships between symbols and numbers
20 mins	Main Activity: Solve with Movement Game (Pairs)	- Students pair up. Each pair gets manipulatives, symbol cards, and a number line mat on the floor.

One student creates an equation with an unknown using manipulatives and symbolic cards.
Partner solves the equation by physically moving on the number line representing the math operation (e.g., stepping forward for addition).
Then swap roles.
Teacher circulates to prompt reasoning: “How do you know your answer is right?” | Groups seated on floor for easy movement. Provide extra manipulative sets for dyslexic students; allow verbal or pictorial explanations instead of writing if needed. Incorporate pair talk to support social learning. | Inquiry and Action: applying math concepts actively and collaboratively | | 5 mins | Reflection Circle | Students sit in a circle and share their favorite part of the game and how movement helped them understand equations. Teacher captures key vocabulary on chart paper for reference. | Encourage all to speak; allow drawing or pointing for those who prefer nonverbal reflection. | Communication: sharing ideas in diverse ways | | 5 mins | Exit Ticket: Quick Equation Challenge | Display 1-2 simple unknown equations on board (e.g., □ + 2 = 4). Students write or draw their solution on mini whiteboards or paper. Teacher quickly assesses understanding. | Allow demonstration via manipulatives or partner explanation. Provide symbols reference sheet for dyslexic students. | Assessment: formative and reflective |

Differentiation Strategies for Dyslexic Students

Use multisensory teaching (movement, tactile manipulatives, audio cues).
Break instructions into small, clear steps with visual supports.
Pair verbal instructions with written words and pictorial symbols.
Offer flexible response modes (drawing, speaking, tactile demonstration).
Ensure consistent classroom routines for mathematical symbols and terms exposure.

Assessment

Formative assessment through:

Observation of pair discussions and problem-solving strategies.
Exit ticket responses for evidence of equation-solving ability.
Anecdotal notes during reflection sharing regarding understanding and confidence.

Teacher Reflection Prompts

Did the movement element enhance students’ grasp of unknowns?
Were all students actively engaged, including those with learning needs?
Which part of the game generated the most mathematical language use?
How can next lesson deepen symbolic understanding through collaborative problem-solving?

End of Lesson

This lesson plan ensures a vibrant, hands-on, inquiry-driven approach aligned with the IB PYP framework and the Jamaican Curriculum standards, while supporting diverse learning needs through multisensory opportunities.

Teaching Instructions