standard_description: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
problem_activity: Narrative
The purpose of this True or False is to give students an opportunity to deepen their understanding of the equal sign. This is the first time that students will do this instructional routine. Because equations are new to students, the teacher should read aloud each equation. When students are more familiar with equations, they will read the equations themselves when they do this routine. In the activity synthesis, students are asked to reword another student's thinking and justify the answer in a different way (MP3).
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each equation.
Student Facing
Is each statement true or false?
Be prepared to explain your reasoning.
\(10 = 10\)
\(4 + 6 = 10\)
\(2 + 7 = 10\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“Who can restate _____'s reasoning in a different way?”
“Does anyone want to add on to _____’s reasoning?”


aligns: no