NTPS Math Plan Lesson Overview: True/False Number Sentences
Lesson Title:
True/False Number Sentences
Quarter 1 and 3
Foundational
Resource and Page Number:
Adapted from Thinking Mathematically by
Carpenter, Franke, and Levi
NTPS Power Standard 2
Ongoing Practice
Key Concept(s) addressed:
 Solve Equations in which the unknown appears in
a number of positions
Language addressed:
Plus, minus, equal, the same as, true, false
Sessions 1
WA P.E. 2.2
Mastery and Extension
Key Skill(s) addressed:
 Addition, Subtraction, Equality
Crafting:
 Teacher will show a true equation such as 3 + 5 = 8 “What I know about equal signs is that they are a symbol
that represents “the same”. Both sides must always be the same for the equation to be true.”
 Teacher will model equation using cubes or other manipulatives (3 add 5 is the same as 8)
 Teacher will prove with manipulatives that 8 = 3 + 5 is also true (so 8 is the same as 3 add 5)
 Teacher will present the following equations ( 8 = 8; 3 + 5 = 3 + 5; 3 + 5 = 5 + 3)
 Teacher will pose the question “If all that is true, what number would you write in the box to make this
equation true?” 3 + 5 = ___ + 4
 Today we are going to look at balancing equations like this one
Composing:
 Talk with a partner about what number will fill the blank and make it a true equation.
 Students use cubes to show what number makes the equation true
 Share thinking with the class
 Determine if equation is true or false
 Students use rally coach structure to determine if given equations (worksheet) are true or false
Reflecting:
 Journal prompt: “Is this equation true or false? Explain why.” 3 + 5 = 8 + 4
What elements of this lesson are
concrete?
Manipulatives
Balance scale (optional)
What elements of this lesson are
representational?
Drawing picture of equal amounts
What elements of this lesson are
abstract?
Equations
Additional Notes:
 A balance Scale may be used to model or introduce the concept
Other Tips:
 In future crafting think alouds, it is important to model relational thinking and pattern-seeking when solving for
a variable. For instance, with the above equation 3 + 5 = ____ + 4, it is important to model the thought process
of looking for relationships and patterns:
I notice that 4 is one less than 5, so my missing addend must be 1 more than 3. My missing addend is 4. I can
check it by adding 3 and 5 which is the same as 8 and 4 and 4, which is the same as 8.
Assessment and Support Resources
Assessment
Exit Slip – Make this equation true:
3 + 7 = 6 + _______
Kagan Structures
Rally Coach
Think – Pair - Share
Ongoing Practice
Example problems
A.
B.
C.
D.
E.
F.
Intervention
Use numbers that reinforce facts to 18
3 + 5 = _____
8 = 3 + _____
8 = ______
3 + 5 = _____ + 5
3 + 5 = _____ + 3
3 + 5 = _____ + 4
Differentiation
Use two digit numbers
(35 + 25 = 37 + _______)