Lesson Plan | Socioemotional Learning | Equality: Same Operation on Both Sides

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socio-emotional Lesson Plan is to introduce and contextualize the theme of equality in mathematical operations, while promoting the development of students' socio-emotional skills. This is essential for students to understand that, just like in mathematical equations, emotions and social interactions also require balance and fair operations to be managed effectively. Additionally, this initial approach will help students feel more connected and engaged in the learning process, recognizing the importance of emotions and relationships in the educational context.

Main Goals

1. Explain how equality is maintained by performing the same operation on both sides of an equation.

2. Develop the ability to identify and apply simple mathematical operations in equalities.

3. Foster self-awareness and social awareness by recognizing and discussing the emotions involved in solving mathematical problems.

Introduction

Duration: (10 - 15 minutes)

Emotional Warm-up Activity

Deep Breathing for Focus and Concentration

The chosen emotional warm-up activity is Deep Breathing. This activity aims to promote calmness and concentration among students, mentally preparing them for the class. The technique involves inhaling deeply through the nose, holding the breath for a few seconds, and slowly exhaling through the mouth. Deep breathing helps reduce stress, increase mental clarity, and improve focus.

1. Ask students to sit comfortably in their chairs, with their feet flat on the floor and their hands resting on their knees.

2. Briefly explain the benefits of deep breathing, such as stress reduction and increased concentration.

3. Instruct students to close their eyes or focus on a fixed point in the room.

4. Guide them to inhale deeply through the nose counting to four.

5. Ask them to hold their breath for four seconds.

6. Guide them to exhale slowly through the mouth counting to six.

7. Repeat this deep breathing cycle three to five times.

8. Conclude the activity by asking students to slowly open their eyes and notice how they feel calmer and more focused.

Content Contextualization

Mathematics can be compared to many real-life situations, especially when we think about balance and fairness. For example, when sharing a cake among friends, everyone should receive equal pieces so that no one feels unfairly treated. Similarly, in a mathematical equation, balance is maintained by performing the same operation on both sides of the equality. This helps us understand that actions have consequences and that to maintain harmony, we need to be fair and balanced. Furthermore, learning to maintain equality in mathematical equations can teach us a valuable lesson about human relationships. If we treat people fairly and evenly, we will build healthier and more harmonious relationships. Just like in an equation, life also requires balance and fairness for everyone to feel valued and respected.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. What is an Equality?

2. A mathematical equality represents a relationship where both sides have the same value. For example, in the expression 3 = 3, both sides of the equality are equal.

3. Maintaining Equality

4. When we perform the same operation on both sides of an equality, it remains true. For example, if we add 2 to both sides of 3 = 3, we get 5 = 5. This principle is fundamental for solving mathematical equations.

5. Mathematical Operations

6. Basic mathematical operations include addition, subtraction, multiplication, and division. Performing these operations evenly on both sides of an equality helps maintain the equation as true.

7. Practical Examples

8. Addition: If we have 4 = 4 and we add 2 to both sides, we get 6 = 6.

9. Subtraction: If we have 7 = 7 and we subtract 3 from both sides, we get 4 = 4.

10. Multiplication: If we have 2 = 2 and we multiply both sides by 3, we get 6 = 6.

11. Division: If we have 8 = 8 and we divide both sides by 2, we get 4 = 4.

12. Analogies for Better Understanding

13. We can compare mathematical equality to a balance scale. If we add or remove the same weight from both sides of the scale, it will remain balanced. Similarly, an equation remains equal if we perform the same operation on both sides.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

Equality Game

Students will be divided into small groups, and each group will receive a set of cards with numbers and mathematical operations. The goal is for students to work together to create valid equalities, applying mathematical operations evenly on both sides of the equality.

1. Divide students into groups of 3 to 4.

2. Distribute a set of cards to each group. The cards should contain numbers and mathematical operations (addition, subtraction, multiplication, and division).

3. Explain that the goal is to create valid equalities by applying mathematical operations evenly on both sides.

4. Students should discuss among themselves and decide which operations to use to maintain equality.

5. Encourage students to express how they feel while solving mathematical problems and recognize the emotions of their peers.

6. Each group must create and solve at least 5 different equalities.

7. At the end, ask each group to share one created equality and explain the process used to maintain it.

Group Discussion

After the activity, gather students for a group discussion. Use the RULER method to guide the discussion. First, recognize the emotions that arose during the activity by asking students how they felt. Then, help them understand the causes of those emotions, exploring whether they were motivated by cooperation, challenge, or success in the task.

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

Ask students to write or discuss the challenges they faced during the lesson and how they managed their emotions while dealing with mathematical equalities. Encourage them to reflect on moments when they felt frustrated, confused, or satisfied, and identify strategies that helped them overcome those emotions. For example, ask: 'How did you feel when you found a solution to the equality?' or 'What strategies did you use to stay calm and focused?'

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their emotions and actions during the lesson, students can learn to recognize emotional patterns and develop skills to manage their emotions more effectively in future academic and personal challenges.

Closure and A Look Into The Future

At the end of the lesson, ask students to set personal and academic goals related to the content learned. Explain the importance of setting clear and achievable goals to continue the development of mathematical and socio-emotional skills. For example, an academic goal could be 'to practice mathematical equalities for 10 minutes every day,' while a personal goal could be 'to help a classmate struggling with mathematics next week.'

Possible Goal Ideas:

1. Practice mathematical equalities for 10 minutes every day.

2. Help a classmate struggling with mathematics next week.

3. Recognize and name emotions during mathematical activities.

4. Stay calm and focused while solving mathematical problems.

5. Apply the emotional regulation strategies learned in other subjects. Objective: The objective of this subsection is to strengthen student autonomy and the practical application of learning, encouraging them to set personal and academic goals that promote the continuation of academic and personal development. This helps students become more autonomous and proactive in their learning, applying the skills developed in class to various areas of their lives.