Students build and record number bonds, including writing equations such as "10 = 6 + ( )" on the "What's Missing?" activity and filling the missing addend. Students use dice and counters to create part-part-whole relationships and place totals in a larger circle in Activity 5 (Number Bonds). Students model joining and separating groups with paper fish and story boards (Activity 8) to represent addition and subtraction situations that are recorded as totals on story problem pages.

Students are asked to show the same cent amount in two different ways (e.g., show 5 cents as 5 pennies and as 1 nickel; show 7 cents as 7 pennies and as 1 nickel + 2 pennies). Students exchange nickels for pennies and count all pennies to 'prove' that 2 nickels equals 10 pennies. The abacus activity has students move two groups of five beads to show 10 and count beads to confirm equal totals.

Activity 1 has students physically make equal amounts with pretzels and places an = card between the two equal plates while an example number sentence (e.g., 6 = 6) is written. In Activity 2 students say aloud phrases like "Three equals three" while pointing to a number card and the matching set of pretzels. The Getting Started and Skills sections explicitly state that students should "understand the meaning of the equal sign."

Students read and point to number sentences and symbols aloud (for example, saying "three plus two equals five" while reading Animals on Board) and are told the plus sign means to add. Students write and solve addition equations on the abacus and worksheets (for example, modeling and reading 5+3=8, completing problems like 3+2=5 and 4+4=8, and filling blanks on the Animal Addition pages). Students create and read number bonds and sentences that add to 10 (for example, saying "one plus nine equals ten") and notice when two groups have the same number (for example, noticing two groups of three swans are equal).

Students use concrete materials (coins, counters, plates, abacus) to show that two expressions represent the same amount (for example, showing 3+2 and 1+4 on two abacus wires and noting both equal 5). Students complete the "Are These Equal?" worksheet by coloring pairs of addition sentences that are equal and are prompted to note when pairs are not equal (for example, 6+3 vs 2+5). Students explicitly write and say = between equivalent addition sentences (e.g., 3+4 = 4+3) and match turn-around addition facts to show equality.

Students practice turn-around (commutative) facts in the Introduction by saying an addition fact and its turn-around fact. Students read and hear number sentences aloud (e.g., "Twelve minus six equals six") during the read-aloud and are asked to write and solve unknown-addend equations such as 4+?=10 and ?+3=5. Students model and write subtraction equations (for example, 10-4=6 and 10-8=2) using counters, abacus, fingers, and whiteboard, and describe two equal groups of balloons as "the same" or "equal."

Students create addition and subtraction number sentences using the number 5 and other given situations, writing equations such as 3 + 4 = 7 and 8 - 4 = 4. Students model addition by placing two rows of stickers to show a total and model subtraction by showing a total and marking the taken-away stickers with an X. The activity pages include explicit problems that require students to write and solve equations (e.g., 5 + 2 = and 9 - 5 =).

Students practice reading and writing equations and are asked to complete number sentences on the "Something's Missing" sheet (e.g., 5 + ___ = 10, ___ - 3 = 1). The lesson explicitly tells students to review the = sign and to read sentences aloud correctly (for example, "five plus five equals ten"). Students are asked to create their own number sentences and check that each answer is correct, and they may use manipulatives (counters, abacus, number line) to represent equations.

Students write addition sentences with + and = and place the sum (Activity 1), identify addends and the sum when shown equations (book reading and whiteboard examples), and match equivalent addition expressions and compute their sums (Activity 2 matching and 'Order and Addition' sheet). Students also manipulate counters and the abacus to show that changing the order of addends does not change the total and are introduced to turn-around facts and the associative property.

Students write and complete addition sentences (e.g., 2+8= ) and read them aloud while pointing to the addends and the sum. Students practice turn-around facts (for example, 1+9 and 9+1) in chants and in the Making 10 activity, and they complete pairs of commutative equations (e.g., 1+5 and 5+1) on flashcards. Students create number bonds and are asked to identify which circle is the sum and which are addends, reinforcing that two expressions can represent the same total.

Students are asked to say addition sentences aloud using the word "equals" (e.g., "Five plus three equals eight") and to identify the addends and the sum (Introduction; Activity 1). Students match addition sentences with their corresponding sums in the Addition Concentration games and complete written addition problems on worksheets, practicing equivalence between an expression and its total. Students generate turn-around facts (e.g., 3+5 and 5+3) and use manipulatives to confirm that different expressions produce the same sum.

Students create and label paper chains with explicit addition sentences (for example, writing 5+5+5=15) and are asked to make and say addition sentences that make 10 during the card game. The Number Collection page asks students to show the number 15 in many ways and to include addition sentences with both two and three addends. Several activities require students to compute and write sums (How Fast Can I Add?, Climbing the Path, Number Toss), giving practice writing equations with an equal sign.

Students are asked to create number sentences for word problems and then find the answers (e.g., activity directions and answer key showing equations like 10 + 5 = 15). In the money activity, students are asked to show the same dollar amount in two different ways (e.g., 10 dollars as one ten, two fives, or ten ones). The Connect 3 game has students find subtraction number sentences whose difference matches a die roll, requiring them to compute and record subtraction equations.

Students complete a timed "Math Facts Quiz 2" with ten basic addition and subtraction equations (for example, 2 - 0 =, 0 + 4 =, 2 + 2 =) and write the answers using the equal sign. The lesson reminds students to pay attention to whether number sentences are asking them to add or subtract. Students also practice addition facts with flashcards to build fluency and repeatedly write standard equation forms while solving problems.

Students trade 10 unit blocks for a ten rod and trade 10 ten rods for 1 hundred flat, and are asked to say that "10 tens equals 100." They place a 1 in the hundreds place and 0s in the tens and ones to show 100, and they count 10 dimes as 100 cents and count by tens on the abacus. Activity 3 has students form and count groups of ten and answer questions such as "How many more do you need to get to 100?"

Students write and read number sentences such as 3+7=10 and 30+70=100 (Activity 2) and are asked to read these sentences aloud in two ways (e.g., 3 tens + 7 tens = 10 tens and 30+70=100). The "Making 100" activity has students complete equations of the form X + ___ = 100, requiring them to find missing addends. Several activities require students to create and represent equalities using number bonds, abacus, ten rods, and base-10 blocks.

Students are asked to place the correct symbol between pairs of numbers (e.g., 15 15 (=)) and are reminded that the = sign is used to show when numbers or amounts are the same. The Introduction explicitly prompts students to explain how they know numbers are equal, greater, or less by referring to digits in the tens and ones places. The lesson also has students add 10 using base-10 blocks and a number grid, which reinforces numeric equivalence when adding tens (e.g., showing 4 + 10 = 14).

In Activity 2 the teacher writes number sentences (3+3=6 and 30+30=60) and asks the child to note that both sentences are true and to compare them, prompting attention to the equals relation. The Multiples of 10 Concentration game has students match number sentences to their sums and differences, requiring students to identify which expressions correspond to the same value. The activity also includes examples that show tens and ones equivalence (e.g., 5 ones take away 2 ones is 3 ones; 5 tens take away 2 tens is 3 tens), which reinforces that two expressions can represent the same quantity.

The lesson's Activity 4 titled "Addition and Subtraction True/False" presents several addition and subtraction equations (e.g., 4+2=7, 3+1=2+2, 8-4=6-2) and asks the child to decide which are true or not, explicitly reminding the student that "the equal sign means that the numbers on either side of it have to be the same." The activity asks students to use strategies (fingers, counters, abacus, unit blocks) to determine truth and to change false sentences to make them true. The lesson also asks the child to write two true and two not true number sentences, giving additional practice constructing and evaluating equations.

Students solve addition problems that pair a one-digit or non-multiple-of-10 number with a multiple-of-10 using manipulatives (abacus, base-10 blocks) and fill or match sums on the activity pages. The UFO answer-key image shows addition statements with incorrect results, and students are instructed to check and correct any mistakes. The wrap-up and Activity 2 prompt students to use mental math and to check answers using the abacus, including questions like "How do you know that your answer is correct?"

Students write and model addition number sentences such as 35 + 5 = 40 and use base-10 blocks and an abacus to show and verify those equations. They match addition problems to their sums in the Composing 10 to Add matching activity and solve equations with a missing addend (for example, 52 + □ = 60 and □ + 25 = 30) using manipulatives. The activities require students to produce and check equalities by composing tens and counting on to reach given sums.

The lesson's Skills list explicitly includes "Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false." In Activity 4 students cut out addition number sentences and glue them into True or False columns, using base-10 blocks and the abacus to verify sums. The provided Addition True/False page and its answer key give concrete equations for students to evaluate. During Wrapping Up students read number sentences aloud, represent both sides with manipulatives, and explain how they found the sums.

Students create two different addition sentences for each target number (for example, 19 represented as 10+9 and 14+5) and write each sentence on separate game cards. Students use base-10 blocks and an abacus to compute the sums for those addition sentences. Students play a matching game in which they find and collect pairs of cards whose addition sentences produce the same total.

Students write and evaluate equations (e.g., the example 1+4+6 = 11) and complete a sorting activity that requires calculating sums and differences to place number sentences into boxes labeled with target results. Students identify turn-around facts (e.g., 1+3 and 3+1) and use an answer key that groups different addition and subtraction expressions that equal the same number. The activities repeatedly require students to compute both addition and subtraction expressions and match them to equivalent values.