# 4.16 - Equality

The student will

• recognize and demonstrate the meaning of equality in an equation.

### BIG IDEAS

• So that I can understand that mathematical relationships among numbers can be represented, compared, and communicated

• Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations

• So that I can manipulate numbers in a manner that makes problems easier to solve using mental math or computation

### UNDERSTANDING THE STANDARD

• Mathematical relationships can be expressed using equations.
• An expression is a representation of a quantity. It is made up of numbers, variables, and/or computational symbols. It does not have an equal symbol (e.g., 8, 15 × 12).
• An equation represents the relationship between two expressions of equal value (e.g., 12 × 3 = 72 ÷ 2).
• The equal symbol (=) means that the values on either side are equivalent (balanced).
• The not equal symbol (≠) means that the values on either side are not equivalent (not balanced)Investigating arithmetic operations with whole numbers helps students learn about several different properties of arithmetic relationships. These relationships remain true regardless of the numbers.

### ESSENTIALS

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Write an equation to represent the relationship between equivalent mathematical expressions (e.g., 4 x 3 = 2 x 6; 10 + 8 = 36 ÷ 2; 12 x 4 = 60 - 12).
• Identify and use the appropriate symbol to distinguish between expressions that are equal and expressions that are not equal, using addition, subtraction, multiplication, and division (e.g., 4 × 12 = 8 × 6 and 64 ÷ 8 ≠ 8 × 8)

### KEY VOCABULARY

Updated: May 29, 2019