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# Preservation of Equality

Strand: Patterns and Relations (Variables and Equations)
Outcome: 3

## Step 5: Follow-up on Assessment

### Guiding Questions

• What conclusions can be made from assessment information?
• How effective have instructional approaches been?
• What are the next steps in instruction?

### A. Addressing Gaps in Learning

• Build on students' understanding of preservation of equality from previous grades.
• Encourage students to use balance scales to represent various equalities, draw corresponding diagrams and record the process symbolically.
• Have students explain their thinking and provide scaffolding to overcome any misconceptions or misunderstandings.
• Use examples of equality with everyday contexts so that students can relate to the situation and understand it better.
• Use friendly numbers in modelling preservation of equality, initially, so that students can easily draw diagrams to represent the situation.
• Include examples with positive and negative integers, using alge-tiles and a balance scale, and reviewing the concept of zero to illustrate equality on both sides of the scale.
• Solve a variety of everyday problems by applying the preservation of equality.
• Reinforce the role of variables and constants in the preservation of equality.
• Integrate the strands in mathematics by applying the preservation of equality to number operations, measurement and statistics and probability.
• Encourage students to create problems that can be solved by applying the preservation of equality.

### B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning. These activities should support students in developing a deeper understanding of the concept and should not progress to the outcomes in subsequent grades.