This displays the Getting started on page 177 of the Student Resource Book.

• If there is a seesaw at the school, students could investigate how it can be balanced using different combinations of students. Sit on one end of the seesaw yourself and find out how many children are needed to balance the adult. (Avoid using one heavier or lighter child on their own, instead use combinations of students.)
• Alternatively use a balance scale with a weight on one side and have students predict how many of an everyday item (for example, pencils, teddy bears, dice, counters) are needed to balance the scale.
• If you are using different numbers of identical objects on a scale or pan balance, check that is it balancing properly with the number of objects before using it with students. Generally speaking, a specially-designed ‘number balance’ or an on-screen interactive balance are more reliable for demonstrating equality.

This contains a graphic which gives the value of each different coloured Cuisenaire rods.

• You could display this sheet for students to refer to if needed.

This shows a picture of a 23 g frog on one side of a seesaw. The sheet asks students to create addition equations using smaller frogs that will balance the seesaw.

• Encourage students to use the frogs from the PM and trial them on either side of a line to investigate combinations before writing them down. This constraint will mean students cannot use a frog more than once or use subtraction to achieve equality.
• Look out for students who are able to work systematically and have these students share number patterns that they have identified.
• If students’ equations are shared randomly, you might record 23 + 2 = 20 + 5, below 23 + 1 = 20 + 4 and see if students can suggest further examples with the same pattern.

This displays a sheet that asks students to find the value of each shape and to write equations using those values instead of symbols.

• This teacher resource sheet introduces the new concept of a symbol representing a value in an equation, so the calculations use number knowledge the students should recall.
• Sometimes students conclude that objects such as shapes stand for an object rather than a number in an equation. You could clarify for students that it wouldn’t matter if the circle in the first question were a diamond or a squiggly line, for the equation to be true the symbol stands for 5.
• Question 6 highlights what is meant by the same symbol in an equation always having the same value. If one star is 3, the other star must also be 3.
• You could challenge students to create their own equation using a different shape or symbol (for example, a diamond) to represent one of the numbers, and then swap their equation with a partner to solve.

This displays a sheet that shows a number machine. Students are asked to provide the missing output, function or input.

• Encourage students to record the whole equation for each example.
• Remind the students that the function must make true equations for both
• The last example is helpful for promoting discussion about using the inverse (undo) relationship between addition and subtraction to work backwards and solve a problem.

This displays a picture of a basic calculator, which you could use to develop a shared vocabulary around the device.

• This resource sheet could be printed out and displayed near where the calculators are stored in the classroom for future reference.
• If possible, students should have the opportunity to use both electronic calculators (battery or solar powered) and virtual calculators (on the computer screen or a tablet app).