This feature for Primary teachers focuses on the concept of equivalence and showcases our balance interactivity in several guises. The tasks included aim to build on children's practical experiences of balances, using this as a context in which to discuss equality, and leading into considering ways we represent equivalence mathematically.

In this article for primary teachers, Ems shares some common misconceptions surrounding the equals sign, and suggests ways to help learners develop their understanding.

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A group of animals has made a seesaw in the woods. How can you make the seesaw balance?

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Can you match pairs of cards which show the same amount?

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Can you hang weights in the right place to make the the number balance balanced?

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Can you work out how to make each side of this balance equally balanced? You can put more than one weight on a hook.

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In this simulation of a balance, you can drag numbers and parts of number sentences on to the trays. Have a play!

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Max and Bryony both have a box of sweets. What do you know about the number of sweets they each have?

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Without doing lots of calculations, can you decide which of these number sentences are true? How do you know?