It has been well-documented that many students do not understand the meaning of the equal sign. Thus, researchers have called for instruction that specifically addresses misconceptions about the equal sign, and have indicated that such work must start at the elementary level. In response to these recommendations, some state curriculums require that students gain a full understanding of the equal sign. In addition, the Common Core Standards explicitly state that students in 1st grade need to gain an understanding of the equal sign (Common Core State Standards Initiative, 2010). In response to curriculum requirements and the research recommendations, mathematics educators have sought to design tasks or experiences that will aid students in developing an accurate understanding of the equal sign. Recognizing the importance, in general, of including word problems when developing students' understanding, the authors created a set of problems to draw upon in their instructional unit on equality. The purpose of this article is to share word problems that provide a context with which to facilitate students' thinking about equality. After a brief description of the importance of teaching through problem solving, the equality problems will be shared, along with supporting student work. (Contains 7 figures and 1 footnote.)