EDMA310/360 Mathematics unit planner

{Jess Bellingham}

Unit Overview
Unit title:
Functions in growing patterns
Content maths area:
Algebra
Grade/year level:
Grade six, level 6 in the AusVELS curriculum.

Learning Focus (ideas extrapolated from AusVELS):

The content strand is Number and algebra, in which students at level 6 are expected to solve
problems using all four operations with whole numbers, and specify or identify rules of said
problems. The sub-strand is patterns and algebra in which students are expected to continue and
create sequences or patterns involving numbers, as well as describing the rule of the patterns
creation. Furthermore, they are expected to be able to investigate additive and multiplicative
patterns and identify the way they increase or decrease. The main proficiencies addresses are
problem solving and reasoning. The students are to be able to solve the problems regarding
growing patterns and functions, and be able to sufficiently justify and explain mental strategies
and results.

Rationale:
Knowing how to describe functions and patterns is listed as an essential aspect of number
knowledge for learning algebra (MacGregor & Stacey, 1999). In past research, it has been seen
that students are not confident with the concept of growing patterns as functions as they have had

most experiences with repeating patterns. It is important to transition to viewing growing

patterns as functions, especially in grade six, as it has an important roll in bridging the gap
between arithmetic and algebra in early high school (Warren, 2005).

Assumed prior knowledge of students:

-

Students will know how to use all four operations (addition, subtraction,

multiplication and division) to solve problems.

They will have been basically familiar with function and growing pattern

concepts.
They know how to continue and create growing patterns.
They have had experience in using multiplicative thinking to describe number
patterns.

Grouping strategies to support learning:

By grouping higher ability students with lower, you are able to bridge the gap of expectations
(Linchevski & Kutscher, 1998). The teachers expectations are level as the students work
together. Though many of these tasks are individual, it may benefit those struggling to work with
a competent student. The exception of this would be the extension and enabling groups. The
grouping or pairing of students would be best if judged by the teacher in relation to the benefit of
their students.

Overview of assessment:
Both summative and formative assessment will be employed throughout the unit of work.
Formative assessment will take place in the form of annotated notes on chosen students, these
will help to shape teaching, mostly in terms of enabling or extending, identifying students
particular needs. Summative assessment is taken when the work is collected to assess whether
the student has completed the task. Affective assessment will be seen in the use of observation
notes which form teaching and support it.

References:
Kawas, T. (2015). Mathwire.com: Growing Patterns. Retrieved 8 October 2015, from
http://mathwire.com/algebra/growingpatterns.html
Linchevski, L., & Kutscher, B. (1998). Tell me with whom you're learning, and I'll tell you how
much you've learned: Mixed-ability versus same-ability grouping in mathematics. Journal
for Research in Mathematics Education, 533-554.
MacGregor, M. & Kaye, S. (1999). A flying start to algebra. Teaching Children Mathematics, 6(2), 78.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., & Bennett, S.
(2013). Helping children learn mathematics (1st Australian ed.). Milton, Qld.: John Wiley & Sons.
Virginia Department of Education. (2004). Patterns, Function, and Algebra for Elementary School
Teachers. Retrieved from http://mason.gmu.edu/~jsuh4/impact/PFAEntire.pdf
Warren, E. A. (2005). Patterns supporting the development of early algebraic thinking. In P. Clarkson, A.
Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), Building Connections:
Theory, Research and Practice, Proceedings of the Annual Conference of the Mathematics
Education Research Group of Australasia (Vol. 1, pp. 759-766). Sydney, Australia: MERGA Inc.

MATHEMATICS UNIT PLANNER

Topic: Functions in growing patterns
Key mathematical understandings
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

Functions show and explain the

relationships within growing patterns.
Functions allow one to use the four
operations to solve the growth of increasing
patterns.

Year Level: 6

Term:

Week:

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra
Measurement and Geometry
Sub-strand(s): Patterns and algebra

Date:
Statistics and Probability

Level descriptions:
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to
create the sequence (ACMNA133).
Elaboration: Investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern,
looking for patterns in the way the numbers increase/decrease.
Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Identifying the working function of various growing patterns.
Justifying and explaining understanding and identification of functions within growing patterns.

Key skills to develop and practise (including strategies,

Key equipment / resources:

Key vocabulary (be specific and include definitions of key words

ways of working mathematically, language goals, etc.) (4-5 key skills

Function box and cards

Function cards

Tiles/blocks

only):

Using the appropriate language to identify a

function within a growing pattern.

Using multiplicative thinking to identify the function

relationship.

iPads- app Show me

Using the appropriate language to justify and

explain mathematical choices.

Interactive whiteboard

Whiteboard and markers

Using a variety of strategies to solve pattern

problems.

Problem questions/slides

appropriate to use with students)

Function: Is the relationship between numbers

and how they are being changed within a pattern
(the change is the function).
Pattern: A repeated design or arrangement using
shapes, lines, colours, numbers, etc.
Growing Patterns: A pattern which is increasing
in size, where each successive term (pattern)
changes by the same amount from the preceding
term.
Relation: Connection, correspondence or
contrast between a pair or group of objects,
measures, numbers, etc. Also called a
relationship.

Possible misconceptions (list of misconceptions related to

the mathematical idea/topic that students might develop):

Being able to view patterns as functions, after

only having real experience with repeating
patterns (Warren, 2005).
Using additive strategies rather than multiplicative
strategies to identify the function.

Key probing questions (focus questions that will be used to

Links to other contexts (if applicable, e.g., inquiry unit focus,

develop understanding to be used during the sequence of lessons; 3 5

probing questions):

current events, literature, etc.):

Learning
strategies/ skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1
Using functions
from real life to
create a table.

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)

What will this function look like as a growing

pattern?
Would it be easier to look at how we add or
how we multiply?
How can we find the function?
If someone couldnt see the pattern, can you
explain how it grows?
What helped you to identify the function?
What strategies did you use?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

INVESTIGATIONS
SESSION

(a short, sharp task relating to the

focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

Draw up an in and out

function table on the
whiteboard and ask the
students to think about a
table of boys and hands.
E.g. 1 boy is 2 hands. Skip
count through numbers
either in the in or out
boxes.
- How do you know
that number fits
there?
- Can we see a
relationship
between the
numbers?
- How many hands

Ask the students to come

up with constants that can
be put into a function table:
Eg. Salary, three people to
sit at a table, etc. Aim to
come up with three ideas.
Ask them to create a word
problem to go with each
idea, then create an
unfinished table.
Students will then swap
problems and tables with
another student to
complete.

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

REFLECTION & MAKING

CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

Pairs come back and

discuss each others use of
functions and their word
problem.
- Did it work well?
- What was the
function?
- How did you figure
it out?
- Where did you look
first?

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Enabling:
- Give more ideas
for constantswhere is the
pattern? Can you
draw it for me?
Extending:
- Ask the students to
look for a more
advanced function
with two changes,
such as an
increase of 3 and a
multiplication of 2.
How can this be

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Observe discussions and

talk to students about
their work throughout the
lesson:
- Are they using
real life
examples?
- Can they use
their idea and
function table in a
word problem?
- Is their idea clear
for others to work
from?

would there be for

100 boys?
(5 mins)

Session 2
Understand
that functions
cause a
change in
numbers which
creates a
pattern.

Function box What is

my rule?
Begin with a function box.
Explain the in and out
functions of the box and
that you want the students
to find the connection or
the rule of the numbers.
Difficulty of function can
increase throughout the
task.

used in a word
problem?
(10 mins)
(45 mins)

Working in pairs, the

students will have their
own Whats my rule?
games with pre-prepared
cards.
Students will take in turns
to run the game, choosing
a card which is the rule or
function for the game.
(Elaboration in appendix 2)

(Elaboration in appendix 1)

(Reys, Lindquist, Lambdin,

Session 3
Beginning to
understand
how a function
changes a
growing
pattern, and
beginning to be

Smith, Rogers, Falle, Frid,

& Bennett, 2013)

(Virginia Department of
Education, 2004)

(10 mins)

(35 mins)

Bring up the simple

website game How does
my pattern grow? on the
interactive whiteboard
(http://teams.lacoe.edu/doc
umentation/classrooms/lind
a/algebra/activities/pattern
_grow/pattern_farm.html)
Get students to come up

Get students in pairs with

counters. They are to sit
back to back so that they
cant see each others
counters.
Person A creates a growing
pattern (at least three
terms) and must explain to
Person B what the pattern

Table discussion (at least

four students).
Talk about strategies used
to find functions and
patterns:
- What helped you
to identify the
function?
- What did you look
for first?
- How many in
numbers did you
have to say before
you could find the
function?
- Could you identify
the function with
one in number?
Why/why not?

Enabling:
- Can change/create
your own functions
that may be
simpler. (eg.
Addition or
subtraction).
Extending:
- Create your own
functions that are
more challenging,
such as with more
than one change.
(eg. n x 2 + 1).

Anecdotal notes:
-

Have these questions up

on the whiteboard to
prompt discussion.

Choose about
four students to
focus on for the
lesson.
During student
discussions,
listen and
observe these
students
discussion
participation, and
if needed, prompt
their answers
Use these notes
to inform teaching
of
misconceptions
and needs.

(15 mins)
Get the students to reflect
on what language was
effective for them to be
able to create the next
pattern:
Eg. four tiles are added
each time or the centre
stays the same.

Enabling:
- Make the same
term as Person As
last term, move
onto making the
next one.
Extending:

Collect reflections from

books, what are the
students understanding?
Are they connecting the
language to the functions
from previous lessons?
-

Can also take

able to identify
this function by
the language
used.

and finish the pattern and

justify why it works.
- How do you know
thats where the
tiles go?
- How do you know
which direction the
tiles are going?
- If someone
couldnt see the
pattern, can you
explain how it
grows?

in each term looks like.

Person B then must
attempt to make the next
term pattern by the
explanation, look and
check.
Swap roles.

Get students to come

together (on the floor) and
share some of these ideas.
- Why were these
helpful? Does this
relate to the work
on functions?
- What would some
of your growing
patterns looked
like as a function?

Can you make the

sixth term? The
tenth term? Etc.
(skip terms).

observational
notes from lesson
and discussion.

(15 mins)
(10 mins)

Session 4
Able to identify
and explain the
function within
a growing
pattern.

Put Bird V Problem on

interactive whiteboard.
(Appendix 3).
- How can we find
the function?
- If the term is the
in number, what is
the out for each
V?
- Would it be
easier to look at
how we add or
how we multiply?
Can create a table on the
whiteboard if visually
needed.
If students are struggling,
remind them that there
may be more than one
change (eg. more than just
n x 2).
-

How many birds

will be in term 10
(in number 10)?

(35 mins)

Students can work

individually on the tables
and chairs investigation
(Appendix 4).
If students finish, get them
to create their own version
of the problem using
rectangle tables (more than
one person on the sides).
- How will you
reword the
problem?
- What is the
function now?
Students can swap and
solve created problems
with another student.

Get into pairs and interview

another student about their
strategies for finding the
function and finding n,
record these strategies.
Come into table groups
and share your partners
strategies for identifying
functions;
- How has that
strategy helped
you?
- Have you used this
strategy before?

Enabling:
- Can you draw me
what three tables
with customers
would look like?
Four tables? Can
you see a pattern
in how many chairs
you are adding?
How many chairs
are there to a
table? Does any
seat always stay
the same?
Extending:
- What other shaped
tables can you
make a word
problem for (eg.
hexagon table).

Take up and mark work,

checking to see that the
student was able to
identify the function (n) in
the problem.
Observe and question
students during work time
and discussion, what
were the students
understanding? Could
they adapt the problem to
change the function?
What were their
identification strategies?

What if there
were n number
of birds?

(Reys, et al., 2013)

(10 mins)
Session 5
Able to create
their own
growing
pattern
according to
their chosen
function, and
explain and
justify this
using
technology.

Student run game of

function box/ whats my
rule? With the class.
- Using as more
complicated
function such as (n
x 3 + 1).
- What will this
function look like
as a growing
pattern? get the
students to draw
function.

(5 mins)

(Kawas, 2015)
(35 mins)

(15 mins)

Put Landscaper problem

up on the interactive
whiteboard. (Appendix 5).
Explain to the students that
this is an open task, they
are to choose their own
complicated function
(minimum 2 changes) and
the shape and formation of
their garden.
Make sure you check:
- Does your function
match your
growing pattern?

Have a presentation where

students can present their
ShowMe video on the
interactive whiteboard.

Get students to great their

growing patterns (three
terms) using counters and
take photographs on an
iPad. They are then to use
the pictures of their
problem (also of function
tables) and record a
presentation justifying the
connection of the function
and the pattern on the iPad
application ShowMe.
If time allows, they can
solve a growing pattern of
another student.
(35 mins)

Students can give warm

and cold feedback:
- Does the function
match the pattern?
- I like how you
- Its not clear how

(20 mins)

Enabling:
- Can you choose a
function that
matches a pattern
that you
understand and
can explain (eg.
could be the
garden from the
slides).

Extending:
- Create an entirely
new problem (not
landscaper) from
an interest in your
life.

Take observational notes

during presentation:
- Has the student
been able to
justify their
connection
between the
function and the
pattern?
- Do they
understand the
use of functions?

Appendix 1:
Function box:
Have a box or something covering your hands. Use a small whiteboard and marker to write the in and out numbers, bringing the board out to
show on opposite sides of the box.
Task:
Choose a simple function such as (n x 2). Get the students to choose a number to go in the box, and state your answer as the out, eg. The in
number is 4, the out number will be 8. Continue to get the students to pick numbers until they can figure out the rule. In and out numbers
can be written on the whiteboard by a student so that patterns are more easily identified.

Appendix 2:
Whats my rule?- Rules, example cards and tables attached on the following pages, sourced from (Virginia Department of Education, 2004).

Appendix 3:
V bird problem slide:

Appendix 4:
Tables and chairs problem is on the following page, sourced from (Kawas, 2015).

Appendix 5:
Landscaper problem slide: