EDMA310/360 Mathematics unit planner

{Emily Henderson S00153424}

Unit Overview
Unit title

Patterns

Content maths area

Algebra

Grade/year level

Grade 4/ Level 4

Learning Focus (ideas extrapolated from AusVELS):

Content strand
Sub stand

Proficiency strand

Number and Algebra

Patterns and algebra

Problem Solving
Verify that their answers are reasonable during questioning
Use mathematics to represent unfamiliar or meaningful situations
Develop generalizations through problem solving situations

Reasoning
Creating and explaining patterns, and generalising number properties.
Providing mathematical proof using generalisations and justifications

Rationale:
Through meaningful tasks students can develop their algebraic thinking which is essential to all areas of
mathematics. This unit planner will ensure students gain a deep understanding of growing patterns that
will then allow them to effectively make generalisations which will lead to a greater understanding of
functional thinking.
Assumed prior knowledge of students:
Students will have a solid understanding of the content strand use equivalent number sentences involving
addition and subtraction to find unknown quantities (VCAA, 2012). Students have also worked closely
with repeating patterns, not so much on growing patterns. On top of their algebraic knowledge students
have an understanding of their multiplication facts.
Grouping strategies to support learning:
Students will be working independently at the beginning of most lessons but will then be working in pairs
or small group, as this provides students the opportunity to justify and explain their thoughts out
loud to their peers, which improves learning (Brush, 1997). Finally, during the last lesson students
will be working independently, with this task the teacher will able to assess the individual students
understanding of the task with their work piece.
Overview of assessment:
Assessment will mainly comprise of observation and anecdotal notes about students success with
strategy use and understandings. This formative assessment will inform the teacher about what
aspects to focus reflection and making sessions on, and what aspects will need to be modified
within the next lesson. The correction of students final work piece will also provide the teacher
with a summative assessment of student understanding at the end of the unit.

References:
Brush, T. (1997). The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs.
ETR&D, 45(1), 51-64.
Cuevas, G., & Yeatts, K. (2001). Navigating through algebra in grades 3-5. National Council of Teachers of Mathematics.
Reston, VA
VCAA,. (2012). Mathematics Scope and Sequence: Foundation to Level 6. Retrieved from
http://www.vcaa.vic.edu.au/Documents/auscurric/Maths_scope_and_sequence_AusVELS.pdf

MATHEMATICS UNIT PLANNER

Topic: Patterns
Key mathematical understandings
Describe and justify patterns

Explore number patterns as a result of

performing multiplication

Patterns can be generalized

Functions are the relationship between numbers

Multiple representations of mathematical

thinking

Year Level: Grade 4

Key AusVELS Focus / Standard:
Content strand(s):
Number and Algebra
Sub-strand(s): Pattern and algebra

Term: 4

Week: 3

Measurement and Geometry

Proficiency strand(s):
Understanding
Fluency
Problem Solving
Problem Solving - Verify that their answers are reasonable during questioning
- Use mathematics to represent unfamiliar or meaningful situations
- Develop generalizations through problem solving situations
Reasoning

Key vocabulary

Key equipment / resources:

Identify and create patterns.

Identify and apply rules to number patterns

Use visual tools to help develop generalisations

Understand functions relating to a pattern

Create a function table based on growing patters

Apply mathematical knowledge to real world problems

Use appropriate mathematical language

LEGO
Unifix blocks
Icy pole sticks
Interactive whiteboard
Workbooks/pencil/pens
Ruler
Laptops (with access to internet)

Possible misconceptions
Students being able to describe the relationships
amongst the patterns but unable to write the function

Reasoning

- Creating and explaining patterns, and generalising number properties.

- Providing mathematical proof using generalisations and justifications

Key skills to develop and practise

Statistics and Probability

Level descriptions: Level 4

Explore and describe number patterns resulting from performing multiplication (ACMNA081)
Solve word problems by using number sentences involving multiplication where there is no remainder (ACMNA082)

Date: 10/102015

Key probing questions

Could you tell me what you were thinking?
Did you solve this problem a different way?
How do you know that this solution is correct?
Does this method always work?
How is the pattern growing? By what?
Can you think of a rule to show the pattern?

Pattern a repeated design or arrangement using shapes,

lines, colours, numbers, etc
Repeating pattern a pattern in which the numbers/pattern
change in the same way each time
Growing pattern a pattern in which the numbers/pattern
increase, and the amount added changes each time in a
predictable way.
Generalising - is noticing properties that consistently apply
and sometimes defining the nature of those properties.
Function - a relation from a set of inputs to a set of possible
outputs where each input is related to exactly one output.
Variable a symbol or letter representing an unknown
member of a set. In algebraic expressions, a variable stands
for a value.
Sequence a pattern, following an order or rule.
Relationship connection, correspondence or contrast
between a pair of objects, measures, numbers, etc.

Links to other contexts

Creative arts
Information technology

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
Recognising and
creating visual
growing patterns

Session 2
Identifying and
comparing the
two pattern
types
Finding the
relationship
amongst
growing patterns
Representing
information
using a graph

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)

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)

A discussion with children

will be held to gain a preassessment on their
knowledge, asking:
What is a pattern?
Are there different kinds
of patterns?
Where have you seen
patterns?
Where do we find
patterns in our classroom,
home, etc?
Brainstorm these ideas and
record on whiteboard

Give students the hands on

experience to play and learn
to create their own patterns
using LEGO (they are able to
create either repeating
patterns or growing patterns).

A number of patterns will be

shown on the interactive
whiteboard, one at a time (see
appendix 1)
Students will be asked to
come up and draw the next
few sequences of the pattern
and explain the type and why.

Students will be provided

with a number of growing
patterns and asked to identify
the relationship in a graphical
organiser.
(See appendix 2)

Students are to draw and

describe their pattern in their
workbooks.

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.)

Gallery walk of all students

patterns created with the
LEGO, have a number of
students describe how and
why their work is a pattern.
Question all students
understanding Can you notice any patterns?
What do you notice?
Do you notice any
multiplication?
What makes it a pattern?
What type of pattern is it?

The whole class will return to

the floor to discuss and
identify the important
elements of a growing pattern
(terms and how that allows us
to see the relationship easier)
Question students
Is there any multiplication
happening? Where?
Is there any relationship
between the columns on our
graphs?
How do we know a pattern is
growing?

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 How can we use

these different coloured
pieces of LEGO to create a
pattern?
Extending What makes
your creation a pattern? Can
you create a rule so you know
what colour LEGO piece will
be used at any time?

Enabling Concrete
materials will be available to
those who need to visualise it
actually growing.
Extending Once students
have finished they are to
create a growing pattern of
their own to swap with a
partner to generalise the
relationship within the
pattern.

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)

Observation and anecdotal

notes will be taken as
children explain their
patterns, focusing on their
use of language and
knowledge of patterns.
A photograph will be taken
of their created pattern along
with their drawing and
written description of their
pattern being collected for
summative assessment on
their understanding.

While students are

completing their
independent task the teacher
will be roving, observing
and questioning students
thoughts and process, while
taking notes.

Session 3
Creating
generalisations
Finding the
relationship
amongst
growing patterns
Representing
information
using a graph

Growing worm will be

discovered as a class using
concrete materials (icy pole
sticks).

Students will be given the

chance to create their own
growing pattern using shapes,
numbers, symbols, etc

Record the amount of

triangles against the amount
of days in a graphical
organiser table (see appendix
3 for example)

They will share with a partner

to generalise the rule being
used. Students have the
choice of organisation (using
a graph, words, etc) however
they must indicate the
appropriate multiplication
involved.
*it is important partners are
same ability level

Session 4
Patterns within
the number
system
(input/output
system)
Function

An explanation of the
input/output machine will be
given (explore before
introducing to students)
The online tool www.mathplayground.com/fu
nctionmachine.html
will be explored
During this time it will be the
teachers role to question
students thinking. Working as
a group will allow those who
are unsure time to learn off
peers

Session 5

Worded problem

Think-pair-share activity
Ask the question:
Can you think of a time when
you could use a function chart
in the real world?
Share with a friend, what
were their thoughts?
As they give their ideas, ask
the students why using a chart
would be helpful, how it
could help them organize and
plan, etc.

Question students
What were you thinking of
when creating your pattern?
How did you work out your
partners growing pattern?
Did you use a strategy?
How did you organise your
working out?
How did you know your
solution was correct?

Students will reflect as a

group on how the input/output
function machine works.

They are then required to

create their own input output
machine in their books to
share with a partner to figure
out the equation based on the
rule being used.

Question their understanding

of the function machine
How were you working out
the rule for the numbers going
in and out of the function
machine?
What were you thinking?
What would you do if you
only had the output?
Would you do anything
different?

Instruct the students complete

one of the two real-life word
problems (see appendix 4).
They can work out the
problem using the
representation of their choice
- function chart / graph
- diagram
- symbols

Extending Create a
rule/equation for the
information gathered in the
input/output chart

A photograph will be taken

of their growing patterns.
The choice of working out
will indicate the level of
mathematical understanding
each child has. This will be
observed during the process.

Before finishing the class

students are to provide an
exit slip listing something
they learnt from the lesson.

Students will be given time to

explore and work in pairs on
the online input/output tool.

**there machines must focus

on multiplication and/or
division

Enabling Blocks available

to those who prefer to model
it before working out the
solution.

Get students to explain their

strategies of working out the
problem to the class
Ask
How did you find that
solution? How do you know
its correct?
Why did you organise your
working out like that?
Recap on ideas learnt
throughout the unit
- Growing patterns
- Generalising and functions

Enabling The teacher will

work closely in small group
with those student who are
having difficulty
understanding the concept.
Their function machines
could focus on addition and
subtraction.
Extending Students are to
create a function machine that
involves more than one rule,.
For example input x 2 + 4 = output
Students may replace
wording with variables
Enabling For students who
are having trouble with the
concept, form a small group
and use the function chart to
work through the word
problems.
Extending Students who
finish their work early can
create their own problem
based on real-life scenarios
with growing patterns

Students use of time will be

assessed during time on the
interactive tool.
The teacher will be
observing and questioning
as students create their own
function machine, the
responses will be taken. The
teacher will focus on the
level of mathematical
thinking that goes into the
numbers put into the
function machine.

The final product will be

collected and analysed for
summative assessment on
their overall learning from
the unit.
Students explanations of
the worded questions will
also be observed and written
down as it also provides
insight to their
understanding they may not
have recorded in their work.

APPENDIX 1 Identifying Patterns

APPENDIX 2 Growing patterns

Provide students with an example on the board as group to begin with and
explain the idea of term with great detail.
**Students who grasp the idea will have the opportunity to create their own
growing pattern to find the relationship between.

APPENDIX 3 Growing Worm Task

Create a table like below, filling it out with participation of students.

Draw the worm at different stages (should have 5 different worms to show 5 days of growth)

AGE (Days)
Day 1

BODY LENGTH
(Amount of Sticks)

DAY
DAYat 4 days old
The above diagram shows the worm

3 sticks

Day 2

5 sticks

Day 3

7 sticks

Day 4

9 sticks

Ask students questions such as

How old long will the worm be on day 3? 7 triangles long
How do we know that?
How much is he growing each day? 2 triangles
Can we think of a rule to find out how long it will be at 100 days old? Day x 2 +1
or (2n +1, where n is the number of days)

DAY
Day 5

11 sticks
APPENDIX 4 Real life problems
PROBLEM 1 -

DAY

PROBLEM 2 -

Idea for lesson adapted from https://www.nsa.gov/academia/_files/collected_learning/elementary/patterns/growing_patterns2.pdf