EDMA310/360 Mathematics unit planner

Sarah Colson

Unit Overview
Unit title:
Exploring patterns in everyday contexts
Content maths area:
The content area explored in the mathematics unit is algebra.
Grade/year level:
This mathematics unit is for grade 6/ Level 6
Learning Focus (ideas extrapolated from AusVELS):
This unit focuses on building students knowledge and understanding of patterns, and
how we can generalise them. In this unit of work we will be focusing on the strand
patterns and algebra, and in particular the substrand; continue and create sequences
involving whole numbers, fractions and decimals. Describe the rule used to create the
sequence (ACMNA133)
The proficiency strands focused on in this unit of work are problem solving and
reasoning, and understanding.
Rationale:
The exploration of algebra and patterns within this unit is essential to the development
and learning of students, as Zazkis and Liljedahl (2002) explained, a deep
understanding of algebra equips students with the knowledge and skills essential to
understanding other mathematical concepts. Zazkis and Lijidahl (2002) believe that all
of mathematical is linked to the ability to generalise patterns, and so it is therefore
essential that students are given explicit time to explore and engage with patterns. This
unit promotes the development of students algebraic thinking, which supports the
development of problem solving skills, the ability to reason, adaptable ways of thinking,
and expressions of generalisations (Wilkie and Clark, 2014).
Assumed prior knowledge of students:
For this unit of work it is assumed that students have had experiences with patterns in
their earlier years of primary education. It is therefore assumed that students are able to
recognise and describe patterns, as well as continue simply repeating patterns (VCAA,
2012). It is also assumed that students have used number lines and diagrams to create
and represent patterns (VCAA, 2012).
Grouping strategies to support learning:
Within this unit of work there will be many opportunities in which the students a work
collaboratively in pairs and small groups. Research conducted by Day (2015) advocates
for collaborative work when engaging with algebra, as it provides students with the
opportunity to communicate mathematically, practicing appropriate use of mathematical

terms and expressions. Kasmer and Kim (2011) strongly supports this, as they believe
an essential part of developing a deep understanding of algebra involves opportunities
to explain and justify their work. There is however, opportunities for the students to think
and work mathematically independently before collaborating, as Brown (2008) explains
that this plays a crucial role in students development.
Within the unit there are also times in which the students are arranged in mixed ability
grouping. Research conducted by Linchevski and Kutscher (1998) found that by
grouping students by mixed-ability, both lower and higher achieving students are
provided with opportunities to develop and improve knowledge and skills.
Overview of assessment:
Throughout this unit of work formative methods of assessment will be used. The
predominant method will be the use of observations, supported by resources such as
rubrics and checklists.
Formative assessment focuses on enhancing students learning experiences, as well as
providing teachers with relevant information they can for to inform their instructional
decisions (Even, 2015). Even (2015) explains how rich information about a teachers
students, and their understandings can be obtain through the observation of their work
and listening to the conversations and thinking that they engage in. Even (2015) also
explained how the use of formative assessment such as observation, provides teachers
with the knowledge that will allow the to better understand their students responses, as
they have a deeper understanding of their mathematical thinking.

References:
Brown, J. (2008). Structuring mathematical thinking in the primary years. In J. Vincent,
R. Pierce, & J. Dowsey (Eds.), Connected maths (Proceedings of the 45th annual
conference of the Mathematical Association of Victoria, pp. 40-53). Melbourne:
MAV.
Day, L. (2015). Mathematically rich, investigative tasks for teaching algebra. The
Mathematics Teacher. 109(7), 512-518.
Even, R. (2005). Using assessment to inform instructional decisions: how hard can it
be?. Mathematics Education Research Journal, 17(3), 45-61.
Kasmer, A. K., & Kim, O. (2012). The nature of student predictions and learning
opportunities in middle school algebra. Educational Studies in Mathematics,
79(2), 175-191.
Linchevski, L., & Kutscher, B. (1998). Tell me whom youre learning with, and Ill tell you
how much youve learned: mixed-ability versus same-ability grouping in
mathematics. Journal for Research in Mathematics Education, 29(5), 533-55
Wilkie, J. K., & Clarke, M. D. (2015). Developing students functional thinking in algebra
through different visualisations of a growing patterns structure.
(Proceedings of the 37th annual conference of the Mathematics Research Group
of Australasia, pp. 637-644).Sydney, NSW: MERGA
Victorian Curriculum and Assessment Authority. (2012). The Australian curriculum in
Victoria (AusVELS). Melbourne, VIC: VCAA.
Zazkis, R., & Liljedahl, P. (2002). Generalisation of patterns: the tension between
algebraic thinking and algebraic notation. Educational Studies in Mathematics,
49(3), 379-402.

MATHEMATICS UNIT PLANNER

Topic: Patterns and Generalisation.
Key mathematical understandings
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

Patterns involve relationships between

variables
The relationship between variables in
patterns can be generalised using the
expression of rules

Rules involve both variable and

mathematical operations

A pattern can be described, generalised

and expressed in multiple ways.

Year Level: 6

Term: 3

Week: 2

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

Content strand(s):
Number and Algebra Measurement and Geometry

Date:
Statistics and Probability

Sub-strand(s):
Patterns and algebra
Level descriptions:
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create
the sequence (ACMNA133).
Proficiency strand(s):

Understanding

Problem Solving

Reasoning

Understanding: Making connections between patterns and generalisations using numerical and symbol systems.
Reasoning: Explain and justify using mathematical language, the relationship that exists between variables in a
pattern.
Problem solving: Interpret and design patterns in order to describe and analyse relationships.

Key skills to develop and practise (including strategies,

Key equipment / resources:

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

Two of Everything: A Chinese Folktale

only):

Key vocabulary (be specific and include definitions of key words

appropriate to use with students)

Create patterns containing relevant attributes

Manipulatives (Cubes, shapes, counters, tiles,

ect.)

Develop an understanding of the roles of inputs

and outputs in patterns

Cameras

Identify structure within a pattern, and describe is

and its generality

Interactive whiteboard

Creating algebraic expressions to represent

generality

Making sense of others ways of thinking

Equation: A mathematical statement that has

equivalent expressions on either side of the
equals sign
Expression: A numeric representation of a
quantity
Variable: A letter or symbol to represent an
unknown quantity
Constant
Equality
Function
Input/output
Pattern
Generalise
Rule
Value
Represent
T-chart: a table of value with two columns (input
and output)

Possible misconceptions (list of misconceptions related to

the mathematical idea/topic that students might develop):

Whilst engaging in this unit students may struggle

with moving beyond simply perceiving and
describing patterns (Zazkis & Liljedahl, 2002).
Students can often develop the misconception
that any meaning can be assigned to a letter in an
algebraic expression (Hewitt, 2012).
Students may misinterpret the negative sign within
algebraic expressions, and view it as a sign of
subtraction (Cangelosi, Madrid, Cooper, Olsen &
Hartter, 2013).

Students can develop the misconception that the

aim of algebraic expressions and generalisations
is to collapse them into a single answer (Hewitt,
2012).
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)

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)
(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)

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.):

What relationships between the variables can

you identify?
How do these numbers relate?
Can you describe the relationship between
variables?
How could you represent this relationship?
Could you represent this in another way?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

INVESTIGATIONS
SESSION
(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)

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.)

Literature (use of text as context for lesson)

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)

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)

Session 1
Students will
explore and
develop an
understanding of
the
characteristics of
patterns and the
role they play in
everyday life.

Class brainstorms
patterns that they engage
with in everyday life?
Probing questions:
What type of routines do we
engage with daily? Are they
patterns?
What patterns can we find on
our calendar? (Days of the
week, months ect.)
Are there any patterns in
nature? (Seasons, leaves,
ect.)
Class engages in
brainstorm of words that
are associated with
patterns.

Students are given a range

of prompts (Refer to
appendix 1) *
Using these the student
must create their own
pattern.
Students can progress
from the prompts to make
their own pattern.
The students are
encouraged to use a range
of materials in order to
represent their patterns.

How would you describe

this pattern?
How did you come up with
your pattern?

Students use cameras to

capture their created
patterns.

What operations did you

use?

How did you create your

pattern?
Did you notice any
relationships between the
given numbers?

Enabling prompt:
What could you add or
subtract from that number?
What if you used any
numbers? What pattern
could you create?

Use checklist (Appendix

2) throughout the lesson
to guide assessment.

Observation of
correct use of
mathematical
language

Observation of
understanding of
patterns, and the
attributes that they
contain

Teacher questions:

What relationship is there

between the different
numbers?

Teacher probing questions:

Are there any mathematical

terms that we should use?

(Using interactive
whiteboard to share
images if appropriate)

Students then write a

sentence to describe their
pattern.

Probing questions:
What terms do we use to
describe patterns?

Selected students share

their patterns with the
class.

Extending prompt:
How could you make a
more complex pattern?
What other mathematical
operations could you use?
How can you check that
your pattern works with any
number?

What about ______, what

would that number change
to in your pattern?
Does everyone agree that
this meets the criteria of
pattern? Why/why not?
Does anyone disagree with
this?

Could your pattern work

with any numbers?
Why/why not?
What words did you use to
describe your pattern?
Could you represent you
pattern using materials?
Session 2

Read the text Two of

Everything: A Chinese

Students work in pairs to

complete the activity *

Selected pairs are asked to

share their work.

Enabling prompt:

Use checklist (Appendix 4

throughout the lesson to

Students will
develop an
understanding of
the relationship
between inputs
and outputs.

Folktale
Discuss the role of input
and output in the story.
What happens to the items
placed in the pot?
Is there a reoccurring
pattern?
Is there a relationship
between what goes into the
pot, and what comes out?
Discuss the role of the
magic pot plays.
What changes does it make?

One student creates a rule

for their magic pot, without
telling their partner (Refer
to appendix 3 for work
sheet).

In this time students are

able to share the strategies
that they used, and justify
their solutions.
Teacher Questions:

The second student selects

Inputs, from which the
second student must apply
the rule and say the
Output.
The process continues until
the student correctly
identifies the rule being
applied.
The students then swap
roles.

Did the role of the pot ever

change?

What made a rule hard to

work out?
What operations made it
hard to identify a pattern?
Why?
What connections were
there between the input
and output?

What numbers could you

pick that would make it
easier to see a pattern?
What could you add or
subtract to change the
value of the input?
Extending prompt:
Could you use other
mathematical operations
like division and
multiplication to make your
rules more difficult?

guide assessment.

Observation of
understanding of
inputs and outputs in
patterns

Observation of the
understanding of the
role of operations in
numerical patterns

Could you use fractions to

make your rule more
difficult?

What would be an effective

way to express these
relationships?

Probing Questions:
Are there similarities in the
changes that it makes?
What mathematical
operations are being used?

What strategies did you

use to find the rule?

Were there particular

inputs that made it easier
to see the pattern?

How do you know that you

have found the rule?

How could we record this?

Did you notice a
reoccurring pattern?
What could you do to make
your rule more difficult?
What would this look like?
Do you think you could
create this pattern using
materials?
Could you draw this
pattern?
Session 3

Students work in pairs to

Selected students are

Enabling prompt:

Use checklist (Appendix 6

Students will
develop skills and
knowledge that
will enable them
to create
expressions to
describe and
generalise
patterns.

Play a game of Guess my

rule with the students.
The students call out
numbers, and the teacher
responds with what that
number would be after the
rule has been applied.
The process continues until
the students correctly
identify the rule being
applied.
Engage in class
discussion:
How could we represent this
rule?
What operations were being
used?
How do we know how many
variables are in the rule?
How could we represent
these variables?
What mathematical symbols
do we need to include?

complete the activity.

Students are given
example Magic Pot
activities *(Refer to
appendix 5).
Using their understanding
of patterns students must
create a rule to represent
the pattern being illustrated
in the example.

picked to share their

expressions that they
created with the class.
Students are given the
opportunity to express their
thinking, and the strategies
that they used.

Can you describe the

patterns using words?
Can you identify the
variables in the example?

throughout the lesson to

guide assessment.

Observation of
understanding of the
relative operations
within algebraic
expressions

Observation of
understanding how
to represent
variables within a
algebraic expression

- Have they set up

the expression
correctly?
-Have they used
operations correctly?
- Have they
represented the
variables correctly?

Can you identify the

operations being used?
Extending prompt:

Teacher questions:
Students are encouraged
to test the validity of the
rule that they have created.
Probing questions:
What relationship can you
identify between the input
and output?
Can this relationship be
determined by a
mathematical operation?
How can you represent the
input and output in your
rule?
What mathematical signs
do you need to include?
What strategies did you
use to check if the thinking
was correct?
What strategies did you
use to help interpret their
thinking?
What would this pattern
look like? Could you
represent it using
materials?

What operations were used

in the examples?
How did you work out what
operation/s were being
used?
What did you use to
represent the different
variables in you rule?
What made a rule easy to
represent?
What mathematical signs
did your rules contain?
What strategies did you
use to create your rule?
How did you know if your
rule was correct?

What was the most difficult

rule? Explain why?
What could you change or
to the rule to make it more
difficult?
How could you visually
represent this pattern?

Session 4
Students will
become familiar
with growing
patterns, and
learn to
document and
express them
algebraically

Pose the tables problem to

the student *
(Refer to appendix 7)

Engage in class
discussion:
How is the problem different
to the Magic pot problem?

Students work firstly

individually to complete the
activity.

After the completion of the

activity class engages in a
gallery walk.

Students are given the

Mrs. Smiths plant
problem* (Refer to
appendices 8)

On this gallery walk the

students given a focus.
When looking at their
peers work, students must
focus on how their thinking
is evident in their work.

Students must describe the

pattern, and represent the
pattern algebraically.

Teacher Questions:

Students are encouraged

to use different colours to
represent their thinking.

What did you notice when

walking around the
classroom?

Students are then paired

up (mixed- ability pairs).

What strategies did you

notice being used?
What was similar or
different about your peers
work?

How would you describe this

pattern?

Students swap their

responses to the problem.
Each student must then
create an expression that
matches their partners
thinking.

What is changing?

Probing Questions:

Is anything staying the

same?

What variables can you

identify?

What strategies did you

use to check if the thinking
was correct?

How is the problem similar to

the Magic pot problem?
Is there still a pattern?
Explain how?
What variables do we need
to consider?

What is the relationship

between the variables?
How can you record the
relationship?
What do you see changing
in the pattern?
What do you see staying
the same in the pattern?

What made thinking clear

in your peers work?

Did any one notice a more

effective strategy?

Enabling prompt:
What did you add/subtract
when making the problem?
What does this tell you
about the pattern?

Use checklist (Appendix 9

throughout the lesson to
guide assessment.

Observation of
understanding the
different elements of
a growing pattern

Observation of
correct mathematical
language when
describing patterns

Students responses
to class discussions,
and ability to
compare and
contrast strategies

Extending prompt:
Could you think of more
ways of representing this
problem?
How can you check to see
if your expression is
correct?

How can you check if your

thinking is correct?
What did you notice in your
peers thinking?
What strategies did they
use?

Session 5
Students will
develop skills and
knowledge that
will allow them
analyse
expressions, and
represent them in
problems.

The tables problem (from

previous session) (refer to
appendix 4) is shown to
the class.
The following question is
posed to the class:
Sallys response to the
tables problem was 2n+2,
how can we work
backwards to see if her
thinking matches the given
problem?
Probing questions:
Looking at the problem,
what do we think the +2
represents?
Why has Sally decided to
use addition?
What does the 2n
represent?
Where can we see that
being represented within
the problem?
Do we thinking that Sallys
response is correct?

Students will work in mixed

ability pairs to complete
this activity.

Pairs are given the

opportunity to swap work
with another pair.

Students are given the

prompt A growing pattern
has the rule 3n+4. Create a
real-life context problem
that represents this.

In this time students have

to justify to their partner
how their problem works,
and why it is correct/

Students have access to

materials that they can use
if they wish.
Probing questions:
What does the given
expression tell you?
What operations will you
need to include?
How will this affect that
language you will have to
use in your problem?
How can you check to see
if your thinking is correct?

The class is then brought

together for a discussion.
Teacher Questions:
What strategies did you
use to check if the thinking
was correct?
What strategies did you
use to help interpret their
thinking?
What elements does the
expressions have to have?
What did you use to justify
your response?
Were any of the examples
similar to your response to
the problem?
Can anyone show me what
their pattern would look
like?

Enabling Prompt:
Looking at the operations
within the expression, will
the pattern be getting
bigger or smaller?

Use checklist (Appendix

10 throughout the lesson
to guide assessment.

Observation of
understanding
how to analyse
and interpret an
algebraic
expression

Evidence of
understanding of
growing patterns
in work sample

Students ability
to perceive other
students
mathematical
thinking

Evidence of
understanding of
algebraic
expressions, and
how that
relationship is
evident within
patterns

What will it be
increasing/decreasing by?
What if the pattern was just
2n? What would that look
like?
Extending Prompt:
What could you change or
add to the expression to
create a more difficult
problem?
What are the different ways
that you could express
answers to your problem?

Why/why not?
What would Sallys
thinking look like?

References:
Cangelosi, R., Madrid, S., Cooper, S., Olson, J., & Hartter, B. (2012). The negative sign and exponential expressions: unveiling students
persistent errors and misconceptions. The Journal of Mathematical Behavior, 32(1), 68-82.
Dowton, A, personal communication, September 9, 2015
Hewitt, D. (2012). Young students learning formal algebraic notation and solving linear equations: are commonly experienced
difficulties avoidable?. Educational Stuidies in Mathematics, 81(2), 139-159.
McNamara, J. (2010). Two of everything or the magic pot. CMC ComMuniCator, 34(3), 46-49.
Wilkie, J. K., & Clarke, M. D. (2015). Developing students functional thinking in algebra through different visualisations of a growing
patterns structure. (Proceedings of the 37th annual conference of the Mathematics Research Group of Australasia, pp. 637-644).Sydney,
NSW: MERGA
Zazkis, R., & Liljedahl, P. (2002). Generalisation of patterns: the tension between algebraic thinking and algebraic notation. Educational Studies
in Mathematics, 49(3), 379-402.