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School
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Rationale:
In this unit grade 6 students will further explore the concept of patterns and
equations. Students learn about patterns in their first years of school and so it is not
an uncommon concept. We see patterns and equations in our everyday lives,
sometimes without even noticing them and so it is a very relevant topic to study. It
is important for students to be able to recognize and describe the patterns that they
see to be able to solve problems quickly and correctly.
This unit will take approximately three 3 to complete. By the end of these three
weeks students will be able to notice patterns and describe the patterns that they
see. They will also be able to create and solve equations that relate to a certain
patterns.
By the end of these three weeks students will have met the requirements for SLOs 1
and 2 from the Patterns and Relations (Patterns) strand and 3, 4, and 5 from the
Patterns and Relations (Variables and Equations) strand.
Throughout the unit students will be asked to complete formative assessment
materials so that I can see what my students know and so that I can adjust my
teaching to suit their needs. Students will be required to participate in the lessons
and complete work individually or with a partner or small group. I will check in with
students often to make sure that they are on the right track and I will promptly
revisit any common misconceptions students have. Appropriate math games and
activities will be incorporated in the unit to engage the students and spark their
interest.
Math Processes:
[C, CN, ME, PS, R, V]
Communication: Students will communicate with each other and the teacher
throughout this unit. They will be asked to share their mathematical thinking with
the teacher as well as with their peers.
Connections: Students will make math connections to their everyday lives. Where
do we see patterns? When is it useful to find a pattern rule?
Mental math: Students will be asked to think about problems and solve them
without writing everything down on paper first. What pattern do you see? Is it
consistent throughout the table?
Problem Solving: Students will need to use their problem solving skills to find
patterns and relationships throughout the unit. Students will try things using trial
and error.
Reasoning: Students will need to use mathematical reasoning to solve problems in
this unit. For example, students will test their pattern rules to see if the rule holds
for all elements in the input-output table.
Visualization: Students will be given visuals to help them understand the concepts in
this unit where necessary. Patterns are easily detected using visuals.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Resources/Materials Needed:
- Smart board
- Alberta Program of Studies
- Mini White boards/markers
- Students Pattern workbooks printed of
Assessments
Learni
ng
Outco
mes
Title
Preassessm
ent
Type
Form.
(Formative/Summat
ive)
Weighting
N/A
Self-Assess
(exit slip,
check
outcomes)
Assess. as
Learning
N/A
1. Represent and
describe patterns
and relationships,
using graphs and
tables. [C, CN, ME,
PS, R, V]
2. Demonstrate an
understanding of the
relationships within
tables of values to
solve problems. [C,
CN, PS, R]
3. Represent
generalizations
arising from number
relationships, using
equations with letter
variables. [C, CN, PS,
R, V]
4. Express a given
problem as an
equation in which a
letter variable is
used to represent an
unknown number.
[C, CN, PS, R]
Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)
Exit Slips
Observati
ons/ Conv.
Unit Test
Form.
Form/
Summ.
N/A
Summ.
N/A
N/A
Subject Area
Grade Level
Topic
Length of Unit
(days)
5. Demonstrate and
explain the meaning
of preservation of
equality, concretely
and pictorially. [C,
CN, PS, R, V]
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Outcomes
Brief Description
Fo
r
Preassessment
Patterns
and
Relations
(Patterns/Va
riables and
Equations)
1-5
N
A
N
A
SelfAssessment Checklist
Questions
from textbook/
Worksheet/
Assignments
Conversations
/ Observations
Exit Slips
Unit Test
N
A
N
A
AS
OF
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Monday
Monday
25
Tuesday
Tuesday
26
Wednesday 27
Thursday
28
Finishing Fractions,
Ratio and Percent
UNIT
TEST
Wednesday3
Thursday
Friday
29
Friday
5
Patterns 1, 2
Intro to the patterns
unit!
JOURNAL: Patterns,
pattern rule, input,
output, expression
Whole Class: Where
do we see patterns?
Looking at table of
values
Examples as a class
HW: Page 2-4
Patterns 1, 2
Review pattern rules
and table of values
Input and Output
Mini Whiteboard
Activity: Follow my
pattern call out a
pattern (or have a
table on the smart
board) and have
students continue it
on their whiteboard
EXIT SLIP: On
pattern rules and
table of values
HW: Page 5-6
Patterns 1, 2, 3
Review Input Output
pages and concepts
Introduce balancing
equations (Visual
with scales)
JOURNAL:
Equations,
preservation of
equality
Whole class
examples and smart
board game
balancing the scales
Group work on page
7-8
HW: Page 7
Patterns 3
Balancing Equations
without visuals
(what is the value of
n?)
JOURNAL: Variables
Examples as a class
mini quiz
afterwards? (Have
students solve
various answer as a
formative
assessment)
Students work on 8
and 9
HW: Page 8-9
REVIEW
patterns 1, 2,
3
-review game
JOURNAL:
Ordered pairs
(inform
students that
the x axis is
always the
first number in
the ordered
pair), graphs
EXIT SLIP:
Questions
about
equations
from the
whole week
HW: Page 1011?
Monday
Tuesday
Wednesday10
Thursday
Friday
12
11
Patterns 3, 4
REVIEW Exit slip
from Friday any
misconceptions
Ordered Pairs (x, y)
Examples as the
whole class
-Have a graph on
the smart board and
have students plot
the ordered pairs (x,
y)
HW: Page 10-11
Patterns 3, 4
Graphing Patterns
-Look at several
graphs and how the
data is graphed
ordered pairs etc
Handout Show
What You Know
Page 19-22 in the
back of the student
workbook
HW: Page 12-13
Patterns 3, 4
Graphs and Tables
Cont
Graph certain data
as a class using a
pattern that we have
discovered
Look at word
problems page 15
as a class
Students will work
on 14-15
EXIT SLIP: On graphs
and ordered pairs
HW: Page 14-15
Patterns 5
JOURNAL:
Preservation of
Equality
Whole class: Discuss
how you need to do
the same (adding,
subtracting,
multiplying,
dividing) to each
side of an
equation/scale to
keep it equal
HW: Page 16-17
Patterns 3,
4, 5
Equality
Whole class:
Balancing
scales activitiy
Students
finish their
math work
books review
throughout
the holiday for
test on
Wednesday
(24)
HW: Page 18
Monday
Tuesday
Wednesday17
Thursday 18
Friday
19
15
16
Subject Area
Grade Level
Topic
Length of Unit
(days)
Monday
22
Patterns 1, 2, 3,
4, 5
MINI QUIZ!! On
material from before
the holiday
REVIEW the quiz as
a class
Review
Work on show what
you know
Tuesday
23
Patterns 1, 2, 3, 4,
5
Review
Work on show what
you know
Wednesday
24
Math
Grade 6
Patterns and Equations
3 weeks (~14 days)
Thursday
25
Friday
26
Patterns 1, 2, 3, 4,
5
Unit Test!
Show what you
know due
today/tomorrow