EDMA310/360 Mathematics unit planner

Kira Georgakopoulos

Unit Overview
Unit title:
Patterns in Algebra
Content maths area:
Algebra & algebraic thinking
Grade/year level:
Grade 4
Learning Focus (ideas extrapolated from AusVELS):
Content strand Number & Algebra
Sub-strand Patterns & Algebra
Proficiency strand Understanding, Fluency, Problem Solving and Reasoning
Rationale:
Van de Walle (2013) states that algebraic thinking and algebra should be taught and
developed as it is essential to make mathematics useful for everyday situations. Without
this understanding students arent able to see the patterns throughout life that are
present and struggle to make connections between ideas and knowledge. Hence the
incorporation into the unit plan.
Assumed prior knowledge of students:
The students are able to create a number pattern coming from addition and subtraction.
They are developing the skills to describe number patterns and complete worded
problems with a focus on patterns.
Grouping strategies to support learning:
Students will be grouped in pairs due to tables as well as ability. Most of the activities, if
not a whole class activity, are individual tasks that provide chances to share with pairs
and class. This was chosen for convenience as well as ability to develop knowledge
individually without competition and pressure from the class.
Overview of assessment:
Assessment for this unit plan is completed through the use of discussion and listening
along with the use of a table that indicates what level the students are up to by
observation. Students will have plenty of chances to share their ideas and from this
assessment can be taken. It will also be observed through walking around the
classroom during individual tasks in order to see development.
References:
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Algebraic Thinking;
Generalizations, Patterns and Functions. In Elementary and middle school

mathematics: Teaching developmentally (8th ed., pp. 272-275). New Jersey, NJ:
Pearson Education Inc.
MATHEMATICS UNIT PLANNER
Topic: Patterns in Algebra

Year Level: 4

Key mathematical understandings

(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

Students will understand that patterns can

be growing or sequential.

Students will learn to identify the rule of a

pattern and use variables to write the rule.

Students will be able to identify the rule of a

pattern with either a worded problem or a
diagram.

Level descriptions:
Explore and describe number patterns resulting from performing multip
Solve worded problems by using number sentences involving multiplic
remainder (AMNA182)
Use equivalent number sentences involving addition and subtraction to
Proficiency strand(s):

Understanding

Key equipment / resources:

Students will develop an understanding of the

relationship between variables

Toothpicks

IWB

Students will learn what patterns are and how to

identify them

Unifix blocks

Students will identify how to identify the function

or rule of a pattern.

Six Dinner Sid by Inga Moore

MAB blocks

Fluency

Learning
strategies/ skills

Lack of understanding of variables

Inability to establish function
Inability to establish rule
Inability to see initial pattern
Inability to see relationship between variables in
patterns.
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

What makes you say that?

What can you see?

What does this show?

How does that pattern link to this rule?

What can anyone tell me about this (in

relation to the rule)?
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

Key vocab
Pattern
Growin
Sequen
Variable
Functio
Rule
Numbe
Pattern
Cumula
Recurs
Countin

Links to ot
Hospita
Jewelle
Eating Literacy
the wor

Students will develop the ability to see patterns in

everyday life.

Possible misconceptions

We

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

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

Key skills to develop and practise

Term: 3

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.)

ADAPT

- Enabli
(to allow those exp
engage in active e
the initia
- Extend
(questions that
thinking on

Session 1
We are learning to
identify the rule of
a pattern
See Appendix 1 for
resources

What are these?

Showing pictures of
patterns both in society
and mathematical pictures.
Discussion:
What do these all have in
common?
What are they?
Why do you say that?

Pattern time:
Using the IWB, show the
class the pattern (in
appendix 1)
Discussion:
What is this?
Can anyone describe what
is happening between
figures?
How do you say that?
How many cubes are there
is each figure?
How many sticks per
figure?
Is there a pattern?

Discussion between
pairs of On the farm:
How many toothpicks did
you use?
Why did you do it like that?
Are you sure that that
represents the pattern?
What makes you say
that?
Students will complete this
thinking routine about the
idea of patterns.

Enabling:
What connec
between plot
plot 2-3? Etc.

Extending:
Is there a wa
write in one s
we can see in

Table:
Writing the amounts of
cubes and sticks per figure.
Is there a pattern forming?
Can anyone tell me what
the next figure may look
like?
Do we think we can guess
the 10th figure?
On the farm:
Students will in pairs
complete the on the farm
worksheet.
Session 2
We are learning to
identify the rule
and write it in
simplest form
Appendix 2 for
resources

Unifix block storm:

Using unifix of 3 colours
students make a pattern. A
partner then has the find
the rule.

Pattern explanation:
Using one of the patterns
from the resources,
together complete the
problem highlighting the
rule and any possible ways
to make it easier to identify
and name.
Is there an easier way to
write this rule? How do you
think we might do it? What
makes that easier? How do
we know it is correct?

3 VIPS:
Students will write down
the 3 most important ideas
from completing a patterns
investigation.
They can then share with
the class if desired.

Enabling:
What can you
figure that is
the previous

Extending:
Is there an ea
write that rule

Pattern time:
Students will pick one of
the patterns provided and
will answer the questions
and fill out the table.
Session 3
We are learning
what variables are
and how to
incorporate them
into our rules
See Appendix 3 for
resources

Six Dinner Sid:

As a class they will read
Six Dinner Sid by Inga
Moore.
Discussion:
How many dinners are Sid
eating?
Does this book incorporate
a pattern?
What is it?

Table:
Convert Sids dinners into
a table.
Is there a pattern?
How many dinners will dis
have in 2 days? 3 days? 10
days? 15 days?
Making a rule:
Can we make a rule for this
pattern?
Can we use symbols to
replace any part of the rule

Advancing rules:
Using previous lessons
problems, students reword
their rule to incorporate
variables. They can use a
calculator to ensure their
rule is correct.

Enabling:
If this x repre
meals everyd
number does
be multiplied

Extending:
Can you think
situations in t
could be mad

to make it more general?

How do we do that?
What do they represent?
Can we use any symbol or
letter to represent a value?
What are they called?
Checking the rule:
Can we replace the
symbols with numbers to
see if our rule is correct?
Lets start with 1.
Another way:
Is there another way we
can write the rule?
Can we also use
variables?
Lets check that one as
well.
Session 4
We are learning
how to incorporate
variables, tools and
rules together
when solving a
pattern
See Appendix 4 for
resources

Session 5
We are learning
how to incorporate
variables, tools and
rules together
when solving a
pattern
See Appendix 4 for
resources

Pattern describing:
Students have to explain to
a partner a pattern, which
cannot be seen. The
partner then writes it down
and they compare.

Balloon pop:
Students using the IWB will
play this game to try and
get the best overall time.
http://www.sheppardsoftwa
re.com/mathgames/earlym
ath/BalloonPopPatterns.ht
m

Seating people:
Students will use the
seating people problem to
identify how many people
are needed to sit at 6
tables, 10 tables and 50
tables. They will then be
required to find the rules
for each approach they
have found and prove that
they are correct.

Space station challenge:

As a class, read over part
1. Create a model of the
space station to use for the
next parts.
Together, identify the rule
for part 1 and write on IWB.
How can we write the rule?
What makes you say that?
How can we check if we
are correct?
Students will create design
B, C and D on their own
comparing the designs to
each other and identifying
which one is the best.
Students will then share
their ideas with their table
group.

Class sharing:
On the IWB the students
will share their ways of
seeing the rules identified.
As a class they can confirm
is that way of seeing will
work and can confirm the
rule.
Discussion:
What rule can we see?
How do we know it is
correct?
How can we represent this
rule with variables?
I used to think.. now I
know:
Students will complete this
thinking routine in relation
to their pattern knowledge.
It enables them to see how
far their knowledge has
deepened and advanced.

Enabling:
Can we repre
model with M
Can we use t
to show the li
figures?

Extending:
If we change
only seating 2
much would t
change? Wha
become?

Enabling:
Can we repre
model with ph
materials. Ho
allow us to se
connections b
multiple varia

Extending:
Can you mak
space station
provide them
more classro