Standard 3; Evidence #2

6
Standard 3: Plan for and implement effective teaching
and learning
EDMA310: Mathematics and Teaching and Learning 2.
This assignment consisted of planning a unit of work on a specific mathematics content area.
I t consisted of a unit overview, as well as a detailed description of 4 lesson plans, which have
been left out due to the size of this assignment.

UNIT OVERVIEW-
Unit Title: Grade/Year Level:
Algebra Rules 6
Content Mathematics Area:
Number and Algebra
Learning Focus:
Content Strand: Number and Algebra.
Sub-strand: Patterns and Algebra
Proficiency strands: problem solving and reasoning.
Rationale:
Providing children with rich algebraic experiences gives students a context for
learning, as algebra is often meaningless and irrelevant to students in secondary
school (Booker & Windsor, 2010). Teaching algebra within a context allows
students to make connections to other areas of mathematics such as arithmetic
(Warren & Cooper, 2005), fractions and fraction decimals.
Assumed Prior Knowledge:
Students can:
describe, continue and create patterns with fractions, decimals and whole
numbers resulting from addition and subtraction
- using the number line or diagrams to create patterns involving fractions or
decimals
Use equivalent number sentences involving multiplication and division to find
unknown quantities
- Using relevant problems to develop number sentences
(Victorian Curriculum & Assessment Authority, 2013)
Grouping strategies to support learning
Whole class grouping:
Throughout the unit I will be doing some work with the whole class, especially when using
open-ended tasks. This allows all students to be engaged, regardless of ability (Bridge, Day
& Hurrell, 2012). To ensure that a task is open-ended, a number of exit points should be
present to cater for all learners (Bridge, Day & Hurrell, 2012).
Heterogeneous (mixed-ability) grouping-
This form of grouping has been deemed the most effective, as capable students can help
struggling students (Van De Walle, Karp & Bay-Williams, 2010). Furthermore, this sort of
grouping means all students feel their thoughts are valued and they are all exposed to
Comment [N1]: Prior knowledge for
this unit of work was assumed from the
Curriculum, however if it was a real class
that was being planned for then their prior
knowledge would also be inserted into this
section (focus area 3.2).
Standard 3; Evidence #2


6
different levels of thinking (Van De Walle, Karp & Bay-Williams, 2010).
NB: regardless of grouping technique, the teacher needs to ensure that all students have
individual accountability and shared responsibility throughout a task (Van De Walle, Karp
& Bay-Williams, 2010).
Overview of assessment
Formative assessment:
I will be using formative assessment as I will be constantly assessing throughout the unit of
work. This assessment will come in the form of checklists, with learning outcomes as the
checks and room for notes and comments. NB: checklist attached as appendix four.
Self-assessment:
At the end of the unit the students will complete a self-assessment, details of which are
outlined below.

References
Bridge, C., Day, L., & Hurrell, D. (2012). From Routine to Rich: Developing an
Algebraic Reasoning Task for a Middle/Upper Primary Class. Australian
Primary
Mathematics Classroom, 17(4), 8-12.
Booker, G., & Windsor, W. (2010). Developing algebraic thinking: Using
problem-solving to build from number and geometry in the primary school
to the
ideas that underpin algebra in high school and beyond. Procedia-Social and
Behavioral Sciences, 8, 411-419.
Warren, E., & Cooper, T. J. (2005). Introducing Functional Thinking in Year 2: a
case study of early algebra teaching. Contemporary Issues in Early
Childhood, 6(2),
150-162.
Van De Walle, J., Karp, K. & Bay-Williams, J. (2010). Elementary and Middle
School
Mathematics: Teaching Developmentally. Boston: USA: Pearson Education.
Victorian Curriculum and Assessment Authority (2013). The AusVELS
Curriculum: Mathematics. Retrieved September 15, 2013, from
http://ausvels.vcaa.vic.edu.au/Print

Comment [N2]: I use different teaching
strategies to support learning. the use of
open-ended tasks ensures that I am
providing achievable challenges for
students of varying abilities (focus area
3.1).
Standard 3; Evidence #2


6
Planning for Learning of the mathematics content area-
Topic: Algebra- generalising from patterns? Year Level: 6 Term: 2 Week: 1 Date: 2/4/13
Key mathematical understandings
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

This unit will ensure students will:
show an understanding of equality as
balance, rather than carrying out left to
right thinking
be able to identify a pattern and
continue that pattern
identify, describe and generalize from a
colour pattern
be able to reason and justify possible
answers




Key AusVELS Focus / Standard (taken directly from AusVELS documents):
Content strand(s): Number and Algebra Measurement and Geometry 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
- identifying and generalising number patterns
- investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern, or the
number of dots or other shapes in successive repeats of a strip or border pattern looking for patterns in
the way the numbers increase/decrease
Explore the use of brackets and order of operations to write number sentences
(Victorian Curriculum and Assessment Authority, 2013).

Proficiency strand(s): Understanding Fluency Problem Solving Reasoning
Problem Solving includes formulating and solving authentic problems using fractions, decimals, percentages and
measurements, interpreting secondary data displays, and finding the size of unknown angles
Reasoning includes explaining mental strategies for performing calculations, describing results for continuing
numbersequences, explaining the transformation of one shape into another, explaining why the actual results of c
hance experiments may differ from expected results
(Victorian Curriculum and Assessment Authority, 2013).
Possible misconceptions (list of misconceptions related to
the mathematical idea/topic that students might develop):
Equals sign- Students often see the equals sign
as an operation to carry out left to right thinking.
Some students may have a here comes the
answer mentality. They do not see it as a way to
balance.
some students may be using additive thinking,
rather than multiplicative thinking

Key skills to develop and practise (including strategies,
ways of working mathematically, language goals, etc.) (4-5 key skills
only):
students will complete equality problems
students will identify and continue patterns by
using concrete materials to construct them
students will fill out a worksheet to show
understanding of generalization and finding a rule
students will be collaborate and work together to
complete set work
Key equipment / resources:
Butchers paper and different coloured markers for
mind map.
Matchsticks or other like concrete materials
Colour pattern application, available from
http://nlvm.usu.edu/en/nav/topic_t_2.html
appendices

Comment [N3]: The resources used
here show a range of engaging materials
(including ICT) which would be used to
engage students (Focus area 3.4).