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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
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
Toothpicks
IWB
Unifix blocks
MAB blocks
Fluency
Learning
strategies/ skills
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)
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
Possible misconceptions
We
Term: 3
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
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
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
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
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
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.
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