Unit Plan

ED 3601 Curriculum and
Instruction for Majors:

Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Algebraic Expressions and
Equations
27
Rationale
I am providing 6 weeks and 27 lessons to complete this unit.
This unit is designed to address SLOs 1, 2, 3, 4, 5, 6, and 7 in Patterns and Relations from the program of
studies for Grade 7 students. It will help Students continue to develop their understanding of patterns and their
linear relations through expressing them in tables, graphs, expressions, equations, and through equality. The
focus is Patterns and relations through patterns, variables, and equations to deepen their understanding of
patterns and relations. These skills are important to teach to students because they will contribute to students
understandings about patterns that they will encounter around them in everyday life, it helps to develop useful
problem solving strategies, and algebraic reasoning. They will explore the unit through hands on, higher level
thinking activities that will take them outside of the classroom to explore patterns and relations all around
them, ensuring a personal and worldly connection.
Students will be introduced to the topic of patterns and how patterns will be represented by relations and these
relations will be used to make predictions and/or solve problems. Connections will be made between
representing relations in the three different ways of symbols, graphs, and tables. Students will determine which
method is best for each relation as it pertains to making predictions or solving problems. Students will extend
this knowledge of expressions and create equations. The students will also be introduced to the concept of
variables and how to create expressions from tables, symbols, graphs, and words. They will learn that a
variable is an unknown number that can be replaced with any number to solve a value from an expression.
Students will extend this knowledge of expressions to create equations. They will learn that the solution to an
equation is the number that can be used to replace the variable and make the equation a true statement. The
student will realize that an equation is the equality of two expressions. They will discover that expression and
equations are two different topics, but have similarities. In order to solve equations the students will use the
process associated with algebra. One way of accomplishing this will be to use algebra tiles.
I have included Kagan structures into my unit plan to help achieve maximum participation and engagement,
increase academic achievement, and to promote community and team building. These structures are used
throughout my assessment and instruction practices to help achieve all three of those goals. Some assessment
and instruction techniques that I will be putting into practice include numbered heads, simultaneous round
table, and sage and scribe. These will help me connect the meaning of patterns and algebra to the mathematical
processes. This unit deals with students building their knowledge through communication, connection, mental
mathematics, problem solving, technology, and visualization.
Mathematical Processes:
-
Communication will be used throughout the unit as students are asked to explain and justify their thinking.
As student identify, describe, and understand the concepts of patterns and relations they will use
mathematical reasoning.
Students will use a variety of mathematical tools to visualize patterns and algebraic relationships.
Throughout this unit, mathematical connections will be made between other subjects (such as science
Structures and Forces) and everyday experiences.
Mental Mathematics will be explored in this unit when applying their knowledge of the SLOs in different
situations.
Students will identify different processes to problem solve expressions and equations.
The students will be using the technology (ex. Chromebook) available to help them understand the
concepts of this unit.
Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
*I will be covering all the SLOs listed during my practicum in this unit; however I am not covering them in the
unit plan as of right now. The SLOs I will be covering are 1., 2., and 5..


Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
Established Goals:
GLO: Use patterns to describe the world and to solve problems.
GLO: Represent algebraic expressions in multiple ways.
Understandings:
Students will understand that
- Patterns make up different linear
relations.
- Patterns are represented
algebraically.
- Patterns are represented in the
world around us.
- Linear graphs can represent
patterns.
- Algebraic expressions and
equations generalize relationships
from specific cases.
- Expressions are different from
equations and why.
- How to evaluate an expression and
solve an equation.
Students will know
1. An understanding of oral and
written patterns and their equivalent
linear relations. [C, CN, R]
Essential Questions:
How do I describe a pattern?
How do I express a pattern to show a
relationship? How can patterns be used to
make predictions?
How is thinking algebraically different from
thinking arithmetically?
How do I use algebraic expressions to analyze
or solve problems?
How do I relate patterns to tables, graphs,
and expressions?
Students will be able to do

2. Create a table of values from a linear
relation, graph the table of values, and
analyze the graph to draw conclusions and
solve problems. [C, CN, PS, R, V] [ICT: C7
3.1]
3. Demonstrate an understanding of
preservation of equality by:
modelling preservation of equality,
concretely, pictorially and symbolically
applying preservation of equality to solve
equations. [C, CN, PS, R, V]
4. Explain the difference between an
expression and an equation. [C, CN]
5. Evaluate an expression, given the value of
the variable(s). [CN, R]
6. Model and solve, concretely, pictorially
and symbolically, problems that can be
represented by one-step linear equations of
the form x + a = b, where a and b are
integers. [CN, PS, R, V]


Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
7. Model and solve, concretely, pictorially and

symbolically, problems that can be
represented by linear equations of the form:
ax + b = c
ax = b
b/a=x, a 0
where a, b and c are whole numbers.
[CN, PS,R, V]
Resources Needed:
Curriculum resources: http://ca.ixl.com/standards/alberta/math/grade-7
Math lessons: http://web.sd71.bc.ca/math/index.php?page=lessons-activities-grade-7
Math links test book, teacher guide, and homework book.
Materials:
Cups
Foam balls
Whiteboards
Worksheets
Whiteboard markers
Chromebooks
Smartboard
Book Unos Garden


Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Mathematics
Seven
Equations
27
Length of Unit
(days)
Assessments
Learning
Outcomes
Title
Type
(Formative/Sum
mative)
10.0 Preassessm
ent
Rally
Coach
worksh
eet
Google
Form
Q-Q-T
Buildin
ga
Fence
Jigsaw
and
Creatio
n
Simultane
ous round
robin
Weighting
1. Demonstrate an
understanding of oral
and written patterns
and their equivalent
linear relations. [C,
CN, R]
2. Create a table of
values from a linear
relation, graph the
table of values, and
analyze the graph to
draw conclusions and
solve problems.
[C, CN, PS, R, V] [ICT:
C73.1]
3. Demonstrate an
understanding of
preservation of
equality by:
modelling
preservation of
equality, concretely,
pictorially and
symbolically
applying preservation
of equality to solve
equations. [C, CN, PS,
R, V]
4. Explain the
difference between an
expression and an
equation.
[C, CN]
30%

~5%
~7%

Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
5. Evaluate an
expression, given the
value of the
variable(s).
[CN, R]
6. Model and solve,
concretely, pictorially
and symbolically,
problems that can be
represented by onestep linear equations of
the form x + a = b,
where a and b are
integers. [CN, PS, R, V]
7. Model and solve,
concretely, pictorially
and symbolically,
problems that can be
represented by linear
equations of the form:
ax + b = c
ax = b
b/a=x , a 0
where a, b and c are
whole numbers. [CN,
PS, R, V]

Mathematics
Seven
Equations
27
~8%
~5%
~5%

Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
Assessment Tool Overview

Assessmen
Outcomes
t Tool Title
Exploring
Patterns
Worksheet
Find
someone
who knows
10.0
1. Demonstrate an
understanding
of oral and
written patterns
and their
equivalent linear
relations.
Rally Coach
Sheet
10.1
1. Demonstrate an
understanding
of oral and
written patterns
and their
equivalent linear
relations.
[C, CN, R]
Brief Description
Students will be given a worksheet with
some questions about exploring patterns,
describing patterns, determining pattern
rules and using some graphing skills. They
get to answer one question that they know
and then they get to find others that know
another question. We will do this until the
sheet is filled up. There will be a total of
about 5 questions that relate to what we are
doing in the unit. This will be used as a preassessment to see if the students need help
with any of the questions and what topics I
need to focus on more or less. This
assignment will be touching on more of the
background knowledge of students
understanding of oral and written
patterns and plotting coordinates on a
graph (associated with slope).
Example:
Continue each number pattern for three
more items. A) 1, 3, 5, 7
This activity will be done with one
worksheet per pair. The students will find a
partner and then receive a worksheet. They
will then fold the sheet in half. Each side of
the sheet has similar questions. Student A
will be writing while student B will be
coaching the students through that side of
the worksheet. Then after they are done
they will switch and student A will be
coaching student B through that side of the
work sheet. There will be spaces at the top
of both sides for their names and what they
did for each side. The worksheet will just
work on identifying and describing
patterns.
Example:

Fo
r
AS
OF

Mathematics
Unit Plan Template
Google
Form (exit
slip of the
topic)
Quiz-QuizTrade
10.1
1. Demonstrate an
understanding
of oral and
written patterns
and their
equivalent linear
relations.
[C, CN, R]
10.2
1. Demonstrate an
understanding
of oral and
written
patterns and
their equivalent
linear
relations.
[C, CN, R]
2. Create a table
of values from
a linear
relation, graph
the table of
values, and
analyze the
graph to draw
conclusions and
solve problems.
[C, CN, PS, R, V]
[ICT: C73.1]
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
a) Describe the pattern of circles.

O
OO
OOO
OO
O O O
OOOO
Figure 1.
Figure 2.
Figure 3.
b) Draw figure 4.
c) How many circles will be in figure 5
This will just be a couple of questions on
google form used as an exit slip for the me
to see if the students are actually
understanding what is being asked of them
in class. If there are some questions that the
students do not understand, I will be
addressing them in the next class. The exit
slip will be focusing on identifying and
describing different patterns. I will add a
question to see if the students know what
an expression is. (What is x-3 called?)
Example:
Given this pattern describe what would
come next in the sequence? What would
come in the 8th figure?
In this activity students will be given index
cards with a question on one side and the
answer on the other side. They will then go
find a partner and quiz them with their card.
The next person will then quiz their partner
with their card. If they do not get the right
answer the student who is quizzing then has
to ask thought provoking questions that do
not give away the answer completely. After
they are done quizzing each other they will
trade their cards and then go find someone
else to trade their cards with. This will be a
formative assessment because I will be
walking around the classroom as they are
quizzing each other. If need be I can provide
thought provoking questions (scaffolding)
which will help cue the students towards the
right answer if both the students are stuck.
Now that the student now knows the answer
and how to get to the answer they get to
quiz somebody else on the topic that they
just learned about. The quiz-quiz-trade will


Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
cover the understanding of patterns and

their linear relations. The quiz-quiz-trade
will also cover parts that make up an
expression.
Example: Given this expression what the
numerical coefficient?
4x + 6
10.1/10.2
Fence
Building
10.1/10.2
1. Demonstrate an
understanding of
oral and written
patterns and
their equivalent
linear relations.
[C, CN, R]
2. Create a table of
values from a
linear relation,
graph the table
of values, and
analyze the
graph to draw
conclusions and
solve problems.
[C, CN, PS, R, V]
[ICT: C73.1]
5. Evaluate an
expression,
given the value
of the
variable(s).
[CN, R]
6. Model and
solve,
concretely,
pictorially and
symbolically,
problems that
can be
represented by
one-step linear
equations of the
form x + a = b,
The students are required to figure out the

pattern to help the farmer build the fence.
The linear relation that they will find will tell
the farmer how many posts and rails to buy
for his fence. They are required to explain
the pattern in words, figure out the linear
relation (expression), and record the linear
relation in a table of values. They are then
required to make a new fence design and
figure out their own pattern, linear relation,
and table of values. The outcomes being
assessed on this part of this summative
assessment are to:
See if students understand patterns and
their linear relations.
See if students can create a table of
values from a linear relation.
Example:
Given this fence:
Create a table of values and then form

an expression from it. Express the
pattern in words.

1
0

Mathematics
Unit Plan Template
where a and b
are integers.
[CN, PS, R, V]
7. Model and
solve,
concretely,
pictorially and
symbolically,
problems that
can be
represented by
linear equations
of the form:
ax + b = c
ax = b
b/a=x, a 0
where a, b and c
are whole
numbers. [CN,
PS, R, V]
Jigsaw and
creation
10.3
5. Evaluate an
expression,
given the value
of the
variable(s).
[CN, R]
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
The students will then come back to this

project later on in the unit to make a graph
of the linear relation. They will also evaluate
the expression that they came up with for
the farmer and their own expression that
they created. Another added portion to this
project will to incorporate the amount of
money with one-step and two-step algebraic
equations. The outcomes being assessed on
this part of the summative assessment are
to:
See if students can evaluate equations,
given the value of the variable.
See if the students are able to construct
and evaluate graph from their linear
relations.
See if students can answer one-step and
two-step equations.
The students will get together with their
numbers and work on one part of the
worksheet collaboratively. Then they are
now responsible to teach the rest of their
group on how to answer those sets of
questions. Once they are done they will
work in partners creating their own
variables and constants into expressions.
They will draw out their expression on a
whiteboard. Then they will go find a
different pair and ask them to evaluate the
expression using the variables as a number.
The jigsaw will establish the students doing
different types of expressions and how
they evaluated them. There will be some
discussion questions on how they evaluated
that expression and they have to explain to
their group what method they came up with
to evaluate that expression.
Example:
One pair of students will create a
variable as a cup and their constants as
little balls. They will draw this
expression on the whiteboard. Once
everyone is done they have to evaluate

2
0

Mathematics
Unit Plan Template
Simultaneo
us Round
Robin
10.3
5. Evaluate an
expression,
given the value
of the
variable(s).
[CN, R]
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
their own expression to make sure that

it is correct. Once everyones is
corrected they will then go and ask
other groups of students to evaluate
their expression that they just created.
This Kagan structure has the students do
belly work (work on their own board or
paper, where nobody can see what they are
doing) of one part of a question. So each
table will have four different questions (one
for each person in the tribe). Once everyone
has finished they will pass their question to
the next person. They are not allowed to
answer the next question until they have
reviewed the students work to make sure it
is correct and their answer was correct as
well. For example, let us say that student A
has passed their answer along. Student A is
now checking the work of student D and
student B is checking the work of student A.
If student A has the correct answer and has
the go ahead from student B and student
Ds work is correct, student A may proceed
onto the next question on student Ds
sheet. If student A has made a mistake,
student B will coach student A on how to do
the problem before both of them can move
onto the next question. If student Ds work
is incorrect, student A and D are not to
proceed until student A has coached
student D through the process. This will go
on until all four parts of the four different
questions are answered correctly at all the
tables. The students will get exposed to
different types of expressions and their
mission is to evaluate them. They will be at
different difficulties depending on the value
of the variable they are given.
Example:


Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Seven
Equations
27

Mathematics
Unit Plan Template
Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
Science
Monday
Tuesday
Wednesday
Thursday
Friday
March 9 Introduction
March 10
March 11
March 12
10.0 Exploring Patterns
10.1 Describing Patterns
Science day
SLO:
SLO: Demonstrate anSLO: Demonstrate an(Golf ball bridges)
1. Demonstrate an understanding of oral
understanding of oral
understanding of
and
oral
written patterns
and their equivalent and their equivalent
and their equivalent
linear relations.
linear relations.
linear relations.
1. Power point
Create a table of
2. Create a table
- Round Robin
values from a
of values
- Rally Robin
linear relation,
from a linear
- Timed-Pair-Sharegraph the table of
relation,
- SU-HU-PU
values, and
graph the table
2. worksheet
analyze the graph
of values, and
- Rally Coach
to draw
analyze the
3. group talks about conclusions and
graph to draw
Rally Coach
solve problems.
conclusions
worksheet
[C, CN, PS, R, V] [ICT: C7
and solve
3.1]
problems.
Fannpick
1. Review from last
[C, CN, PS, R, V] [ICT: C7
Classs describing
3.1]
patterns
1. Reading Unos
2. Assessment form
Garden
(Google form)
2. Smartboard
3. 10.2 Variables &
Presentation
Expressions
3. Worksheet find
- T-charts
Someone that
Knows
Golf Ball bridge
Brainstorm (30 minutes)
Marshmallow Challenge
March 13 PD Day
Monday
Tuesday
Wednesday
Friday
March 16
10.2 Variables and
Expressions
Demonstrate an
understanding
of oral and
written patterns
and their
equivalent linear
relations [C, CN,
R]
Create a table
of values from a
linear relation,
graph the table of
values, and
analyze the graph
March 17
10.2 Variables and
Expressions
Demonstrate an
understanding
of oral and
written patterns
and their
equivalent linear
relations [C, CN,
R]
Create a table
of values from a
linear relation,
graph the table of
values, and
analyze the graph
March 18
March 19
March 20
10.1/10.2 in class
10.3 Evaluating
10.3 Evaluating
Summative Assessment
Expressions
Expressions
Demonstrate an
Evaluate an
Evaluate an
understanding
expression,
expression,
of oral and
given the value
given the value
written patterns of the
of the
and their
variable(s).
variable(s).
equivalent linear
[CN, R]
1. Go over the creation
relations [C, CN,
1. Explain anything thatportion of yesterday
R]
the students did not
2. Explain what we have
Create a table
understand the
planned next
of values from a
previous day
3. Simultaneous round
linear relation,
2. Smart board
Table
graph the table of
presentation on how
values, and
to evaluate an
analyze the graph
expression
Topic 1&2 Quiz

Thursday

Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
to draw
to draw
to draw
Possibly use this
conclusions and
conclusions and
conclusions and
3. Jigsaw and Creation
solve problems.
solve problems.
solve problems.
[C, CN, PS, R, V] [ICT:[C,
C7
CN, PS, R, V] [ICT:[C,
C7CN, PS, R, V] [ICT:Topic
C7 1&2 mind map
3.1]
1. Teach students how
1. Explain the
Change to
To change from a assignment
Expressions.
Table of values to2.
a Doing the
Numerical coefficients Linear relation.
Assignment
Processes
2. IXL resource
3. Wrapping up
1. Teach what an
- Numbered Heads The assignment
expression is.
3. Scribe & Sage
2. Quiz-quiz-trade
worksheet
3. Wrap up any questions
Topic 2 activity
Topic 2
Topic 2 notes
Monday
Tuesday
Wednesday
March 23
10.3 Evaluating
Expressions
March 24
10.4 Graph Linear
Relations
March 25
March 26
March 27 PD Day
10.4 Graph Linear 10.4 Graph Linear
Relations
Relations
-Unos Garden project
AND Review 10.1-10.4
Building a Fence revisit
For developing a graph
- Snowball fight
(if time)
Monday
Tuesday
Wednesday
March 30
10.1-10.4 Quiz
March 31
April 1
April 2
April 3 Good Friday
11.0 Order of operations
11.1 Expressions and11.1 Expressions and
Equations
Equations
-gizmo
- Vocab Frayer Model
- belly work
for equations and
- #d heads
expressions
Monday
Tuesday
Wednesday
Thursday
Thursday
Thursday
Friday
Friday
Friday
April 13
April 14
April 15
April 16
April 17
11.2 Solve One-Step 11.2 Solve One-Step 11.3 Solve One-Step 11.3 Solve One-Step 11.3 Solve One-Step
Equations: x + a = b Equations: x + a = b Equations:
Equations:
Equations:
http://ca.ixl.com/math/gr
ax=b & x/a=b
ax=b & x/a=b
ax=b & x/a=b
ade-7/model-and-solveequations-using-algebratiles

Subject Area
Grade Level
Topic

Mathematics
Unit Plan Template
Length of Unit
(days)
Mathematics
Seven
Equations
27
Monday
Tuesday
Wednesday
Thursday
Friday
April 20
11.4 Solve Two-Step
Equations:
ax + b = c
April 21
11.4 Solve Two-Step
Equations:
ax + b = c
April 22
11.4 Solve Two-Step
Equations:
ax + b = c
April 23
11.1- 11.4 Review
-gizmo
- belly work
- #d heads
April 24 PD Day
Lesson Plan 1
Lesson
Title/Focus
10.0 Exploring Patterns
Date
March 9, 2015
Subject/Gra
de Level
Grade 7 Mathematics
Time
Duratio
n
40 minutes
Unit
Unit 6 Algebraic Expressions and Equations
Teacher
Olivia Meyer
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Use patterns to describe the world and to solve problems

1. Demonstrate an understanding of oral and written patterns and their equivalent
linear
relations.
[C, CN, R]
2. Create a table of values from a linear relation, graph the table of values, and
analyze the graph to draw conclusions and solve problems.
[C, CN, PS, R, V] [ICT: C73.1]
LEARNING OBJECTIVES
Students will:
1. Explore different patterns that occur in the world.
2. Fill out T-charts related to the patterns presented.
3. Predict what will come next in a repeating pattern.
4. Work together to figure out repeating patterns, filling out a T-chart, and predicting what will
happen next in the pattern.
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
Kagan structure Find someone who knows.

Walk around to make sure students understand the material
Provide scaffolding to the students who need it.
What patterns occur in the real world?
How can I predict what will occur next in the pattern?
How can I predict what will occur nth in the pattern?
Worksheet Find someone who knows.
LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Math Links 7 Practice and Homework Book

MATERIALS AND EQUIPMENT
Worksheets
Whiteboards
Whiteboard markers
Smartboard

Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
Index cards
Book Unos Graden
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Print off worksheets

Set up smartboard
Write schedule up on the board/what is needed for class
Get the book read Unos Garden
Introduction
The book Unos Garden
The worksheet Find Someone That Knows will preassess the students knowledge of patterns and
relations.
The students will participate in the pre-assessment, the
discussion about the book, and the discussion about
patterns.
Okay Grade 7s we are now going to read the book Unos
garden about patterns these are the questions I want you to
think about.
Body
Reading the book Unos Garden.
Tell the students that we will be coming back to the
story later on as well to consolidate our learning of
the chapter.
Tell students that they need to have a piece of
paper with their name on the top. During the story I
want them to think about these things and to write
them down as I read the story.
What patterns were present in the story?
How did these patterns change?
What patterns in the story can we relate to our
world?
Give them wait time at the end of the story to focus
on writing down some answers to the question.
They may discuss at their tables as well. Tell them
again that they need their names on it because
they will be using these information sheets later on
in the unit (lesson 11 you will be rereading it on
that lesson).
Collect all the sheets (Get one of the students at
each table to collect all of the sheets).
Make sure that you give them wait time to write down as
much information as they can. Walk around the classroom as
they are writing down to provide scaffolding to those students
who need it. Make sure students are using proper terminology
such as repeating and predicting. While you are reading the
story make sure that students are behaving and actively
listening to the story.
Open up the smartboard presentation and show
pictures of different patterns to get them thinking about

Time
6 minutes
Time
6 minutes
7 minutes

Mathematics
Unit Plan Template
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
what they will be learning.

Three different slides will have:
Discuss in their groups what:
A pattern is. (Rally Robin) (2 minutes)
Patterns are found in real life. (Round Robin) (2
minutes)
And how to figure out what comes next in a
pattern. (Round Robin) (2 minutes)
Make sure to give them some think time on all of
questions.
One person (using the Giant timer to decide who) will
write down all the information on a whiteboard that is
discussed in the group.
After they are done discussing a question ask them to
have one representative to speak. The giant timer will
pick a random table to share their answers. I will do a
couple tables for each one. I will write down what they
say on the smartboard.
During their discussion walk around and make sure that the
students understand what is asked and provide provoking
questions to prompt discussion. Provide scaffolding if needed.
Make sure the students are using proper terms such as
repeating and predicting.
Explain that we are doing a Find Somebody That Knows
activity.
Give the students around 3 minutes to answer each
question (Use the giant timer to time this)
After you are done explaining what to do, hand out the
worksheet.
Tell the students to find someone with the same
number as them. This will be used for the first two
rounds.
Now tell them to find someone who they have not
talked to yet that day. This will also be used for two
rounds.
Now tell the students to find someone with relatively
the same height. This will also be used for two rounds.
For the last round they can pick anybody that they
want.
If students cannot find anybody they should come up to
the lost and found
As students are working walk around and provide scaffolding
to those students who need it. Provide thought provoking
questions to students who are stuck or need assistance. If we
run out of time for this activity, it is okay if not all the
questions are answered, just as long as a majority or at least
half of them are answered. This is only a pre-assessment. Do
not tell the student this though.
Closure

25
minutes
Time

Mathematics
Unit Plan Template
Consolidation of
Learning:
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
Are there any questions that anybody needed clarification on?

If so address them. If there are a lot of questions, get students
to write them out on paper (index cards?).
Feedback From
Students:
Feedback To
Students
2 minutes
Pre-assessment and discussion with patterns and the book.
Transition To Next
Lesson
Sponge
Activity/Activities
Great job today! All the topics that we touched on today will
be brought up again, but with more detail and further
understanding. If you have questions now, make sure you
come ask me, or you can write it down on the index cards.
All the questions that we had covered today will be addressed
again further on in the unit in further detail. Now clear off your
desks we are doing the marshmallow challenge!
Marshmallow activity in science.
Reflections from
the lesson
Lesson Plan 2
Lesson
Title/Focus
Date
March 10, 2015
Subject/Gra
de Level
Grade 7 Mathematics
Time
Duratio
n
40 minutes
Unit
Teacher
Olivia Meyer

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Use patterns to describe the world and to solve problems

1. Demonstrate an understanding of oral and written patterns and their equivalent
linear
relations.

Subject Area
Grade Level
Topic

Mathematics
Unit Plan Template
Length of Unit
(days)
Mathematics
Seven
Equations
27
[C, CN, R]
LEARNING OBJECTIVES
Students will:
1. Predict what comes next in a pattern.
2. Predict what comes nth in a pattern.
3. Use words to describe patterns.
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
Kagan structure Rally Coach

Walk around to make sure students understand the material
Provide scaffolding to the students who need it.
What patterns occur in the real world?
How can I predict what will occur next in the pattern?
How can I predict what will occur nth in the pattern?
Rally Coach worksheet, discussion in the powerpoint, and discussion
after.

Math Links 7 Practice and Homework Book

Smartboard
Worksheet
Pencils
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Transition to Body
Learning Activity
#1
Write the schedule up on the board

Write what materials are needed
Print off the worksheets
Introduction
Ask the students to think about patterns that they
have encountered in their life time and to write it down
somewhere. It does not matter where it is.
Ask the students to think about patterns that they have
encountered in their life time and to write it down
somewhere. It does not matter where it is.
Has anyone found any patterns that are constantly
increasing?
Time
2 minutes
Students will listen attentively and participate in the

discussion and the activities.
Okay so now I want you to focus your attention up to

the smartboard. We are going to learn how to describe
30
a pattern using words and how to predict what comes
seconds
next in the pattern. These are increasing patterns and I
want you to think about a relationship within the
patterns.
Body
Time
13
Open up the Power point on the smartboard.
minutes
The slides will have questions on them which the students will
have
to answer with either a partner or their team members.
The students will have whiteboards (if students do not have them


Mathematics
Unit Plan Template
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#3
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
on the desk get a number to go and collect them from the side)
The slides are as follows:
Write the next two numbers is each sequence? Explain your
reasoning. ( Round Robin) (~3 minutes)
How many toothpicks would you need to create the 6th
figure? (Rally Robin) (~3 minutes)
What would be the height of the 5th structure? Explain your
reasoning? (Timed-Pair-Share) (~3 minutes)
How many matches will be in figure 4? Explain your
reasoning?
(Round Robin) (~3 minutes)
Design a pattern of your own (They will be doing this
individually). Once they are done they are to turn their
whiteboards over. Tell them this. Tell them that they need to
check it over first to make sure that their pattern actually
works.
Once they have done so then we will do a stand up hand
up
pair up activity. They will do this with two different partners if
time permits.
Make sure that students are actively listening and working with
their partners and their table for discussion. When they are
doing table discussions that you are walking around and
providing either thought provoking questions to help build or
start a discussion. Provide scaffolding where needed. Make
sure students are using the terms predicting and repeating.
During the designing your own pattern activity make sure that
students are checking over their work to make sure that their
pattern will work.
Tell the students that they are doing a Rally Coach activity with
partners. Go find someone who likes the same food as you.
once you have found your food partner, come see Mrs. Hilton
and
You will receive your worksheet. If you do not have a partner
come
up to the front where the lost and found is.
15
In this activity students will be working on half of the worksheet,
minutes
While the other student coaches them through it. The first
student
is allowed to argue a point as long as they have valid reasoning
behind it.
Make sure that students are both putting their names on the top
of
the worksheet and contributing to the work evenly.
As students are working on the worksheet walk around and
make sure that they are working cooperatively and that they
understand the material. If assistance is needed provide
scaffolding and thought provoking questions.
I will ask the following questions to get students opinions and 10
minutes
perspectives on the patterns they encountered. They will discuss


Mathematics
Unit Plan Template
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
in
their groups first and then I will ask a random table to share their
ideas.
What challenges did you find while describing the patterns?

(Round robin) (4 minutes)
Were there any methods you came up to predict what came

next in the pattern? (round robin) (4 minutes)
I will give the chance to wrap up with any questions that the
students
might have about the patterns we worked on the Rally Coach
worksheet. If we have time we can go over some students
patterns
that they created.
Make sure to watch for students as they are discussing the
questions together. Make sure that they are actually answering
the questions and not talking about other things. Wrap up the
discussion if you find students talking about things other than
the questions.
Closure
Time
LA 3 with giving the chance to wrap up with any questions
that the students might have about the patterns we worked
2 minutes
on, on the Rally Coach worksheet.
The rally coach worksheet, the discussion at the beginning,
and the discussion at the end.
Great job today! We worked really hard and I can really see
that everyone is starting to develop a sense for describing
patterns. This will come in handy when we learn our new topic
tomorrow about how to put patterns into t-charts.
Okay put your math stuff away and take out your science. We
are going to review what we have learned with a Fan n pick.
If we have time we can go over some of the students patterns that they
created in LA 1.
Reflections from
the lesson


Mathematics
Unit Plan Template
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
Lesson Plan 3
Lesson
Title/Focus
Describing Patterns/Variables and

Expressions
Date
March 11, 2015
Subject/Gra
de Level
Grade 7 Mathematics
Time
Duratio
n
40 minutes
Unit
Teacher
Olivia Meyer

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Use patterns to describe the world and to solve problems.

1. Demonstrate an understanding of oral and written patterns and their
equivalent linear relations.
[C, CN, R]
2. Create a table of values from a linear relation, graph the table of values, and
analyze the graph to draw conclusions and solve problems.
[C, CN, PS, R, V] [ICT: C7-3.1]
LEARNING OBJECTIVES
Students will:
5. Explore different patterns that occur in the world.
6. Fill out T-charts related to the patterns presented.
7. Predict what will come next in a repeating pattern.
8. Work together to fill out t-charts.
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
Walk around to make sure that students understand the material

Provide scaffolding to students who need it.
What relationship can I make between a pattern and its linear relation?
How does a T-chart help me predict what comes next in a pattern?
Google form and discussions about patterns.

Smartboard
Whiteboards
Whiteboard markers
Chromebooks
PROCEDURE


Mathematics
Unit Plan Template
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
Write the schedule on the board.

Write what is needed for materials.
Set up the google form
Introduction
Miss Meyers weakly brain teaser:
- What is always coming but never arrives?
- Tomorrow.
In my google form I am asking to see if students know
what an expression is.
- Students should be listening attentively and
participating in the activities. Students need to be
quiet during the google form and actually do it.
- Okay now that we did the brain teaser we are
going to think about our patterns that we made up
yesterday.
Body
- We will review what we covered yesterday and answer
any questions that the students might have.
- If students do not have white boards get a number to
get them from the side.
- Review by asking the students to think of their pattern
that they developed yesterday. Get them to write it
down on the whiteboards (give them about 3
minutesish to do so). Once they are done they are to
check their work to make sure it is correct and then
they are to flip their whiteboard over so I can see when
they are done. Then they have to go find someone to
solve their pattern. They have to solve a total of two
different patterns. So we will do a stand up hand up pair up to find the two different partners. Once they
find their partners they have to sit down with them. I
will try and do the lost and found at the front of the
class for those who do not have a partner.
As students are working on their patterns walk around to make
sure that they are done correctly and that the students are
checking their work. If students need it provide thought
provoking questions and scaffolding to get them on the right
track.
Google form (exit slip of the topic) students will be given about
15 minutes as a mini quiz that is formative so I can see what
the students are understanding and what they are not
understanding.
- Get them to get their Chromebooks and fill out the
form. This is an individual assignment so I can
individually assess each students learning.
- Once they are done they can work on a Kenken, Sudoku
problem, or a logic puzzle that I will provide at the
bottom of the google form.
Before the google form explain that this is an individual
assignment and that the students have 15 minutes to
complete it. Once they are done they can do the puzzles at the

Time
3 minutes
Time
10
minutes
15
minutes.

Mathematics
Unit Plan Template
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Seven
Equations
27
bottom. While the students are working on the form walk

around and make sure that the questions make sense. Do not
provide too much help because this is an assessment of what
the students know and what topics need to be reviewed. If
students run into problems during the form remember the
questions that they had issues with and reconsider teaching
the topic again. If need be they can come see me during
tutorial on Day Bs.
- Now can everyone turn to the smartboard. We are
going to learn how to put patterns into T-charts. Take
out the whiteboards, as we will be using them.
- Since we are doing a rally robin, both partners need to
write down the answer and not just one.
- On the first slide I will show them how to complete the t
chart.
- On the second one I will get them to discuss what to
put in each column in a rally robin. Then ask certain
students what to fill in. I will now mention that you can
shorten the word figure and circles to variables. So you
have one side be the fs and the other side be the cs.
They will then make a connection with expressions and
patterns hopefully. If not we will be covering that next
lesson.
- On the third slide I want them to do another rally robin
to fill out the t-chart. Go over how to do it after. Ask
them if they can now fill out up to 6. How could they
predict what comes next. Could they predict what came
10th? 20th? 100th?
- On the last one I want them to do belly work and then
we will try traveling numbered heads.
While the students are working on each problem walk around
and make sure that they understand what is going on. Provide
scaffolding if necessary.
Closure
Ask students to think about their pattern that they created
and how they could turn them into T-charts.
15
minutes
Time
3 minutes
The google form that they worked on in L.A. 2.

Great job today grade 7s! It looks like you are really starting
to understand patterns and now how to put them into a Tchart! We will further our understandings of patterns next
class!
Transition To Next
Lesson
We will further our understandings of patterns next class!
Sponge
Activity/Activities
Start brainstorming for the golf ball bridges.
Reflections from
the lesson

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seconds

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ED 3601 Curriculum and

Instruction for Majors:

Spring 2015: Marynowski

ED 3601 Curriculum and

Spring 2015: Marynowski

ED 3601 Curriculum and

Students will be able to do

Spring 2015: Marynowski

ED 3601 Curriculum and

7. Model and solve, concretely, pictorially and

Spring 2015: Marynowski

ED 3601 Curriculum and

Spring 2015: Marynowski

ED 3601 Curriculum and

Spring 2015: Marynowski

ED 3601 Curriculum and

Assessment Tool Overview

Spring 2015: Marynowski

ED 3601 Curriculum and

a) Describe the pattern of circles.

Spring 2015: Marynowski

ED 3601 Curriculum and

cover the understanding of patterns and

The students are required to figure out the

Create a table of values and then form

Spring 2015: Marynowski

ED 3601 Curriculum and

The students will then come back to this

Spring 2015: Marynowski

ED 3601 Curriculum and

their own expression to make sure that

Spring 2015: Marynowski

ED 3601 Curriculum and

Spring 2015: Marynowski

ED 3601 Curriculum and

Spring 2015: Marynowski

ED 3601 Curriculum and

Spring 2015: Marynowski

ED 3601 Curriculum and

10.0 Exploring Patterns

Unit 6 Algebraic Expressions and Equations

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Use patterns to describe the world and to solve problems

Kagan structure Find someone who knows.

LEARNING RESOURCES CONSULTED

Spring 2015: Marynowski

MATERIALS AND EQUIPMENT

ED 3601 Curriculum and

Print off worksheets

Spring 2015: Marynowski

ED 3601 Curriculum and

what they will be learning.

Spring 2015: Marynowski

ED 3601 Curriculum and

Are there any questions that anybody needed clarification on?

Pre-assessment and discussion with patterns and the book.

10.1 Describing Patterns

March 10, 2015

Unit 6 Algebraic Expressions and Equations

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Use patterns to describe the world and to solve problems

Spring 2015: Marynowski