MATHEMATICS UNIT PLANNER

Topic: Algebra
Key mathematical understandings
There are two forms of patterns, growing
and repetitive.

Generalising is a part of finding the nth

value in a particular figure.

Use and understand key vocabulary that is

involved in algebra.

Year Level: 5 and 6

Term: 3

Week: 4

Date: 20/09/2015

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

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

Level descriptions:
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from
addition and subtraction (ACMNA107) (grade 5).
The equal sign represents the equality of

Use equivalent number sentences involving multiplication and division to find unknown
the number sentence on both sides of the
quantities (ACMNA121) (grade 5)
equation.
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule
used to create the sequence (ACMNA133) (grade 6)
Explore the use of brackets and order of operations to write number sentences(ACMNA134) (grade
6)
Proficiency strand(s):
Understanding: Represent number sentences in a variety of ways
Fluency: Recognise that there are more than one way to solve problems (i.e. different ways of perceiving the pattern
or addressing the number sentence).
Problem solving: Investigate a range of ways to solve a particular problem, accompanied by reasoning and
justification.
Reasoning: Prove that answer is correct and the strategies used can be adapted and used in similar situations.
Key vocabulary
Key skills to develop and practise:
Key equipment / resources:
Algebra
Differentiate the difference between a repetitive
Number balance scales
Number sentence
and a growing pattern.
Coloured shapes (different shapes, sizes and
Equivalence
Create and apply a rule to find the nth value in a
colours)
Patterns
figure thus, to generalise.
Balance
Interactive whiteboard and device to view a

Sequence of patterns
Represent a number sentence in multiple ways.
video

Repetitive patterns finding the string of elements that

repeat (Van De Walle et al., 2014).
Use and understand equivalent number
Laptops

Growing patterns to identify and extend the core of

sentences.
pattern but to also generalise and look for a relationship in the
pattern (Van De Walle et al., 2014).

Generalise
Rule
Unknown variables are the use of letters that represent
the unknown numbers in a number sentence.

Possible misconceptions:

Learning
strategies/ skills

Students have a limited understanding on what

the equals sign actually represents in algebra.
Students assume it represents the answer to a
calculation. Although it represents equality on both
sides of the number sentence (Falkner, Levi &
Carpenter, 1999; Reys et al., 2012; Russell,
ODwyer & Miranda, 2009; Welder, 2012; Van de
Walle et al., 2014).
Students have a limited understanding on the use
of letters (variables), and what they actually
represent (students believe they represent
concrete objects, rather than numbers) (Reys et
al., 2012; Russell, ODwyer & Miranda, 2009; Van
De Walle et al., 2014; Welder, 2012).
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)

Session 1
All about
patterns
Creating
repetitive
patterns
Finding the
growing
patterns in
multiple ways

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)

Key probing questions (focus questions that will be used to

Links to other contexts (if applicable, e.g., inquiry unit focus,

develop understanding to be used during the sequence of lessons; 3 5

probing questions):

current events, literature, etc.):

Can you find another number sentence that will

reach the same answer (number sentence
specific)?
Can you prove it?
What can you see in the pattern, which will help
you?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

INVESTIGATIONS
SESSION

(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)

(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)

Students are to initially

explore and create patterns
using the coloured shapes.
Students then are to work
in pairs and create a
patterns for their partner to
solve and finding the
recurring pattern.

Students will be given a

choice to identify and
explore the growing pattern
(as adapted from nzmaths,
2015) in either pairs or
individually. Students can
use concrete materials, if
they please (please refer to
appendix 1).

When bringing class back

together, outline to
students that these are
repetitive patterns.

Probing questions:
Does it work all the time?
Can you see the pattern in
another way?

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

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.)

Before sharing discussion

on: what is the difference
between repetitive and
growing patterns?
Selected students are to
share their strategies and
the way of seeing the
pattern to the class.
Write down possible
answers students have
found on the board.
Ask the class: what do you
notice about the way this
student has seen the

Not applicable

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Enabling:
- Students can scaffold
their learning with the use
of concrete materials.
- If you colour code your
pattern, what can you now
see?
Extending:
- Which two patterns were
harder to solve? Why?
- Students can create their
own growing pattern.

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(Should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Whole class observation

checklist on:
the types of patterns
that are created
The strategies that
are used to solve the
growing pattern (i.e.
colour coding).

Session 2
Growing
patterns with a
nth value
find the
growing
pattern
Generalise and
find a rule for
the nth figure.
(ACMNA133)

What is the recurring

pattern
How else can you make a
pattern besides the use of
colours/shapes/sizes
(depending how the
student made their pattern.

Are there any other

possibilities?

pattern? How is this pattern

growing? Can you prove it?

Whole class to play bridge

builder: triangles 2 (as
sourced from, Scootle,
2015).

Class discussion and recap

on growing patterns and
what makes it a growing
pattern. Also how we can
find the nth value in a
figure.

Each student must share:

- what they
understood,
- what questions
they have,
- And what
difficulties they
faced.

What does the number of

sections mean?
What are other ways to
record the answers?

Students are then to work

in pairs on the rocket
activity (as adapted from
Exploring Mathematics 2,
2015) (refer to appendix 2).
Students are to find at least
two ways of seeing and
two different rules to
generalise (1 rule per
student).
Students to record their
findings and thinking in
their books.
Probing questions:
Can you work out a rule for
the rocket?
What is happening in the
pattern?
Does it work all the time?
Prove it.

(this three statements, can

give the educator an
insight on where each
student is at with
generalising)
`What are other ways of
finding the nth value?
Who found a different rule
from person A

Enabling:
- What can you see in the
pattern? What is happening?
- Do you think using shapes
might help you with the
solution?
Extending:
- Can you prove and
demonstrate that your rule
works?
- Can you justify your rule?

Educator will be required

to take copies of work
samples from students in
order to mark their work
and assess students by a
task specific rubric that
has been created (refer to
appendix 3).
Note: during the
reflections part of the
lesson, educator can use
the insights gained by the
students also as a form of
assessing the students.

Session 3
number
balances
finding a way
to make a
balance
between
objects and
numbers
(ACMNA121)

Session 4
open number
sentences
Forming a
deeper
understanding
of the equality
sign and the
use of letters in
number
sentences.
(ACMNA121)
(ACMNA133)

Students have to write

down what they think an
equals sign represent on a
sticky note.
Whole class is to conduct
in a round of can we find a
balance? (Refer to
appendix 4)
What does the equals
sign represent?
What do you think it
means?

Students to play back-toback (refer to appendix 5)

(as adapted from Berry,
2015)
Emphasis on the unknown
number (variable) in the
equation.
When trying to work out
the product/sum of your
number, what was difficult
about it?
What was some of the
strategies you used to work
out the product/sum?

Students to work in pairs

using a number balance
scales. Students have to
demonstrate equivalence
and find a way to make it
balanced (as adapted from
B. Beaman, personal
communication, September
10, 2015). Each student
has to find their own layout
of recording.
Probing questions:
If we change this number,
what will happen?
What have you realised
with the scales?
What makes it balanced?

Teacher to model on the

board, writing an equation
for 12 more than a number
is 16. Emphasise the
variable (n = a number),
more (addition) and 16
(equals 16). Thus 12 + n =
16.
Students to then complete
worksheet (appendix 6)
and attempt it themselves.
(as adapted from Muschla,
Muschla & Muschla, 2011)
Educator to conduct one
on one chats with students,
about their current feelings,
understandings and
questions they have.
Educator to take notes.
Probing questions:
If this was the letter __

Students are to remain

seated on their tables,
when each pair is sharing,
the remaining of the
students are to make the
same number balance as
the pair sharing.
Encourage group
discussion on the particular
example thats provided.
Using the sticky notes that
the students used to
answer, have a class
discussion on what an
equals sign represent.
What does the equals
sign represent in algebra?
What other numbers
would make the scale
balance?
Students to sit on the floor
with their workbooks and
have a discussion on their
findings, answers,
difficulties and anything
they did not answer, to be
clarified.
Educator to take up
workbooks at the end of
the lesson.
What would the answer be
if this letter __ was
changed into this __?
How did you work that
out?

Enabling:
- Students can use
items/objects instead of
numbers on a scale, for
example 5 tennis balls to 1
soft ball.
- What is another way to
make the number __? Do
you think you can use that
number, for the other side
of the balance scales?
Why/why not?
Extending:
- What will happen if this
number was changed?
- How come this is
balanced or not balanced?
What can you do to change
this situation?

Observation checklist on
finding a number balance:
Not there yet: cant find a
balance and does not
understand equality.
On target: can find a few
number balances, starting
to understand the concept
of equality.
Above and beyond:
student has different
strategies to complete a
number balance, has the
correct idea of equality
and what makes the scale
balanced.

Enabling:
- What do we know about
the number sentence that
can help us?
- Do you think the example
on the board might help?

One-on-one informal
interview (chats) and
work samples of the
students, making
observational notes on
what they have
completed, recurring
misunderstandings (that
have to be addressed).

Extending:
- Can you now solve the
equations?
- What would happen if
this was a different letter?

instead of the letter __

would it make a difference
to the equation?
Does the letter represent
something? If so, what is
it?

Session 5
Function
machine

Watch as a class Crunchy

Numbers (as sourced from
Splash, 2015)
http://splash.abc.net.au/ho
me#!/media/1453280/
What did you notice about
the function machine
What other rules can we
come up with, for the
function machine?
Class discussion on the
function machine and the
rules discussed in the
video.

Students are then to work

individually or
collaboratively (student
choice) on the function
machine work sheet
(appendix 7) (as adapted
from, Scootle, 2015).
Educator to rove around
and have in depth
discussions with the
students on their workings
and take observations.

Selected students to go up
on the board and write up
their own function machine.
The remainder of students
need to figure out the rule
and the missing numbers.
What is the rule to this
students function
machine?
How did you work that
out?

Enabling:
- What difference can you
see from the input number
to the output number?
What happened?
- Is there another way we
can work that out?
Extending:
- Can there be more than
one rule for the same
input/output numbers?
- Can you find another
way?

The educator will hand

out self-assessment
questions, for students to
fill out for themselves
(refer to appendix 8).
The educator will also
have their own
observation notes to.

Probing questions:
Can you prove that the rule
works?
Is there another rule for
this?

References:

Berry, C. (2015). Corkboard Connections: 5 Math Games Every Classroom Needs to Play.Corkboardconnections.blogspot.com.au. Retrieved 9 September
2015, from http://corkboardconnections.blogspot.com.au/2015/01/5-math-games-every-classroom-needs-to.html?m=1
Exploring Mathematics 2: Problem Book 2015. (Semester 1, EDFD369)
Muschla, J., Muschla, G., & Muschla, E. (2011). The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills. Chichester: John Wiley & Sons.
Nzmaths.co.nz,. (2015). Matchstick Patterns | nzmaths. Retrieved 27 September 2015, from http://nzmaths.co.nz/resource/matchstick-patterns

Scootle.edu.au,. (2015). Bridge builder: triangles 2 - (TLF L1923 v7.0.0). Retrieved 8 October 2015, from
http://www.scootle.edu.au/ec/viewing/L1923/index.html

Splash,. (2015). Home. Retrieved 30 September 2015, from http://splash.abc.net.au/home#!/media/1453280/

Appendix One:
Students are given a choice to select either one of the patterns also a choice to work either independently or with partners.
With the given patterns students are expected to find:
-

The growth of the pattern

Explore different ways of seeing the pattern

Find the next 3 continuing patterns would look like and prove it

Students are expected to either record their findings in their books or take photographic evidence.
Pattern 1:

Pattern 2:

Patterns are sourced from:

Nzmaths.co.nz,. (2015). Matchstick Patterns | nzmaths. Retrieved 27 September 2015,

Appendix two:
Lucy has built a rocket ship using the patterns below:

a Draw and colour how the pattern is growing.

b Find another way that the pattern is growing.

from http://nzmaths.co.nz/resource/matchstick-patterns

If Lucy was to build the 7th figure, what would it look like?

d Is there a rule to this figure? Explain.

(Pattern adapted from Exploring Mathematics 2: Problem Book 2015)

Appendix three:
The student has correctly identified all the possible solutions by identifying different ways of seeing the patterns, finding what the 7th figure
would look like and has found a rule that can be applied to the rocket (such as, n x 3 + 3 + 2).The student has found the correct solutions by
Goes Beyond using a systematically or appropriate method/strategies (such as, but not limited to, colour coding the patterns, and trial and error with
applying the rule to the rocket). The student demonstrates understanding and fluency when solving the rocket problem. The student can take
his/her answers beyond by being able to successfully generalise to any other given figures as the student demonstrates flexibility. Student
demonstrate that they have a mathematical knowledge and understanding of algebraic thinking (such as justifying their solutions, applying the
rule to the figure, finding the growing pattern). The student has clearly justified every step that was taken throughout the process of solving
the problem, and justified the correct answer.

Task
Accomplishe
d
Substantial
Progress

Student has found all the mathematically correct answers (for the growing patterns and finding the 7th figure of the rocket), they have clearly
justified each steps that were taken to complete the task (for example, stating that each figure will consist of 3 triangles at the top and 2
triangles at the bottom of the rocket, regardless of what figure it is). The student demonstrates fluency as the solutions are efficient and
appropriate. Student also demonstrates that they have a clear mathematical knowledge and understanding of fractions, however are not just
ready to take their answers beyond (hence has difficulty finding the rule that applies for the rocket and cannot generalise it).
Student has found an appropriate method to solve the rocket problem (such as colour coding the growing pattern), however a mistake that was
made leads to an incorrect answer (such as miscalculating the number of squares that grows in the figures, hence not being able to find the 7th
figure). The student is starting to demonstrate some understanding of the problem and algebraic thinking, however there are clear evidence
that the understanding is not succinct, as misconceptions of not understanding the growing pattern and not being able to find and apply a rule
for example were evident in the answer. OR the student has the correct answers of all the possible ways of seeing the pattern and finding a
rule, however the steps that were taken were not clearly explained or justified.

Some
Progress

Student has made a start (for example demonstrates a way of seeing a growing pattern), however cannot
continue on with completing the tasks. During the attempt being made student demonstrates misconceptions
(including miscalculation of the growing pattern and the lack of understanding on creating and applying a rule).
Student shows a lack of understanding and fluency in their work sample. The steps taken was not clearly
identified (minimal or no justification).

Little
Progress

The Student has shown little or no evidence of progress to find the correct possibilities (or ways of seeing the
pattern or even trying to find a possible rule to apply). The student has misunderstood the rocket problem, but
nevertheless has made an attempt.

Appendix 4:
Can we find a balance?
-

The students will be sitting in a circle on the floor.

The educator will be providing scales and placing different type of items each round.

The students are then expected to look for items in the classroom that will balance out the weight and make the scales equal.

Every round will have one of the following item(s):

-

3 heavy text books

2 handfuls of Lego pieces

A pair of shoe

Once each of the round has been balanced, a class discussion will be conducted in what makes the items become balanced, which will then lead on to the
discussion of balanced number equations.

Image sourced from: http://www.detoxangel.co.uk/blog/wp-content/uploads/2011/12/Balance-Scales-610x250.jpg

Appendix five:
Back-to-back is a game that is played as a whole class.
Resources:
-

White-board

Whiteboard markers

How to play:
-

Two students who would like to play will stand up in front of the board and choose a number between 2 and 12.

Students will stand back to back and write the numbers that they have selected on the board, without showing their opponent.

The teacher or a student will call out the sum (enabling) or the product (extending) of the two numbers.

The first person to guess the opponents number correctly will win the round.

Then a next pair will come up and verse one another.

Focus:
-

The main focus of this game is to introduce to the students unknown numbers in an equation as it will be the main focus for the
upcoming lesson.

It also encourages students to think both additively and multiplicatively.

Berry, C. (2015). Corkboard Connections: 5 Math Games Every Classroom Needs to Play.Corkboardconnections.blogspot.com.au. Retrieved 9 September 2015, from
http://corkboardconnections.blogspot.com.au/2015/01/5-math-games-every-classroom-

needs-to.html?m=1

Appendix six:
1. Write an equation for each of the sentences, ensure to choose a variable and state what it represents for each number sentence.
a) 5 less than a number is 12.
b) Twice a number is 24

c) In 3 years Marie will be 15.

d) The value of the number of quarters is $2.25.

e) A number decreased by 12 is 24

f) 8 years ago Quinn was 6.

g) 3 more than twice a number is 27.

h) 10 student tickets cost $50.

2. Write 5 of your own number sentences, accompanied by the equation. Make sure to state the variable and what it represents.

Adapted from:
Muschla, J., Muschla, G., & Muschla, E. (2011). The Algebra Teacher's Guide to Reteaching

Essential Concepts and Skills. Chichester: John Wiley & Sons.

Appendix seven:
This function machine has 3 main components:
-

Input (where the number goes in)

Rule:
Input:
Input:
2
8
10

Output:
8
32
40
52

Rule:
Rule:
2 + 4 Output:
Input:
Input:
Output:
5
23
7
33
10
48
78

Rule (what happens inside the machine)

Output (how the number comes out)

For the following examples fill in the missing gaps and find two of your own
examples:

Rule:
Input:

Output:

(as adapted from, Scootle, 2015)

x
y

1
5

2
9

3
1
3

4
1
7

5
2
1

6
2
5

nth

What is happening in this

number pattern?

What is the rule?

If x is 50 then what would y

be?

Appendix eight:
1

How did you feel about this task?

If you could rate this task from easy being 1 and hard being 10, what would you rate it?

How did you feel about the answers you found?

Have you ever solved problems, like this before?

Are there any questions you have in regards to the task?

What do you think could have helped you do better?

Any other comments or suggestions?

As adapted from:
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., & Falle, J. et al. (2012).
John Wiley & Sons.

Helping children learn mathematics. Milton, QLD: