Unit of work (refer to the template)

MATHEMATICS UNIT PLANNER

Topic: Algebraic Thinking Year Level: 5 Term: 3 Week: 5 Date:

Key mathematical understandings Victorian Curriculum Focus
Content strand(s): Number and Algebra
Algebraic expressions can be seen in
Sub-strand(s): Patterns and Algebra
different ways. The ability to identify and see
these relationships is important in
Key Level description):
understanding algebra.
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and
Make meaningful use of symbols and subtraction (VCMNA192)
understanding the difference between
Use equivalent number sentences involving multiplication and division to find unknown quantities (VCMNA193)
operational and relational symbols is
important. Follow a mathematical algorithm involving branching and repetition (iteration) (VCMNA194)
Ability to notice patterns and structures and
be able to visualise and generalise using Proficiency strand(s): Understanding Fluency
this information. Fluency able to manipulate expressions and equations to find solutions.
Fluency students choose appropriate, accurate and efficient procedures to calculate answers efficiently.
Understanding demonstrate and explain approaches to seeing and generalizing patterns.
Understanding develop an understanding of the relationship between concrete models and abstract
representations.
Key skills to develop and practice: Key equipment / resources: Key vocabulary
To understand the role of the equal sign as a Number balances. Generalise the way that numbers or shapes
balance point or relationship between numbers, Post it notes. change.
rather than an operation. Poster paper. Identify
Triangular attribute blocks. The same as
To use appropriate mathematical language when
Paper triangles. Equal to
explaining and justifying algebraic thinking.
Grid paper. Variable a symbol for a number we dont know
To visualise and generalise patterns in given yet.
tasks. Links to other contexts Fraction
To use appropriate concrete models and visual Number sentences as a balanced see-saw. Decimal
representations to identify and explore patterns. Links to everyday applications of patterns.
E.g what patterns exist in your everyday life?
Possible misconceptions Key probing questions Assessment overview
Equal sign as an operational symbol. E.g 7+3=10 What does the equal sign mean? Formative:
not 7+3=6+4 etc. What is a pattern? Mathematics journal entries.
Students thinking that because 4+3=3+4, 4-3=3-4 What does it mean to generalise? Contributions to the mathematics wall.
must also be true confusing properties of Is there a way to find out the 20th pattern Observational notes.
operations. without counting or making all of the patterns Checklists.
Not understanding the way in which the worm from 1-19? How? Summative:
pattern grows only the body grows. How can a variable help us? Work samples.

MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & MAKING CATERING FOR ASSESSMENT

FOCUS (WHOLE CLASS FOCUS) SESSION CONNECTIONS DIVERSITY STRATEGIES
(what you want students to (a short, sharp task relating to the (INDEPENDENT LEARNING) (should relate to mathematical focus
focus of the lesson; sets the scene/ SESSION
come to understand as a (extended opportunity for students to (WHOLE CLASS FOCUS) - Enabling prompt of the lesson (learning intention);
result of this lesson short, context for what students do in the work in pairs, small groups or (to allow those experiencing difficulty to includes what the teacher will listen
independent aspect. e.g., It may be a (focused teacher questions and
succinct statement; in some individually. Time for teacher to probe summary to draw out the mathematics engage in active experiences related to for, observe, note or analyse; what
schools this could be the problem posed, spider diagram, an childrens thinking or work with a small the initial goal task) evidence of learning will be collected
open-ended question, game, or and assist children to make links. NB.
learning intention) group for part of the time and to also This may occur at particular points - Extending prompt and what criteria will be used to
reading a story) conduct roving conferences) (questions that extend students analyse the evidence; in some
during a lesson. Use of spotlight,
strategy, gallery walk, etc.) thinking on the initial task) schools this may be articulated as
success criteria)
Session 1 Show learning intention. Students work in pairs. Students return to the floor Enable: Post it notes can be used
Represent a to discuss the learning for Use an easier to observe and listen to
range of Display (on IWB) and Allow time for students to the lesson and to share number to find student understanding
number discuss different images of explore and experiment and convince the class of number sentences and thinking.
sentences see-saws. with the number balances. their most interesting for. E.g 4. (Appendix 1)
equal to any expression.
given number, Ask students:
using a How many number Ask questions such as: Extend:
number sentences can you find that What have you learnt Substitute 8 for a
balance. are equivalent to 8? Show about the equals sign more challenging
Move from and record your findings. today? number. E.g. 18.
concrete to Now that weve revised the Encourage students
abstract stage. Towards the end of the equals sign as a to use more than one
lesson ask students to balance point how could step (e.g
Learning write their most interesting we make this same 7+3+8=5+6+7), or
Intention: number sentence on a post activity more more than a single
We are learning it note to share with the challenging? Could you operation. (e.g 10x2-
different ways that class. do something similar but 2=4x3+6).
numbers can with fractions or
balance on either
side of the equals multiplication?
sign.

Divide the board or wall

into 2 sections. After
partners present and justify
number sentence class
decides if it is correct or
not.

Session 2 Show learning intention. Students work individually Students will write a Enable: Maths journal entry.
Identify if or with a partner to explore reflection in their maths Work through some
number Use simple examples to given number sentences. journals. (Appendix 3) more simple Did students state
sentences are explain what is meant by a (Appendix 2). examples on the the correct answer
true or false. true or false statement. Ask students to share with board in a small to their own number
Transferring Incorporate number Encourage students to their table groups (between focus group. sentence and use
and extending sentences with the equals create their own examples 4-6) their entries. Encourage students correct thinking
knowledge of sign in different positions to give to a class mate to to work together and through their
balance from and statements that are solve. with concrete explanation?
session 1 to both true and false. materials to attempt Did it include a
fractions, E.g. 7=5+2 Ask: some of the number range of number
decimals and 4+1=6 Can you create your own sentences. types and
different 5-4=8-5 challenging number operations?
operations. sentences to give to a What areas of
partner to solve? Think Extend: improvement does
Ask students to think, pair,
about different factors that Use larger numbers. this student have?
share which equations are
Learning will make it challenging Encourage students
true/false and why.
Intention: fractions? Decimals? to use various ways
To identify and Addition and subtraction? of thinking and
create our own true representing the
and false number number sentences.
sentences that Ask them to create a
include fractions range of challenging
and decimals, number sentences.
addition and
subtraction.

(Adapted from Van

de Walle et al,
2015, pg. 348.)

Session 3 Show learning intention. Students work in pairs to Students gather on the Enable: Observational notes.
Students are find the weight of the three floor to discuss the Encourage students
introduced and As a lesson introduction balls. (Appendix 4). different approaches they to make use of Select a handful of
begin to open the following site on had to finding the weights. models to represent students across a range
explore the IWB and select Pose questions to provoke and further explore of abilities to observe
problems with students to come forward appropriate thinking and The different methods are the problem. while roaming the
more than one and complete the given guide students such as: annotated on poster paper Change the numbers classroom. (Appendix 5)
variable. questions. and added to the maths slightly to whole
http://www.scootle.edu.au/ What do you notice wall at the conclusion of numbers rather than
ec/viewing/L5980/index.ht about the difference the lesson.
Learning ml in weight between decimals.
Intention: equation 1 and Ask questions to draw out Provide additional
We are learning to equation 2? some possible methods guided prompts:
solve problems If we add together used: The baseball and
when there is more equations 1 and 2 What ball did you soccer ball weigh
than one variable. can we find the find the weight of 0.1 pounds more
weight of the tennis first? than the baseball
ball somehow? Which equations did and football, which
you use to find the must be heavier,
different weights? the soccer ball or
Did anyone find the the football?
answer a different
way?
Extend:
Use larger numbers.
Encourage these
particular students to
use various ways of
thinking and
representing the
number sentences.
Challenge them to
approach the
(Adapted from Van
problem in a different
de Walle et al,
way.
2015, pg. 353.)
Ask them to develop
a number sentence
for each fact.

Session 4 Show learning intention. Students work in mixed Students now gather in Enable: Use a checklist when
Understand ability groups of 4. different groups (with all Offer and suggest the roaming the room and
someone Revise the strategies members having the same use of concrete observing students.
elses added to the maths wall in Students are each given a response card) so that they materials. (Appendix 7).
response. the last lesson. different response to the are able to discuss what Pair with a
Agree or Discuss the strategies and stich work pattern. They they thought. knowledgeable other
disagree with a ask children: are to justify to the group if to explore and justify
response If the different the response they have is Each group must come up
 based on your strategies make them correct or incorrect and with an answer as to together.
own think differently? why. (Appendix 6b). whether the response was
understanding. Approach problems correct or not and select Extend:
Justify our in a different way? Roam and listen for one person to present to Challenge them to
thoughts. All have correct intriguing justifications and the class how you know it justify in a number of
thinking and make highlight to the rest of the is either correct or ways using both
Learning sense? class to further challenge incorrect. concrete materials to
Intention: their thinking. support their theory
We are learning to Introduce task to students and words and
understand and and discuss as class. symbols.
make sense of (Appendix 6a).
different responses
to a problem and
decide whether
they are correct or
incorrect.

Stitch Work
Growing Pattern
(Adapted from
Kaur, 2016).

Session 5 Show learning intention. Students may work in Students gather on floor to Enable: Work sample.
See and pairs. reflect on learning. Encourage the use of
identify Show an example of the physical materials. Students will have
worm and discuss how Students are working Guide reflective practice Guide their learning recorded their solutions
patterns.
worms grow. towards finding the pattern through posing questions by drawing particular and thinking in their
Generalise to
When worms grow do and being able to such as: attention to the maths books that will be
find a rule generalise to create a rule. Did your thinking collected to gain an
they grow an extra pattern through
using words They may use whatever change after hearing pointing out the understanding of their
head or is it just their
and symbols. materials they require to what the other pair number of triangles thought patterns.
body that grows?
Represent explore the worm activity. had to say? required for every
thinking in a E.g triangular attribute How did you second worm. Does the student
Pose the open-ended task: blocks, paper triangles,
variety of convince the other Alter the task slightly demonstrate an
How many triangles will grid paper etc. pair that your method from a twenty-day-old understanding of
ways. you need, to construct a
and answer was worm to a ten-day-old the growth pattern
worm that is twenty days Roam and observe correct? worm. of the worm?
Learning old? (Appendix 8). students thinking, drawing
Intention: What strategies did Have they been
We are learning to attention to interesting you use to find the able to generalise to
see patterns and ways of thinking that may solution? Extend: find the number of
generalise to guide other students or Encourage students triangles required or
create a rule using provoke their thinking in to show their thinking have they
words and some way. in multiple ways. E.g drawn/created every
symbols. through physical worm?
Towards the end of the representations, Has the student
session pair partners up drawings, symbols been able to
with another pair and ask and words. appropriately
Watch them students to: Alter the task slightly communicate their
grow Convince the other pair from a twenty-day-old thinking using words
Worm Problem. that you found the correct worm to a twenty- and symbols?
number of triangles seven-day-old worm.
(Taken from Kaur, required to make a twenty-
2016. ) day-old worm.

Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:

1 Content/ mathematical ideas

Continue to identify and generalise patterns through a range of open ended tasks. (E.g Seating People).
Continue sequences involving fractions and decimals and be able to describe the rule used.

2 Aspects of the Victorian Curriculum that could be addressed in the next sequence
Follow a mathematical algorithm involving branching and repetition (iteration) (VCMNA194)
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (VCMNA192)

3 Possible learning tasks that address the content and curriculum demands (include references where appropriate)
Seating People (Kaur, 2016)
What Do You Know about the Shapes? (Van de Walle, Karp & Bay-Williams, 2015, pg. 347).

4 Reasons for these planning decisions (dot points are appropriate)

Students need to be exposed to a range of problems that present different patterns and operations.
Students should be able to select the most appropriate strategy by referring to their new learning that is displayed on the mathematics wall from session
3.
 Developing this foundation on algebraic thinking now will support students future learning.