Name: Kyah Dayman

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Patterns and Algebraic Thinking
Level of schooling: Receptions
School and class context: The School Pinnacle College has 2 campuses, one at Elizabeth and one at Gilles Plains. The
classroom based at Pinnacle Collage is highly multicultural. It consists of many differentiations in cultures
including Islamic, Muslim, Greek and Indian. The school itself is an independent, multicultural school with a
strong commitment to diversity and to teaching students the importance of learning, morals, manners and
ethics. There are roughly 25 students in the class, consisting of 11 Males and 14 Females. The students
undertake religion as a such as this is sole focus for them all. The School consists of 174 students and very
limited teaching staff.

What is the learning focus?

Concept(s): Thinking and Working Scientifically/Mathematically:
observing natural patterns in the
world around us Inquiring identifying, exploring and organising information and ideas

creating and describing patterns

using materials, sounds, Organise and process information
movements or drawings

Dispositions:

- Creating a Positive Learning environment

- Avoiding negative experiences that increases anxiety
- Establishing clear expectations
- Treating all students equally
- Helping students to improve their ability to retain mathematical knowledge and skill
- Build behaviour
- Construct understanding
- Teach to the developmental characteristics of students
- Actively involve students

How will the students engage with this learning? (Provide here an outline of five sequential learning experience using any of the given
structures from the Maths/Science learning cycle or the 5Es model)

Prior Knowledge/Engagement Learning Experiences (s):

The following prior knowledge lesson is purely aimed at finding out which students know what a pattern is, where they
have been able to identify a pattern before and to discuss different types of patterns, e.g colours, shapes and sounds.

Begin by sitting the students on the floor facing the board. Have a piece of A2 paper or butchers paper up on the board
in which will be used to create a visual chart or poster that will be later stuck somewhere around the room in which
students will be able to refer back to throughout their learning regarding patterns. Start asking questions such as Who
can tell me what a pattern is? Where can we find patterns? Who has seen a pattern before at home or in the
classroom? The teacher will need to record all the students answers on the poster using different colours to make the
poster visual. These types of questions will get students thinking about how common patterns are in their world.
Depending on how well the students are grasping the concept of patterns, the teacher can start to raise questions that
will help students recognise how patterns can help them to think about numbers.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Materials: Piece of A2 Paper, Coloured Textas

Exploratory /Explore & Explain Learning Experiences:

Explore: This activity aims at allowing the students to get the opportunity to explore patterns for themselves in which
should also leave them with some questions they may want to further find the answers to.

To begin with students will be asked what a pattern is to refresh their memory. Students will be asked to sit in a circle
on the floor. Using connector blocks, students will be asked to choose 2 different colours blocks that they will use to
create their pattern. The teacher will begin by showing the class 2 colours put together, e.g red and blue and will then
ask the class if a pattern was to be made what would come after the blue block. The Teacher will continue to build as
the students state what colour should come next. Once the Teacher has created a pattern, the students will be asked to
do the same with their 2 chosen colours. Once the teacher can see that all students have created a pattern with the 2
colours, they will then be sent back to their seats to complete a work sheet. The work sheet will already have blank
squares printed on it, the students will be asked to colour the squares in the pattern that they had created on the carpet.
E.g, Blue, orange, blue, orange. The students next task will be to finish the pattern by drawing their own squares
(blocks) and colouring them in the correct pattern colours. If students are to finish this early, they have the opportunity
to create a new pattern using the blocks with either 2 or 3 colours. They will then be asked to draw this underneath
their previous pattern.

Materials: Coloured connector blocks, work sheet

Explain:

This activity will be purely to explain different ways of creating patterns.

All students will be given a cut out shape, either a Circle or a rectangle. They will be asked to line up and create a
pattern. The teacher will show an example by using 2 kids to begin the pattern (get a student with a circle and then a
rectangle to stand next to each other). The teacher will then ask what shape would come next? As a class they will
work out their pattern by lining up circle, rectangle, circle, and rectangle. To conclude this lesson the students will be
asked to go back to their seat to draw the pattern they had just created using the shapes. Once the shape pattern is
completed, they will be have the choice of colouring the shapes to make it a colour pattern also, or they may choose to
create a number patter, e.g 1,1, 2, 2.

Materials: Laminated shapes- Circle and Rectangle, Students Maths books, coloured pencils and led pencil.

Investigations /Problem solving/Elaboration Learning Experiences:

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Based on Student Questions

This activity gets students thinking about where they have been able to identify patterns in the environment, e.g in the
house (tiles, pavement, bricks) our out in the garden (flowers, insects)

Teacher will begin by having the students sat on the carpet facing the smart board. The students will be shown pictures
of things in our everyday life that are clear examples of patterns. These pictures may include different insects that
show colour patterns, it may include a number pattern chart (evident in the classroom).

The students will then be given a caterpillar worksheet to complete

This work sheet involves creating a caterpillar. The idea is for the students to stick on the correct pom poms to show
the pattern, they will then need to finish the pattern in the blank spots. These will look great around the classroom.

After views & reflection/ Evaluation learning Experience

This activity is to find out what students have learnt about patterns, it will be purely questioning the students to find
out answers. For example, Who can now tell me where a pattern is around the classroom? What sort of patterns have
we talked about? Colour, shape, number.

To finish off a fun activity will be held to teach students about sound patterns.

Students will be sat on the carpet in a circle. The teacher will begin by clapping their hands once and tapping their
shoulder. The teacher will continuously do this in a pattern until the students can identify what pattern is occurring.
Once the students figure it out, as a class a new pattern will be created and this will continue.

Lastly, Students will be shown a fun and interactive pattern video that allows them to sing along and work out the
patterns. https://www.youtube.com/watch?v=MBjjxSx45-Q

How will you know what the students have learnt? (Assessment)
What will you assess?
Concept(s):
Copy, continue and
create patterns
Thinking and Working
Mathematically/
How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
Students will be
Students Caterpillar picture This assessment will This assessment given written
will be assessed by occur in the middle will be done on feedback when
determining whether the of the unit in order to the sheet of paper work is given
students were able to continue monitor how well the in which the back and also
the colour pattern students can continue students are verbal feedback in
a pattern. The working on their the form of a
assessment is both caterpillars. feedback
teacher/student led. sandwich when
work is returned
Verbal feedback
Students will use themselves will be provided

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Scientifically: to create a pattern in order for Teacher will assess Assessment will to students and
it to be more hands on. A this in the middle of be by looking at discussions will
photo using the ipad will be the unit in which will the photo of be held if it
taken to show the pattern and be both themselves as a appears that
later shown to the students. teacher/student led. pattern. students are not
on the right track
or struggling to
understand the
concept of a
pattern.

Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Patterns and Algebra Sub- Strand: Number and Place Value
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Literacy, Numeracy, Critical
Sort and classify familiar Recognising and using fluency includes readily and Creative Thinking
objects and explain the patterns and counting numbers in
basis for these relationships sequences, continuing
classifications. Copy, patterns and comparing
continue and create the lengths of objects
patterns with objects and
drawings (ACMNA005)

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

1. Pinterest (https://au.pinterest.com/)

Pinterest was a great source that gave many creative and fun activity ideas for a majority of this unit plan. Pinterest is great for
finding hands on activities, and also has other references that were of use to find further ideas.

2. Reys R, Rogers, A, Falle J, Frid & Bennett, S 2013, Algebraic Thinking, in R Reys (eds), Helping Children Learn
Mathematics, John Wiley & Sons Australia, LTD, 42 McDougall Street, Milton Qld.

This book was used to gain a couple of activity and lesson ideas around patterns, it helped trigger further ideas that could
be implemented in the classroom.

3. The state of queensland, 2005, About Patterns and Algebra, Viewed 20 April 2017
https://www.qcaa.qld.edu.au/downloads/p_10/kla_maths_info_pattern.pdf

This website was a great starting point to help myself better understand what patterns are.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
4. Campbell, L & Campbell, B 2009, Mindful learning: 101 proven strategies for student and teacher success, Corwin
Press, Thousand Oaks, California.

5. Francis, O 2005, '"Maths topics I": "Vectors" and "patterns with symmetry": by Netherhall Software, published by
Cambridge Micro Software, consisting of cassette tape for BBC "B" microcomputer and a 16 page Teacher's Handbook.
13.95 + VAT (Book Review)', Computers & Education, vol. 9, no. 2, pp. 141-142.

Student Resources (resources that engage students with the learning)

Materials:

- Piece of A2 Paper
-Coloured Textas
- Coloured connector blocks
-Work sheet
- Laminated shapes- Circle and Rectangle
- Students Maths books
- Coloured pencils and led pencil.

YouTube video: https://www.youtube.com/watch?v=MBjjxSx45-Q

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:

What worked?

What didnt work?

Was it worth learning?

Why and why not?

How were the skills

integrated into other
learning areas?
How was the learning
shared with others?

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix 1:

Poster created in Prior Knowledge lesson should look something like this.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix 2

First activity will look something like this.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.