Beruflich Dokumente
Kultur Dokumente
{Ellen Zambon}
Unit Overview
Unit title: Equivalence of number sentences
Content maths area: Algebra
Grade/year level: Grade 4/ Level 4 AusVELS
Learning Focus (ideas extrapolated from AusVELS):
Strand: Number and Algebra
Sub-strand: Patterns and algebra
Proficiency strand/s: Understanding; Problem solving
Content description: Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)
Rationale:
o An understanding of equivalence and the meaning of the equals sign is pivotal to developing skills for generalising in numerical form
(Rivera & Becker, 2005; Warren, Mollinson & Oestrich, 2009)
o Misconceptions of the meaning of equivalence and the equals sign are the most common experienced by students misconceptions lead
to difficulties in students understanding algebraic concepts (Falkner, Levi & Carpenter, 1999; Warren, et al., 2009)
o Operational sense provides structure to numerical expressions of generalisations, and is necessary to appropriately express equivalence
(Bush & Karp, 2013; Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid & Bennett, 2012)
Assumed prior knowledge of students:
Prior to this unit, students have had extensive experience with the structure of the number system through describing, continuing and creating
patterns. Extending on this, students have knowledge on how to use the operations of addition and subtraction in pictorial, symbolic and
language modes to act upon quantities and record these in a variety of ways. Students have experience with using a range of effective strategies
to perform addition or subtraction actions on a particular quantity. Students have limited experience with the concept of equivalence, with many
students demonstrating misconceptions of the meaning of the equals sign in a pre-assessment task.
Grouping strategies to support learning:
The use of small groups in pairs or triads, or teacher focus groups are implemented within this unit, as this is thought to be an effective strategy
in supporting all students in a mixed ability classroom (Clarke & Clarke, 2008). In addition, these small groups are aimed to be based on flexible
grouping, in which the group members and focus of groups will change in accordance to identified individual needs based on data from
assessment (Valentino, 2000).
Overview of assessment: Assessment will involve a high level of observations integrated with note taking or checklists for both formative and
summative purposes. These observations will focus on collecting both cognitive and affective data through noticing and interpreting students
understandings, skills and strategies, as well as learning dispositions.
Problem solving: formulating, modeling and recording authentic situations involving operations
Key equipment / resources:
Annos Magic Seeds by Mitsumasa Anno (Book)
Balance scales, weights, small bags
Concrete materials for counting, e.g. counters,
MAB
De Klerk, J. (2007). Illustrated maths dictionary
(4th edition). Melbourne, VIC: Pearson Australia.
EDMA360 Tutorial content
IWB & relevant software
Number balance (equaliser)
Think board template (Appendix A)
Warren, E., Mollinson, A., & Oestrich, K. (2009).
Equivalence and equations in early years
classrooms. Australian Primary Mathematics
Classroom, 14 (1), 10-15. Retrieved from
Humanities & Social Sciences Collection
database.
Key probing questions (focus questions that will be used to
develop understanding to be used during the sequence of lessons; 3 5
probing questions):
N/A
Learning
strategies/ skills
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
Equals as
balance
Expressing
balance using
a number
sentence
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
TUNING IN
(WHOLE CLASS FOCUS)
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
INVESTIGATIONS
SESSION
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
ADAPTATIONS
(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)
- 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)
Further exploration of
number balance in pairs.
Teacher conducts roving
conferences asking
probing questions to
stimulate thinking about
number balance, and how
what is modelled could be
recorded using numbers
and symbols.
Could we record what we
see on the number
balance using numbers
and symbols? Could we
write a number sentence to
represent what we see?
Why/why not?
Enabling prompts:
o Use materials, e.g.
counters, to model
what is seen on
number balance
o Focus on using oral
language to explain
thinking, rather than
constructing written
number sentences
Extending prompts:
o Could you write your
number sentence
another way so that
you still get the same
result?
o What can change and
what has to stay the
same so that you have
the same answer?
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)
Observing current
understanding of the
meaning of the
equals sign do any
responses to
questions suggest
misconceptions?
Observing
understanding of the
concept of balance
and how to write this
in a number
sentence
Session 2
Equals as
balance
Finding
unknown
quantity
Equivalent
expressions
using addition
Session 3
Equivalent
expressions
using
subtraction
Finding
unknown
quantities
Individually students
construct think board
(Appendix A) by
constructing a story that
incorporates an unknown
quantity and uses
equivalent number
sentences with subtraction.
Small teaching focus group
to scaffold construction of a
relevant story using
subtraction and unknown
quantities students then
solve problem individually.
Enabling prompts:
o One partner writes
down a problem with a
missing value. Can
you use the number
balance to solve the
problem?
Extending prompts:
o How could you record
what you have
modelled on the
scales?
o Is it possible for one
partner to use 4
weights then other
partner decide where
5th weight would go?
Could this work with
any amount of
weights?
Enabling prompts:
o Which materials would
best help you when
solving a subtraction
problem?
o What do you know
about equivalent
number sentences
that could help you to
solve this problem?
Extending prompts:
o Could you find
another way to solve
this problem so that
you get the same
result?
o Could you write
another number story
that uses 5 quantities
(1 unknown)?
Select 5 students to
monitor understanding of
finding unknown
quantities. Use checklist:
o Uses a range of
strategies to find
unknown quantity
o Uses appropriate
language to
convince partner of
why their thinking is
correct
Session 4
Equivalent
expressions
using addition
and subtraction
Find an
unknown
quantity
Pronumerals
represent an
unknown
quantity in a
number
sentence
Session 5
Find an
unknown
quantity
Equivalent
number
sentences using
addition and
subtraction
Pronumerals
represent an
unknown
quantity in a
number
sentence
Enabling prompts:
o Use oral language
to describe to
partner how you
know what the
quantity of the bag
is equal to
Extending prompts:
o Is it possible to use
both addition and
subtraction in one
number sentence?
Enabling prompts:
o Use concrete
materials or pictures
to model solution
Extending prompts:
o Is this the only
possible solution?
How do you know?
o Can you find other
number sentences
that would reach the
same answer?