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# Unit Plan Wilson Middle

School

Subject Area
Topic
Length of Unit
(days)

Math
Patterns and Equations
3 weeks (~14 days)

Rationale:
In this unit grade 6 students will further explore the concept of patterns and
equations. Students learn about patterns in their first years of school and so it is not
an uncommon concept. We see patterns and equations in our everyday lives,
sometimes without even noticing them and so it is a very relevant topic to study. It
is important for students to be able to recognize and describe the patterns that they
see to be able to solve problems quickly and correctly.
This unit will take approximately three 3 to complete. By the end of these three
weeks students will be able to notice patterns and describe the patterns that they
see. They will also be able to create and solve equations that relate to a certain
patterns.
By the end of these three weeks students will have met the requirements for SLOs 1
and 2 from the Patterns and Relations (Patterns) strand and 3, 4, and 5 from the
Patterns and Relations (Variables and Equations) strand.
Throughout the unit students will be asked to complete formative assessment
materials so that I can see what my students know and so that I can adjust my
teaching to suit their needs. Students will be required to participate in the lessons
and complete work individually or with a partner or small group. I will check in with
students often to make sure that they are on the right track and I will promptly
revisit any common misconceptions students have. Appropriate math games and
activities will be incorporated in the unit to engage the students and spark their
interest.
Math Processes:
[C, CN, ME, PS, R, V]
Communication: Students will communicate with each other and the teacher
throughout this unit. They will be asked to share their mathematical thinking with
the teacher as well as with their peers.
Connections: Students will make math connections to their everyday lives. Where
do we see patterns? When is it useful to find a pattern rule?
Mental math: Students will be asked to think about problems and solve them
without writing everything down on paper first. What pattern do you see? Is it
consistent throughout the table?
Problem Solving: Students will need to use their problem solving skills to find
patterns and relationships throughout the unit. Students will try things using trial
and error.
Reasoning: Students will need to use mathematical reasoning to solve problems in
this unit. For example, students will test their pattern rules to see if the rule holds
for all elements in the input-output table.
Visualization: Students will be given visuals to help them understand the concepts in
this unit where necessary. Patterns are easily detected using visuals.

## Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

## Unit Plan Wilson Middle

School

Subject Area
Topic
Length of Unit
(days)

Math
Patterns and Equations
3 weeks (~14 days)

## Established Goals: PATTERNS AND RELATIONS strand

GLO(Patterns):
- Use patterns to describe the world and to solve problems
GLO (Variables and Equations):
- Represent algebraic expressions in multiple ways
Understandings:
Essential Questions:
What equation can you write to represent the
Students will understand that
following pattern?
they can use patterns to describe
Describe the relationship you see between
the things they see and solve
variables within this table/image.
problems.
they can use equations to represent
the pattern more generally.

## what a pattern is.

why it is useful to represent
patterns using equations.
how to find the nth term in a
pattern/sequence using their pattern
rule.

## identify a pattern and find equations that

would relate to the pattern.
continue a pattern.
find the nth term in a pattern using the
equations that theyve created.
1. Represent and describe patterns and
relationships, using graphs and tables.
[C, CN, ME, PS, R, V]
2. Demonstrate an understanding of the
relationships within tables of values to
solve problems. [C, CN, PS, R]
3. Represent generalizations arising from
number relationships, using equations
with letter variables. [C, CN, PS, R, V]
4. Express a given problem as an
equation in which a letter variable is
used to represent an unknown number.
[C, CN, PS, R]
5. Demonstrate and explain the meaning
of preservation of equality, concretely
and pictorially. [C, CN, PS, R, V]

## Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

## Unit Plan Wilson Middle

School

Subject Area
Topic
Length of Unit
(days)

Math
Patterns and Equations
3 weeks (~14 days)

Resources/Materials Needed:
- Smart board
- Alberta Program of Studies
- Mini White boards/markers
- Students Pattern workbooks printed of

Assessments
Learni
ng
Outco
mes

Title

Preassessm
ent

Type

Form.

(Formative/Summat
ive)

Weighting

N/A

Self-Assess
(exit slip,
check
outcomes)
Assess. as
Learning
N/A

1. Represent and
describe patterns
and relationships,
using graphs and
tables. [C, CN, ME,
PS, R, V]
2. Demonstrate an
understanding of the
relationships within
tables of values to
solve problems. [C,
CN, PS, R]
3. Represent
generalizations
arising from number
relationships, using
equations with letter
variables. [C, CN, PS,
R, V]
4. Express a given
problem as an
equation in which a
letter variable is
used to represent an
unknown number.
[C, CN, PS, R]
Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)

Exit Slips

Observati
ons/ Conv.

Unit Test

Form.

Form/
Summ.
N/A

Summ.

N/A

N/A

## Unit Plan Wilson Middle

School

Subject Area
Topic
Length of Unit
(days)

5. Demonstrate and
explain the meaning
of preservation of
equality, concretely
and pictorially. [C,
CN, PS, R, V]

## Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Math
Patterns and Equations
3 weeks (~14 days)

## Unit Plan Wilson Middle

School

Subject Area
Topic
Length of Unit
(days)

Math
Patterns and Equations
3 weeks (~14 days)

## Assessment Tool Overview

Assessment
Tool Title

Outcomes

Brief Description

Fo
r

Preassessment

Patterns
and
Relations
(Patterns/Va
riables and
Equations)
1-5

## Ask questions beforehand to gage where

students are at. Start the lesson/unit/topics
simple and so that everyone can catch on
and them adjust the speed of the material
when appropriate. Observe students
knowledge and interest.

N
A

N
A

SelfAssessment Checklist

Questions
from textbook/
Worksheet/
Assignments

Conversations
/ Observations

Exit Slips

Unit Test

## Students can check of the outcome boxes

once they feel like they have mastered that
outcome. If students do not feel like they
know the material it is their responsibility to
Students will receive one to two pages of
homework each night. They will receive time
in class to work on this so its not an
extensive amount of homework. I will check
their work and then well go through it as a
class. At the end of the unit I will collect their
workbooks and journals and check for
completeness and understanding.
I will constantly be observing the students
throughout the lessons and take notes on
their ability to do certain problems. I will
include all students in conversation
throughout the unit so that they are all
engaged. These conversations will guide my
planning.
Exit slips will be used when an outcome is
completed so that I can see how well
students did with this outcome. This will also
be an indicator for students so that they can
see what they need to know by a certain
point in the unit.
This test will cover all five of the outcomes in
this unit. Students will be asked to show
their knowledge on the five outcomes. This
will be taken in for a summative mark. If
students do really poorly and wish to retake
it they may do so after sufficient studying

## Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

N
A

N
A

AS

OF

## Unit Plan Wilson Middle

School

Subject Area
Topic
Length of Unit
(days)

Math
Patterns and Equations
3 weeks (~14 days)

after school).

## Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Topic
Length of Unit
(days)

## Unit Plan Wilson Middle

School

Math
Patterns and Equations
3 weeks (~14 days)

## *Note: Each math 6 class is 43-48 minutes long.

Dir stands for Direct instruction/whole class discussion; Act stands for Activity; As stands for Assessment

Monday

Monday

25

Tuesday

Tuesday

26

Wednesday 27

Thursday

28

Finishing Fractions,
Ratio and Percent
UNIT
TEST

## SHOW WHAT YOU

KNOW DUE
Start patterns unit if
all students are
finished their math
test

Wednesday3

Thursday

Friday
29

Friday
5

Patterns 1, 2
Intro to the patterns
unit!
JOURNAL: Patterns,
pattern rule, input,
output, expression
Whole Class: Where
do we see patterns?
Looking at table of
values
Examples as a class
HW: Page 2-4

Patterns 1, 2
Review pattern rules
and table of values
Input and Output
Mini Whiteboard
pattern call out a
pattern (or have a
table on the smart
board) and have
students continue it
on their whiteboard
EXIT SLIP: On
pattern rules and
table of values
HW: Page 5-6

Patterns 1, 2, 3
Review Input Output
pages and concepts
Introduce balancing
equations (Visual
with scales)
JOURNAL:
Equations,
preservation of
equality
Whole class
examples and smart
board game
balancing the scales
Group work on page
7-8
HW: Page 7

Patterns 3
Balancing Equations
without visuals
(what is the value of
n?)
JOURNAL: Variables
Examples as a class
mini quiz
afterwards? (Have
students solve
formative
assessment)
Students work on 8
and 9
HW: Page 8-9

REVIEW
patterns 1, 2,
3
-review game
JOURNAL:
Ordered pairs
(inform
students that
the x axis is
always the
first number in
the ordered
pair), graphs
EXIT SLIP:
Questions
equations
from the
whole week
HW: Page 1011?

Monday

Tuesday

Wednesday10

Thursday

Friday
12

11

Patterns 3, 4
REVIEW Exit slip
from Friday any
misconceptions
Ordered Pairs (x, y)
Examples as the
whole class
-Have a graph on
the smart board and
have students plot
the ordered pairs (x,
y)
HW: Page 10-11

Patterns 3, 4
Graphing Patterns
-Look at several
graphs and how the
data is graphed
ordered pairs etc
Handout Show
What You Know
Page 19-22 in the
back of the student
workbook
HW: Page 12-13

Patterns 3, 4
Graphs and Tables
Cont
Graph certain data
as a class using a
pattern that we have
discovered
Look at word
problems page 15
as a class
Students will work
on 14-15
EXIT SLIP: On graphs
and ordered pairs
HW: Page 14-15

Patterns 5
JOURNAL:
Preservation of
Equality
Whole class: Discuss
how you need to do
subtracting,
multiplying,
dividing) to each
side of an
equation/scale to
keep it equal
HW: Page 16-17

Patterns 3,
4, 5
Equality
Whole class:
Balancing
scales activitiy
Students
finish their
math work
books review
throughout
the holiday for
test on
Wednesday
(24)
HW: Page 18

Monday

Tuesday

Wednesday17

Thursday 18

Friday
19

15

16

## Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Topic
Length of Unit
(days)

## Unit Plan Wilson Middle

School

Monday

22

Patterns 1, 2, 3,
4, 5
MINI QUIZ!! On
material from before
the holiday
REVIEW the quiz as
a class
Review
Work on show what
you know

Tuesday

23

Patterns 1, 2, 3, 4,
5
Review
Work on show what
you know

Wednesday
24

Math
Patterns and Equations
3 weeks (~14 days)

Thursday

25

Friday
26

Patterns 1, 2, 3, 4,
5
Unit Test!
Show what you
know due
today/tomorrow

- Page 2: Whats the Rule? (Simple start to patterns with drawings.)
- Page 3-4: Extend the Pattern. (Completing the chart Input/output stations)
- Page 5-6: I can demonstrate an understanding of the relationships within tables of values to solve
problems
- Page 7-8: Balancing equations (n+4=18)
- Page 9: I can express a given problem as an equation in which a letter variable is used to represent an
unknown number
- Page 10: Ordered pairs
- Page 11: I can represent and describe patterns and relationships using graphs and tables (Cartesian
Plane)
- Page 12-13: Graphing patterns
- Page 14: I can represent and describe patterns and relationships using graphs and tables
- Page 15: I can represent generalizations arising from number relationships, using equations with letter
variables (word problems)
- Page 16: I can demonstrate and explain the meaning of preservation of equality, concretely and
pictorially (balancing scales)
- Page 17-18: I can demonstrate and explain the meaning of preservation of equality, concretely and
pictorially
- PAGE 19-22: SHOW WHAT YOU KNOW

## Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)