Part Three: Planning for learning of the mathematics content area (1000 words) Include your plan using

the
template below.
MATHEMATICS UNIT PLANNER Teacher/Team:
Topic: Algebraic patterns: Teddy Bear patterns Year Level: 4 Term: 2 Week: 4-6 Date: 24/10/2016
Intended Learning Focus/Intentions (taken directly from Victorian Curriculum documents):
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s): Patterns and algebra

Level content descriptions:

Explore and describe number patterns resulting from performing multiplication
Define a simple class of problems and solve them using an effective algorithm that involves a short sequence of steps and decisions

Proficiency strand(s):
Understanding Fluency Problem Solving Reasoning
Rules for patterns can be recursive (describe what happens Recognise and describe elements of repeat in sequential patterns and
from one term to the next) rules for growing patterns to find unknown terms in the pattern
Patterns can be investigated using numeric and figural (spatial)
methods and relationships can be represented using tables,
words, and symbols

Common misconceptions (related to the
mathematical idea/topic):
Students will attempt to count all
rather than forming generalisations
about the pattern
Belief that you need to know the step
prior to work out the next sequential
step.
Success criteria - Key skills to develop Equipment / resources:
and practise (observable capabilities)- Interactive Whiteboard (IWB)
Coloured Shapes
Accurately interpret elements of
change and repeat in a pattern Small dinosaurs
Small plastic bears
Form efficient methods to solve Coloured blocks
problems involving patterns Paper squares
Coloured pencils
 Confusion between repeating and Key vocabulary: Unifix blocks
growing patterns Patterns White (or single coloured) square tiles
Handouts of patterns and problems (see
There is only one way of seeing the Generalisation
Appendices)
pattern
Multiplication
Variables
Repeat
Predict
Growing pattern
Justification
 MATHEMATICAL
FOCUS
What do you want students to
understand and/or be able to
do by the end of the lesson?
Note that the same focus may
be used over several linked
lessons.
Session 1
Extending and
creating patterns
Session 2
Teddy Bears Picnic
TUNING IN
(The Hook)
A task is presented that is
relevant to the focus of the
lesson; sets the scene/ context
for what students do in the
independent individual or co-
operative group part, e.g., the
hook may be a problem, an
open-ended question, a game,
a picture of artefact, a film or
youtube clip , a story, etc.
Observe patterns in
the real world
(Appendix 1.1).
Questions
What are the
repeating
elements in the
pattern?
What do you
think may come
next?
What is the core
of the pattern?
Explain the teddy
bears picnic problem
(Appendix 2.1).
Ask students if they
notice anything that
stays the same in the
patterns and what is
changing.
INVESTIGATIONS
SESSION
(As individuals or co-
operative groups)
An extended opportunity for
students to work on a rich,
open ended task. Time for
teacher to observe childrens
thinking, to manage task
behaviour, rove and interact
with students, or work with a
small group for part of the time.
Students are first
given a pattern using
shapes and colours
(Appendix 1.2). They
need to continue it.
Students may use
concrete materials.
Students will create
their own patterns
using materials of
their choosing
(dinosaurs, teddy
bears, coloured
blocks, pencils etc.) in
a given grid
(Appendix 1.3).
Students (in pairs) are
given square pieces of
paper (tables) and
teddy bears (chairs).
Students need to
work out how many
chairs will fit around
6, 20, 36 and 48
tables. These will be
worked out one at a
time. Information to
be recorded in a table
(Appendix 2.2).
REFLECTION &
MAKING
CONNECTIONS
SESSION
(As a whole class)
The whole class shares
approaches to the task. The
teacher selects students or
groups to share, poses
questions and summarise ideas
to draw out the mathematics
and assist children to make
connections. NB. This may
occur at several points during a
lesson followed by more
investigation
The teacher will
choose some of the
patterns and display
them on the IWB.
Students will be asked
to identify the
repeating elements
and to continue the
pattern as a class.
Students will share
their findings.
How did _____
solve it?
Are they all
correct?
How can we
prove that theyre
right?
ADAPTATIONS
- Enabling prompts
Scaffolding strategies to
support students who are
having difficulty making
progress on the task. This must
include key questions.
- Extending prompts
Scaffolding strategies to
support student who make
substantial progress on the task
and need to advance their
thinking further. This must
include changes to the task and
key questions.
Enabling prompt
Students given a
more simple pattern
with only two or three
repeating elements
(Appendix 1.2).
Prompting questions:
what can you see
repeating? Is it
the shapes or the
colours?
Extending prompt
Students given
patterns that vary in
shape AND colours to
continue (Appendix
1.2)
Enabling prompt
How many accurately
chairs are added
each time? pattern?
Which chairs
stay in the same
position each
time? the students discuss
Extending prompt
There are [70] observing, assessing
teddy bears. How
many tables do
we need?
ASSESSMENT
STRATEGIES
This section should include the
source of data (e.g. work
samples, individual
conferences, test scripts,
physical models, interviews,
self-assessments) and the focus
of the assessment as a
Students can statement
(aligns to focus).
Note: Sessions need not have
different assessments, one
strategy may operate for the
whole unit.
Are students
accurately repeating
the pattern?
Using the work
samples from the
investigations
session, the teacher
will assess whether
students can.:
identify elements
of repeat
extend, create,
and continue a
pattern
Are students
interpreting the
The teacher will take
anecdotal notes as
the patterns they are
whether students can:
explore and
describe patterns
 (flipping the generate an
Questions: problem) efficient and
What patterns accurate method
are you seeing? of finding the
What is number of chairs
unknown? (the
number of chairs
needed) What
elements
increase each
time?
Display a pattern on Students are given a Students return to the Enabling prompt Are students
Session 3 the board (Appendix similar pattern floor. The teacher will Can you show accurately
Ageing teddy bears 3.1). (Appendix 3.2), graph have chosen two or me one thing interpreting the
(noticing algebraic paper, and unifix three students to that stays the pattern?
patterns visually) Questions: blocks. share and explain same in each
I want to find age Their first step is to their generalisations. stage? How do Are students able to
100 of the teddy draw the stages of the we know? form efficient
bear. How can I do pattern onto the Questions Can you show methods of solving
that? graph paper, and Can you explain me one part of problems involving
What stays the label them. what youve the pattern that patterns?
same? (Colour in What stays the done? changes/grows in
red) same in each Why did you each stage? The teacher will take
What changes? stage? What choose to do up the work samples
(colour in another changes? Colour that? Extending prompt from the
colour) these Students will be given investigations
How many a second pattern session, assessing
How does it
blocks are in age (Appendix 3.3) whether students can:
change between
stages? 6? Why? Explain recognise
(think/pair/share) How can we (verbally) what elements of
describe the the pattern will change and
changes so that I look like at age 6 repeat
can find age without drawing generate an
100? it. efficient and
Can you find an accurate
efficient way to method for
find age 100? finding the
number of
blocks
 The teacher will Students will be given The teacher will Enabling prompt Are students
Session 4 explain that the teddy a different pattern display several Students will be given accurately
Forest Mural bears want to create (Appendix 4.2), and a students methods, concrete materials to interpreting the
a mural in the forest. table to fill in and will ask another use (coloured square pattern?
(Appendix 4.3). student to explain tiles)
Display the pattern on what they think Can you show Are students able to
the IWB (Appendix Students are asked to student [A] has done. me which parts of form efficient
4.1). They want to find the number of Student [A] may then the pattern stay methods of solving
know what the tiles they would need also justify their the same? Colour problems involving
pattern will look like for stage 6 first, reasoning. these in red patterns
at stage 6, 10, and 50 followed by stage 10. Can you show me
and how many white which parts of The teacher will
tiles are needed Students will lastly be the pattern assess the work
asked to find the change? samples against a
Think/Pair/Share number of tiles for rubric.:
What stays the stage 50 Extending prompt Are students
same (what why cant we Students will be given noticing the
repeats)? work it out by a pattern with round changing and
What changes? drawing the tiles (Appendix 4.4) repeating
pattern? Can you elements
generalise the Are students
pattern so that showing evidence
we can find any of generalising
number of tiles? the pattern

Anecdotal notes about

justifications given by
the students that
share during the
reflection.
Students are given Students will work Students will sit in a Enabling prompt Are students able to
Session 5 the task of creating a individually to create circle and will be Students are given form efficient
Teddy Bear tables new table design for their table patterns. given the chance to the whole class methods of solving
(creating, the 2017 teddy bears They will be told: show and justify their example and concrete problems involving
generalising and picnic. You must be patterns to the class. materials: patterns?
justifying patterns) able to predict What parts of
The teacher will use the growth of the How do you know the pattern stay Students will fill in a
an example (see table for each what stage 20 will the same? self assessment
Appendix 5.1), and stage look like? What parts of (Appendix 5.2)
connect it to session 3 The table must the pattern
and 4s patterns be growing in the change in each The teacher will
same way with stage? collect work samples:
each stage How can we use Have students
Students must this information demonstrated
 form a verbal to help us? elements of
explanation for repeat and
the growth Extending prompt change?
The first stage Create a table Are students able
must have at that has 7 blocks to justify their
least 5 blocks in the first stage thinking
Students may use (anecdotal notes
unifix blocks of from brief
different colours and interviews)
graph paper. Are students
patterns
accurate?
References
Antifluor (2007). Mediodia en miraflores [photograph]. Retrieved from https://www.flickr.com/photos/antifluor/2074560932

Artistic Tile Design (2016). Tessellated [photograph]. Retrieved from http://www.artistictiledesign.com/tile-gallery/tessellated

Cambell, C. (2013). Everyday hat [photograph]. Retrieved from http://www.straw.com/crystalpalaceyarns/patterns/regpatts4/yarnsH-M/moplus-

EveryDayHat.html

Victorian Curriculum and Assessment Authority (VCAA) (2016). Mathematics. Retrieved from

http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-10