Mathematics lesson plan

(Adapted from Gervasoni & Parish, ACU Ballarat Campus)

Lesson Topic:

Start and Jump Numbers

Adapted from; Van de Walle, Karp and BayWilliams (2010)

Date:

04/06/12

Year Level(s): 3/4

Lesson 45 minutes duration:

Mathematical Focus: A focus on developing understanding of relationships and patterns within sets of numbers. Creating and developing strategies to accurately skip count from a non-zero starting point. VELS Learning Focus: In Number, students use structured materials to explore place value and order of numbers to tens of thousands. They skip count to create number patterns. They use materials to develop concepts of decimals to hundredths. They use suitable fraction material to develop concepts of equivalent fractions and to compare fraction sizes. They apply number skills to everyday contexts such as shopping. They extend addition and subtraction computations to three digit numbers. They learn to multiply and divide by single digit numbers. VELS Level: 3 Dimension(s): Mathematics Number Level standards: At Level 3, students use place value (as the idea that ten of these is one of those) to determine the size and order of whole numbers to tens of thousands, and decimals to hundredths. They round numbers up and down to the nearest unit, ten, hundred, or thousand. They develop fraction notation and compare simple common fractions such as 3/4 > 2/3 using physical models. They skip count forwards and backwards, from various starting points using multiples of 2, 3, 4, 5, 10 and 100. They estimate the results of computations and recognise whether these are likely to be over-estimates or under-estimates. They compute with numbers up to 30 using all four operations. They provide automatic recall of multiplication facts up to 10 10. They devise and use written methods for:

whole number problems of addition and subtraction involving numbers up to 999 multiplication by single digits (using recall of multiplication tables) and multiples and powers of ten (for example, 5 100, 5 70 ) division by a single-digit divisor (based on inverse relations in
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multiplication tables). They devise and use algorithms for the addition and subtraction of numbers to two decimal places, including situations involving money. They add and subtract simple common fractions with the assistance of physical models. (VCAA, 2009. Emphasis added) Australian Curriculum (AC): Mathematics Year level: 4 Content strand: Number and Algebra Sub-strand: Patterns and algebra (F10) Proficiency strand(s): Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times, and describing properties of symmetrical shapes Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns
with shapes and their transformations, and collecting and recording data

Content description(s): Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) recognising and demonstrating that the place value pattern is built on the operations of multiplication or division of tens Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074) recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences (ACARA, 2012)

Background to the students current learning:

The students understand/know already: What skip counting is Check for accuracy of calculations with a calculator How to use a simple calculator with an automatic constant feature The students understand/can do mathematically: Automatic recall of skip counting patterns by 2, 5, and 10 at a starting point of zero

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Use of place value to determine the size and order of whole numbers to hundreds Skip count from a starting point of zero

Learning Objectives/Outcomes:
Mathematics content/concept/idea learning outcome At the end of this lesson, the students will demonstrate understanding of: Find patterns and similarities in multiplication sets. Skip count starting by 2s, 5s and 10s at a non-zero point. Mathematics strategies/processes/ways of working and thinking mathematically outcome The students will be able to: Identify patterns and similarities in data sets. Use these as problem solving strategies. Convince peers of the validity of the patterns they have found

Assessment Strategies:
Observe students writing list of start number and skip number Listen to students finding patterns in lists Listening and observing students using the patterns and similarities found as problem solving strategies Collecting work books with lists, patterns and strategies recorded

Resources:
Teacher Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Boston: Pearson Whiteboard/ Interactive white board [IWB] Whiteboard marker/ IWB accessories Group area for whole class discussions Student Pen/Pencil Paper/ workbook Group area for small group discussion Group area for whole class discussion Calculator with automatic constant feature

Organisation for learning:

Whole class on carpet introduction Individual writing list of numbers
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o Teacher roving Small group discussion of patterns found o Teacher roving Whole class one group share findings, conclusion discussion

Key questions to guide learning and prompt student thinking:

Do you see at least one alternating pattern? Have you looked at odd and even numbers? What can you say about the number in the tens place? Have you tried doing any adding of the numbers? Numbers in the list? Digits in the numbers?

Lesson actions:
e5: ENGAGE, EXPLORE Lesson introduction (Whole TUNING IN):
TUNE IN

Lead students in a vocal count by 1s to 10, 2s to 20, 5s to 50 and 10s to 100 to encourage participation and instil confidence in the skills the students have already mastered. Understanding problem to be investigated On the carpet What patterns can we hear when we count by 5s to 50 starting at zero? I wonder what patterns we could see and hear if we started counting from a different number. At your tables individually we are going to write a list. This list will have a start number (eg: 3) and a jump number (eg: 5) that I wil provide each of you with. Write the start number at the top of your list, then 8, 13, and so on, jumping by 5 each time until your list extends to about 130.

e5: EXPLORE, EXPLAIN, ELABORATE Development/investigation (Part - INVESTIGATING):

(Students engage with the mathematical task/game/activity/learning experience to explore/explain/elaborate upon the mathematical ideas/concepts/strategies/ways of working mathematically; engagement with class/small group discussions; possible variations introduced for students who are experiencing difficulty or requiring extension; teacher roving and collecting assessment information with attentive listening and observation)

Ask students to; Examine your list of numbers and find as many patterns as you can!

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Share your ideas with the group of students that have the same start and jump number as you. Write down every pattern you agree is a pattern. Modification Explore this problem using a calculator that has an automatic constant feature, which can make the list generation accessible for students who may be experiencing difficulties skip counting. Extension Explore this problem using a calculator that has an automatic constant feature to work with bigger jump numbers, such as 25 or 36 for students who require an extension to the activity.

e5: EXPLAIN, ELABORATE, EVALUATE Plenary and conclusion (Whole REFLECTING and GENERALISING): Students come together on the carpet to discuss, explain and elaborate on the pattern strategies they have found. Ask students to show and explain what patterns they found. Teacher leads discussion on important mathematical ideas: If you have patterns for several different jump numbers, what can you figure out about how a jump number affects pattern? Using students work and findings: For example, when the jump number was 5, the ones-digit pattern repeated every two numbers it has a pattern length of two. But when the jump number is 3, the length of the one-digit pattern is ten! Do other jump numbers create different pattern lengths? For a jump number of 3, how is the ones-digit pattern related to the circle of numbers in Figure 2.1 (appendix a)? Are there other circles of numbers for other jump numbers? Using the circle of numbers for 3, let us see if we can find the pattern for jump of multiples of 3, that is jumps of 6, 9 or 12.

Post-lesson review and evaluation:

Student Achievement
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(Brief description of what students achieved as a result of your lesson. This should link directly to the objectives/outcomes of the lesson and link back to the evidence that was collected during the lesson. Expected and unexpected achievements should be described here)

Teacher Effectiveness
(Brief description of elements that were successful in relation to the teachers practice. This should link directly to evidence of student learning. Reflection on teaching should focus on what will be further refined in teaching practices or ideas for improving teaching strategies)

References Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Boston: Pearson Victorian Curriculum and Assessment Authority. (2009). Victorian essential learningstandards. Retrieved from, http://www.vels.vcaa.vic.gov.au/vels/interpersonal.html Australian Curriculum, Assessment and Reporting Authority. (2012). The Australian curriculum: Mathematics. Retrieved from, http:// www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?a=M&l=4 &e=6

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Appendix a

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