EDMA360 - AT2 Unit Planner Michelle Fernandez - S00163027

Assessment Task
Three Unit Planner
Harvinder Kaur
Friday 11am 1pm
EDMA360 - AT2 Unit Planner Michelle Fernandez - S00163027
The following unit of work has a focus on students development of algebraic thinking, particularly to extend students
knowledge of patterns (Van de Walle, Karp & Bay-Williams, 2011). Studying patterns provide opportunities to develop skills that
identify generalisations that underpin the ability to create and identify functions. Through the use of physical and pictorial
manipulatives, students are able to create authentic connections between patterns and functions opposed to focusing on formalistic
approach to developing the foundation of algebra. Furthermore, the aforementioned strategies provide opportunities to reduce the
formation of misconceptions as educators are able to asses, early on, students understanding of patterns.
Literature Review:
Algebraic thinking addresses generalised mathematical relationships through sophisticated representations that shift from
identifying number patterns to complex problems that demonstrate the number pattern (Booker, 2007). Algebraic thinking engages
students in identifying, representing, justifying and reason generalisations that deepen their arithmetic understanding (Blanton,
Stephens, Knuth, Murphy Gardiner, Isler & Kim, 2015). Research conducted by Smith (2003), focus algebraic thinking on ways of
generalising that has an emphasis on analysing change and representing mathematical relationships in various ways (Billings, Tiedt
& Slater, 2007).
Yackel (1997) explain that students, in primary years, engage with algebraic thinking by moving beyond numerical
reasoning to more general reasoning about relationship, quantity and ways of notating and symbolising (p. 2). Students initially
learn about patterns through identifying similarities and differences as they sort items, in which develops an understanding of the
relationships between items that enable them to make predictions (Manitoba Learning Resource Centre, 2014). Subsequently,
Yackel (2002) advocate that educators implement activities and ask prompting questions that encourage students that will develop
algebraic reasoning (Billings, Tiedt & Slater, 2007).
To assist students to generalise and represent relationships, researchers suggest exploring geometric or pictorial growth
patterns (Ferrini-Mundy, Lappan & Philips, 1997; NCTM, 2000; Orton, Orton & Roper, 1999 as cited in Billings, Tiedt & Slater,
2007). Students are often encouraged to convert pictorial patterns into a number pattern for analysis, opposed to exploring the
pictorial or physically constructed pattern. However, research demonstrates that the latter make for powerful tools, which enable
students to generalise relationships that are inherent in the pictorial or physically constructed patterns (evident through the use of
EDMA360 - AT2 Unit Planner Michelle Fernandez - S00163027
pattern blocks) (Orton, Orton, & Roper 1999; Steele 2005; Thornton 2001 as cited in Billings, Tiedt & Slater, 2007). Friel and
Markworth (2009 as cited in Van de Walle, Karp & Bay-Williams, 2015) suggest activities that analysing patterns should involve the
developmental progression of reasoning by looking at the visuals then reasoning about the numerical relationships and then
extending to a larger (nth) case (p. 334). Additionally, Booker (2007) mentions that it is tempting to quickly shift to a istic approach
when developing foundation of algebra. However, Skemp (1969) identified that the aforementioned approach restricts students from
making mathematical discoveries. He goes on to explain students only see the final product of mathematics and do not develop the
mathematical understanding.
Young students are able to identify patterns in their everyday situations however may not understand that mathematically,
the way objects are repeated or sequenced produce a repeating pattern.(Barmby, Bilsoborough, Harries & Higgins, 2009).
Therefore, a misconception that often develops is that students will repeat what is given to them opposed to identifying the portion
that is being abbreviated way to describe an object opposed to a quantity. Consequently, in later years of mathematics, students
find it challenging to create and use variables to problem solve (Mitchelmore, 2013)

Critique of the Curriculum:

Booker (2007) articulates the importance of algebra as it is not only used in mathematics but other areas of life as
relationships are an inherit part of life. This notion should the how the curriculum is implemented within classrooms to ensure
everyone has the opportunity to develop algebraic thinking.

Patterns have been a key aspect of the mathematics curriculum and are essential as a foundation for algebra (Jorgensen &
Dole, 2011). Papic (2007) states students mathematical achievement in later years highly depends on their ability to think
algebraically in the early years. Research has also demonstrated that early introduction to algebraic thinking supports the
transition to formal algebra in later years of schooling (Kieran, 1992; Kaput & Blanton, 2005). The Victorian Curriculum
introduces the need of algebraic thinking as early as the foundation levels and students at this level are working towards sorting
and classifying objects with a justification for their decisions; subsequently being introduced to observations of patterns in the
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world as well as creating and describing patterns with manipulatives and various representations (Victorian Curriculum and
Assessment Authority, 2016).

Conclusion:

When teaching patterns to develop algebraic thinking, its important for educators to educators to develop understanding
opposed to teaching for content knowledge. To ensure this is the outcome of the unit planner, strategies and activities that allow
students to explore the concept of patterns that develop the foundation of understanding of functions.
 EDMA360 - AT2 Unit Planner
MATHEMATICS UNIT PLANNER
Topic: Patterns
Key mathematical understandings
Create patterns through visual
observation and manipulating objects
that involve whole number operations.
Apply procedures to identify patterns
and its type, observing and analysing
the constants and changes within the
pattern to develop numerical sentence.
Generate descriptions and
mathematical statements about
identified relationships
Key skills to develop and practise
Develop sequential skills through
creating and identifying patterns.
Use manipulatives to create and
represent patterns
Use appropriate language to describe
relationships between variables
Michelle Fernandez - S00163027
Year Level: 3 Term: Week: Date:
Victorian Curriculum Focus
Content strand(s): Number and Algebra
Sub-strand(s): Patterns and Algebra
Key Level description (taken directly from Victorian Curriculum documents):
Describe, continue, and create number patterns resulting from performing addition or
subtraction (VCMNA138)
Proficiency strand(s):
Understanding: Describe the relationships demonstrated and identified through patterns
Problem solving: Devise numerical sentences from analysing patterns that involving basic
facts of addition and subtraction to solve problems.
Key equipment / resources: Key vocabulary
Natures paintbrush: The patterns and Variable, constant, repeating, doubled, one
colours around you Susan Stockdale more.. two more.., how many times,
(1999) relationship, sequence, every other, match,
bigger, smaller, rule, pair
Pattern blocks
Computers/laptops/iPads
Unifix cubes
Links to other contexts:
Ask students to find repeating patterns
that they experience (school routine,
birthdays, cycle of days, seasons, etc)
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Possible misconceptions Key probing questions Assessment overview
Variables are fixed What is changing/What is staying the Analyse work samples
Identifying one repeating attribute same? o Work journals
opposed to a unit of repeats. What is a pattern/What is not a o Activity sheets
Observations
pattern? o Anecdotal observations
o Class/group/individual
Discussions
o Participation in discussions

MATHEMATICA TUNING IN INVESTIGATIONS REFLECTION & CATERING FOR ASSESSMENT

L (WHOLE CLASS SESSION MAKING DIVERSITY STRATEGIES
FOCUS FOCUS) (INDEPENDENT CONNECTIONS
LEARNING) SESSION
(WHOLE CLASS
FOCUS)

Session 1 State learning Ask prompting questions: Ask students to bring Enable: Annotated comic
intention. What makes a their annotated comic Students work strip demonstrates
Learning pattern? What is not a strip to share with the in pairs. understanding of
Intention: Read story: Natures pattern? class: Provide definition of
We are learning paintbrush: The Where do you see examples of patterns.
about what patterns and colours patterns? Discuss with students patterns in the
makes a pattern. around you how patterns can be classroom Observations of
(Stockdale, 1990) With iPads, students find helpful student
refer toappendix a different types of patterns Extended: Students contribution to
outside of the classroom. Exit ticket: Students to identify patterns brainstorm and
Explain that theyre put their annotated that arent seen (eg. class discussions.
starting a new focus Students upload images images into their routines, days of the
on patterns. into an app to annotate a mathematics journal week, seasons, etc)
comic strip (refer to and write one
Brainstorm about appendix b) sentence about way
what patterns are. patterns can be helpful
Students think-pair-
share as educator
records students
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Session 2 State learning In the same groups, Gather students to Enable: When Informal,
intention. students create attribute discuss attributes: classifying objects formative:
Learning trains. What attributes provide graphic Teacher roving
Intention: We Students are in did you use to organisers (Venn and discussing
are learning groups and are asked Using iPads, students create patterns? Diagram) how students
about how to sort mixed up stake images of the identified the
attributes assist mathematic attribute trains created and Extended: pattern.
in creating manipulatives print it to annotate what Prompting question:
patterns. provided (eg. classify attributes were used to How long can you Taking images of
according to colour, create a pattern. make your attribute the patterns
shapes, etc) What attributes are train? created by each
changing and which pair
ones are staying the
same?
What attributes have
you not yet used?

Session 3 State learning Students select from a
intention. range of manipulatives to
Learning create 3 repetitions of a
Intention: We repeating pattern.
are learning to
create and Teacher roves and asks:
extend patterns. Can you tell me about
your pattern? How many
repetitions are in your
pattern?
Students swap with their
peers and complete the
next two steps of the
pattern.
Gather students to Enable: Provide Anecdotal
discuss following specific guidelines observations
questions (eg. create a pattern derived from
What did you using three colours). teacher roving and
need to know to conversing with
extend the Student works with students how they
pattern? teacher aid, pairs or devised their
small group. pattern
In math journals encourage
students write one Extended: development of
interesting fact theyve Encourage students mathematical
discovered about to incorporate language
patterns. amounts into their
geometric patterns
(eg. instead of just
alternating coloured
counters, start with
two counters then
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four then six, etc.):

Session 4 State learning Distribute appendix d for Gather students on the Enable: Collect activity
Represent intention. the students to record data mat: Create an alternate sheet for analysis
patterns with a numerically how the tree Ask students to pattern that uses
Students explore is growing using numbers. share their less pattern blocks Can the
ratio table
pattern blocks (refer Model how to answers and the (eg. two blocks student
to appendix c) complete sheet with strategies they instead of three) identify more
Record and
the 1st, 2nd and 3rd used than one
analyse data Introduce: Pattern birthday. approach to
and link it to Block Trees create a solving the
patterns to tree-growing pattern Students fill in sheet of 4th Extended: Ask problem?
make and present it on the and 5th tree. students to find the Completed
predictions. projector. In pairs, students explore equation that
the ratio
how to solve the pattern of represent the
table
Learning Students build the 4th the tree for its 10th relationship in the
appropriately
Intention: We and 5th tree and birthday. question.
?
are learning to check with a partner. Record in activity sheet
identify a function (refer to appendix d)
from our pattern.

Session 5 State learning Present the Tables and Gather all students' Enable: Use a Class discussion
Creating intention. Chairs problem (refer to attention: hundreds chart or a and participation
functions to appendix e) number line to
Ask tables to share an record the numbers.
create
In groups, students think approach they used to
patterns of three different ways to solve the problem. Extended:
Develop solve the problem. Encourage students
mathematical Offer use of As a whole, identify to create a number
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language to manipulatives to similarities and sentence.
describe support students differences between
relationships thinking (counters, the approaches that
pattern blocks) have been identified
Write and
Learning Encourage students to highlight these
Intention: We represent their approaches differences on the
are learning to as a number sentence board
develop number
sentences from Students record other
our pattern. shared approaches in
their mathematics
journal and the
similarities and
differences.

Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:

1 Content/ mathematical ideas

Analysis of relationships between variables

2 Aspects of the Victorian Curriculum that could be addressed in the next sequence

Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes (VCMNA139)

3 Possible learning tasks that address the content and curriculum demands (include references where appropriate)
Introduce function machines with the book: Two of Everything by Lily Toy Hong.
Task: Function Machine: Students use a function machine to connect mathematical rules to patterns.

4 Reasons for these planning decisions (dot points are appropriate)

Through the use of function machines, students are encouraged to use mathematical language to describe relationships identified
EDMA360 - AT2 Unit Planner Michelle Fernandez - S00163027
through patterns.
Supports students in constructing algorithms.
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Reference List:
Billings, E., Tiedt, T., & Slater, L. (2007). Algebraic thinking and pictorial growth patterns. Teaching Children Mathematics, 14(5),
302-308.

Booker, G. (2009). Algebraic thinking: Generalising number and geometry to express patterns and properties succinctly. The
Mathematical Association of Victoria.

Barmby , P., Bilsborough, L., Harries, T., & Higgins, S. (2009). Primary mathematics: Teaching for understanding. England: Open
University Press

Jorgensen, R., & Dole, S. (2011). Teaching mathematics in primary schools (2nd ed.). NSW: Allen and Unwin.

Kieran, C. (1992). The learning and teaching of school algebra. Handbook of research on mathematics teaching and learning. 390
419.

Manitoba Learning Resource Centre. (2014). Kindergarten mathematics: Patterns and relations. Retrieved from
http://www.edu.gov.mb.ca/k12/cur/math/k_support/patterns.pd

Mitchelmore, M. (2013). Patterns. Australian association of mathematics teachers. Retrieved

from: http://topdrawer.aamt.edu.au/Patterns/Misunderstandings/Identical-units-of-repeat

Ministry of Education New Zealand. (2014). Algebraic patterns concept map. Retrieved from:
http://arbs.nzcer.org.nz/supportmaterials/maths/concept_map_patterns.php#repeating-pattern
EDMA360 - AT2 Unit Planner Michelle Fernandez - S00163027

Papic, M. (2007). Mathematical patterning in early childhood: an intervention study. Australia: Macquarie University.

Reys, R. (2007). Helping children learn mathematics. (8th ed). Hoboken, NJ: John Wiley & Sons.

Skemp, R. (1986). The psychology of learning mathematics (2nd ed.). Harmondsworth, England Penguin Books.

Victorian Curriculum and Assessment Authority. (2016). Foundation to year ten: Mathematics (VCMSP). Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/level4?layout=1&d=M

Yackel, E. (1997). A foundation for algebraic reasoning in the early grades. Teaching Children Mathematics, 3(6), 276-280.
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Appendices

Appendix a)

Natures Paintbrush:
The patterns and
Colours Around You
By Susan Stockdale
(1999)

Prompts students to
identify colours and
patterns in nature.
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Appendix b

iPad application
(left) to create the
annotated comic
(right)
 EDMA360 - AT2 Unit Planner Michelle Fernandez - S00163027

Appendix c

Pattern
blocks that
can be
printed and
laminated.
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Appendix d
 EDMA360 - AT2 Unit Planner Michelle Fernandez - S00163027

Appendix e)

Restaurant tables and seats

problem that has been adapted
from:
http://mathwire.com/algebra/tables
chairs.pdf

Opposed to only using numbers to

solve the problem, students are
provided with manipulatives to
explore this problem.
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