Patterns & Algebra

Class: Stage 3.2 Date: 9th May 2017 Topic: Number Patterns
KLA: Mathematics Strand: Patterns & Algebra

Preparation
a) Students
The students of stage 3.2 are a non-streamed composite setting of all stage 3 classes grouped together. There are many individual
learning needs within the class. These include:
English as a Second Language
Aboriginal and Torres Strait Islander students
ODD and ADD
The individual achievement levels are varied and most students are working at a late stage 2 and early stage 3 level. The lesson includes
activities that support the achievement of both stage 2 and stage 3 outcomes to assist with differentiation within the lesson.
b) Purpose of the lesson
To develop the knowledge and understanding of students in stage 3 of number patterns. The lesson is the first of a sequence of lesson that
will provide learning opportunities to build their understanding of the topic. Students will learn to identify number patterns resulting from
performing addition or subtraction.
c) Learning MA2-8NA Students will learn to: The language used with
outcomes Generalises properties of odd - identify and describe patterns when counting presenting this topic will focus
and even numbers, generates forwards or backwards by threes, fours, sixes, on promoting the terms in which
number patterns, and sevens, eights and nines from any starting point we describe angles. Students
completes simple number - model, describe and then record number should be able to communicate
Sentences by calculating patterns using diagrams, words or symbols using; pattern, goes up by, goes
missing values. - ask questions about how number patterns have down by, even, odd, rows, digit,
been created and how they can be continued multiplication facts.ng the
(Communicating) following language:
- create and continue a variety of number
patterns that increase or decrease, and describe
them in more than one way
d) Teaching strategy focus
The initial start to the lesson will be teacher-directed. Engagement will be supported through the use of technology along with co-
operative learning and hands-on activities to support greater involvement in the learning tasks.
e) Resources
IWB, worksheet activity, student work books and maths mentals.
f) Assessment
Throughout the lesson I will be utilising qualitative and quantitative data to assess the learning that has occurred. The quantitative data
will include work samples that will be collected at the end of lesson for an evaluation of students learning. The qualitative data will include
observations and notes on students responses and engagement in learning tasks.
Presentation

Introduction The section of the lesson Introduce the lesson by posing the following questions to students:
is proposed to take 10 What do we know about number patterns? (Provide examples, bus and train
minutes. timetables, house address numbers etc)
When do we use number patterns in everyday life?
Skip counting
Warm up activity practicing counting forwards and backwards by 3, 4, 6, 7, 8, and 9 from
any starting point.
The section of the lesson Have the students generate the sequence for multiples of three by silently counting
is proposed to take 25 two numbers and then counting out loud every third number to 30. Repeat the
minutes. activity and have the students record the numbers that are said aloud. Tell the
students that the numbers recorded are the multiples of three.
On the IWB, select the number 5 and using the same strategy on a 100s chart,
count up by 5s and have students identify the number pattern that is established.
Select a student to nominate a number, find its multiple and identify the number
pattern that establishes. Repeat until students have confidently comprehended
task before setting independent tasks.
Organise the students into pairs and give each pair a Hundred chart. Ask the
students to colour in each multiple of three. Discuss to see if there are any patterns
that arise. Give students different starting points and discuss and record how they
can identify the pattern. Students can then complete the activity worksheet that
requires them to establish number patterns.
Closure 10minutes. Students will be given a diagnostic assessment task to evaluate if students can
independently count forwards and backwards to identify number patterns.
Lesson Reflection

Student work samples will be collected as evidence to demonstrate the students understandings of the contents of the lesson