Math Unit One - Patterns

Math Unit Plan
A template based on Understanding by Design
Title of Unit
Patterns in Mathematics
Grade
Level
Subject
Math
Time
9 lessons
Frame
Developed By
Haley Twaites
Stage 1 Desired Results
Thinking
Communication
Personal and
Social
Big Idea:
Identified regularities in number patterns can be expressed in tables.
Essential Question:
What questions might spark student interest / engagement in the topic?
What are patterns?
How do we recognize patterns?
What students will be able to DO

What students will KNOW
Curricular competency learning standards: Content learning standards:
Communicate mathematical thinking in many ways
One step equations with variables

Rules for increasing and decreasing patterns with words,
Use mathematical vocabulary and language to

contribute to mathematical discussions
numbers, symbols, and variables

Addition and subtraction facts to 20
Represent mathematical ideas in concrete, pictorial,

and symbolic forms
Connect mathematical concepts to each other and to
other areas and personal interests
Addition and subtraction of whole numbers to 1 000 000

Number concepts to 1 000 000
Stage 2 Assessment Evidence

Formative Assessments
Big 4
Check for understanding
Worksheets
Games/activities
Summative Assessments
Self-Assessment / Peer
Assessment
Math Test
Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
Might include: engagement, motivation, organization, language ability, exceptionalities, reading level, etc.
Might include: engagement, motivation, organization, language ability, exceptionalities, reading level, etc.
Language ability: (3 ELL learners) if they cannot understand what I am saying or asking of them, they may have a
difficult time completing the tasks
Motivation: They are pretty strong willed and if they dont want to do something they are not going to do it
Distraction: They are often up and out of their desks, or talking with the person next to them
Giving students voice and choice: how you will adjust for differentiation needs
Giving them lots of different opportunities for learning
Many different styles and types of activities
Hands on and written work
Giving them choice of how they would like to present some of their findings
Just making sure that I am encouraging them, and giving them a brain break if they seem like they
need one
Integrating Aboriginal worldviews and perspectives:
Learning involves patience and time it is likely that many students in this class will need lots of time to understand
the concepts and get through their work
Sequence of Lessons: The basics of what you plan to do in each lesson of the unit. The first one will be how
will you engage students at the beginning of the unit? (motivational set your hook it could be accessing their
background knowledge in some way)
#
Lesson
Title
1
Collecting
Pennies
Lesson Activities (Learning Experiences)
Goal: Activate knowledge about patterns and equations

Review the term pattern with the students before the activity. The
students need to count to 100 using different patterns and strategies.
Students go over the six scenarios in small groups.
What do you think? discuss the previous activity by having the students
read out each strategy and discussing if they agree or disagree.
Ask the students why they used the strategies that they did.
Book walk:
2
Modelling
Patterns
Goal: Use models to represent, extend, and make predictions about

number patterns.
Skip counting start by writing patterns on the board and have the
students continue the patterns (the next 3 numbers). skip count by
different numbers, they dont have to count by 5s if the number in the
pattern starts with a 5. They can count by 3s as well.
Compare the patterns together. What is the difference between b and
d?
- A pattern rule can only be determined if the pattern continues
Parents Dinner Table: interactive activity about numbers and patterns. 4
people at each table, how many if two tables are combined? How many if
4 tables are combined? etc.
Assessment
and Core
competenc
y
Assessment
:
CFUs
Worksheet
Counter
s
100
charts
Core:
Creative
and Critical
Thinking
Communica
tion
Assessment
:
CFUs
Worksheet
Counter
s
Square
tiles
Core:
Creative
and Critical
Thinking
Communica
tion
Resour
ces
Fill out the chart individually, then go over it as a group.

Reflecting (whole class), checking (pairs) and practicing (individual).
3
Extending
Increasing
Patterns
4
Extending
Decreasin
g Patterns
5
Describing
Number
Patterns
in Games
Exit slip: write out a pattern that is 6 numbers long.

Goal: Describe and extend increasing number patterns.
Have the students describe a recipe they have used before, or seen a
family member use.
Fruit salad recipe: 3 apples, 2 oranges serves 6 people. double and
triple the recipe, make it serve 12 people, 24 people, 18 people, and
make them figure out the pattern.
- Get students used to using a table to show their work and their
patterns.
Have them do the same thing with the Bannock recipe. (pairs)
Reflecting: how were patterns used to increase recipes? Think, pair, share.
Checking: subtract the second term from the first to see how the pattern
increases.
Practicing: Reinforce using a table to show their work.
Goal: Describe and extend decreasing number patterns.
Say two patterns out loud. Between each pattern have the students guess
what the pattern is representing. They should be able to say that the
pattern is decreasing, and tell me what number the pattern is going down
by.
Comparisons: number of minutes in an hour, hours in a day, number of
days in a week, etc.
Goal: Create a number pattern game and describe the patterns

Put your hand up if you have ever played a game before. What kinds of
games have you guys played? brainstorm game ideas
Ask them some of the rules of the games, then ask them if they think that
any of the games they have played have involved some form of numbers
or math.
Give the kids some materials, and in partners they need to create a
game.
- They need to make any decisions they feel are necessary to create
Assessment
:
CFUs
Worksheet
Core:
Creative
and Critical
Thinking
Communica
tion
Assessment
:
CFUs
Worksheet
Core:
Creative
and Critical
Thinking
Communica
tion
Assessment
:
The game
that they
create
CFUs
Core:
Creative
Counter
s
Dice
Constru
ction
paper
Pencil
crayons
Play
a game
Write the objective of the game and how the game is won
Write out the rules and directions
Be prepared to describe how they used patterns in their games.
the kids present their games to the class
and Critical
Thinking
Communica
tion
When you guys are adding up a large number of objects, what kinds of
strategies do you use? prompt them to think about if they use patterns
or not
- Do you sort them into smaller numbers?
- Do you skip count?
Textbook:
Have the kids turn to page 16 and read the poem about strawberries
Have them answer the main question how many seeds are shown on the
strawberry above?
Assessment
:
CFUs
Worksheet
Have
6
Solving
Problems
Using
Patterns
7
Mid
Chapter
Review
8
Describing
Relationsh
ips Using
Expression
s
9
Using
Equations
to Solve
Problems
Go over Jays solution

Checking (pairs) work through the questions from the textbook
Practicing (individual)
Reflecting (whole class) discuss how determining a pattern can help
solve math problems
Work through the mid chapter review
Big 4
Goal: Use variables in expressions
What do you think of when you hear the words variable or expressions?
Complete the problem and the central question as a class
Then work through the October calendar on page 22.
Core:
Creative
and Critical
Thinking
Communica
tion
Assessment
:
Big 4
Assessment
:
Worksheet
Once the students understand the theory/how to do it, send them off to
work on the checking and practicing portions of the lesson.
What is an equation?
Write a few examples on the board, and have them complete them as a
class.
Explain the difference between an equation and an expression
Assessment
:
Worksheet
CFUs
Core:
coins
Draw a pan balance on the board (or find a real one)

Explain that when the pan balance is equal the left and right sides are
level. But if one side has more than the other then one side is going to sit
higher than the other.
It is always possible to bring the pans back into balance by adding or
subtracting the mass.
Go over Claras height equation as a class.
Creative
and Critical
Thinking
Communica
tion
Checking and practicing to follow.

1
0
Creating
Problems
Goal: Create and solve problems for given equations

Start with a short review about some different types of equations.
Go over the problem and central question on page 30.
Split the class into pairs and hand each pair a set of equation cards, a
problem spinner, chart paper and markers. The students need to cut out
the equation cards.
Read through the spinner and the instructions all together.
- Tell them that they need to make any decisions they feel are
necessary to create and solve the problem
- Write out the main points in their solution on chart paper
- Be prepared to communicate their solution process with the class
Debrief the activity.
1
1
Your Name Chapter Task (putting it all together): Your Name in Lights
in Lights
Page 35
Ask the students if they have ever seen a sign that lights up that may
have large letters. Possibly in the front of a store, or in the window of a
restaurant? Explain to them that the letters on the sign could be made
with one continuous light, or they could be put together with several
smaller lightbulbs placed in a row to create letters.
Today you are going to use number patterns to to create your names.
You are going to take a piece of graph paper and draw out your names by
pretending that each little square is a lightbulb. You need to use different
Assessment Equatio
:
n cards
Problem
Core:
spinner
Creative
Chart
and Critical paper
Thinking
markers
Communica
tion
Personal
and Social
Responsibil
ity
Assessment Graph
:
paper
summative Colours
Core:
Creative
and Critical
thinking
colours to make a pattern and some sort of design.

Once you have created your name out of patterns, you need to write out a
chart to show me the pattern that you used.
For example:
Letter size:
Number of bulbs:
1
13
2
19
3
25
Each time you make a letter bigger you have to increase the amount of
bulbs that you use. Show your work in the chart.
Chapter
Test
Final test to assess their learning.
Assessment Tests
:
Summative

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Math Unit Plan

A template based on Understanding by Design

Stage 1 Desired Results

What students will be able to DO

One step equations with variables

Use mathematical vocabulary and language to

numbers, symbols, and variables

Represent mathematical ideas in concrete, pictorial,

Addition and subtraction of whole numbers to 1 000 000

Stage 2 Assessment Evidence

Stage 3 Learning Plan

the concepts and get through their work

Lesson Activities (Learning Experiences)

Goal: Activate knowledge about patterns and equations

Goal: Use models to represent, extend, and make predictions about

Fill out the chart individually, then go over it as a group.

Exit slip: write out a pattern that is 6 numbers long.

Goal: Create a number pattern game and describe the patterns

Go over Jays solution

Draw a pan balance on the board (or find a real one)

Checking and practicing to follow.

Goal: Create and solve problems for given equations

colours to make a pattern and some sort of design.

Final test to assess their learning.

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