MATHEMATICS UNIT PLANNER

Topic: Algebra Unit name: Number Sentences Year Level: 6 Term: 4 Week: 1 Date: 07/11/2022

Key understandings Victorian Curriculum Focus

• Patterns can often be generalized using a rule that Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
signifies a functional relationship such as
algebraic expressions and equation to help the Sub-strand(s): Patterns and Algebra
extension to the nth term.
Key Level description (taken directly from Victorian Curriculum documents):
• The same value can be represented through a
range of different expressions and equations and • Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the
sequence (VCMNA219)
uses the equal sign to indicate an equivalent
relationship.
Proficiency strand(s):
• Variables are used in Algebra to represent a
• Students are to build an understanding of representing concepts in different ways, including non-standard
specific unknown number in an expression,
formats, and using letters to represent patterns.
equation, or function.
• Students develop fluency through repeated exposure to situations in which they must manipulate expressions and
equations to find solutions and unknown quantities.
• Students are taught to problem-solve through a process of trial and error to verify that their answers and rules are
reasonable.
• Students will be encouraged to put forward their reasoning through justification of true of false algebraic
expressions and generalizing their rule to the nth term.

Key skills to develop and practise Key equipment / resources: Key vocabulary
• Students will engage in using variables to represent • iPads / recording devices, classroom set of • Variables: used to represent a special unknown
unknown numbers and to indicate varying quantities. whiteboards, poster paper, access to a range of quantity or one that varies.
physical manipulatives including counters and • Equal sign: used to show both sides of the equal
• Students will practice interpreting worded number
unifix blocks. sign as equivalent expressions.
sentences into simplified rules
• Students will use trial and error to justify their Cross-curriculum links: • Generalisation: the relationship/functional rule
reasoning when creating and applying algebraic Level 6 / English / Writing – Creating Literature: will help find what an item will look like along
expressions. Create literary texts that adapt or combine aspects of the way without drawing out each step of the
texts students have experienced in innovative growing pattern.
ways (VCELT356)

Possible misconceptions (list of misconceptions related Key questions (focus “overarching” questions that Assessment overview (assessment strategies you
to the mathematical idea/topic that students might will be used to develop understanding to be used plan to use with students, including the types [e.g.,
develop): during the sequence of lessons; 3 – 5 probing cognitive and/or affective; formative and/or
• Equal sign to be used operationally, rather than questions max.): summative; self and peer assessment] and how you
relationally to indicate equivalence. • How would you show that the expressions are intend to collect this information):
• Variables are only used within equations or number equal? • Diagnostic assessment: the recording on ShowMe
sentences as a placeholder for one single number rather • What is the function of the symbols in algebra and exit slips from the initial lesson.
than a representation of multiple values including variables and the equal sign? • Formative assessment: observations during in-
• Can you propose an alternative rule for the class activities, conferences between student and
purpose of generalisation? teacher.
• Can you predict the outcome if the variable • Self-assessment: written reflections on their
was replaced by 50, 100, 1000, etc? strengths and areas of improvement in Lesson 5.
• What information would you use to justify • Peer assessments: there are multiple opportunities
your answer/algebraic rule? to show and challenge their peers about their
understanding, therefore the discussion about the
application may contribute to changes in the rules,
for example.
 MATHEMATICAL LAUNCH: EXPLORE: CATERING FOR SUMMARISE: ASSESSMENT
FOCUS / LEARNING ‘TUNING IN’ ‘INVESTIGATIONS DIVERSITY ‘REFLECTION & STRATEGIES
INTENTION (WHOLE CLASS) SESSION’ MAKING
CONNECTIONS
SESSION’
(WHOLE CLASS)

As a class, the teacher will Students will be Extending prompt: This As an exit ticket, students The justification to
Session 1: Relational present multiple algebraic investigating equal and group of students will will consolidate their whether the number
thinking - We are problems with the use of a non-equal expressions focus on problems that learning by making a sentence was true or false
learning to solve simple variable as a placeholder through the number talk include more than one statement in which will is a diagnostic assessment
algebraic problems for a number (e.g., 7 + 21 = that occurs in pairs as they operation (e.g., write their own true or of whether students are
featuring variables x + 11). On a mini interact with true or false multiplication and false statements to aware of the properties of
standing for missing whiteboard, students will scenarios. Students will addition). challenge their peers. the operations (e.g.,
quantities. showcase their thinking. record a video or voice Enabling prompt: provide Select students to share commutative, associative,
The teacher will ask recording of a scenario and students with base 10 their statements for the inverse relationships,
students to share their justify their thinking as to materials and provide class to determine and etc.). Through the
reasoning, ensuring not to why or why not the further scaffolding using discuss. Teacher will recording, the teacher will
emphasise on the answer equation was equivalent the example of physically collect these. gain insight into student
more so than the process. using the ShowMe moving the models to thinking to then inform
platform. balance the sum on each the group in need of a
side of the equal sign. For mini lesson.
example, the question from
the warmup can be
represented by moving 10
from 21 to be the same as
11, and then to add the 10
to 7. Students will