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You are on page 1of 8

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

Rationale:

In this unit grade 6 students will further explore the concept of patterns and

equations. Students learn about patterns in their first years of school and so it is not

an uncommon concept. We see patterns and equations in our everyday lives,

sometimes without even noticing them and so it is a very relevant topic to study. It

is important for students to be able to recognize and describe the patterns that they

see to be able to solve problems quickly and correctly.

This unit will take approximately three 3 to complete. By the end of these three

weeks students will be able to notice patterns and describe the patterns that they

see. They will also be able to create and solve equations that relate to a certain

patterns.

By the end of these three weeks students will have met the requirements for SLOs 1

and 2 from the Patterns and Relations (Patterns) strand and 3, 4, and 5 from the

Patterns and Relations (Variables and Equations) strand.

Throughout the unit students will be asked to complete formative assessment

materials so that I can see what my students know and so that I can adjust my

teaching to suit their needs. Students will be required to participate in the lessons

and complete work individually or with a partner or small group. I will check in with

students often to make sure that they are on the right track and I will promptly

revisit any common misconceptions students have. Appropriate math games and

activities will be incorporated in the unit to engage the students and spark their

interest.

Math Processes:

[C, CN, ME, PS, R, V]

Communication: Students will communicate with each other and the teacher

throughout this unit. They will be asked to share their mathematical thinking with

the teacher as well as with their peers.

Connections: Students will make math connections to their everyday lives. Where

do we see patterns? When is it useful to find a pattern rule?

Mental math: Students will be asked to think about problems and solve them

without writing everything down on paper first. What pattern do you see? Is it

consistent throughout the table?

Problem Solving: Students will need to use their problem solving skills to find

patterns and relationships throughout the unit. Students will try things using trial

and error.

Reasoning: Students will need to use mathematical reasoning to solve problems in

this unit. For example, students will test their pattern rules to see if the rule holds

for all elements in the input-output table.

Visualization: Students will be given visuals to help them understand the concepts in

this unit where necessary. Patterns are easily detected using visuals.

Adapted from Wiggins and McTighe (2005)

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

GLO(Patterns):

- Use patterns to describe the world and to solve problems

GLO (Variables and Equations):

- Represent algebraic expressions in multiple ways

Understandings:

Essential Questions:

What equation can you write to represent the

Students will understand that

following pattern?

they can use patterns to describe

Describe the relationship you see between

the things they see and solve

variables within this table/image.

problems.

they can use equations to represent

the pattern more generally.

why it is useful to represent

patterns using equations.

how to find the nth term in a

pattern/sequence using their pattern

rule.

would relate to the pattern.

continue a pattern.

find the nth term in a pattern using the

equations that theyve created.

1. Represent and describe patterns and

relationships, using graphs and tables.

[C, CN, ME, PS, R, V]

2. Demonstrate an understanding of the

relationships within tables of values to

solve problems. [C, CN, PS, R]

3. Represent generalizations arising from

number relationships, using equations

with letter variables. [C, CN, PS, R, V]

4. Express a given problem as an

equation in which a letter variable is

used to represent an unknown number.

[C, CN, PS, R]

5. Demonstrate and explain the meaning

of preservation of equality, concretely

and pictorially. [C, CN, PS, R, V]

Adapted from Wiggins and McTighe (2005)

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

Resources/Materials Needed:

- Smart board

- Alberta Program of Studies

- Mini White boards/markers

- Students Pattern workbooks printed of

Assessments

Learni

ng

Outco

mes

Title

Preassessm

ent

Type

Form.

(Formative/Summat

ive)

Weighting

N/A

Self-Assess

(exit slip,

check

outcomes)

Assess. as

Learning

N/A

1. Represent and

describe patterns

and relationships,

using graphs and

tables. [C, CN, ME,

PS, R, V]

2. Demonstrate an

understanding of the

relationships within

tables of values to

solve problems. [C,

CN, PS, R]

3. Represent

generalizations

arising from number

relationships, using

equations with letter

variables. [C, CN, PS,

R, V]

4. Express a given

problem as an

equation in which a

letter variable is

used to represent an

unknown number.

[C, CN, PS, R]

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Exit Slips

Observati

ons/ Conv.

Unit Test

Form.

Form/

Summ.

N/A

Summ.

N/A

N/A

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

5. Demonstrate and

explain the meaning

of preservation of

equality, concretely

and pictorially. [C,

CN, PS, R, V]

Adapted from Wiggins and McTighe (2005)

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

Assessment

Tool Title

Outcomes

Brief Description

Fo

r

Preassessment

Patterns

and

Relations

(Patterns/Va

riables and

Equations)

1-5

students are at. Start the lesson/unit/topics

simple and so that everyone can catch on

and them adjust the speed of the material

when appropriate. Observe students

knowledge and interest.

N

A

N

A

SelfAssessment Checklist

Questions

from textbook/

Worksheet/

Assignments

Conversations

/ Observations

Exit Slips

Unit Test

once they feel like they have mastered that

outcome. If students do not feel like they

know the material it is their responsibility to

find out more about it.

Students will receive one to two pages of

homework each night. They will receive time

in class to work on this so its not an

extensive amount of homework. I will check

their work and then well go through it as a

class. At the end of the unit I will collect their

workbooks and journals and check for

completeness and understanding.

I will constantly be observing the students

throughout the lessons and take notes on

their ability to do certain problems. I will

include all students in conversation

throughout the unit so that they are all

engaged. These conversations will guide my

planning.

Exit slips will be used when an outcome is

completed so that I can see how well

students did with this outcome. This will also

be an indicator for students so that they can

see what they need to know by a certain

point in the unit.

This test will cover all five of the outcomes in

this unit. Students will be asked to show

their knowledge on the five outcomes. This

will be taken in for a summative mark. If

students do really poorly and wish to retake

it they may do so after sufficient studying

Adapted from Wiggins and McTighe (2005)

N

A

N

A

AS

OF

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

after school).

Adapted from Wiggins and McTighe (2005)

Subject Area

Grade Level

Topic

Length of Unit

(days)

School

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

Dir stands for Direct instruction/whole class discussion; Act stands for Activity; As stands for Assessment

Monday

Monday

25

Tuesday

Tuesday

26

Wednesday 27

Thursday

28

Finishing Fractions,

Ratio and Percent

UNIT

TEST

KNOW DUE

Start patterns unit if

all students are

finished their math

test

Wednesday3

Thursday

Friday

29

Friday

5

Patterns 1, 2

Intro to the patterns

unit!

JOURNAL: Patterns,

pattern rule, input,

output, expression

Whole Class: Where

do we see patterns?

Looking at table of

values

Examples as a class

HW: Page 2-4

Patterns 1, 2

Review pattern rules

and table of values

Input and Output

Mini Whiteboard

Activity: Follow my

pattern call out a

pattern (or have a

table on the smart

board) and have

students continue it

on their whiteboard

EXIT SLIP: On

pattern rules and

table of values

HW: Page 5-6

Patterns 1, 2, 3

Review Input Output

pages and concepts

Introduce balancing

equations (Visual

with scales)

JOURNAL:

Equations,

preservation of

equality

Whole class

examples and smart

board game

balancing the scales

Group work on page

7-8

HW: Page 7

Patterns 3

Balancing Equations

without visuals

(what is the value of

n?)

JOURNAL: Variables

Examples as a class

mini quiz

afterwards? (Have

students solve

various answer as a

formative

assessment)

Students work on 8

and 9

HW: Page 8-9

REVIEW

patterns 1, 2,

3

-review game

JOURNAL:

Ordered pairs

(inform

students that

the x axis is

always the

first number in

the ordered

pair), graphs

EXIT SLIP:

Questions

about

equations

from the

whole week

HW: Page 1011?

Monday

Tuesday

Wednesday10

Thursday

Friday

12

11

Patterns 3, 4

REVIEW Exit slip

from Friday any

misconceptions

Ordered Pairs (x, y)

Examples as the

whole class

-Have a graph on

the smart board and

have students plot

the ordered pairs (x,

y)

HW: Page 10-11

Patterns 3, 4

Graphing Patterns

-Look at several

graphs and how the

data is graphed

ordered pairs etc

Handout Show

What You Know

Page 19-22 in the

back of the student

workbook

HW: Page 12-13

Patterns 3, 4

Graphs and Tables

Cont

Graph certain data

as a class using a

pattern that we have

discovered

Look at word

problems page 15

as a class

Students will work

on 14-15

EXIT SLIP: On graphs

and ordered pairs

HW: Page 14-15

Patterns 5

JOURNAL:

Preservation of

Equality

Whole class: Discuss

how you need to do

the same (adding,

subtracting,

multiplying,

dividing) to each

side of an

equation/scale to

keep it equal

HW: Page 16-17

Patterns 3,

4, 5

Equality

Whole class:

Balancing

scales activitiy

Students

finish their

math work

books review

throughout

the holiday for

test on

Wednesday

(24)

HW: Page 18

Monday

Tuesday

Wednesday17

Thursday 18

Friday

19

15

16

Adapted from Wiggins and McTighe (2005)

Subject Area

Grade Level

Topic

Length of Unit

(days)

School

Monday

22

Patterns 1, 2, 3,

4, 5

MINI QUIZ!! On

material from before

the holiday

REVIEW the quiz as

a class

Review

Work on show what

you know

Tuesday

23

Patterns 1, 2, 3, 4,

5

Review

Work on show what

you know

Wednesday

24

Math

Grade 6

Patterns and Equations

3 weeks (~14 days)

Thursday

25

Friday

26

Patterns 1, 2, 3, 4,

5

Unit Test!

Show what you

know due

today/tomorrow

- Page 2: Whats the Rule? (Simple start to patterns with drawings.)

- Page 3-4: Extend the Pattern. (Completing the chart Input/output stations)

- Page 5-6: I can demonstrate an understanding of the relationships within tables of values to solve

problems

- Page 7-8: Balancing equations (n+4=18)

- Page 9: I can express a given problem as an equation in which a letter variable is used to represent an

unknown number

- Page 10: Ordered pairs

- Page 11: I can represent and describe patterns and relationships using graphs and tables (Cartesian

Plane)

- Page 12-13: Graphing patterns

- Page 14: I can represent and describe patterns and relationships using graphs and tables

- Page 15: I can represent generalizations arising from number relationships, using equations with letter

variables (word problems)

- Page 16: I can demonstrate and explain the meaning of preservation of equality, concretely and

pictorially (balancing scales)

- Page 17-18: I can demonstrate and explain the meaning of preservation of equality, concretely and

pictorially

- PAGE 19-22: SHOW WHAT YOU KNOW

Adapted from Wiggins and McTighe (2005)

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