Unit Planner for Learning in Mathematics

Learner context
Topic Focus: Number: Equivalence and Equations
Level of schooling: Year 5
School and class context:
There are 30 students in a Year 5/6 classroom with a wide range of diversity where students are from different class
backgrounds and cultures. Four students could be on ILP’s and one student is also on a NEP who may receive some extra support
with their learning. It is important to take all of this into consideration when planning to know how to best support these
diverse learning needs and modify the task to be suitable for everyone. Students have prior knowledge on using addition and
subtraction in number sentences when finding unknown quantities and identifying equivalent number sentences (ACARA,
2016e). Students will need to transfer this knowledge when using multiplication and division to find unknown quantities and
identify equivalent number sentences (ACARA, 2016b). According to research students have difficulty understanding the true
meaning of the equals sign, often thinking it means the ‘answer is’ rather than a symbol which indicates equivalence (Van de
Walle, Karp & Williams, 2015, p.344). This confusion can make it more difficult when trying to understand algebraic expressions
and seeing that both sides of the equals sign are equivalent (Van de Walle, Karp & Williams, 2015).
What is the learning focus?

Concept(s): These are the big ideas to be developed Thinking and Working Mathematically: These are the processes
of problem solving, reasoning and communicating
 Equivalent equations mean the variables on both  Explore strategies for finding unknown quantities in
sides of an equals sign, equal the same total as each number sentences
other creating balanced equations  Use symbols to represent unknown quantities
 Unknown quantities can be represented with a  Create equivalent number sentences using the four
symbol, e.g. a letter, shape or question mark operations
 To find the value of a variable, you have to ‘undo’  Using symbols to represent equal and unequal number
what has been done to it. sentences
Dispositions: These are the attitudinal aspects of learning
 Students work with a creative and an open-mind to change and/or adapt strategies to solve problems.
 Students work individually and collaboratively to find unknown quantities and to identify equivalent number sentences
through engaging in hands on learning experiences.
 Students will be active participants by taking control of their learning through taking initiative and pushing themselves to
use their higher order thinking skills.
 By the end of the topic / unit students will be able to identify and explain strategies (that they have explored with and
experimented with) for finding unknown quantities in number sentences involving the four operations.

Australian Curriculum Connections – Content Descriptions

Year 5 Content Descriptions
Number and place value
 Identify and describe factors and multiples of whole numbers and use them to solve problems
(ACMNA098).
 Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient
mental, written strategies and appropriate digital technologies (ACMNA100).
 Solve problems involving division by a one-digit number, including those that result in a remainder
(ACMNA101).
 Use efficient mental and written strategies and apply appropriate digital technologies to solve problems
(ACMNA291).
Patterns and algebra
 Find unknown quantities in number sentences involving multiplication and division and identify equivalent
number sentences involving multiplication and division (ACMNA121).

How will the students engage with this learning?

Lesson 1 - Prior Knowledge/Engagement Learning Experiences - Finding out about the learner: 50 minutes
 Briefly introduce the topic and key concepts to the students
 Have a general class discussion by asking students if anyone has any ideas, what they think this topic might
be about?

Ask the class, if we look at the word ‘Equivalence’ – what do we think?

  What can you hear in the word?
 What does it sound like? (e.g. Equals).

Hold up an image of an equals sign or draw an equals sign on the whiteboard and ask:

 What does this sign mean?

 How can it be used / what is it used for / what is its purpose?
 Ask students what a number sentence is and for someone to show an example on the whiteboard.

Students move back to their desks

 The task is for students to use their maths scrapbooks and open to a new double page. Students begin by
individually exploring and showing different examples of how you can use an equals sign. On the left hand
side page, write a title and create a mind map with examples, definition and explanations using a range of
strategies
 After 5 minutes, introduce a rule: The right hand side of your equation / number sentence can’t just have one
number, you need to add to the number sentence
 Students think about how you can use the operations – i.e. addition, subtraction, multiplication and division.
 Once finished, students find a partner to compare and discuss understandings and examples. Students use a
different coloured pencil / pen to record new ideas through collaboration.
 Students bring their books and sit on the floor and take it in turns to share some of their examples on the
whiteboard for everyone to see.

 Have a class discussion about what the term quantity means and different strategies to find unknown
quantities in number sentences?
 Students use the right-hand page of their maths scrapbook to show their understanding of unknown
quantities in number sentences through explanations, examples, words and diagrams.
Differentiation:
 For students who may have trouble handwriting and drawing, they can create their mind-map using a computer /
laptop.
 This task is very open-ended and focussed on what each student might know about the topic that they will be further
exploring in the coming lessons
Connections to literature / teacher resources:
 Ideas developed from background reading about student misconceptions in relation to Equal and Inequality signs in Van
de Walle, Karp & Williams (2015, p.344-345).

Lesson 2 - Exploratory /Explore Learning Experiences – Exploring the idea: 50 minutes

Activity 1 – Dice Game
 Using two 10 sided dice, multiply the two numbers that you roll together to create the first part of your
number sentence / equation.
 Without using the dice, complete the number sentence by making sure that it is equal to the first part using
multiplication.
 Write number sentences and show working out in maths graphs books.
E.g. If I roll a 6 and 2: 6 x 2 = ?  6 x 2 = 3 x 4 (Refer to Appendix 2 for task card).
Differentiation:
 Students who may struggle can start by using 6-sided dice
 Can use 3 x 6-sided dice instead of two to create more complex number sentences
 To simplify the task, start by using all of the same operations in the one number sentence and gradually start using a
mixture of the operations.
 Making the task more challenging, students can use 3x ten sided dice instead of two to create more complex balanced
number sentences
 To create / provide more of a challenge, use a mixture of the operations in the number sentences (using all of the four
operations; x, ÷, +, - ).
 For students who need a bigger challenge, they can try to create balanced equations using the decimal dice, using the
same guidelines as in the above activity.
If students have time or need more stretch they can have a go at the Challenge Question (Refer to Appendix 3).
 Connections to literature / teacher resources:
 Challenge Question adapted from Sullivan & Lilburn (2004, p.41)
 Activity 1 – Adapted from Van de Walle, Karp & Williams (2015, p.352)
Lesson 2.1 - Exploratory /Explore Learning Experiences – Exploring the idea: 50 minutes
Activity 1 – Recap Game from previous lesson – Half Equations
 Working in pairs, students walk around with half an equation per pair (refer to appendix 4, for examples of
half equations). The objective is to walk around to try and find the other half of the equation so that it is
correctly balanced.
 In the newly formed group of approximately four students, they need to come up with a range of ways that
this balanced equation can be written using different operations (x, ÷, +, - ), so they equal the current
multiple.
For example, 6 x 2 = 3 x 4 – multiple = 12
Students need to find different ways to make this but so both sides of the equation still equal 12.
 Students record their answers and working out on blank sheet of A4 paper.

Activity 2 – Unknown Quantities (refer to appendix 5 for task card)

 Fill in the blanks – students work in pairs and begin with addition and subtraction and then move on to using
multiplication and division.
 Students are given a set of number cards and also a set of equation cards (refer to appendix 6 & 7).
 They choose from the pile of number cards to move around and explore which ones fit where in the number
sentences / equations.
 A variety of symbols are used to represent the unknown quantity in the number sentences.
Differentiation:
 Can have different difficulty sets of cards which will be colour coordinated to give out to students
 Once they have finished with one set they can come and grab another one.
 Students can begin to create their own number sentences with unknown quantities – devising strategies that work best
to solve them.
 To assist students, they can use any appropriate classroom materials to help them.
 To extend the task / make it more challenging for students, they can show other ways of how they can write an equation
so it is balanced through using different operations and using more than two numbers on any side of the equation.
Connections to literature / teacher resources:
 Activity 1 - Adapted from Van de Walle, Karp & Williams (2015, p.352), Activity 12.8.
Lesson 3 - Discussion and consolidation of language /Explain Learning Experience(s) – Getting the idea: 50 minutes
Activity 1 – True + False (refer to appendix 8 for task card)
 Using the given equations, identify and sort the balanced and unbalanced equations under the headings
‘True’ and ‘False’ (refer to appendix 9 & 10).
 If the equation is unbalanced, write the correction next to it to make sure that the equation is now balanced.
 This allows students to explain their reasoning behind their decisions and determining if an equation is
balanced or not.
 Glue and record in maths graph books.
Activity 2 – Balancing Scales (refer to appendix 11 for task card)
 Students will be given a set of pictures of balanced and unbalanced scales (refer to appendix 12).
 Students will be given sets of equations and also be able to make-up their own (refer to appendix 13).
 Match the images with the equations – if unbalanced  students correct it so that it is balanced.
For the equations that are not balanced students draw the in-equation symbol (i.e. ≠) to show that it is not
equal.
 If there is an unknown quantity, students need to work out what it is first and then check to see if it is
balanced.
Differentiation:
 True + False Activity – students who need the task simplified can start off with choosing the simpler equations with
smaller numbers, begin with using the equations that use the operations of addition and subtraction.
 To make it more challenging, students solve the equations with bigger numbers and that use a range of the operations,
including multiplication and division.
 Students can write multiple possibilities of how an equation can be balanced instead of only writing one.
 In pairs, students can write their own balanced and unbalanced equations for their partner to determine which column
it goes in – this is good for students as they can work with a student of a similar ability level therefore, the equations will
 be suitable for them to solve.
 Students can use any appropriate classroom materials to help them solve the equations.
Connections to literature / teacher resources:
 Activity 1 - Adapted from Van de Walle, Karp & Williams (2015, p.348),
 Activity 2 – Adapted from Kennedy (2010, p.88).
Lesson 4 - Elaboration / Extend Learning Experiences –Practicing the idea and applying the idea deeper and/or
wider: 50 minutes
Activity 1 – Known and Unknown Equations (refer to appendix 14 for task card)
 Students design six equations; 3 using multiplication and 3 using division. E.g. 1. 6 x 9 = 5 x 3. 2. 12 ÷ 3 = 16 ÷
4
 Using the provided graph paper, students write down their equations by substituting an unknown variable
(e.g.?, a, b, c) in place of an existing number for their partner to answer.
 Students then give their equations to their partner while making sure that they know the answer and how
they got there. E.g. 1. 6 x a = 8 x 3, 2. 12 ÷ a = 16 ÷ 4

Activity 2 – Gallery Walk (refer to appendix 15 for task card)

 Students will participate in a gallery walk – where they will visually represent an equation, clearly set out on
the floor in a circle.
 When writing their equation, students need to consider, the four operations (x ÷ + -), the use of unknown
quantities (? a, b, c) and also the amount of numbers they use on each side of the equals sign.
 To assist students number sentences, they can also write out their equation as a riddle, for example a what
am I riddle which refers to the unknown quantity. E.g. I am an even number, I am between numbers 10 and
30, etc.
 Students walk around with a partner and solve the equations, by recording their answers and working out in
their books.
 Working in pairs allows students to discuss their ideas and thoughts and to compare their ideas with others.
 This task exposes kids to a variety of problems developed by peers their own age.
 At the end of the gallery walk, the teacher will add a ‘challenge’ question for students to complete (refer to
appendix 16).
Differentiation:
 Students are able to use any appropriate classroom materials to assist them in solving problems
 Some students can also use times-tables charts to help them
 This task allows students a very reasonable chance / the freedom to work at a level that is suitable for them as they are
able to choose how big a numbers they use in their examples / number sentences.
 To challenge students more, they can use a mixture of both multiplication and division in the same equation.
 They can come up with their own challenge question to work out for themselves and then give it to a friend to
determine how to solve it.
Connections to literature / teacher resources:
 Challenge Question adapted from Sullivan and Lilburn (2004, p.50)
Lesson 5 - After views /Evaluation Learning Experiences –Reflecting on students’ learning of the idea: 50 minutes
Activity 1 - Summative – Post Assessment Task (refer to appendix 17)
 Individually, students complete a post assessment task / test on the unit of work that they have just been
doing to show all of their knowledge that they have learnt by utilising a variety of effective strategies that
they have had the opportunity to experiment with.
Activity 2 – Re-visiting mind maps / prior knowledge ideas
 As a class and individually, students have a quick look back on / re-visit their mind-maps that they created in
the / during the first lesson and using a different colour, they update their mind-maps showing their new
current knowledge and understanding of the topic.
 This provides students with an opportunity to review and reflect on their learning and discuss strategies that
worked most effectively for them.
 It allows them to provide evidence for changes to their understanding and skills through written and visual
examples.
Differentiation:
 Students who struggle, can use appropriate classroom equipment to assist them when solving problems / questions.
 Students who have been struggling for the entire unit and the test won’t be appropriate / be beneficial in finding out /
determining what they know – the teacher will have a second test which allows them / gives them an opportunity to
 show their knowledge and skills.
Connections to literature / teacher resources:
Test Questions are adapted from:
 Back-To-Front Maths - (Kennedy, 2010)
 Open-ended Maths Questions - (Sullivan & Lilburn, 2004)
 Number and Algebra - (Korbosky & Swan, 2016)
 Problem Solved 5 – (Purcell, 2012)
Differentiation /How will you extend and enable students?
Differentiation is considered throughout all of the lessons in the unit plan, looking at a range of ways and strategies that can be
used to extend and also to enable students with their work as everyone in the class will ‘have a wide range of experiences in
mathematics’ (Van de Walle, Karp & Williams, 2015, p.62). It is important to consider using multiple entry points so students can
approach the task at a level that is appropriate for them and also experimenting with their own strategies and using processes
that makes sense to them (Van de Walle, Karp & Williams, 2015).
For example, to further assist students with their work if they are having more trouble understanding they are able to use any
appropriate classroom materials, work with others, i.e. collaborative learning through sharing ideas and determining strategies
that might be most effective for them. On the other hand, when looking to extend the work for students who might understand
particular concepts quicker they are given the opportunity to work through ‘challenge’ questions, using a mixture of all four of
the operations in number sentences, varying the lengths of the number sentences and discussing their ideas with others to
promote higher-level thinking. Differentiation allows all students to be supported with their learning and participation in
mathematics (Reys et al. 2017, p.49).

References:

Australian Curriculum Assessment and Reporting Authority (ACARA) 2016, Mathematics, The Australian Curriculum
v8.3, viewed 16 April 2019, <http://www.australiancurriculum.edu.au/>.

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016b, F-10 Curriculum, Mathematics: Year 5
Number and Algebra, Mathematics, F-10 Curriculum v.8.3, Australian Curriculum, Assessment and Reporting
Authority, ACMNA121, viewed 16 April 2019, <https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?
year=11756&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probabili
ty&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Tech
nology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=E
thical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Str
ait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=fal
se&isFirstPageLoad=false>.

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016c, F-10 Curriculum, Mathematics: Year 5
Achievement Standard, Mathematics, F-10 Curriculum v.8.3, Australian Curriculum, Assessment and Reporting
Authority, viewed 16 April 2019, < https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?
year=11756&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probabili
ty&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Tech
nology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=E
thical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Str
ait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=fal
se&isFirstPageLoad=false>.

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016d, F-10 Curriculum, Mathematics: Year 6
Proficiency Strands, Mathematics, F-10 Curriculum v.8.3, Australian Curriculum, Assessment and Reporting
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year=11756&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probabili
ty&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Tech
nology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=E
thical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Str
ait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=fal
se&isFirstPageLoad=false>.

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016e, F-10 Curriculum, Mathematics: Year 4
Number and Algebra, Mathematics, F-10 Curriculum v.8.3, Australian Curriculum, Assessment and Reporting
Authority, ACMNA083, viewed 16 April 2019, < https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?
year=11755&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probabili
ty&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Tech
nology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=E
thical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Str
ait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=fal
se&isFirstPageLoad=false>.

Kennedy, T 2010, Back-to-front maths; grade 5 blasts book, 2nd edn, Kennedy Press, Townsville, QLD.

Korbosky, R & Swan, P 2016, Australian Curriculum Mathematics; number and algebra, R.I.C Publications, Balcatta
WA

Purcell, G 2012, Problem solved 5; essential problem solving practice for all children, Teachers 4 Teachers
Publications, Taren Point NSW.

Reys, RE, Rogers, A, Bennett, S, Cooke, A, Robson, K & Ewing, B 2017, Helping children learn mathematics, 2nd edn,
John Wiley & Sons Australia, Milton QLD.

Sullivan, P & Lilburn, P, Open-ended maths activities, 2nd edn, Oxford University, Victoria Australia.

Van de Walle J, Karp K, & Williams, J 2015, Elementary and Middle School Mathematics, Pearson Education Limited,
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