Studies in Mathematical Education

Assignment 2: Planning for Learning

Number and Algebra: Classification, Ordering and Patterns

Table of Contents
Introduction .............................................................................................................................. 2
Contextual Statement ............................................................................................................... 2
Environmental Context ............................................................................................................ 2
Academic Explanation ............................................................................................................. 3
Provocation............................................................................................................................... 3
Learning Experience................................................................................................................ 3
Links with the Australian Curriculum .................................................................................... 4
Links with the EYLF ................................................................................................................ 4
Unit Overview ........................................................................................................................... 5
5 Learning Experiences ........................................................................................................... 6
Assessment ................................................................................................................................ 8
Conclusion ................................................................................................................................ 8
References ................................................................................................................................ 9
Appendix A ............................................................................................................................. 11
Appendix B ............................................................................................................................. 12
Appendix C ............................................................................................................................. 13
Appendix D ............................................................................................................................. 14
Appendix E ............................................................................................................................. 15
Appendix F ............................................................................................................................ 16

Studies in Mathematical Education 2 – Therese Lovett Cara Andriani 110230962 1

 Studies in Mathematical Education 2
Assignment 2: Planning for Learning
INTRODUCTION

The study of mathematics in primary school settings allows the development of numeracy
capabilities and skills that students will need in their everyday lives (ACARA 2018, Mathematics
Rationale). The following planner shows a sequence of five learning experiences, which are a part of
a two week unit on ‘Classification, Ordering and Patterns’ in a reception/foundation class. This
sequence takes on the format of the ‘5E’s Instructional Model’ where the teaching and learning takes
on five phases; engage, explore, explain, elaborate and evaluate (Bybee, 1997, PC). The overall
purpose of this is to provide students with direct experiences where they can channel and build on
their prior knowledge and be in control of their own learning (Primary Connections, 5E’s Teaching
and Learning Model). By the end of the unit, the students should have a sound understanding of
grouping objects based on common characteristics and order small collections through the use of
patterning (ACARA 2018, Foundation Achievement Standards).

CONTEXTUAL STATEMENT:
Learning Area: Mathematics
Topic Focus: Number and Algebra: Patterns
Year level: Foundation/Reception
Environmental Context:

The classroom format includes a floor space at the front of the room, sit in groups of 5-6 at bean
shaped/semi-circle desks. There is a reading corner and a maths corner at the back of the room.
There are 24 students in this foundation class ranging from age 5-6. 20 of these students have
English as their second language, however are fairly fluent in their language skills. To accommodate
to the various language abilities, many sensory resources are used in the class (visuals, videos,
physical activities, group discussions). They are all still in the developmental stage of their fine
motor skills (Kid Sense 2019).Therefore to support this development, the learning experiences will
incorporate many physical based activities. There is limited behavioural issues at this category 4
school, however due the varying language abilities, all lessons follow the structure where the
students begin their lessons on the floor as a group, the educator introduces the content, and models
with a visual demonstration (either physically or visually on the board), the students do the activity
and then the educator brings students together at the end of the experience to reiterate the learning
and ensure it is purposeful. This allows for all students to participate and take control of their own
learning and also learn off their peers.

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Academic Explanation:

When teaching mathematics in the primary years, it is important to guide students to construct a
conceptual understanding. The learning sequence takes on a constructivist approach as it follows a
structure that builds on their knowledge in each experience to form their own mathematical
understanding (Reys 2014, p. 29). According to Piaget, the students are at the age of the
preoperational stage and will need to use manipulative materials to lay the foundation for
mathematical thinking and build confidence (Ojose 2008, p. 27). Therefore, this experience utilises a
variety of engaging practical based learning tasks and concrete materials where the students put to
practise their learning about patterns. It is important to provide varying representations of the
mathematic learning to make the ideas meaningful and relative to the learner. In this learning unit,
the activities are first modelled and represented by the educator to ensure the concept is understood
(Ojose 2008, p. 28). Piaget’s constructivist theory links closely with the teaching-learning cycle,
appendix A, where the learning concept is introduced, modelled/deconstructed by the educator, the
concept is then worked on together as a group before independent construction (Government of
South Australia 2011, TLC). Assessment is a key part of the teaching/learning cycle and needs to be
considered in all lessons. In the learning experience’s below, the first five will include formative
teacher observation assessment to determine the student’s learning and understanding of the key
concepts being taught.

Provocation:

In class, the students were making ‘Hama Bead’ creations. They do this during free-choice times to
develop fine motor skills. The educator noticed that some students were beginning to classify and
group based on what colours they would need for their design, some students were using the
coloured beads to make pattern work and others were randomly ordering colours to make their
design. This learning allowed the educator to gain an understanding of the diverse knowledge and
understanding of mathematical thinking in the class and act as a platform for the learning of
grouping, classifying and patterning to take place. Various teaching resources were used throughout
this unit plan including ACARA, EYLF, Teaching Learning Cycle (TLC) and use of the 5E’s as seen
in the overview and sequences of experiences to instruct and inform the teaching.

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LEARNING EXPERIENCE
Key Mathematic concepts being developed:
§ Classification and Grouping
§ Patterning
Key aspects of thinking and working mathematically:
§ Students think mathematically about ways of grouping familiar objects through
exploration and explanation.
§ Students engage in various fine-motor activities to construct and create patterns using
objects.
Key attributes & dispositions skills being developed:
§ Students will have the opportunity to develop creativity, problem solving, investigating
and exploratory skills through classification and patterning learning experiences.
Links with the Australian Curriculum
Strand: Number and Algebra Sub- Strand: Patterns and Algebra
Descriptor: Achievement Proficiencies (for Mathematics) specific
Standards: to this sequence
Sort and classify familiar • Group objects based • Understanding; knowledge about
objects and explain the on common patterns and making connections from
basis for these characteristics. their prior learning.
classifications. Copy, • Order small • Fluency; developing the skill of
continue and create collections. learning patterning and classification
patterns with objects and through exploratory experiences.
drawings (ACMNA005) • Problem Solving; making choices and
developing investigative skills.

Links with the EYLF

Outcomes:
Outcome 1.1: In this learning experience, students will be exploring their learning environment,
it is important they feel safe and secure in the classroom along with feeling supported by their
teacher.
Outcome 3.1: The students will develop their social and emotional wellbeing in this experience
by contributing to the learning, making choices and working collaboratively and independently
with others.
Outcome 3.2: In this learning unit, the students will take part in various opportunities to develop
their fine motor skills to achieve the patterns using various materials.
Outcome 4.2: Students will engage in a wide variety of mathematical thinking strategies to solve
problems and develop inquiry dispositions.
Outcome 5.2: The students will engage with a range of materials and resources relevant to
thinking and working mathematically.

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Experience 1
Week 1 ENGAGE
Learning Intention:
Students explore and recognise
patterns within the classroom
context.
Activity: Classroom Scavenger
Hunt
Experience 5
Week 2 EXTEND
Learning Intention:
Students build on their
knowledge of patterns and create
a design using relative
mathematic language.
Activity: Hama bead Patterns
Studies in Mathematical Education 2 – Therese Lovett
Overview of ‘Classification, Ordering and Patterns’ Unit
Experience 2
EXPLORE
Learning Intention:
Students explore classifying and
grouping a variety of objects and
begin to think about ordering
them.
Activity: Miscellaneous Object
Ordering
Experience 6
EXTEND
Learning Intention:
Students pair their understanding
of board games to make patterns
using every-day objects
Activity: Playing with board
Games (Checkers, twister,
connect 4)
Cara Andriani 110230962
Experience 3
EXPLORE
Learning Intention:
Students explore using colour,
shape and sizes in patterning and
ordering.
Activity: Play-Doh Patterns
Experience 7
EXTEND
Learning Intention:
Students connect numbers and
patterning.
Activity: Skip Counting Activity
Experience 4
EXPLAIN
Learning Intention:
Students use beading to
understand and explain the
mathematic language of
patterning.
Activity: Beading Worms AABB,
ABAB, ABC
Experience 8
EVALUATE
Learning Intention:
Students use mathematical
reasoning to reflect on their own
and others designs.
Activity: Presenting Hama
Bead/Peer evaluation
5
 Classification, Ordering and Patterns - 5 Learning Experiences
Learning Experience 1: ENGAGE Learning Intention Organisation and Resources
OPENING: • Whiteboard for Concept
• Student lead discussion after reflecting upon ‘Pattern Image’ and Video Clip 1 around ideas of what a Students engage with map and displaying of
pattern is. Educator document in a ‘concept map’ on whiteboard as an indicator of existing knowledge and recognise patterns digital media
(TLC- Context). within the classroom • Image 1: Pattern Image,
DEVELOPING: context. Appendix B
• Students dance to Video Clip 2. Educator asks class to identify patterns they observe in the classroom. • YouTube Clip 1: “Patterns
• Educator introduces a ‘class scavenger hunt’ where the student’s find patterns around the classroom to Practise Song”
document and share with the group. Educator model’s one example in front of the class e.g. stripes on the • YouTube Clip 2: “Banana,
reading corner mat (TLC- Modelling). Students take the transportable whiteboards and can either write or Banana, Meatball”
draw any patterns they find in the classroom (TLC- Independent Construction). • Classroom patterning
CLOSING: examples, Appendix C
• Student’s share findings of patterns in the classroom. Educator extend on the concept map and save to • Transportable whiteboards
smartboard (TLC- Joint Construction). and Textas
Learning Experience 2: EXPLORE Learning Intention Organisation and Resources
OPENING: • 7-8 Boxes of classroom
• Following on, educator models grouping objects as a class (TLC- Modelling). Group discussion in a circle Students explore objects (Counters, erasers,
around the miscellaneous objects and ways they could be ordered (TLC- Context & Joint Construction). classifying and blocks, pencils, cotton buds,
DEVELOPING: grouping a variety of chopped up paper etc)
• Students gather in groups of 3-4 and work together to classify and group random objects in a box, thinking objects and begin to
about different ways to group them according to shape, colour, sizes etc ask them to think of some other think about ordering
ways (TLC- Joint Construction). them.
• Educator monitors this learning and may provide some challenges for some groups and may begin to
introduce repetition in their ordering e.g. Big, small, big, small. Green, blue, green, blue.
CLOSING:
• Students group as a class and discuss the various ways their items were grouped (TLC- Joint Construction).
Learning Experience 3: EXPLORE Learning Intention Organisation and Resources
OPENING: • YouTube Clip 2: “Banana,
• Educator recaps dancing Video Clip 2 and introduces ordering with patterns (TLC- Context). Students Students explore using Banana, Meatball”
previously grouped various objects according to common themes, they are going to order them in a pattern colour, shape and sizes • Play-Doh
format, physically creating their own designs. Educator asks the class of some pattern ideas for using Play- in patterning and • Play Doh Mats
Doh. Educator models an ABAB pattern formation using colours red, blue, red, blue (TLC- Modelling). ordering. • Cookie Cutters
DEVELOPING:
• The students take 4 colours of Play-Doh for an individual exploration activity while the educator observes
and documents the learning. Making patterns with colours, shapes and sizes using. An alternative
understanding may be those who ordered from largest to smallest, rainbow order. Educator may pause the
learning to introduce ABAB, ABC and AABB patterns (TLC- Independent Construction).

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• Educator may differentiate learning for some and ask them to explore their own formations AAABB,
ABBCABBC, multiple patterns or combine colours and shapes etc. Some may need to just focus on simple
ABAB using different colours.
CLOSING:
• Re-grouping and the students take part in a ‘gallery walk’ to observe the varying patterns. An opportunity
for conversation about how each pattern can be represented differently. Examples seen in Appendix D.
Learning Experience 4: EXPLAIN Learning Intention Organisation and Resources
OPENING: • Pipe cleaners
• Educator uses ‘Pattern Image’ to explain about pattern formation, the use of letters of the alphabet e.g. Students use beading to • Coloured beads
ABAB, AABB, ABC etc and that a pattern is often repeating, sometimes increasing (TLC- Context). understand and explain • Googly eyes
Educator models an example of an AABB pattern using the beaded worm activity, Appendix E. the mathematic • Craft clue
DEVELOPING: language of patterning.
• Instructions, Appendix D
• Individually, students decide on a pattern formation and use the colours of the bead to represent (TLC-
Independent Construction).
• To differentiate, the educator may need to encourage some students to think deeper and create their own
formation. For those that struggle with fine motor skills activities, the educator may ask the students to
order their beads before assisting with threading through the pipe cleaner.
CLOSING:
• The students present their worms to the class sitting in a circle and explain what letter formation they used
(TLC- Joint Construction).
Learning Experience 5: EXTEND Learning Intention Organisation and Resources
OPENING: • Hama bead
• Following on from the previous learning of making a pattern and using appropriate language, the students Students build on their • Bead Board
will create their own Hama bead designs. Educator models presenting images in appendix F to prompt knowledge of patterns • Iron
ideas (TLC- Modelling). and create a design • Baking Paper
DEVELOPING: using relative
• Students create their own square Hama bead pattern design. They will need to classify and group based on mathematic language.
colour. Developing fine motor skills, counting the beads and thinking about placement of their design
(TLC-Independent Construction).
• Educator may need to differentiate by encouraging a multiple patterns within the design or guide some
students into following an ABAB pattern using the colours.
CLOSING:
• Educator will assess on the product of each creation and question student about the formation of their
design before ironing the beads together.

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 Assessment
FORMATIVE:
Engage: concept map to track the student progress and understanding.
Explore: gallery walk to extend and promote observation and add visual representations to their
bank of conceptual knowledge.
Extend: a product assessment and visual representation to gain an idea midway through the unit to
determine how well students understand the concepts and which, if any, need more support (Brady
& Kennedy 2012, p. 63).
Throughout the learning experiences, the educator will assess the students formatively through
observation, taking notes in the assessment books documenting progress, noting any challenges,
need for differentiation and evidence of mathematical thinking. The educator documents in the
student’s mathematics files. This allows for the educator to reflect on the success of the teaching, the
student’s response and if there are any common underlying alternative conceptions to be aware of.
SUMMATIVE:
Evaluate: display concept map from the engaging learning and add what they have learned by the
end of the unit, allowing the chance for reflection on their knowledge and understanding of
mathematical concepts. The class will also present their Hama bead pattern design in the form of a
‘Graffiti wall’ Exhibition along with a written sentence about what pattern formation, what makes it
a pattern etc. As the students walk around, the class will discuss and make observations on what
formation they think it is before the sentence is revealed. In this, the educator will assess all students
active and reflective learning using appropriate mathematical concepts and showing a deeper
understanding through identifying the pattern (Brady & Kennedy 2012, p. 68).
Differentiation
SUPPORTING LOW LEVEL STUDENTS CHALLENGING HIGH ACHIEVERS
• Using the whiteboards to draw patterns instead of • Encouraging a deeper level of
writing what they see mathematic understanding
• Providing activities to develop their fine motor • Introducing the idea of multiple,
skills and not setting a time limit with this as symmetrical or increasing patterns
some activities may take longer • Asking questions allowing for them to
• Supporting the fine motor skills by encouraging show an understanding by describing
them to order their designs before threading them their designs
through, thinking about placement
• Group discussions where they can contribute as a
class
• Engaging with physical and sensory activities
where the need for writing is limited
Conclusion
The learning experience unit was specifically designed for students to develop their
mathematical understanding on how to classify and group objects based on common
characteristics and combine with the development of their fine motor skills through various
engaging activities. By the conclusion of the unit, the students will be able to order objects in
a pattern formation and use the appropriate mathematical concepts and language.

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WORD COUNT: 2,363
References:
Australian Curriculum and Assessment Reporting Authority (ACARA), 2016. The
Australian Curriculum: Mathematics. Viewed 15 April 2019. Available online: <
https://australiancurriculum.edu.au/f-10-curriculum/mathematics/>

Brady, L & Kennedy, K 2012, Celebrating student achievement, assessment and

reporting, 5th edition, Pearson, Frenchs Forest, NSW. pp 63-68

Bybee, R, 1997. Achieving scientific literacy: From purposes to practices. Portsmouth,

NH: Heinemann Publications.

Christina, 2019, 12 Ways to Teach Using Play Doh, Hanging around in Primary, Viewed
15 April 2019, <https://www.hangingaroundinprimary.com/2016/10/12-ways-to-teach-
using-play-doh.htm>

Craftulate, 2019, Pipe Cleaner and Bead Inchworm Craft, Craftulate, viewed 15 April
2019, <https://craftulate.com/pipe-cleaner-bead-inchworm-craft/>

Early Years Learning Framework (EYLF) 2006, Belonging, Being and Becoming,
Commonwealth of Australia EYLF PDF viewed 15 April 2019. <
https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.
pdf>

English for the Australian Curriculum, 2011, The Teaching And Learning Cycle: A
Systematic And Explicit Approach To Literacy Teaching, Government of South Australia.
Viewed 15 April 2019, < http://e4ac.edu.au/units/year-2/pop-resources-01.html>

GoNoodle, 2016, Banana, Banana, Meatball – Blazer Fresh I GoNoodle, video,

YouTube, 1 December, viewed 16 April 2019
<https://www.youtube.com/watch?v=BQ9q4U2P3ig>

Kid Sense, 2018, Fine Motor Development Chart, Kid Sense Child Development
Cooperation, viewed 18 April 2019. < https://childdevelopment.com.au/resources/child-
development-charts/fine-motor-developmental-chart/ >

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 Ojose, B, 2008, Applying Piaget’s Theory of Cognitive Development to Mathematics
Instruction, The Mathematics Educator, Vol 18, No.1, pp 27-29. <
https://files.eric.ed.gov/fulltext/EJ841568.pdf>

Phillips, A, 2019, Pattern Practise: Thanksgiving, Earth, Beach and Artic, Teachers Pay
Teachers, viewed 16 April 2019, <https://www.teacherspayteachers.com/Product/Pattern-
Practice-Thanksgiving-Earth-Beach-and-Arctic--167109>

Primary Connections 2019, 5Es Teaching and Learning Model, Primary Connections,
viewed 16 April 2019. < https://www.primaryconnections.org.au/5es-teaching-and-
learning-model>

Reys R, Rogers A, Bennett S, Cooke A, Robson S & Ewing, B 2014, Helping Children
Learn Mathematics, 2nd Edition, John Wiley & Sons Australia Ltd, 42 McDougall Street,
Milton Qld. pp 29.

Scratch Garden, 2014, The Patterns Practise Song I Maths Songs I Scratch Garden,
Video, YouTube, May 27, viewed 16 April 2019
<https://www.youtube.com/watch?v=MBjjxSx45-Q->

Sullivan, Ms, 2018, Patterns in the Classroom: Scavenger Hunt, Learningin21, viewed
17 April 2019. < http://learningin21.edublogs.org/2018/10/15/patterns-in-the-classroom-
scavenger-hunt/>

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APPENDIX A: Teaching Learning Cycle

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APPENDIX B: PATTERN IMAGE
Pattern Practise: Thanksgiving, Earth, Beach and Artic

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APPENDIX C: EXAMPLE OF CLASSROOM SCAVENGER HUNT

Studies in Mathematical Education 2 – Therese Lovett Cara Andriani 110230962 13

APPENDIX D: EXAMPLES OF PLAY-DOH PATTERNS

Studies in Mathematical Education 2 – Therese Lovett Cara Andriani 110230962 14

APPENDIX E: BEADING CRAFT

Studies in Mathematical Education 2 – Therese Lovett Cara Andriani 110230962 15

APPENDIX F: HAMA BEAD PATTERN DESIGN IDEAS

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