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Patterns and Algebra Lesson Sequence
Patterns and Algebra Lesson Sequence
Lesson title: Sequences, pronumerals and variables Date: 3/9/19 Year level: 6 & 7
Topic: Patterns and Algebra Duration of lesson: 70 mins
Learning areas Strands & sub-strands Content descriptors
Year 6
Continue and create sequences involving whole numbers,
Links to the
fractions and decimals. Describe the rule used to create the
Australian Number and Algebra, Patterns and
Mathematics sequence (VCMNA219)
Curriculum: Algebra
Year 7
Introduce the concept of variables as a way of representing
numbers using letters (VCMNA251)
Lesson rationale: This unit of patterns and algebra is broken up into flexible learning groups within the three year 6 classes. I will be teaching the class which
comprises of students who are at the year 6 and 7 level.
Students background knowledge: Teacher focus:
The students have been broken up into two groups (year 6 content and Classroom management. As I have a mixed class of students from the cohort,
year 7 content) based on their pre-test and point of need. classroom management is a focus as I don’t know the students from the other classes
Starting point for the year 6 group is to find the rule in a sequence of very well.
numbers and apply it to find an unknown number. Time management. There is a lot of content to get through for both groups.
Year 7 students are at the point to where they are introduced to
variables and how they are represented using letters.
Learning objectives: Learning environment and resources:
Year 6: Google site with teaching content:
Learning Intention: I am learning to continue and create sequences https://sites.google.com/a/orchgveps.vic.edu.au/ogps-patterns-algebra/patterns-and-
involving whole numbers, fractions and decimals. I am learning to functions/sequences-involving-whole-numbers-fractions-and-decimals
describe the rule used to create the sequence.
Success Criteria: I can continue and create sequences involving whole Students need:
numbers, fractions and decimals. I am learning to describe the rule • iPads
used to create the sequence. • Headphones
Year 7: Maths book
Learning Intention: I am learning to use letters and symbols to • Pencils/pens
communicate general rules found from patterns and to solve problems.
Success Criteria: I can use letters and symbols to communicate
general rules found form patterns and to solve problems.
Assessment strategies:
Questioning before, during and after.
Exit slip (reflection)
Roaming the classroom, checking students work
Group 2
Explicitly teach students what variables mean, using examples, how they are presented and the conventions of algebra.
Stage 2 Students complete individual practice, questions located on google sites page (activities are a mixture of videos, practice
Body of lesson questions, games and hands on activities)
30 mins https://sites.google.com/a/orchgveps.vic.edu.au/ogps-patterns-algebra/patterns-and-functions/sequences-involving-whole-
numbers-fractions-and-decimals
Roam around the room to identify students who may need help.
Stop to address misconceptions/understanding of concepts if multiple students are confused.
Follow up:
Based on the exit slips, some students in group 2 (year 7) haven’t grasped the algebra conventions (eg writing 4 x a instead of 4a)
Students also had trouble remembering how to solve equations using BODMAS. This will be the key concept to be taught/followed up in next lesson.
Lesson Plan (Primary)
Lesson title: BODMAS – Order of operations Date: 4/9/19 Year level: 6
Topic: Patterns and algebra Duration of lesson: 90 mins
Learning areas Strands & sub-strands Content descriptors
Links to the
Australian Number and Algebra, Patterns and Explore the use of brackets and order of operations to write
Mathematics
Curriculum: Algebra number sentences (VCMNA220)
Lesson rationale:
Based on the exit slips/reflection from last lesson, informed the teaching of the next lesson.
Explicit teaching:
Ask students what BODMAS and order of operations is.
Explain to students using worked examples how to solve equations using BODMAS
Reflection: Thumbs up – ready for individual practice, thumbs down – need more instruction
Stage 2 Create a focus group with students who require greater explanation.
Body of lesson
Other students conduct individual work (can work with a partner) from google site (activities are a mixture of videos, practice
45 mins questions, games and hands on activities)
https://sites.google.com/a/orchgveps.vic.edu.au/ogps-patterns-algebra/patterns-and-functions/sequences-involving-whole-
numbers-fractions-and-decimals
Follow up:
Going through the results of the Kahoot, there are still students who require additional support with BODMAS. This will be addressed in a focus group next
lesson.
There were some difficult questions in the Kahoot that most students got wrong. I will address these misconceptions in the warm up of the next lesson.
Lesson Plan (Primary)
Lesson title: Algebraic terms & pronumerals and variables Date: 6/9/19 Year level: 6 & 7
Topic: Patterns and Algebra Duration of lesson: 90 mins
Learning areas Strands & sub-strands Content descriptors
Year 6
Continue and create sequences involving whole numbers,
Links to the
fractions and decimals. Describe the rule used to create the
Australian Number and Algebra, Patterns and
Mathematics sequence (VCMNA219)
Curriculum: Algebra
Year 7
Introduce the concept of variables as a way of representing
numbers using letters (VCMNA251)
Lesson rationale:
Majority of students have understood BODMAS, so each group will move onto their next concept in the sequence of learning patterns and algebra.
Group 1 (year 6)
Explicitly teach students what variables mean, using examples, how they are presented and the conventions of algebra.
Stage 2 Other students conduct individual work (can work with a partner) from google site (activities are a mixture of videos, practice
Body of lesson questions, games and hands on activities)
50 mins https://sites.google.com/a/orchgveps.vic.edu.au/ogps-patterns-algebra/patterns-and-functions/sequences-involving-whole-
numbers-fractions-and-decimals
While students are working independently, pull aside the students who had difficulty (based on the Kahoot responses) with the
BODMAS questions.
Follow up:
Using observations, student work samples and the traffic light reflection, determine what students need focusing on for next lesson.