Unit Plan Mathematics

Topic focus: Number patterns

Level of schooling: Year 3
Identify key elements of learning environment
The below unit plan is aimed at a year 3 level of primary mathematics. A classroom
environment is filled with mixed genders, different cultural and socioeconomic
backgrounds, stages of development, different needs, learning abilities and physical,
intellectual and behavioural barriers. All students in class will be operating at different
levels, below or above their intended year level, bring varying personalities, strengths,
needs, differentiation, personal learning strategies, interest’s levels of motivation styles of
learning, readiness and certain learning that requires them to better understand a concept
(Reys, et al 2012). In a class, there will be a mixture of students with who are willing and
able, willing and unable, unwilling and able and unwilling and able (Mayer, Dufresne 2009),
As a teacher, it is important to provide students with key strategies that flourish their
learning in mathematics and cater for these student diversities. This includes setting clear
expectations and objectives, ensure the classroom atmosphere is intellectually stimulating,
emphasise meaning and understanding when learning in mathematics that students are
engaged with rich and differentiated challenges that are interesting, collaborative and
hands on for students (Sullivan, 2011).

Describes provocation for planning and identifies students existing prior knowledge
and mathematical processes and understandings
Patterning is everywhere in our environment and patterns in mathematics allow children to
organise their world. Prior to year 3, students may have recognised patterns and formed
relationships with number sense and understanding the mathematical the concepts and
processes surrounding patterning. (Reys et al, 2012 p. 351). By the end of year two,
students describe and make patterns with numbers and identify missing elements in a
pattern (Australian Curriculum Assessment Reporting & Authority [ACARA], 2017. Students
should be demonstrating skills of thinking and working mathematically and the ability to be
grouping, counting, sequencing a classifying as well as developing their visualisation,
repetition and presenting patterns using subtraction and addition. Heading towards the
middle and secondary years, students tend to struggle to make connections to algebraic
thinking, concepts and represent numbered problems. This is the provocation for planning,
that students need to be constructing knowledge and an understanding of patterning for
their future learning in mathematics, through the learning experiences that are blended
throughout the unit, the reasoning behind the plan is the teacher not assume students know
the basis of patterning and to go back to the basic processes and teachers to develop their
thinking towards not just what students know or don’t, perhaps what they could know, what
they bring to a task and ways to modify and develop the experiences and teaching
strategies that enrich students learning to help them better understand an concept.

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 Learning focus
Concepts being developed Thinking and Working Mathematically
Students are developing their number and touching on Understanding: Connecting number representations
their pre-number sense and number patterning using with number sequences. Students make connections
operations, addition and subtraction. between related concepts and apply them to new
Students are knowing and apply the count in different ideas.
Fluency: Students are counting numbers in a
contexts and are identifying, grouping, counting,
sequence, develop the mathematical skills and
naming, sorting, sequencing and classifying throughout
processes.
the unit. Problem Solving: Using number proprieties to
Students are developing their spatial reasoning through continue patterns, students develop the ability to make
visualisation and sorting patterns, creativity and design choices, interpret and formulate problem situations
and problem solving and logical thinking through the effectively when they use mathematics in meaningful or
learning experiences in this unit of work. unfamiliar situations. Students plan their approaches
and use existing or new strategies.
Reasoning: Students are justifying, analysing,
explaining, inferring and generalising patterns and
solutions that have been presented. Students are
reasoning mathematically when they explain their
thinking and justify strategies used.
Communicating: Students use representations to
communicate and express mathematical ideas. They
describe, represent mathematical concepts and
language. Students work are inferring, working in
groups and pairs to communicate their ideas. and
negotiated roles.

Teaching Sequence
Prior Knowledge/Engagement Learning Experiences Resources Assessment
What do you notice? • Whiteboard Formative
Teacher will set a provocation to stimulate students’ ideas • Sticky notes assessment:
surrounding the topic, number patterns. On the board the • Stationary Synthesize students
teacher will create a pattern using numbers and pictures, (see answers from the sticky
appendix 1 for example). Students will be given sticky notes notes, by writing down
and are instructed to write their name on the notes and to student’s overall ideas
write what they notice about the pattern and put it under the and main
pattern on the board. Teacher will ask several students to points/alternative
share what they recognise about the pattern. Teacher will understanding and
synthesize the sticky note answers to gain a perspective of misconceptions.
students’ understandings of the concept.

Patterning stations
Teacher will set up three patterning stations that contain
concrete, pictorial and moving onto abstract models. The

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teacher will explain and model each activity at the patterning Formative
stations. Students will be split according to class size and get assessment:
10-15 minutes at each station. Anecdotal records
Station 1: On the table, there will be popsicles sticks with • Popsicle sticks (seen in appendix 8)
numbers written on them and small coloured rubber bands. • Small coloured
Students are required to grab a popsicle stick with a number rubber bands
and make a pattern with the rubber bands. Students can also
make a pattern using the rubber bands and the numbers
(example in appendix 2).
Note: This station will build on students’ fine motor skills, be
appealing to students with Autism and a suitable and
differentiated for tactile learners, students from the willing
and able to the unwilling and unable categorisation,
Station 2: There will be a box on the table of multiple images • Multiple
that make a patter. Students are required to make a pattern random images
using the pictorial models. Students are encouraged to in a box
identify what the missing pattern is. As an extension students (pictorial
can draw the pattern, write the name of the image or use model)
different representations (numbers) • Work books
Station 3: On the table, there will be multiple number pattern • Stationary
task cards (seen in appendix 3) Students are instructed to
write the name of the task card in and lettered answer in their
books as evidence for assessment. The task cards suit a range • Number
of learning levels, students are encouraged to have a go at pattern task
majority of the task cards. cards (seen in
appendix 3)
• Workbooks
• Stationary
Exploratory Learning Experience Resources Assessment

Roll the rule Formative

Teacher will discuss and scaffold to students what is a rule • Dice assessment:
and the lesson objectives. Teacher will introduce activity. • Workbooks Anecdotal records
Teacher will and give two dice each to students and • Stationary (seen in appendix 8)
individually, students will roll the dice and write down what
they rolled, this is the rule. Students will roll the dice again
and write down what they rolled, this is the number they will
start at. Students will continue the number pattern sequence
continuing at least 5 times (longer for an extension) and
repeat steps for subtraction (need to use two dice). Students
are required to write the rule after the sequence i.e. the rule
is add 5, + 5, minus 3, - 3. This shows the teacher that students
can continue number patterns, whilst using addition and
subtraction, that there is an understanding of identifying the
rule and students are developing, using and recognising the
language and symbols.

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Note: For differentiation purposes and students who are
willing and able, unwilling and able could use 2 or more dice
to be challenged and students who are willing and unable,
unwilling and unable can remain using one if needed.
Overall, this game is another form of learning that can cater
for all learners in the classroom, as it involves students using
mathematical processes as well as exploring the different
number patterns and rules, recording and performing a
hands-on task.
Exploratory Learning Experience Resources Assessment

Number pattern scan • Number Formative

Teacher will introduce and scaffold the number pattern scan pattern scan assessment:
activity and state the learning objectives. Students will be cards (seen in Anecdotal records
placed in groups of four depending on class size. Each group appendix 4) (seen in appendix 8)
will be given a number pattern scan task card (seen in • IPads’
appendix 4). Students as a group are required to find out • Recording Formative
what the pattern is, find the next number in the sequence and sheet assessment: Work
work out what would be the 10th number in the sequence. • Workbooks sample or recording
Students are then to grab an iPad and scan the QR codes, • Stationary sheet. Teacher
once they are made an attempt first. Students will be given • Exit slip (seen in formatively assess
10-15 minutes with each task card and instructed to leave the appendix 7) students work samples,
task card at the table and move on the next one. Students are identify the gaps,
to record all answers on a recording sheet or in their strengths, alternative
workbooks. Students could even negotiate roles in the group understanding on the
and split the task and swap at the next task card. After concept.
students have completed the task, have a class discussion
surrounding the mathematical processes in the task to
consolidate thinking. Give students an exit slip to complete
as a form of self and formative assessment.
Note: This activity promotes students to think and work
mathematically, develop their mathematical processes,
strategies and skills in a practical and collaborative sense.
Students of all learning types should find this experience
engaging with the incorporation of ICT. Students are
developing and exploring the different types of number
patterns, identifying the rules, completing the sequence then
thinking ahead on what would be the 10th number in the
sequence (this involves some working out) whilst using
addition and subtraction.

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 Explain Learning Experiences Resources Assessment
“You Try” • Whiteboard Formative
The teacher will pick from a series ‘You Try” number patterns • Stationary assessment:
for the students to do (example below). Teacher will explicitly • Workbooks Anecdotal records
explain, show and scaffold through some of the different • Stem thinking (seen in appendix 8)
types of examples and explain to students the lesson questions (seen
objectives to they are aware of the assessment standards. in appendix 6)
Students are encouraged to work through the series of Formative
chosen differentiated number pattern examples seen below. assessment: Work
Students are encouraged to show and explain their thinking sample or recording
through a peer share and record their answers (seen in sheet. Teacher
appendix 6) to stem students thinking, the educator will use formatively assess
this for assessment purposes. After students have completed students work samples,
the task, have a class discussion surrounding the identify the gaps,
mathematical processes in the task to consolidate thinking. strengths, alternative
Examples: understanding on the
Write the next number in the sequence and identify the rule. concept.
5, 25, 45, 65, 85
What are the next three numbers and what is the rule?
7, 14, 21, _, _, _
Formative
What is the rule for the pattern below?
assessment: Exit slip
20, 25, 30, 35, 40, 45
What is the rule for the number sequence? (seen in appendix 7).
103, 105, 107 Students can self-
What number is missing? assess their growth and
598, 596, 594, __ development of the
Create a sequence of 6 numbers that following the following rule: concept, state any
Start at 2 and add by 5 questions and this will
Using these numbers create a pattern and identify the rule: inform the teacher on
8, 12, 18, 16, 10, 14
their progress (teacher
will synthesise these
answers)

Explain/Elaborate Resources Assessment

Create a pattern following and rule • Task cards Formative

Teacher will explain and scaffold the following activity for (seen in assessment:
students. Teacher will go through the lesson objectives to appendix 6) Anecdotal records
ensure they know what to achieve. Students will have a • Classroom (seen in appendix 8)
selection from a range of task card each (seen in appendix 6) materials –
and are instructed to create a number pattern using five concrete
numbers that will follow the given rule. Although students are models,
encouraged to use other materials as well as abstract models pictorial
to represent their thinking i.e. using concrete and pictorial (counters etc.)
representations. Students are to use an iPad to document • IPads’

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their work if they used other representations. Students are
instructed to complete at least three task cards before
moving on to the next activity.

Make a pattern/rule for a peer task card.

Teacher will explain and scaffold the following activity for the Summative
students and provide an example. Teacher will make • Blank task assessment: Product
students aware of the lesson objectives to students are aware bards students created and
of the assessment standard and what to achieve. Students will • Stationary feedback slips.
be given several blank cards and a range of materials and • Craft materials
resources to create their own number pattern using addition
and subtraction, task cards. On the first card students are to
write a problem i.e. create a pattern using 6 numbers that
follow the rule subtracting two. Using the second card
students are to create an answers card. Students are
encouraged to make at least 2-4 task cards each and to write
their names on the task cards. Once completed, students are
to find a peer and work out each other’s task cards (repeated
a couple times), - reiterating the same processes as the
previous experience. Teacher will collect students task cards
and use these for assessment purposes.
Evaluate Resources Assessment

Self-assessment Formative
Students will be given an exit slip attached in appendix 7. assessment: Exit slip
These slips were handed out in a previous lesson, so students (seen in appendix 7).
should be familiar with the process. The exit slip are not only
for the teacher to gain insight on students thinking about the Summative
overall unit, but it allows the students to have a say and assessment: Product
express/reflect on their ideas and ask questions. students created and
Summative assessment feedback slips.
Teacher will collect students’ product (personalised task
cards). Teacher will be assessing students on their overall
understanding of the topic, the way they incorporated and
used number patterning and addition and subtraction in the
task card, the mathematically processes and skills including
individual strategies used, the development of the concepts
ways they were thinking and working mathematically and the
creation of the two task cards. Teacher will consider the
formative assessments to assess students learning, growth
and development in the overall unit. Students will be given
feedback slips based the overall topic. Feedback boosts
students’ confidence, provides them with clarification and
understanding on how they went throughout the unit (Reys,
et al, 2012).

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Note: Students may respond differently to the previous task,
that is why it is important to take the formative assessment
into consideration, the willing and able students, unwilling
and able students could get this task but the unable and
unwilling and willing and unable students might have shown
success in other learning experiences.

Differentiation
This unit is designed to ensure that all learning experiences can be modified, challenged
or adapted to cater for the high range of diversities in a classroom. Strategies have been
outlined throughout the plan that indicate ways the teacher can challenge or modify the
learning experience, such as giving students more dice in the roll the rule learning
experience, the patterning prior knowledge stations involve students moving from
concrete, pictorial and abstract models, this enriches students learning and gives students
the opportunity for active involvement, hands on manipulative learning and develops visual
and working memory and tactile learners (Reys et al 2012 p. 57). Students will demonstrate
thinking and working mathematically, developing mathematical concepts and their
personal mathematical strategies to make a pattern and a number pattern. Students can
make a pattern using the numbers and coloured bands as extension in station 1, students
can write use other representations throughout learning experiences and in station three
students could pick more difficult or simpler task cards. Station 1 could appeal to students
with Autism benefit students with fine motor difficulties as the learning experience builds
and develops fine motor skills.

In the number pattern scan and the create a pattern following a rule learning experience
in students will work through a range of differentiated task cards, students are able to
communicate their ideas, negotiate roles and have an attempt at all the steps on the task
card, for multiple cards. In the “You Try” learning experience students are encouraged to
have a go at the examples seen in the plan. However, as noted the number pattern
examples range from difficulty so students who need challenging or adapting learning
can be catered for. Students in the make a pattern/rule for a peer task card allows the
students to decide upon the difficulty of their task card, although they are given a couple
required instructions. Completing this activity with another peer promotes students on
socially interacting and working with someone else who has a different ability in
mathematics to them and see how they work out the task

Links with the Australian Curriculum

Strand: Number and Algebra Sub- Strand: Patterns and Algebra

Descriptor: Achievement Standards Proficiencies

Describe, continue and By the end of year 3, students Understanding: Connecting
create number patterns continue number patterns number representations with
resulting from performing involving addition and number sequences
subtraction

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addition or subtraction Fluency: Counting numbers in
(ACMNA060) sequences
Problem-solving: Using number
properties to continue number
patterns
Reasoning: Justify and explaining
the patterns that have been created

Strand: English Sub- Strand: Literacy

Descriptor: Achievement Standards General capabilities

Listen to and contribute to By the end of year three Composing texts through
conversations and students listen to others speaking, writing and creating:
discussions to share views and respond Students explore, communicate and
information and ideas and appropriately using analyse information, ideas in
negotiate in collaborative interaction skills. Students different modes and use language to
situations (ACELY1676) contribute actively to class interact with others
and group discussions, Comprehending texts through
asking questions and listening, reading and viewing:
providing useful feedback. Students listen and respond to
spoken audio, including listening for
information, carrying out tasks,
participating in classroom activities
and discussions and develop
vocabulary, word and visual
knowledge.

Strand: Technologies Sub- Strand: Digital Technologies

Descriptor: Achievement Standards General capabilities

Identify and explore a By the end of year 3, students Manage and operating ICT: Students
range of digital develop and apply ICT apply knowledge and skills to use
systems with knowledge, appropriate social digital technologies, they use systems,
peripheral devices for and ethical protocols and functions, processes, procedures to
different purpose and practices to investigate, create effectively use and manage the
transmit different and communicate digital decides.
types of data solutions and processes. Creating with ICT: Students use ICT to
(ACTDIK007) generate ideas, plans and processes

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 Students used peripheral that clarify a task or steps, arising from
devices for different purposes. learning activities.

Strand: Critical and Creative Thinking Sub- Strand:

Descriptor: Achievement Standards General capabilities

- - Inquiring, exploring, organising and
information and ideas: Students pose
questions and identify and clarify information
and ideas. Students make sense of ideas
and collect and compare information.
Generating ideas, possibilities and actions:
Students imagine possibilities, connect ideas,
consider alternatives, seek solutions and
putting ideas into action when they and
explore situations.
Reflection on thinking and processes:
Students are reflecting on, adjusting and
explaining their thinking and behind the
choices in the actions and processes, students
transfer new knowledge to contexts and apply
knowledge gained in one context to clarity
another.

Points to consider upon Teacher Evaluation (left blank until implementation)

• Which aspects were most effective?
• Which aspects were challenging and why?
• Were real world connections made to students lives?
• Were the skills integrated into other learning areas?
• Could the learning be shared with others?
• Did students achieve the learning objective?
• What could I do next time?

Teacher references
Australian Curriculum Assessment Reporting Authority, 2017 Mathematics,
Australian Curriculum, viewed 13 April 2019.
<https://www.australiancurriculum.edu.au/f-10-curriculum/Mathematics/>

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Reys, R, Lindquist, M, Lambdin, N, Smith, N, Rodgers, A, Falle, J, Frid & Bennett S
2012, Helping children learn mathematics, 1st edn, , John Wiley & Sons, United
States.

Sullivan, P 2011, ‘Teaching Mathematics: Using research-informed strategies,

ACER Press, Australian Council for Educational Research, Camberwell.

Myhill, D & Brackley, M 2004, ‘Making connections: teachers’ use of children’s prior
knowledge in whole class discourse’, British Journal of Education Studies, vol. 52, no.3.

Mayer, M (PHD), Dufresne, D 2009 ‘Willing and Able: The Commitment to Excellence’,
viewed 24 April 2019.

Student resources
A Trendy Teacher 2019, ‘Number Pattern Scan’, Teachers Pay Teachers, viewed 13
April 2019.
<https://www.teacherspayteachers.com/Product/Number-Pattern-Task-Cards-
With-QR-Codes-1177359>

Findley, Jennifer 2019 ‘Explaining Answer in Math: How to Help Your Students
Explain Their Thinking, viewed 11 April 2019.
<https://jenniferfindley.com/explaining-answers-math/>

Maths Unity LLC, 2019 ‘Family Math Night’, viewed 13 April 2019.
<http://www.familymathnight.com/resources/familymathnight-
notice.php#.VrfqFbIrLIU>

Teachers Pay Teachers 2018, ‘Number Pattern Task Cards Bundle’, viewed 13
April 2019
<https://www.teacherspayteachers.com/Product/Number-Patterns-Task-Cards-
Bundle-969593>

Teachers Pay Teachers 2019, ‘Number Pattern Task Cards Following A Given Rule
Sequence’, viewed 13 April
2019.
<https://www.teacherspayteachers.com/Product/Number-Pattern-Task-Cards-
Following-a-Given-Rule-Sequence-2250507>

You Clever Monkey, 2019 ‘Building Fine Motor Skills in Mathematics’, viewed 13
April 2019.
<http://www.youclevermonkey.com/2016/04/fine-motor-skills.html>

10
 Appendices

Appendix 1
Maths Unity LLC, 2019 ‘Family Math Night’, viewed 13 April 2019.
<http://www.familymathnight.com/resources/familymathnight-
notice.php#.VrfqFbIrLIU>

Appendix 2
You Clever Monkey, 2019 ‘Building Fine Motor Skills in Mathematics’, viewed 13
April 2019.
<http://www.youclevermonkey.com/2016/04/fine-motor-skills.html>

11
Appendix 3
Teachers Pay Teachers 2018, ‘Number Pattern Task Cards Bundle’, viewed 13
April 2019<https://www.teacherspayteachers.com/Product/Number-Patterns-
Task-Cards-Bundle-969593>

Appendix 4
A Trendy Teacher 2019, ‘Number Pattern Scan’, Teachers Pay Teachers, viewed 13
April 2019.
<https://www.teacherspayteachers.com/Product/Number-Pattern-Task-Cards-
With-QR-Codes-1177359>

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Appendix 5
Findley, Jennifer 2019 ‘Explaining Answer in Math: How to Help Your Students
Explain Their Thinking, viewed 11 April 2019.
<https://jenniferfindley.com/explaining-answers-math/>

Appendix 6
Teachers Pay Teachers 2019, ‘Number Pattern Task Cards Following a Given Rule
Sequence’, viewed 13 April 2019.
<https://www.teacherspayteachers.com/Product/Number-Pattern-Task-Cards-
Following-a-Given-Rule-Sequence-2250507>

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Appendix 7
Idea stemmed - Myhill, D & Brackley, M 2004, ‘Making connections: teachers’ use of
children’s prior knowledge in whole class discourse’, British Journal of Education Studies,
vol. 52, no.3.

Appendix 8

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