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EDMA310/360 Mathematics Unit Planner

{Ellen Zambon}

Unit Overview
Unit title: Equivalence of number sentences
Content maths area: Algebra
Grade/year level: Grade 4/ Level 4 AusVELS
Learning Focus (ideas extrapolated from AusVELS):
Strand: Number and Algebra
Sub-strand: Patterns and algebra
Proficiency strand/s: Understanding; Problem solving
Content description: Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)
Rationale:
o An understanding of equivalence and the meaning of the equals sign is pivotal to developing skills for generalising in numerical form
(Rivera & Becker, 2005; Warren, Mollinson & Oestrich, 2009)
o Misconceptions of the meaning of equivalence and the equals sign are the most common experienced by students misconceptions lead
to difficulties in students understanding algebraic concepts (Falkner, Levi & Carpenter, 1999; Warren, et al., 2009)
o Operational sense provides structure to numerical expressions of generalisations, and is necessary to appropriately express equivalence
(Bush & Karp, 2013; Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid & Bennett, 2012)
Assumed prior knowledge of students:
Prior to this unit, students have had extensive experience with the structure of the number system through describing, continuing and creating
patterns. Extending on this, students have knowledge on how to use the operations of addition and subtraction in pictorial, symbolic and
language modes to act upon quantities and record these in a variety of ways. Students have experience with using a range of effective strategies
to perform addition or subtraction actions on a particular quantity. Students have limited experience with the concept of equivalence, with many
students demonstrating misconceptions of the meaning of the equals sign in a pre-assessment task.
Grouping strategies to support learning:
The use of small groups in pairs or triads, or teacher focus groups are implemented within this unit, as this is thought to be an effective strategy
in supporting all students in a mixed ability classroom (Clarke & Clarke, 2008). In addition, these small groups are aimed to be based on flexible
grouping, in which the group members and focus of groups will change in accordance to identified individual needs based on data from
assessment (Valentino, 2000).

Overview of assessment: Assessment will involve a high level of observations integrated with note taking or checklists for both formative and
summative purposes. These observations will focus on collecting both cognitive and affective data through noticing and interpreting students
understandings, skills and strategies, as well as learning dispositions.

References (Unit Overview):


Bush, S. B., & Karp, K. S. (2013). Prerequisite algebra skills and associated misconceptions of middle grade students: A review. The Journal of
Mathematical Behaviour, 32 (3), 613-632. Available from ScienceDirect database.
Clarke, D, & Clarke, B. (2008). Is it time up for ability grouping? Curriculum & Leadership Journal, 6 (5). Retrieved from
http://www.curriculum.edu.au/leader/is_time_up_for_ability_grouping,22535.html?issueID=11280
Falkner, K. P., Levi, L., & Carpenter, T. P. (1999). Childrens understanding of equality: A foundation for algebra. Teaching Children
Mathematics, 6 (4), 232-236. Retrieved from Academic OneFile database.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012). Helping children learn
mathematics (1st Australian ed.). Milton, Qld.: John Wiley & Sons.
Rivera, F. D., & Becker, J. R. (2005). Teacher to teacher: Figural and numerical modes of generalizing in algebra. Mathematics Teaching in the
Middle School, 11 (4), 198-203. Retrieved from http://www.jstor.org.ezproxy2.acu.edu.au/stable/41182215?seq=2
Valentino, C. (2000). Flexible grouping [Article]. Retrieved from http://www.eduplace.com/science/profdev/articles/valentino.html
Warren, E., Mollinson, A., & Oestrich, K. (2009). Equivalence and equations in early years classrooms. Australian Primary Mathematics
Classroom, 14 (1), 10-15. Retrieved from Humanities & Social Sciences Collection database.

MATHEMATICS UNIT PLANNER


Topic: Algebra: Equivalence of number sentences
Year Level: 4
Term: 2
Week: 5
Date: 26/05/14-30/05/14
Key mathematical understandings
Key AusVELS Focus / Standard (taken directly from AusVELS documents):
(2-4 understandings only; written as statements believed to be
Content strand(s):
Number and Algebra Measurement and Geometry
Statistics and Probability
true about the mathematical idea/topic):
Sub-strand(s): Patterns and algebra
The equals sign is a symbol of equivalence
Level descriptions: Level 4
Equivalent number sentences mean that an
Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)
unknown quantity can be found as both
sides are balanced
Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Pronumerals can be used to represent an
Understanding: Making connections between representations of numbers; Partitioning and combining numbers
unknown quantity
flexibly

Key skills to develop and practise (including strategies,


ways of working mathematically, language goals, etc.) (4-5 key skills
only):

Writing number sentences that express


equivalence
Finding an unknown quantity using equivalent
number sentences
Performing addition and subtraction to find a
solution
Using algebraic thinking to find a solution
Using pronumerals to represent an unknown
quantity

Possible misconceptions (list of misconceptions related to


the mathematical idea/topic that students might develop):

Belief that equals sign (=) means perform an


action, rather than representing equivalence
Belief that there can only be one number on the
right-hand side of the equals sign (=)

Problem solving: formulating, modeling and recording authentic situations involving operations
Key equipment / resources:
Annos Magic Seeds by Mitsumasa Anno (Book)
Balance scales, weights, small bags
Concrete materials for counting, e.g. counters,
MAB
De Klerk, J. (2007). Illustrated maths dictionary
(4th edition). Melbourne, VIC: Pearson Australia.
EDMA360 Tutorial content
IWB & relevant software
Number balance (equaliser)
Think board template (Appendix A)
Warren, E., Mollinson, A., & Oestrich, K. (2009).
Equivalence and equations in early years
classrooms. Australian Primary Mathematics
Classroom, 14 (1), 10-15. Retrieved from
Humanities & Social Sciences Collection
database.
Key probing questions (focus questions that will be used to
develop understanding to be used during the sequence of lessons; 3 5
probing questions):

Can you use materials to prove your thinking?


Can you find other number sentences that will
reach the same answer?
What can change and what has to stay the

Key vocabulary (be specific and include definitions of key words


appropriate to use with students)

Equivalence: one expression has the same value


as another expression
Equal: two values that are identical in quanitity
Balance: an equal amount on both sides
Equality: a statement that two expressions are
equal
Equals sign: the symbol =; means is equal to
Equation: a number sentence where the quantities
on each side of the equals sign are equal or
balanced
Expression: numbers, symbols and letters used to
represent an unknown value or quantity
Number sentence: a statement about numbers
that is usually written with symbols
Addition: joining values of two or more numbers
together
Subtraction: removing one quantity from another
to find the difference or what is left
Unknown quantity: (unknown value) an unknown
amount in an algebraic expression that is
represented by pronumerals or variables
Unequal: not equal in quantity

Links to other contexts (if applicable, e.g., inquiry unit focus,

current events, literature, etc.):

N/A

same so that the answer is still the same?


How could you do this another way and still
get the same result?

Learning
strategies/ skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1
Equals as
balance
Expressing
balance using
a number
sentence

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

INVESTIGATIONS
SESSION

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

REFLECTION & MAKING


CONNECTIONS SESSION

Quantity: the amount or number of something


Value: the result of a simplified expression
Variable: a symbol that represents an unknown
quantity
Pronumerals: a symbol representing an unknown
value in an equation
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ADAPTATIONS

(a short, sharp task relating to the


focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

(WHOLE CLASS FOCUS)


(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Opportunity for students, in


pairs, to freely explore
number balance. Facilitate
whole class discussion
about what they noticed
when using the balance,
and what it could be useful
for in learning
mathematics. Introduce
notion of equivalent
number sentences.
(Adapted from EDMA360
tutotial)

Further exploration of
number balance in pairs.
Teacher conducts roving
conferences asking
probing questions to
stimulate thinking about
number balance, and how
what is modelled could be
recorded using numbers
and symbols.
Could we record what we
see on the number
balance using numbers
and symbols? Could we
write a number sentence to
represent what we see?
Why/why not?

Use an example of balance


modelled on one pairs
number balance to scaffold
understanding of
transferring information
from model into a number
sentence, e.g. 7+3=5+5.
Check for misconceptions
of = sign by asking if this is
correct.

Enabling prompts:
o Use materials, e.g.
counters, to model
what is seen on
number balance
o Focus on using oral
language to explain
thinking, rather than
constructing written
number sentences
Extending prompts:
o Could you write your
number sentence
another way so that
you still get the same
result?
o What can change and
what has to stay the
same so that you have
the same answer?

ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Observing current
understanding of the
meaning of the
equals sign do any
responses to
questions suggest
misconceptions?
Observing
understanding of the
concept of balance
and how to write this
in a number
sentence

Session 2
Equals as
balance
Finding
unknown
quantity
Equivalent
expressions
using addition

Session 3
Equivalent
expressions
using
subtraction
Finding
unknown
quantities

Pose problem on IWB:


16+7=+9
Students record ways of
solving problem on IWB.
Discuss strategies that
were more effective and
why. Reintroduce number
balance could it be used
to answer a problem like
this? Pose 3-4 more
problems with unknown
quantities in different
positions of the number
sentence.

In pairs, one partner uses


number balance and
places 3 weights on. Other
partner needs to convince
partner of where a 4th
balance could be placed to
make both sides balanced.
Teacher observes selected
students for understanding
of finding an unknown
quantity. Ask prompting
questions, e.g. Could you
have different amounts of
weights on each side and
still have balance? How
could you record this?

Reflection circle students


share the different
strategies they used to find
an unknown value (access
to number balance and
counting materials if
needed to clarify/justify
strategy). Record key
strategies/ways of thinking
when finding an unknown
quantity in an equivalent
number sentence.

Pose problem for students:


I am thinking of a number.
When I subtract 7 from my
number my answer is 15.
What number am I thinking
of?
Students think-pair-share
how they could solve the
problem. Students record
their ideas on IWB
expose students to inverse
operations. Discuss
effectiveness of strategies.

Individually students
construct think board
(Appendix A) by
constructing a story that
incorporates an unknown
quantity and uses
equivalent number
sentences with subtraction.
Small teaching focus group
to scaffold construction of a
relevant story using
subtraction and unknown
quantities students then
solve problem individually.

Select a few students to


present their think boards
to the class. Use feed
forward technique with
students to highlight
effective strategies and
areas for improvement.

Enabling prompts:
o One partner writes
down a problem with a
missing value. Can
you use the number
balance to solve the
problem?
Extending prompts:
o How could you record
what you have
modelled on the
scales?
o Is it possible for one
partner to use 4
weights then other
partner decide where
5th weight would go?
Could this work with
any amount of
weights?
Enabling prompts:
o Which materials would
best help you when
solving a subtraction
problem?
o What do you know
about equivalent
number sentences
that could help you to
solve this problem?
Extending prompts:
o Could you find
another way to solve
this problem so that
you get the same
result?
o Could you write
another number story
that uses 5 quantities
(1 unknown)?

Select 5 students to
monitor understanding of
finding unknown
quantities. Use checklist:
o Uses a range of
strategies to find
unknown quantity
o Uses appropriate
language to
convince partner of
why their thinking is
correct

Use work samples of


small teaching focus
group to identify
understanding of
representing one problem
in multiple ways. Look for
consistency in expressing
equivalence with
subtraction using four
different representations
story, number sentence,
pictorial & materials.
Check that work sample
shows a solution to the
problem, i.e. identifies the
unknown quantity.

Session 4
Equivalent
expressions
using addition
and subtraction
Find an
unknown
quantity
Pronumerals
represent an
unknown
quantity in a
number
sentence

Session 5
Find an
unknown
quantity
Equivalent
number
sentences using
addition and
subtraction
Pronumerals
represent an
unknown
quantity in a
number
sentence

Place balance scales in


front of class. Add a
handful of weights to a bag
(dont count these) and
place on scales. Ask
students for
approaches/strategies of
how the unknown amount
in the bag could be found.
Model how different ways
of thinking can be recorded
using equivalent number
sentences and
pronumerals to represent
the unknown quantity, e.g.
x+3=10. Give meaning to
pronumeral, e.g. b for bag
(Adapted from Warren,
Mollinson & Oestrich,
2009)
Read Annos Magic Seeds.
Could we use any
information from the book
to write an equivalent
number sentence? If 10
seeds grew, how many
seeds must have been
planted? How could we
work this out? How could
we write this in an
equivalent number
sentence? Record ideas on
IWB.

In pairs, one student closes


their eyes and puts an
unknown amount of
weights into a bag. Both
students use a balance
scale to find what the
unknown quantity is.
Students record as many
different possible ways that
the quantity of the bag can
be represented using
equivalent number
sentences. Teacher
monitors groups using
probing questions: What
do you notice when you
look at the different ways
you have recorded your
thinking? What can change
and what has to stay the
same for the answer to
remain the same?
Using the ideas from
Annos Magic Seeds,
students individually write a
story that has an unknown
quantity and uses addition
and/or subtraction. Student
records how they would
solve their problem,
focusing on using
pronumerals. In triads,
students attempt to solve
the problems written by two
other students. Triads then
compare their strategies
used for each problem and
decide which strategy was
most effective and efficient.

Students complete gallery


walk to see the different
ways students recorded
their thinking. Discuss
strategies used focusing on
effectiveness and
efficiency in finding the
unknown quantity.

Enabling prompts:
o Use oral language
to describe to
partner how you
know what the
quantity of the bag
is equal to
Extending prompts:
o Is it possible to use
both addition and
subtraction in one
number sentence?

Observe students who


require extending prompt.
Take notes using
Dimensions of Learning
Triangle (EDMA360
tutorial) on their ability to
appropriately use addition
and subtraction in an
equivalent number
sentence. Notice if they
are experimenting with
both addition and
subtraction with the
pronumeral, e.g. b-3=7
Notice dispostions
towards learning that
support their
understanding.

One member from each


triad shares the strategy
that they thought was most
effective for finding the
unknown quantity.
Facilitate discussion
around how students know
that they have found a
correct solution to the
problem.

Enabling prompts:
o Use concrete
materials or pictures
to model solution

Note students who record


thinking symbolically and
students who still rely on
the use of concrete
materials or pictures to
find a solution using
checklist. Identify possible
reasons for need to use
materials and support
student/s in moving
towards a more symbolic
representation of their
thinking.

Extending prompts:
o Is this the only
possible solution?
How do you know?
o Can you find other
number sentences
that would reach the
same answer?

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