Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan

Trevor Feder ID110198555

Assessment (2): Unit Plan

Educational Philosophy

My pedagogical beliefs stem from the theories of constructivism mainly the works of Vygotsky, Dewey and Piaget. The
constructivist theory puts an emphasis on student-centred and inquiry based planning for learning and striving for
higher order thinking or critical thinking (Dewey [cited in Woolfolk & Margetts 2013, p. 322]). So planning is based
predominantly on the student’s prior knowledge and experiences as constructivists believe that people build their
knowledge through experiences (Woolfolk & Margetts 2013, p. 327). Which was much like Piaget (cited in Woolfolk &
Margetts 2013, p. 92) who argued that observation is the key to effective teaching to understand a child’s thinking so
you can then build from it. Vygotsky also believed that at any point in development children had problems that they
were on the verge of solving but needed assistance, he called this the zone of proximal development (ZPD) (Vygotsky
[cited in Woolfolk & Margetts 2013, p. 98]). Therefore this plan stems from the constructivists Dewey, Vygotsky and
Piaget.

Learner context
Topic Focus: Pattern Level of schooling: Year 1

School and class context:

This public school is very diverse and has families from a number of backgrounds; including Aboriginal and Torres Strait
Islander, Vietnamese and Sudanese. The area is a low socio-economic level and includes many families with low income
but has a very strong sense of community and the school is deemed very highly in the area.

The class includes students with English as a second language. The classroom fortunately looks out onto the schools
garden and nature walk, the teacher can easily see the students when they are there. The student’s numeracy skills
range from above average to below as well as on par for the year level. It is term 2, and the students are feeling more
comfortable to ask questions, speak in front of peers, and participate in tasks confidently. On Wednesdays, a student
support comes in from after recess till lunch. The students have also begun to build an interest in hopping, games such
as hop scotch.

Prior Knowledge
The students have some prior knowledge of pattern observed during a prior knowledge task. Most children understand
that a pattern is when a unit is repeated more than once (Papic, Mulligan & Mitchelmore 2011, p. 263). In appendix 1, 3
work samples (Australian Curriculum Assessment and Reporting Authority [ACARA] 2018c) from this task show the
range of levels in the classroom from below average to above according to the achievement standards for year 1(ACARA
2018a). The children can also simple skip counting of 2’s, 3’s, 5’s and 10’s at least up to 20.

Learner focus
Main Concepts: The main ideas of this unit are patterning with different objects, problem solving, and skip counting 2’s,
5’s and 10’s and collaborating.

Thinking and working processes: the 4 proficiency strands are crucial elements to the mathematics learning area and
are critical to understanding and thinking and working mathematically. According to (ACARA 2018b) the proficiency
standards are understanding, fluency, reasoning and communicating.

Patterning Unit Plan

Time: a numeracy lesson lasts for 60 minutes; the activities will all run for 50 minutes with 5 minutes at the end of each
lesson to debrief on the learning in a large group on the floor and 5 minutes for getting the children settled in their
activity.

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555
Classroom set up: 5 tables will be set up around the classroom with the activities; no more than 5 students will be at
each table at a time. Some activities will flow to the outside space near the classroom, a teacher or support will be out
supervising. The students will have ample space to move about in the classroom to carry out their activity.

Learning Experience Differentiation Assessment Strategies

Attribute Block Activity: Collaboration to support students of all Formative assessment
Students will have a set of ‘pocket size levels of competence. strategies; informal and
blocks’ between 2 or 3. Students will work internal setting using the
together to make a pattern that matches By offering students different ways to strategies below as a
the instructions/picture card (see app. 2). record their work, students of all levels continuous assessment
Once they have attempted all 3 instruction can be assessed on their understanding throughout the week (Brady
cards, they then will have time to make their rather than literacy skills in this & Kennedy 2012, p. 16).
own pattern working together – then record assessment.
by writing/drawing/videoing/photographing Teacher directed strategies;
how they made their pattern. Teacher/support will be present to Observations
assist with recording as well as during Checklists
For materials and resources see appendix the activity as well as posing questions Student Directed strategies;
2. to support children’s deeper Informal conversations
mathematical thinking. Group reflect and discussion
at the end of each lesson.
Patterns in Nature: The students will be working in groups
Students will work in small groups of 2-3 and so will be able to support each The work students have
and will adventure outside to the garden other; the teacher may intervene if done in the activities will be
path to collect materials they want to use to needed to place students who need placed in their portfolios.
make their pattern. They can then glue help with children who are more The students can then see
these patterns on some paper and write 1 or capable. their own progression and
2 sentences about their pattern, giving take on more responsibility
reason. These will be displayed around the Using natural materials respects the for their own learning (Brady
classroom. Aboriginal and Torres Strait islander & Kennedy 2012, p. 63). As
student’s connection with the land. well as inform the teacher of
For materials and resources see appendix their strengths, weaknesses
3. Having the opportunity to build their and how to progress them in
own patterns allows all students to feel future learning (Brady &
respected and apart of the classroom’s Kennedy 2012, p. 64).
community.
Summative assessment
Teacher/support will be on hand strategies;
through activity to help students. This assessment will be
Finish the Pattern: Having the option for the students to taken from the student’s
Students will work in pairs or individually to work alone gives the students who may progress over the week and
finish the patterns given to them, they must not cope well in groups a chance to a checklist will inform the
work out what unit of repeat there is, what relax and feel comfortable in the teacher of how the children
is being repeated and how to complete the setting. have met the specified
pattern. They can then make their own and outcomes as well as using
test their partner and take it home to Giving the students a chance to make the students folio’s as
show/practice with their parents. their own patterns will allow for reference. In appendix 7 the
creativity and give them a sense of summative checklist is
For materials and resources see appendix ownership; they will be more likely to shown.
4. practice at home and show their
parents as well as develop a deeper Students have recorded their
understanding. findings in a number of ways
which will be used as both a
Teacher/support worker will be formative assessment

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555
available during activity. strategy, so the teacher can
Increasing patterns: Students have the choice of what they reflect on if the students are
Students will use different materials to want to skip count so they can gain on their way to achieving the
make an increasing pattern, skip counting by confidence before moving onto a more outcomes. As well as for
2’s 5’s or 10’s. Students can work in small challenging number. providing feedback to
groups or individually. They can use natural students during the unit to
materials, man made as well as drawing Students are encouraged to use support the students
them in their books. They can record their strategies and to challenge themselves progression (Brady &
findings through drawings and a short and the activity has many variations for Kennedy 2012, p. 4). It will
sentence. the students to choose from. also be used in the
The physical part of the activity allows summative assessment to
For materials and resources see appendix visual learners to excel. inform the teacher of how
5. well the students met the
Teacher/support will be available to intended outcomes (Brady &
help during lesson. Kennedy 2012, p. 4).
Hop scotch: Students are physically moving,
Students will draw their own hop scotch supporting those students who have Note: These 5 lessons do not
designs on the ground with chalk from 1 – trouble concentrating in class. make up an entire unit plan
20 (or what the student feels comfortable for year 1’s and therefore;
with). In small groups or individually The children can design their hop scotch more time will be spent
students will be given a dice and will roll it line with however many numbers they developing these
to decide what to skip count by. i.e they roll would like. mathematical skills. The
a 4, they will land on the hop scotch areas summative assessment
that go up by 4 (4, 8,12, 16) up to 20. This Having the physical large number line checklist will be used again
will be recorded using like hopscotch design helps children to later when patterns and skip
video/photographs/voice recordings or skip count as they can practice 1 to 1 counting have been formally
written in their books. correspondence to help them learn the revisited.
skip counting numbers.
For materials and resources see appendix
6. They can also practice subitising
through using the dice numbers, a
larger dice (made my children) can also
be used so the image of the dots is
bigger to support the children.

Teacher/ support available during

lesson.

Links with the Australian Curriculum

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

Descriptor: Achievement Standards: Proficiencies General
capability
Investigate and describe Students continue simple patterns Understanding, Literacy
number patterns formed involving numbers and objects. communicating, Numeracy
by skip-counting and They count to and from 100 and problem solving and Critical and
patterns with locate numbers on a number line, reasoning. Creative Thinking
objects (ACMNA018). they can describe number
sequences resulting from skip
counting by 2s, 5s and 10s (ACARA
2018a).

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555
Word Count: 1726

Reference List
a. Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum v8.3, Mathematics,
Year 1 Achievement Standards, The Australian Curriculum, Assessment and Reporting Authority, viewed 22nd
March 2018, <http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=3#page=1>.
b. Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum v8.3, Mathematics,
Year 1 Level Description, The Australian Curriculum, Assessment and Reporting Authority, viewed 22nd March
2018, <http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=3#page=1>.
c. Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum v8.3, Mathematics,
Year 1 Work Samples, Satisfactory, The Australian Curriculum, Assessment and Reporting Authority, viewed
22nd March 2018,
<http://docs.acara.edu.au/curriculum/worksamples/Year_1_Mathematics_Portfolio_Satisfactory.pdf>.

Brady, L & Kennedy, K 2012, Assessment and Reporting; celebrating student achievement, 4th edn, Pearson Australia,
Frenchs Forest, NSW.

Donors Choose Organisation 2018, Attribute Blocks Pocket Set, Nasco, viewed 2nd April 2018,
<https://www.enasco.com/p/TB14351T>.

Macmillan, A 2009, Numeracy in early childhood education: shared contexts for teaching and learning, Oxford University
Press, Melbourne, Victoria.

Papic, M, Mulligan, T & Mitchelmore, M 2011, ‘Assessing the Development of Preschooler’s Mathematical Patterning’,
Journal for research in mathematics education, vol. 42, no. 3, pp. 237-269.

Woolfolk, A & Margetts, K 2013, Educational Psychology, 3rd edn, Pearson Australia, Frenchs Forest, NSW.

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555
Appendix

(1) Prior Knowledge Task- work samples

This work sample is deemed as satisfactory by a year 1 student according to the Australian Curriculum year 1
achievement standards.
- The student can generalise the number sequence using words and creates a simple increasing pattern using
objects and skip counting by 2 (ACARA 2018c).

This work sample is regarded as below average at a year 1 level according to the achievement standards for year 1 in
the Australian Curriculum.
- This student can create a simple pattern using objects (ACARA 2018c).

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555
This work is above average for year 1 student, according to the achievement standards of the Australian Curriculum.
- This student creates an increasing number pattern using objects and skip counting by 3’s. They record the
number patterns using numerals (ACARA 2018c).

(2) Attribute Blocks

Materials:
Attribute blocks
Paper
Pencils
Instruction cards

Make a pattern with 2 units of repeat.

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555

With your blocks create a pattern with 3 units of

repeat.

Can you make an increasing pattern?

1 2 3

(3) Patterns with Nature

Materials
Baskets,
Paper,
Pencils,
Glue,
Newspaper

(4) Finish the Pattern activity

Materials –
Picture cards
Pattern cards
Pencils
Paper
Glue sticks
Coloured paper

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555

(5) Increasing Patterns

Materials
Coloured paper
Pencils
Glue
Number line guide (children have pre made)

(6) Hop Scotch

Materials:
Chalk
Dice
Paper
Pencils

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Studies in Mathematics Education 2 EDUC 3063 Kellie Crogan
Trevor Feder ID110198555

(7) Summative Assessment: Checklist

Check
Concept/Skill Above Below Comment
Satisfactory
Satisfactory Satisfactory
Patterning with different
objects
Skip counting 2’s 5’s 10’s
Main Concepts
Problem Solving

Collaborating

Fluency
Thinking and
Reasoning
Working
Mathematically
Communicating
processes
Understanding