Variables and Patterns

Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

Summary

Variables and Patterns Current

0 of 7
weeks
Subject Year Start date Duration
Mathematics Grade 6 Week 3, November 7 weeks 25 hours

Description

Students will be introduced to variables and patterns. They learn that variables are symbols representing unknown or changing
quantities. Variables act as placeholders for numbers or values that can vary. Students explore patterns, such as numerical,
geometric, and those found in tables or graphs. They develop skills to identify, extend, and describe patterns. By observing
relationships between pattern elements, students can determine underlying rules. They learn to predict and generate additional
terms based on patterns and describe them using variables, expressions, or equations. Understanding variables and patterns
helps students solve problems and make predictions, laying the foundation for advanced algebraic thinking and pattern
recognition in later grades.

Key and Related Concepts

Key Concepts

Key
Concepts Definition

Relationships are the connections and associations between properties, objects, people and ideas-including
the human community's connections with the world in which we live. Any change in relationship brings
Relationships consequences-some of which may occur on a small scale, while others may be far reaching, affecting large
networks and systems like human societies and the planetary ecosystem.

Related Concept(s)

Patterns, Representation

Inquiry

Global Context

Global Context Explorations to develop

Peoples, Exchange and interaction

Orientation in space
and time

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Variables and Patterns
 Variables and Patterns
Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

Statement of Inquiry

Representations of patterns can help in understanding relationships and to solve problems in our natural world.

Inquiry Questions

Type Inquiry Questions

Factual What is a pattern?

Factual What are variables?

Factual What are independent and dependent variables?

Conceptual How do we model patterns?

Conceptual How can variables be related to each other?

Conceptual How do you distinguish between dependent and independent variables?

Conceptual How can relationships (between variables) be displayed and analyzed with tables, graphs, and
equations?

Debatable Is there a mathematical pattern in our natural world?

Debatable Can the same variable be both dependent and independent?

Debatable Is it possible to represent every relationship in multiple ways using tables, graphs, equations?

Curriculum

MYP subject group objective(s)

A: Knowing and understanding

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations

ii. apply the selected mathematics successfully when solving problems

iii. solve problems correctly in a variety of contexts

B: Investigating patterns

i. apply mathematical problem-solving techniques to recognize patterns

ii. describe patterns as relationships or general rules consistent with correct findings

iii. verify whether the pattern works for other examples

C: Communicating

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements

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Variables and Patterns
 Variables and Patterns
Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

ii. use different forms of mathematical representation to present information

iii. communicate coherent mathematical lines of reasoning

iv. organize information using a logical structure

Skills
• Recognize problem situations in which two or more quantitative variables are related to each other
• Identify quantitative variables in situations
• Describe patterns of change between two variables that are shown in words, tables and graphs of data
• Construct tables and graphs to display relations among variables
• Observe relationships between two variables as shown in a table, graph, or equation and describe how the relationship can
be seen in each of the other forms of representation
• Use algebraic symbols to write equations relating variables
• Use tables, graphs, and equations to solve problems

Standards and Benchmarks

Ratios and Proportional Relationships

1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For
example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.”
“For every vote candidate A received, candidate C received nearly three votes.”

2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context
of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of
flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1

3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams, or equations.

a. Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the
tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours
to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being
mowed?

c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve
problems involving finding the whole, given a part and the percent.

d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying
or dividing quantities.

Expressions and Equations

1. Write and evaluate numerical expressions involving whole-number exponents.

2. Write, read, and evaluate expressions in which letters stand for numbers.

a. Write expressions that record operations with numbers and with letters standing for numbers. For example,
express the calculation “Subtract y from 5” as 5 – y.

b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view

Shen Wai International School

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Variables and Patterns
 Variables and Patterns
Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of
two factors; view (8 + 7) as both a single entity and a sum of two terms.

c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used
in real-world problems. Perform arithmetic operations, including those involving whole- number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of Operations). For example,
use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

3. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to
the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression
24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the
equivalent expression 3y.

4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of
which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name
the same number regardless of which number y stands for.

5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set,
if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set
makes an equation or inequality true.

6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem;
understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a
specified set.

7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for
cases in which p, q and x are all nonnegative rational numbers.

8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical
problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such
inequalities on number line diagrams.

9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an
equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as
the independent variable. Analyze the relationship between the dependent and independent variables using graphs and
tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph
ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and
time.

ATL Skills

ATL skills

Description
Learning Experiences:

Social:

Working in groups to solve problems

Coaching each other

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Variables and Patterns
 Variables and Patterns
Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

Thinking:

• Tackling more challenging and unfamiliar problems in the summative assessment

• Students use solve unfamiliar problems in which they have to estimate and calculate speed and time in their summative
assessment

Social

- II. Collaboration skills

Working effectively with others

Practise empathy

Help others to succeed

Thinking

- IX. Creative thinking skills

Generating novel ideas and considering new perspectives

Practise flexible thinking — develop multiple opposing, contradictory and complementary arguments

Developing IB Learners

IB Learner Profile

Thinkers

Communicators

Integration

International Mindedness

The students will be exposed to problems on a variety of contexts that will help them to develop multi-cultural awareness.

Connections

Service as Action

Use pre-assessment and formative assessment data to identify which students need revision. Then students who are proficient
can coach (with teacher guidance) the students who need revision.

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Variables and Patterns
 Variables and Patterns
Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

Assessment

Formative Assessment

DEC Grade 6.1 Math Criterion B Unit 2 Formative (Posted on 14 Nov, 2023)
1 Formative Formative Friday at 2:50 PM

Criteria B and C looking for patterns

NOV Grade 6.3 Math Criterion B Unit 2 Formative (Posted on 14 Nov, 2023)
30 Formative Formative Thursday at 2:50 PM

Criteria B and C looking for patterns

Summative Assessment
DEC Grade 6.1 Math Criterion B Unit 2 Summative (Posted on 14 Nov, 2023)
8 Summative Summative Friday at 12:30 PM

Summative on Number Patterns more information coming soon

DEC Grade 6.3 Math Criterion B Unit 2 Summative (Posted on 14 Nov, 2023)
6 Summative Summative Wednesday at 12:30 PM

Summative on Investigating Patterns, more information coming soon

MYP Assessment Criteria

N/A A: Knowing and understanding N/A B: Investigating patterns

N/A C: Communicating N/A D: Applying mathematics in real-life contexts

Learning Experiences

Learning Experiences and Teaching Strategies

Learning experiences:

• Contexts used which relate to the statement of inquiry, key concepts, related concepts and global context - a series of
investigations set in real-world contexts.

• Opportunities provided for students to demonstrate, explain to and collaborate with their peers - investigations largely
undertaken in mixed ability classes with mixed ability groups of 4-6 students.
• Students conduct a series of investigations into Variables; representations of relationships, including tables, graphs, words,
symbols and rates of change.
• Time is given in class for consolidation, both individually and collaboratively.
• Homework tasks are assigned to consolidate and extend, as appropriate.
• Emphasis on the importance of reflection in the ‘learning journey’ - investigations are reviewed in class and students add/edit
to their responses to make responses as complete as necessary; detailed and effectively communicated as they are able to.
• A Summative Assessment task is with task-specific clarifications of Achievement Level-Descriptors is done at the end of the
unit.

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Variables and Patterns
 Variables and Patterns
Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

• Teaching of Mathematics is performed in 2 classes of mixed ability. Investigations in each class are largely undertaken
collaboratively in smaller groups of 4-6 students of mixed ability. Each group explores and works within the same unit. Within
these groups, teachers use their judgement to provide learning opportunities which best address the needs of individual
learners. They may increase and decrease challenge and depth of the content based on outcomes of investigations, student
inquiry and/or support.
• Teachers link Maths to real-life contexts and use investigations with problem-solving activities which are applicable to the
lives of our students. In this way students engage with and take ownership of their learning.
• Open-ended investigations give students the opportunity to explore their understanding in an appropriate manner.
• ATL skills development: Thinking and Communication - expanding ESL Maths vocabulary.
• Investigations are previewed at home and translated by students. Students whose mother tongue is not English are given
extra support to ensure that terminology and key words are understood. Teachers emphasize communication skills
development and students are encouraged to use additional reference materials (e.g. vocabulary sheets, maths dictionaries,
other students who share a common language).
• Investigations are reviewed and students add/edit to make responses as complete, detailed and effectively communicated as
they are able to. Teachers use a wide variety of techniques as appropriate to a given concept/skill which include;
demonstration, modeling, questioning, exploring, scaffolding, guiding, challenging pre/miss-conceptions, emphasizing the
links between different concepts, underlining the importance of logical process and reasoning, encouraging ‘risk-taking’
when exploring ideas, highlighting the importance of the ownership of ideas and empowering students to make their own
discoveries.
• Formative assessment takes many forms; oral feedback and contributions to investigations( questioning students about what
they are doing, guiding peer assessment, encouraging questioning from the students as a ‘window’ into their understanding).
• Summative assessments (Criterion A and C) clearly link questions to task-specific rubrics (students are clear as to what is
being asked of them) and promote the ATL skills of thinking and communication.
• Interdisciplinary connection possibly with PE - Time, Rate, Distance, Average speed.

Teaching strategies:

• Teaching of Mathematics is performed in 4 classes of mixed ability. Investigations in each class are largely undertaken
collaboratively in smaller groups of 4-6 students of mixed ability. Each group explores and works within the same unit. Within
these groups, teachers use their judgement to provide learning opportunities which best address the needs of individual
learners. They may increase and decrease challenge and depth of the content based on outcomes of investigations, student
inquiry and/or support.
• Teachers link Maths to real-life contexts and use investigations with problem-solving activities which are applicable to the
lives of our students. In this way students engage with and take ownership of their learning.
• Open-ended investigations give students the opportunity to explore their understanding in an appropriate manner.
• ATL skills development: Thinking and Communication - expanding ESL Maths vocabulary.
• Investigations are previewed at home and translated by students. Students whose mother tongue is not English are given
extra support to ensure that terminology and key words are understood. Teachers emphasize communication skills
development and students are encouraged to use additional reference materials (e.g. vocabulary sheets, maths dictionaries,
other students who share a common language).
• Investigations are reviewed and students add/edit to make responses as complete, detailed and effectively communicated as
they are able to. Teachers use a wide variety of techniques as appropriate to a given concept/skill which include;
demonstration, modeling, questioning, exploring, scaffolding, guiding, challenging pre/miss-conceptions, emphasizing the
links between different concepts, underlining the importance of logical process and reasoning, encouraging ‘risk-taking’
when exploring ideas, highlighting the importance of the ownership of ideas and empowering students to make their own
discoveries.
• Formative assessment takes many forms; oral feedback and contributions to investigations( questioning students about what
they are doing, guiding peer assessment, encouraging questioning from the students as a ‘window’ into their understanding).
• Summative assessments (Criterion A and C) clearly link questions to task-specific rubrics (students are clear as to what is
being asked of them) and promote the ATL skills of thinking and cummunication.
• Interdisciplinary connection possibly with PE - Time, Rate, Distance, Average speed.

Shen Wai International School

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Variables and Patterns
 Variables and Patterns
Shen Wai International School David Platt, Midori Neaton, Janet Bailey, Sangha Chakraborty, Fredrick Kibe

IB MYP Mathematics (Grade 6) 6.2

Differentiation
• Guidelines, essential agreements, classroom expectations and procedures are posted on classroom walls
• Differentiated teaching and learning will happen by providing examples (work samples; task-specific clarifications of
assessment criteria)
• Structuring support (flexible, mixed ability grouping for collaborative work when working on investigations)
• Previewing of investigations
• Establishing interim and flexible deadlines(formative assessments)
• Using Math dictionaries and keeping an ongoing vocabulary journal
• Different resources are made available in the classroom and on LMS
• Adjusting the pace of learning experiences

Stream & Resources

Resources

Note posted on Sep 7, 2015 at 3:29 PM

• A vocabulary list on the school server

• Connected Math Project Grade 6 - Variables and Patterns Investigations on school server

• Casio fx-991ES Plus Scientific calculator

• Mathematics for the international student 7 IBMYP 2 (Hease and Harris) - Textbook: Chapters 8, 13 and 17
• A Maths Dictionary (Abdelnoor and Chandler)
• Oxford Studenent's Mathematics Dictionary (Tapson)
• Summative assessment with rubric - Criterion A and C
• Summative assessment with rubric - Criterion C and D
• Formative assessment http://www.mathletics.asia/
• Formative assessment http://www.myimaths.com
• Formative assessment - Vocabulary Knowledge Rating (VKR) sheet

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