Mathematics Unit Plan

Curriculum Area: Mathematics Year: Six

Title: Patterning, Fractions and Angles Duration: 3 Weeks
Unit Outline

Throughout this unit, students investigate a number of mathematical topics relating to the Year Six, Year Level
Description and Content Descriptors. Students will use an inquiry question to begin their inquisition into growing
geometric patterns. Students will discuss the relationship of one pattern segment to the next and describe how
the pattern is growing then predict the next segment in this pattern. Students will use another inquiry question
that will test their thinking on mental strategies appropriate for multiplication. Students will brainstorm and use
strategies such as the double-and-half strategy and the partitioning strategy to mentally multiply whole numbers
by a number with a decimal place. The final inquiry question will be used to test student’s thought on angles.
Students will discern necessary parts of an angle and be able to calculate the degree of an angle with and
without a protractor.
Key Inquiry Question/s:
As this unit delves into a number of mathematical topics, three key inquiry questions have been developed:

- How can addition and multiplication assist with extrapolating information to explain geometric patterns?
- What mental strategies could be used to multiply whole and decimal numbers?
- What are the properties of angles?
Year Level Description:
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of
mathematics content across the three content strands: number and algebra, measurement and geometry, and
statistics and probability. The proficiencies reinforce the significance of working mathematically within the
content and describe how the content is explored or developed. They provide the language to build in the
developmental aspects of the learning of mathematics. The achievement standards reflect the content and
encompass the proficiencies.

At this year level:

- understanding includes describing properties of different sets of numbers, using fractions and decimals
to describe probabilities, representing fractions and decimals in various ways and describing connections
between them, and making reasonable estimations
- fluency includes representing integers on a number line, calculating simple percentages, using brackets
appropriately, converting between fractions and decimals, using operations with fractions, decimals and
percentages, measuring using metric units and interpreting timetables
- problem-solving includes formulating and solving authentic problems using fractions, decimals,
percentages and measurements, interpreting secondary data displays and finding the size of unknown
angles
- reasoning includes explaining mental strategies for performing calculations, describing results for
continuing number sequences, explaining the transformation of one shape into another and explaining
why the actual results of chance experiments may differ from expected results.

Year Level Achievement Standard:

By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers.
They describe the use of integers in everyday contexts. They solve problems involving all four operations with
whole numbers. Students connect fractions, decimals and percentages as different representations of the same
number. They solve problems involving the addition and subtraction of related fractions. Students make
connections between the powers of 10 and the multiplication and division of decimals. They describe rules used
in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the
metric system and choose appropriate units of measurement to perform a calculation. They make connections
between capacity and volume. They solve problems involving length and area. They interpret timetables.
Students describe combinations of transformations. They solve problems using the properties of angles. Students
compare observed and expected frequencies. They interpret and compare a variety of data displays including
those displays for two categorical variables. They interpret secondary data displayed in the media.

Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add,
subtract and multiply decimals and divide decimals where the result is rational. Students calculate
common percentage discounts on sale items. They write correct number sentences using brackets and order of
operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They
construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals and
percentages.

Student Prior Knowledge:

Throughout terms one and two, students have completed mathematical studies that correlate with the following
content descriptors from the Australian Curriculum:

- Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122)
- Select and apply efficient mental and written strategies and appropriate digital technologies to solve
problems involving all four operations with whole numbers (ACMNA123)
- Investigate everyday situations that use integers. Locate and represent these numbers on a number
line (ACMNA124)
- Solve problems involving addition and subtraction of fractions with the same or related
denominators (ACMNA126)
- Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the
results are terminating decimals, with and without digital technologies (ACMNA129)
- Connect decimal representations to the metric system (ACMMG135)
- Convert between common metric units of length, mass and capacity (ACMMG136)

(ACARA, 2018)

Learning Intentions:
Students will understand strategies used to multiply decimals by whole numbers.

Students will understand how to decipher the degree of an unknown angle using given angles.

Students will understand how to measure an angle using a protractor.

Students will identify the degree of a quarter rotation, a half rotation and a full rotation without the use of a
protractor.

Students will know how to find a vertically opposite angle.

Students will know how to find an adjacent angle.

Students will know how to describe the rule used to create a sequence.

Students will understand how to predict the next segment in a sequence.

Content descriptors:
1.
Multiply decimals by whole
numbers and perform
divisions by non-zero
whole numbers where the
results are terminating
decimals, with and without
digital
technologies (ACMNA129)
- interpreting the
results of
calculations to
provide an answer
appropriate to the
context
2. 3. General capabilities and
cross curricula priorities
Investigate, with and Continue and create
without digital sequences involving whole Literacy
technologies, angles numbers, fractions and The General Capability of
on a straight line, decimals. Describe the rule Literacy is addressed
angles at a point and used to create throughout this unit where
vertically opposite the sequence (ACMNA133) vocabulary specifically used
angles. Use results to for mathematical concepts
find unknown are defined and used
- investigating
angles (ACMMG141) continually in context
additive and
throughout the unit
- identifying multiplicative
(ACARA, 2018). Specific
the size of a patterns such as the language used throughout
right angle as number of tiles in a this particular unit includes
90° and geometric pattern, the words, partitioning,
defining or the number of multiplication, addition,
acute, obtuse, dots or other angles, vertex, adjacent,
straight and shapes in geometric and numerical
reflex angles successive repeats patterning, numerator and
- measuring, of a strip or border denominator, rotation and
estimating pattern looking for degrees.
and patterns in the way
comparing the numbers Numeracy
angles in increase/decrease The explicit teaching of
degrees and patterning in the Learning
classifying Area of Mathematics,
angles overlaps with the General
according to Capability of Numeracy
their sizes where students need to
- recognising recognise and use
and using the patterning and
relationships to predict
two alternate
further patterning (ACARA,
conventions
2018). Furthermore, with
for naming
the use of fractions and
angles decimals in this unit, the
General Capability of
Numeracy is being
addressed some more
where students
demonstrate their
understanding of what a
decimal or a fraction
represents (ACARA, 2018).
ICT competence
 Critical and creative
thinking
Ethical behaviour
Personal and social
competence
Intercultural
understanding

Aboriginal and
Torres Strait Islander
histories and cultures

ASIA Asia and Australia’s

engagement with
Asia

SUST Sustainability
Overview of Differentiation Strategies
In order to cater to diverse learners throughout this unit, a range of teaching strategies, reasonable adjustments
and alternate or extra activities will be offered. Brain Boosters are accessible each lesson to extend the learning of
students by offering different ways of using strategies learned throughout the lesson. Helping Hand activities or
supports are accessible each lesson to ensure each student can access the content being taught (Education
Queensland, 2018).

Collaborative teaching and learning strategies such as, peer teachers, group work, working in a pair and working
in a small group with a teacher or teacher aide are all strategies found in this unit plan. This collaboration allows
for the development of both academic understanding and social understanding (Khalifa, 2012).

Student correction of their own work allows students to take responsibility for their own learning (Waring & Evans,
2015). This means they need to find or ask where they’ve gone wrong in the problem solving process in order to
get the problem right next time.

Overview of Teaching and Assessment Strategies

Observational strategies are implimented throughout this unit to ensure both the teacher and students are aware
of any misconceptions being made. These misconceptions can be retaught to the whole class or explained to an
individual student based on the extent the misconception travels.

Formative assessment occurs in the textbook where the student and the teacher identify the incorrect working in
the problems being solved (James, 2010). Again, these corrections could be retaught to the whole class or directly
to the student involved based on what is needed for those students to achieve.

At the conclusion of this unit, a summative assessment piece is completed by the students to ensure they’ve
understood the content (James, 2010). Should many of the students have misunderstood the content, the teacher
could then speak to the students about what teaching they liked throughout the unit and what teaching could be
changed to better suit their learning. This will ensure student learning is catered for to obtain the best results for
those students.

Learning Sequence Overview

The purpose of this section is to provide the ‘big picture’ overview of the lessons. These are not fully developed
lesson plans. Add as many lessons as necessary to complete the unit. See the example below.
Lesson 1 — Geometric Patterns

Lesson objectives
Students will:
- investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern

Evidence of learning
Can the student:
- describe numerical patterns from a geometric arrangement?

Learning sequence
- Project and discuss a growing geometric pattern
- Project table and fill in according to the growing geometric
pattern This Brain Booster was appropriate
- Graph the information from the table for some students but it was too
- Complete corresponding page in textbook in pairs easy and repetitive for other
- Students mark work and identify mistakes students. A new Brain Booster
- Reflect on graphs and tables. Which do you prefer for data activity could include a growing
representation? pattern using paddle-pop sticks and
- Helping Hand: Students work together in a small group with
match sticks. This would require
the teacher using paddle-pop sticks to create various growing
students to create a growing pattern
geometric patterns.
- Brain Booster: Students use paddle-pop sticks to create their using two different aspects and it
own geometric pattern (Origo Education, 2018). Students would require another segment in
share their new pattern with a friend who transfers the the table.
growing geometric pattern information into a table in their
grid books (Origo Education, 2018).

Resources
- Projector
- Geometric pattern projected onto the board:
- Student textbook
- Paddle-pop sticks

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group at a table with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during group work
 Recorded as anecdotal notes
Lesson 2 — Number Patterns

Lesson objectives
Students will:
- Continue and create sequences involving whole numbers and geometric patterns.
- Describe the rule used to create the sequence.

Evidence of learning
Can the student:
- describe numerical patterns from a geometric arrangement?

Learning sequence
- Project and discuss a growing pattern using whole numbers Some students did not like being
- Ask students how the numbers create a pattern asked to be part of the group
- Project a geometric pattern and several number patterns
working with the teacher. I tried to
matching the geometric pattern
break the stigma by allowing anyone
- Ask students how the numbers match the pattern
- Complete the corresponding page in textbook in pairs to join in down on the floor and let
- Students mark work and identify mistakes every person have a go using the
- Reflect on strategies that make it easier to find the n th MAB Blocks and Toothpicks.
number in a pattern
- Helping Hand: Students work in a small group with the
teacher on the floor using MAB Blocks and Toothpicks where needed.
- Brain Booster: Students work together to find the 10th segment in each pattern in their textbook.
Students then create the first three segments of their own growing pattern. Students switch patterns
with a friend and find what the 10th segment in that pattern would be.

Resources
- Projector
- Geometric pattern and matching number patterns:
(1, 4, 9 etc.) (1, 2, 3 etc.)
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group on the floor with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Recorded as anecdotal notes
Lesson 3 — Comparing Numerical Patterns

Lesson objectives
Students will:
- Continue comparable sequences involving whole numbers.
- Describe the rule used to relate the sequences.

Evidence of learning
Can the student: Student A, a student that normally
- Explain the relationship between two numerical patterns. finishes her work on time and
completes the Brain Booster
Learning sequence activity, did not like the idea of
- Project and discuss a growing geometric pattern helping someone else in the class.
- Ask students what changes from one picture to the next She helped a classmate for one
- Ask what we could write about the pictures question before resorting to giving
- Create a table to organise the information them the answers – possibly so that
- Complete corresponding page in textbook in pairs she could work on something else.
- Students mark work and identify mistakes She was given a “Think Tank”
- Reflect on strategies that make it easier to find the nth number problem to solve while the rest of
in a pattern the class finished their work.
- Helping Hand: Students use counters and blocks to physically
create the pattern and add the next segment.
Image 1.0

- Brain Booster: Students that completed the work assigned

correctly were asked to team up with someone that hadn’t quite
finished to help find the relationship from one segment of a
pattern to the next.

Resources
- Projector
- Geometric pattern:
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or
ask a peer for help

Assessment Strategies This image shows students using

- Formative assessment during individual work in textbook (verbal the counters to physically create
and written feedback) the growing pattern.
 Observation during textbook work
 Recorded as anecdotal notes
Lesson 4 — Patterns with Decimals and Fractions

Lesson objectives The students in the Helping Hand

Students will: group had forgotten what a fraction
- Continue and create sequences involving fractions and and a decimal represented. In order
to rectify the situation, we stopped
decimals.
completing the work from our text
- Describe the rule used to create the sequence.
book and each cut a white piece of
Evidence of learning A4 -paper into ten equal strips.
Can the student: These strips were all labelled with
- Continue sequences involving fractions 0.1 on one side and 1/10 on the
- Continue sequences involving decimals other side (everyone used a
different coloured pen to write this).
Learning sequence I explained to the group that each
- Write a number line between 0 and 2 wholes. strip was worth one-tenth of a
- Ask students how they would write the pattern using decimals whole and that this is how we write
if it started at zero and the pattern grew by two-tenths at a one-tenth as a decimal and a
time fraction. I explained that when we
- Ask students how they would write the pattern using fractions had all our one-tenths together, we
if it started at zero and the pattern grew two-tenths at a time had ten-tenths which is the same as
- Ask what students notice about the denominator/numerator? one whole piece of paper.
- Complete the corresponding page in textbook in pairs
- Students mark work and identify mistakes The question in their textbook asked
- Reflect 3b of the textbook, what rule did the students write? us to add four-tenths at a time so
Why? we used all our cut up pieces of
- Helping Hand: Students work on the floor with the teacher and paper and starting at zero we added
a number line. four-tenths at a time. When we had
- Brain Booster: Students use the inquiry question: “How have 10 purple tenths and 2 green tenths,
field event scores changed over the past 3 Olympic Games?” we knew we had one whole and two
Students are required to research the times or distances
tenths, and so on.
needed to score a particular field event. Students are required
to draw a table and input the data from the last 3 Olympic
Games and write a conclusion explaining the data and changes they’ve found (Origo Education, 2018).

Resources
- Whiteboard
- Number Line:
- Student textbook
- Computer

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Recorded as anecdotal notes
Lesson 5 — Multiplying Mentally

Lesson objectives
Students will:
- Solve realistic multiplication problems that include decimal and whole numbers

Evidence of learning
Can the student:
- Multiply decimals by whole numbers without an algorithm
- Provide an answer appropriate to the context This lesson was cut short because
Students needed to practice for a
Learning sequence Mass ritual they were involved in.
- Write _____ x_____ x_____= 600 Boxes Students revisited this work as a
- Ask students to solve this problem catch-up activity once they had
- Ask: What strategies could you use to mentally solve this finished their work for other
problem? subjects. Students that did not get
- Get students to explain their strategies to the class
time to revisit this lesson, will do so
- Write $56 for 5 nights, how much altogether? $49 for 6 nights,
as part of their revision for this unit.
how much altogether?
- Ask students to solve these problems
- Get students to explain their strategies to the class
- Complete the corresponding page in textbook in pairs
- Students mark work and identify mistakes
- Reflect on question 4 of the textbook, what strategies did students use?
- Helping Hand: Students will work in a small group with the teacher or teacher aide.
- Brain Booster: Students will finish the Brain Booster activity from last lesson.

Resources
- Whiteboard
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Lesson 6 — Strategies for Multiplying Mentally

Lesson objectives
Students will:
- Solve realistic multiplication problems that include decimal and whole numbers

Evidence of learning
Can the student:
- Multiply decimals by whole numbers without an algorithm
Some students did not understand
- Provide an answer appropriate to the context
how to multiply mentally. They tried
to use their laminated sheets with
Learning sequence
number facts but the concept was
- Write _____ x_____ x_____= 960 Boxes (imagine they are not being grasped. I allowed these
stacked boxes, what are the dimensions?) students to use the formal
- Ask students to solve this problem
multiplication algorithm they had
- Ask: What strategies could you use to mentally solve this
learnt earlier in the year.
problem?
- Get students to explain their strategies to the class Students were not able to complete
- Project area of carpet (rectangle) the factor tree Brain Booster as they
Talk about: Multiplying tens then ones were still working on the Olympic
12 x 25 is the same as 6 x 50
challenge from two lessons ago.
- Complete the corresponding page in textbook in pairs
- Students mark work and identify mistakes
- Reflect on what mental strategy worked best for each student
- Helping Hand: Students were able to use laminated sheets with their number facts written on them
(times tables from 1 x 1 to 12 x 12). Students were also encouraged to work with a teacher in a small
group for this lesson.
- Brain Booster: Students will complete a factor tree sheet and create their own factor tree.

Resources
- Whiteboard
- Projector
- Rectangle and dimensions:
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Lesson 7 — Double-and-Halve Strategy with Money

Lesson objectives
Students will:
- Use the double-and-half strategy to solve realistic multiplication problems that include decimal and whole
numbers relating to money

Evidence of learning
Can the student:
- Multiply dollars and cents by whole numbers using the double-and-half strategy

Learning sequence
- Write _____ x _____ = 60 square metres Some students in the Helping Hand
- Allow students time to find the answer group still struggled with multiplying
- Ask: What strategies could you use to mentally solve this mentally. I spoke to my supervising
problem? teacher and she agreed to continue
- Explain the double and halve strategy to allow them to use the formal
- 5 x 12 = 60 multiplication algorithm to find the
2.5 x 24 = 60 answers.
1.25 x 48 = 60
- Project Comic Book question (12 issues x $1.25 = ______)
- Solve as a class
- Complete the corresponding page in textbook in pairs
- Students mark work and identify mistakes
- Reflect: How did you decide which number to double and which one to halve?
- Helping Hand: Students receive prompting from teacher to double one number and half another number
before multiplying the numbers together.
- Brain Booster: Students work on a worded puzzle page from Maths World 7 (Mottershead, Thompson, &
Wrightson, 1980).

Resources
- Whiteboard
- Projector
- Comic Book question
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Lesson 8 – Multiplying Decimals

Lesson objectives
Students will:
- Use the double and half strategy to make multiplying decimal numbers more manageable

Evidence of learning
Can the student:
- Multiply decimals by whole numbers using the double-and-half strategy

Learning sequence
- Write _____ x _____ = 120 square metres
- Allow students time to find the answer
- Ask: What strategies could you use to mentally solve this problem? Student A was asked to
- Review the double and halve strategy take a problem from Think
- 3 x 40 = 120 Tank instead of engaging in
1.5 x 80 = 120 the Brain Booster activity.
0.75 x 160 = 120
- Solve question 1 in the textbook together
- Complete the corresponding page in textbook in pairs
- Students mark work and identify mistakes
- Reflect: How did you decide which number to double and which one to halve?
- Helping Hand: Students try mental strategies can use the formal multiplication algorithm if they get
stuck.
- Brain Booster: Students that complete their work quickly and correctly are asked to team up with a
person in the class that is not yet finished so as to help them work out the problems (not give them the
answers).

Resources
- Whiteboard
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Lesson 9 — Working with angles

Lesson objectives
Students will:
- Name, estimate and measure angles

Evidence of learning
Can the student:
- Name angles
- Estimate the degree of angles
- Measure the degree of angles The textbook asked students to
draw a number of identical kites
Learning sequence joined together at a point in a full
- Explain: 1 degree is 1/360 of a full turn rotation. Students were too
- Ask: How many degrees in a quarter turn? How do you know? invested in the kite shape and were
How many degrees in a 1/3rd of a turn? getting confused. I said the students
What about 1/6th? could use any shape as long as each
1/10th?
shape used an identical angle at the
- Remind students of Obtuse, Acute and Reflex angles
vertex.
- Allow students to complete corresponding page in textbook in
pairs
- Students mark work and identify mistakes
- Reflect: Estimates – were students estimates close? Why/why not?
- Helping Hand: Students use a number of physical shapes to form a full rotation rather than drawing it on
their page. Students work out what the angle of the part of the shape touching the vertex is.
- Brain Booster: Using coloured pencils, students write their names using only straight lines on a white A4
sheet of paper. Students then measure the angles within their names (Teach Starter Pty Ltd, 2018).

Resources
- Whiteboard
- Class set protractors
- Student textbook
- 30 x white A4 paper
- Student coloured pencils

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer for help

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Lesson 10 — 360° Angles

Lesson objectives
Students will:
- Understand that 360° is a full rotation

Evidence of learning
Can the student:
- Name several combinations of angles that add to a full rotation (360°)
- Draw identical shapes to show a 360° rotation
- Find unknown angles without using a protractor

Learning sequence
- Review: one full-turn = 360°, one half-turn = 180°, one Students are copying my “point”
quarter-turn = 90°, one three-quarter-turn = 270° movement for the vertex and my
- Remind students of a point/vertex (use hand signals) “arm in the air” movement for the
- Project various angles: If 360° is a full-turn, how many more arm. I think this is great news
degrees are needed to complete the full turn? because it might help them
- As a class complete the first relevant question in the student’s
remember what these words mean
textbook
in the test.
- Allow students to complete the corresponding page of the
textbook in pairs
- Students mark their own work and identify their mistakes to the teacher so that they might be rectified
on the whiteboard for everyone to learn from
- Helping Hand: Students work on the Brain Booster activity from last lesson with the help of a peer
teacher.
- Brain Booster: Students use straight lines to write the first letter of their name in bubble-writing.
Students then use straight lines to create shapes within their letter. Students identify and write at least 8
angles they have created within their letter (Teach Starter Pty Ltd, 2018).

Resources
- Whiteboard
- Class set of protractors
- 30 x A4 White paper
- Student colours
- Student rulers
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer who understands

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Lesson 11 — Angles in Right Angles and on Straight Lines

Lesson objectives
Students will:
- Understand that right angles are made up of a 90° rotation
- Understand that straight angles are made up of 180° rotation
Evidence of learning
Can the student:
- Identify how many more degrees are needed to make a right angle?
- Identify how many more degrees are needed to make a straight angle?

Learning sequence
Students are enjoying the Brain
- Project and solve questions 1, 4, 5, 7, 8 and 11 from Origo
Slate, Module 6, Lesson 11, as a class
Booster activities so we have
- Explain that you solve the questions by adding what is needed
decided to decorate the classroom
to make a full rotation (360°), a half rotation (180°) or a quarter with them.
rotation (90°).
- Solve the first question in the student’s textbook as a class
- Allow students to complete the page in the textbook in pairs
- Students mark their own work and identify where they went wrong so they can amend their mistake
themselves or with teacher help
- Helping Hand: Students work on the Brain Booster activity from last lesson with the help of students who
have started and understand.
- Brain Booster: Students finish working on the two previous lesson’s Brain Booster activities.
Resources
- Whiteboard
- Projector
- Origo Slate
- Protractors
- Student textbook

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer who understands

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Lesson 12 — Angles that are Vertically Opposite

Lesson objectives
Students will:
- Understand that vertically opposite angles are angles found where continuous straight lines are used.
They are directly opposite each other and share a vertex.
- Understand what adjacent angles are

Evidence of learning
Can the student:
- Identify whether an angle is vertically opposite or not
- Identify whether an angle is adjacent to another angle or not

Learning sequence
- Project an example of vertically opposite angles
Students enjoyed using the
- Project an example of angles that are not vertically
smartboard to identify a vertex,
opposite
identify an arm, circle angles that
- Compare the two
are vertically opposite to each other
- Note important factors for vertically opposite angles:
continuous straight lines, directly opposite, share a and circle angles that are adjacent
vertex to each other.
- Project an example of adjacent angles
- Project an example of angles that are not adjacent
- Compare the two
- Note important factors for adjacent angles: share a vertex, share an arm
- Solve the first question in the student’s textbook as a class
- Allow students to complete the page in the textbook in pairs
- Students mark their own work and identify where they went wrong so they can amend their mistake
themselves or with teacher help
- Helping Hand: Students use different colours to circle vertically opposite angles and adjacent angles in
their textbooks.
- Brain Booster: Students finish working on the two previous lesson’s Brain Booster activities and see if
they can identify any vertically opposite angles or adjacent angles in their designs.

Resources
- Whiteboard
- Projector
- Vertically opposite angles:
- Adjacent angles:
- Student textbook
- Protractors

Safety Considerations/classroom organisation

- Students needing guidance sit together in a group with teacher or ask a peer who understands

Assessment Strategies
- Formative assessment during individual work in textbook (verbal and written feedback)
 Observation during textbook work
 Class discussion and feedback
Table 2.6 Unit Plan Reflection
I believe this unit catered appropriately for students with diverse needs in the classroom. In some cases,
the unit plan needed to be rectified in order to better carer for high achieving students that needed a
stimulating challenge. Similarly, the unit needed to be rectified in places for students who needed extra
scaffolding for understanding. I think the most valuable moment of teaching in this unit came from
something I made up on the spot. Some students had either forgotten previous lessons or had
misunderstood fraction and decimal concepts. Using the only materials, I had available to be in the
classroom at the time, I gave each of these students scrap paper and a ruler and together we cut one
whole piece of paper into ten parts. This visual representation really assisted the students in the group
and helped them complete a problem in their textbook.
This amendment to the lesson demonstrates my understanding of Graduate Attributes 1.2, Understand
How Students Learn, 1.3, Students with Diverse Linguistic, Cultural, Religious and Socioeconomic
Backgrounds and 5.1, Assess Student Learning. Understanding that these students were learning English
as a second language and were not understanding the mathematical concept at the time, prompted me
to try a visual approach which helped them solve the same problem the rest of the class was solving at
the time.
Throughout this unit plan I have mentioned things that did work well in the classroom setting and things
that could be improved upon. This insight demonstrates my understanding of Graduate Attribute 3.6,
Evaluate and Improve Teacher Programs. This program is definitely one that benefitted from adjustments
whether they be included on the spot or after the fact.