Teaching pack · Year 6 Algebraseegongsik /au
Rules That Grow Patterns: a week of ready-to-teach maths
Five days of lessons for Year 6 Algebra. Print this pack and the week is prepared.
AC9M6A01
recognise and use rules that generate visually growing patterns and number patterns involving rational numbers
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “A pattern is a rule, not a list”, “The step between the terms”, “Patterns can step by fractions”, “Position can tell you the term”, “The rule sets the speed of growth”.
seegongsik.com/au/y6/algebra/AC9M6A01
Aligned to Australian Curriculum V9 (AC9M6A01). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | A pattern is a rule, not a list | Practise the idea with talk, board and worksheet | Board: A pattern is a rule, not a list |
| 2 | The step between the terms | Practise the idea with talk, board and worksheet | Board: The step between the terms |
| 3 | Patterns can step by fractions | Practise the idea with talk, board and worksheet | Board: Patterns can step by fractions |
| 4 | Position can tell you the term | Practise the idea with talk, board and worksheet | Board: Position can tell you the term |
| 5 | The rule sets the speed of growth | Practise the idea with talk, board and worksheet | Board: The rule sets the speed of growth |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on rules that grow patterns. Ask: What did you practise today?
seegongsik.com/au/y6/algebra/AC9M6A01/pack
Day 1 · Teacher planDay 1 of 5
A pattern is a rule, not a list
Children practise “A pattern is a rule, not a list” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a pattern is a rule, not a list in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A pattern is a rule, not a list”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A pattern is a rule, not a list”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A pattern is a rule, not a list” on screen for the main block.
seegongsik.com/au/y6/algebra/AC9M6A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a pattern is a rule, not a list.
Day 1 · Worksheet
A pattern is a rule, not a list
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
The step between the terms
Children practise “The step between the terms” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the step between the terms in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The step between the terms”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The step between the terms”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The step between the terms” on screen for the main block.
seegongsik.com/au/y6/algebra/AC9M6A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the step between the terms.
Day 2 · Worksheet
The step between the terms
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Patterns can step by fractions
Children practise “Patterns can step by fractions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain patterns can step by fractions in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Patterns can step by fractions”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Patterns can step by fractions”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Patterns can step by fractions” on screen for the main block.
seegongsik.com/au/y6/algebra/AC9M6A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about patterns can step by fractions.
Day 3 · Worksheet
Patterns can step by fractions
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Position can tell you the term
Children practise “Position can tell you the term” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain position can tell you the term in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Position can tell you the term”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Position can tell you the term”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Position can tell you the term” on screen for the main block.
seegongsik.com/au/y6/algebra/AC9M6A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about position can tell you the term.
Day 4 · Worksheet
Position can tell you the term
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
The rule sets the speed of growth
Children practise “The rule sets the speed of growth” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the rule sets the speed of growth in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The rule sets the speed of growth”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The rule sets the speed of growth”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The rule sets the speed of growth” on screen for the main block.
seegongsik.com/au/y6/algebra/AC9M6A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the rule sets the speed of growth.
Day 5 · Worksheet
The rule sets the speed of growth
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Rules That Grow Patterns
Cut out. Hold up a card and give an example.
A pattern is a rule, not a list
Give an example.
The step between the terms
Give an example.
Patterns can step by fractions
Give an example.
Position can tell you the term
Give an example.
The rule sets the speed of growth
Give an example.
Store in an envelope labelled AC9M6A01.
Mini-check · End of week
Show what you know: Rules That Grow Patterns
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (rules that grow patterns) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.