Introduction
Introduction
Webquest on Analysing number sequences that include multiples.
I have designed this webquest to help students learn the maths of how to investigate Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 (ACMNA074 - Scootle )
Do you struggle to establish number sequences such as 3, 4, 6, 7, 8 and 9? Then this webquest can help you understand! Together we will learn, how to identify numerical characteristics of spatial patterns, how to extend numerical patterns, how to enter data into tables and how to generalise multiplicative patterns and rules using words and algebraic forms. When you are ready to get started and find out your task click on the "task" button below!
Task
Task
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074 - Scootle )
This webquest will lead to three different lessons on nuber sequencing. We will learn about:
How to identify numerical characteristics of spatial patterns
How to extend numerical patterns
How to enter data into tables and how to generalise multiplicative patterns and rules using words and algebraic forms
This webquest will hopefully clarify any uncertainties students may have about sequence numbers, as well as help them to learn how to do so successfully
Click on the "process" button to continue to the three pre-planned lessons.
Process
Process
In order to fully understand the properties number sequencing, you will need to work through all the lessons. Be sure to read all the instructions. Start by reading through lesson 1.
LESSON ONE
In this lesson you will be Double, Triple, Quadruple Numbers
ACMNA074 - Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9, recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences.
LESSON TWO
In this lesson we will investigate how to Formulate patterns through multiplying
LESSON THREE
In this last lesson we will evaluate learning and ensure sequences are calculated correctly and understood.
Lesson Plan 1
Unit/Topic: Mathematics
Date: 14/1/22
Key Learning Area: Number and Algebra
Year Level: 4
Outcomes:
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075 - Scootle )
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074 - Scootle )
LESSON OUTCOME:
Formulating patterns through multiplying
LESSON STRUCTURE:
Introduction (Set):
Teaching speaking time
5 mins
-Introduce the topic and get students to sit in pairs. Speak on sequences in general and explain simple ones, then show the patterns in sequences and introduce how multiplication takes place in this process
Activity- think, pair, share stratergy:
Let students think about the topic for a minute and then ask them to discuss with their desk buddy how we could determine whether a number is odd or even. Ask students to put their hands up to share their answers (or choose a random student to do so).
Expand on the discussion by helping them out if they are stuck, through natural questioning and conversation.
Think, pair, share
Main Content:
Teaching speaking time
10 mins
Activity- Calculations
Students to write in their workbooks the following numbers
10
15
21
Then they are to double, triple and quadruple the numbers, then students are to discuss how they did it? Was is easy? Is there an easier way to complete the task? Maybe multiplication?
Now students to complete the same process with the following numbers
Double: 63, 37, 198
Triple: 34, 91, 613
Quadruple: 28, 16, 326
Conclusion:
Teaching speaking time
3-4 mins
Review and reflect- ask students what they felt they did well or what they learned. You can ask students to show thumbs up or down if they are confident about identifying patterns
Resources
(Include equipment required for class and/or for teacher preparation)
White boards and markers
Twinkl.com.au. (2022). Retrieved 14 January 2022, from https://www.twinkl.com.au/resource/double-triple-quadruple-numbers-au-n-2548944.
calculators
Assessment
Observe, record, store notes
Lesson Plan
Unit/Topic: Mathematics
Date: 05/02/2022
Key Learning Area: Number and Algebra
Year Level: 4
Outcomes:
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075 - Scootle )
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074 - Scootle )
LESSON OUTCOME:
Formulating patterns through multiplying
LESSON STRUCTURE:
Teaching speaking time
5 mins
-Introduce the topic. With this differentiated lesson, students learn how to skip-count by 2s, 5s, and 10s, and recognize number patterns. Additionally, they use a calculator to help them count, which is where vast differences can occur.
Focus: Tell students today we are revising what we learnt last week and continuing the new topic ‘number patterns’
Teacher asks: Who can tell me what number patterns are?
Activity- In this lesson the learners will (WALT):
Skip count by 2’s, 5’s and 10’s
Helpful work sheet link
Main Content:
Teacher speaking time
10-15 mins
Activity
Play ‘stand up, sit down’ game.
The teacher misses out one number on purpose, e.g. 5, 10, 20, 25, 30 etc.
When the children think that a number has been missed out they have to sit down as quickly as possible. The last person standing up is eliminated.
Next students should work together to find a pattern. Students to be shown a copy of 100 grid, teacher to start discussion “what pattern would we have if we coloured in every 4th number?” Allow time for children to discuss their answer.
Use the calculator's constant function to demonstrate how to skip count. You can teach them how to skip count by 1's and then by 10's by sitting in a circle with their calculators. Then demonstrate how to skip count by 10's, 5's, and 2's using the calculator's constant function.
A mystery number is given to students as part of the calculator count. Using the constant function on their calculators, students count forward by 10s from the mystery number. A strip of colored paper is used to record the pattern of their counting. They can also use their calculator to count backwards.
Conclusion
Teacher speaking time
3-4 mins
Share/Explain/Justify/Reflect: Ask students to share the patterns they have made.
Consolidate: How can counting by 2s be helpful in everyday life?
Extend: Who can count up by 15’s?
Resources
100s chart https://www.australiancurriculumlessons.com.au/wp-content/uploads/2014/04/100s-chart1.pdf
Calculators
Coloured strips of paper
Assessment
Record observations of students
Lesson Plan
Unit/Topic: Mathematics
Date: 10/2/22
Key Learning Area: Number and Algebra
Year Level: 4
Outcomes:
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075 - Scootle )
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074 - Scootle )
LESSON OUTCOME:
Formulating patterns through multiplying
LESSON STRUCTURE:
Teacher speaking time
5 mins
Discuss that patterns follow the same format no matter the value.
Can you identify the missing numbers? Students will use their number sense and logic skills to find the missing number in each of 18 sequences.
Main Content:
Teaching Speaking time
10-15 mins
This lesson plan is designed to evaluate the students learning for assessment.
Helpful work sheet
https://www.education.com/download/worksheet/98728/number-sequences.pdf
Students to fill out the following missing sequences;
Example: 1,2, ____, 4
Outcome: 1,2,3,4
Students to complete the following
1. 2,4__,8
2. 1,5____,13
3. 3,6,____,12
4. 5,__,15,20
5.1,____9,27
6. 4, ___, 16, 32
7. 6, 8,___ , 20
8. 4, 5,____ , 10
9. 4, 9, 16,___
10. 8, 16, 24, 32___
11. 0, 1, 1, 2, 3, 5,___
12. 30, 28, 26, 24___
13. 16, 12, 8,___
14. 27, 26, 24, 21,___
15. 32, 30, 26, 18___
Conclusion:
Teaching speaking time
3-4 mins
Revise and reflect- ask students what they feel they did well or if they learnt something new.
Resources
Calculators
white board and markers
work sheets
Assessment
Record observations and mark work sheet
Conclusion
Learning Outcomes
This webquest is designed to ensure students have an understanding of number sequences
Australian curriculum (ACARA) Achievement standard
By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.
Credits
Online activities, games, and resources
Teaching Number Patterns - A Maths Lesson for 1/2/3 - Australian Curriculum Lessons. Australian Curriculum Lessons. (2022). Retrieved 14 January 2022, from https://www.australiancurriculumlessons.com.au/2014/04/07/teaching-number-patterns-a-maths-lesson-for-123/.
Mathematics. Australiancurriculum.edu.au. (2022). Retrieved 14 January 2022, from https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?year=11755&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probability&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false.
Twinkl.com.au. (2022). Retrieved 14 January 2022, from https://www.twinkl.com.au/resource/double-triple-quadruple-numbers-au-n….
Teacher Page
Teacher Page
Webquest