Grade 3 Math: Algebra and Coding unit
Students find the part that repeats in patterns, grow and shrink number patterns up to 1000, and show one pattern in shapes, sounds, numbers and tables. They learn that letters can stand for changing numbers, test if two sides are equal, and write, fix and shorten robot code with loops. They finish by modelling a real problem, planning a garden path, and coding a robot to walk it.
What's included
- Unit overviewBig ideas, expectations by code, learning goals and success criteria
- Day-by-day calendar17 days planned, including catch-up and review days
- 12 three-part lessonsMinds On, Action and Consolidation, with timings, questions to ask and common mistakes
- Lesson slidesA ready-to-project deck for every lesson: goals, worked examples, discussion questions and exit tickets, with your lesson steps in the speaker notes
- Student worksheets with answer keys80 questions in all, every numeric answer checked by software
- Diagnostic and quick checksA Day 1 diagnostic and 3 quick checks to adjust your teaching
- Performance task and rubric“The garden path”, with a rubric across all four achievement chart categories
- Unit test and answer key18 marks, sorted by achievement chart category
- AccommodationsSupports for students with IEPs, English language learners, and extensions
Look inside
These are real pages from the unit.
Day-by-day calendar
| Day | Lesson or assessment | Expectations |
|---|---|---|
| 1 | Diagnostic and unit launch | |
| 2 | Lesson 1: Find the part that repeats | C1.1 |
| 3 | Lesson 2: Patterns that grow and shrink | C1.1 |
| 4 | Lesson 3: Show a pattern in a new way | C1.2 |
| 5 | Lesson 4: Rules, missing parts and predictions | C1.3 |
| 6 | Lesson 5: Number patterns up to 1000 | C1.4 |
| 7 | Lesson 6: Numbers that change: variables | C2.1 |
| 8 | Lesson 7: Equal or not equal? | C2.2 |
| 9 | Lesson 8: Parts that make the same whole | C2.3 |
| 10 | Lesson 9: Code: steps in order | C3.1 |
| 11 | Lesson 10: Code: repeat loops | C3.1 |
| 12 | Lesson 11: Read, fix and change code | C3.2 |
| 13 | Lesson 12: Model a real-life problem | |
| 14 | Quick check review and make-up day | C1.1, C2.2, C3.1 |
| 15 | Performance task, part 1: model a garden path | C1.3, C4 |
| 16 | Performance task, part 2: code the robot | C3.1, C3.2, C4 |
| 17 | Unit test (read aloud) | C1.1 to C4 |
Lesson 1: Find the part that repeats
Learning goal: We are learning to spot the part of a pattern that keeps repeating.
Success criteria:
- I can find the part that repeats.
- I can tell what comes next.
Minds On (8 min)
- Clap, clap, stomp. Clap, clap, stomp. Students join in with their bodies.
- Ask: "What comes next in apple, apple, star, apple, apple?"
Action (22 min)
- Build a red, blue, red, blue cube pattern. Name the part that repeats, the pattern core.
- Partners build a new pattern, swap, and find each other's core.
- Complete the worksheet, using cubes when they need them.
Consolidation (10 min)
- Share two patterns. The class says the core out loud.
- Exit: "What part repeats in apple, apple, star?"
Find the core
Look at the pattern. Follow the question.
- Circle the part that repeats.
- How many are in the part that repeats?
- What comes next?
- Circle what comes next.
- Do the sounds. What comes next?
Answer keys with worked steps are in the Teacher Guide.
Performance task: The garden path
The school garden needs a tile path.
| Category | Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|---|
| Knowledge and Understanding | Level 1: needs a lot of help. | Level 2: makes a pattern or code with some help. | Level 3: finds the rule, predicts, and writes working code. | Level 4: explains why the rule works and shortens the code with a loop. |
| Thinking | Level 1: needs a lot of help. | Level 2: makes a pattern or code with some help. | Level 3: finds the rule, predicts, and writes working code. | Level 4: explains why the rule works and shortens the code with a loop. |
| Communication | Level 1: needs a lot of help. | Level 2: makes a pattern or code with some help. | Level 3: finds the rule, predicts, and writes working code. | Level 4: explains why the rule works and shortens the code with a loop. |
| Application | Level 1: needs a lot of help. | Level 2: makes a pattern or code with some help. | Level 3: finds the rule, predicts, and writes working code. | Level 4: explains why the rule works and shortens the code with a loop. |
Lessons in this unit
- Find the part that repeatsLearning to spot the part of a pattern that keeps repeating.C1.1
- Patterns that grow and shrinkLearning to describe patterns that add or take away the same amount each time.C1.1
- Show a pattern in a new wayLearning to show the same pattern with shapes, sounds, numbers and tables.C1.2
- Rules, missing parts and predictionsLearning to use a pattern rule to fill gaps and tell what comes far ahead.C1.3
- Number patterns up to 1000Learning to build and describe number patterns that reach into the hundreds.C1.4
- Numbers that change: variablesWe are learning that some numbers change and some stay the same.C2.1
- Equal or not equal?Learning to tell if two number sentences have the same value.C2.2
- Parts that make the same wholeWe are learning that different parts can make the same whole, up to 1000.C2.3
- Code: steps in orderLearning to write and run code made of steps in order.C3.1
- Code: repeat loopsLearning to use a repeat loop to make code shorter.C3.1
- Read, fix and change codeLearning to find bugs, change code and say what the change does.C3.2
- Model a real-life problemLearning to solve a real problem by planning, building a model and checking it.
Ontario curriculum expectations covered
- C1.1
- Spot and talk about what repeats, and what is added or taken away, in everyday and made patterns.
- C1.2
- Make patterns and show the same pattern in new ways with shapes, movements, numbers and tables.
- C1.3
- Find a pattern rule, then use it to continue a pattern, predict, and fill in what is missing.
- C1.4
- Build and describe number patterns that show how whole numbers up to 1000 connect.
- C2.1
- Tell how letters, words and symbols can stand for numbers that change, and use them in simple settings.
- C2.2
- Work out whether two addition, subtraction, multiplication or division sentences have the same value.
- C2.3
- Use equal relationships to break a whole number up to 1000 into parts and show one whole in many ways.
- C3.1
- Write and run code that uses ordered steps, steps at the same time, and loops to solve a math problem.
- C3.2
- Read code and change it, then say how the change moves the result, including the order of steps and loops.
- C4
- Use the steps of mathematical modelling to understand a real situation, make a model, check it and make a prediction.
Questions about this unit
How long is this unit?
17 school days: 12 lessons plus a diagnostic, a catch-up day, a two-day performance task, a review day and the unit test.
Which expectations does it cover?
C1.1, C1.2, C1.3, C1.4, C2.1, C2.2, C2.3, C3.1, C3.2 from Mathematics (2020), Strand C: Algebra.
What format are the files?
Each unit comes as a Teacher Guide and Student Pages, both as editable Word files and print-ready PDFs, plus a PowerPoint deck of lesson slides. The Word files open in Google Docs and the slides open in Google Slides, so you can change anything.
Can I share it with my colleagues?
A single licence is for one teacher's classes. For a grade team, the team licence covers up to 5 teachers at one school for $49.99.
What if it isn't right for my class?
Email help@unitplans.ca within 7 days of buying for a full refund.