MYP unit planner

Teacher(s) Subject and discipline Mathematics

Unit title Linear Functions MYP year 3 Unit duration (hrs) 18

Stage 1 – Establishing the purpose of the unit

(Clarifications will be given in purple colour)

Key concept Related concept(s) Context

RELATIONSHIPS PATTERN SCIENTIFIC AND TECHNICAL INNOVATION

(Models)
REPRESENTATION

Statement of inquiry

CONCEPTUAL UNDERSTANDING: Patterns can be represented as relationships.

STATEMENT OF INQUIRY: Patterns can be represented as relationships in order to model and analyse their behaviour.

Inquiry questions

Line of inquiry: Students will investigate the different ways in which linear patterns can be represented.

MYP Unit planner review draft 23/10/2012

Factual – What is a pattern?
Line of inquiry: Students will discover how lines and the relationships between them can be described through the measure of their slope.
Conceptual – How is a relationship determined?

Line of inquiry: Students will explore whether natural phenomena can be modelled through representations using mathematics.
Debatable – What model is more natural, order or chaos?

Objectives & their strands Summative assessment

Criterion A: Knowing & Understanding Outline of summative assessment task(s) Relationship between summative assessment
(Topic test) including assessment criteria: task(s) and statement of inquiry:
 select appropriate mathematics when solving Patterns can be represented as relationships in
problems order to model and analyze their behavior.
(G) The goal is for you to understand that patterns
 apply the selected mathematics successfully can be represented as relationships in order to The summative task asks students to model the
when solving problems model and analyse their behaviour. Thus creating behaviour of a natural event (a hurricane) by
 solve problems correctly in both familiar and a model about a natural phenomenon and its representing the pattern of its latitude and
unfamiliar situations in a variety of contexts potential damage. longitude over time. Using interpolation and
extrapolation, students will find that they can
(R) You are a meteorologist who analyses
predict the movement of such natural
Criterion C: Communicating (Hurricanes ‘R’ Us) geographic data
phenomena fairly accurately once the relationship
 use appropriate mathematical language (A) Your work has to be presented to the City has been established.
(notation, symbols and terminology) in both board, who are responsible for making decisions
oral and written explanations in the city administration
 use appropriate forms of mathematical (S) A natural disaster is about to hit a city and
representation to present information evacuation notices may need to be given.
 move between different forms of
mathematical representation (P) You will create a written report for the City
 communicate complete and coherent council and will present your findings.

MYP Unit planner review draft 23/10/2012

 mathematical lines of reasoning
(S) Your report needs to include appropriate
 organize information using a logical structure.
graphs and visuals that have a direct relation to
the model of the disaster situation. Use historical
data to show how accurate your model is and
Criterion D: Applying mathematics in real-world
justify that this would help in predicting the
contexts (Hurricanes ‘R’ Us)
outcome.
 identify relevant elements of authentic real-
life situations
 select appropriate mathematical strategies
when solving authentic real-life situations
 apply the selected mathematical strategies
successfully to reach a solution
 explain the degree of accuracy of a solution
 explain whether a solution makes sense in the
context of the authentic real-life situation.

Approaches to learning (ATL) ATL can be for the Summative, Objective or Criteria and for the Learning Experience
ATL for the Criteria

In order for students to explain whether a solution makes sense in the context of the authentic real-life situation , they will have to draw reasonable
conclusions and generalizations. (ATL Category: Thinking, ATL Cluster: Critical Thinking).

In order for students to select and apply appropriate mathematical strategies when solving authentic real-life situations , they will have to collect and
analyse data to identify solutions and make informed decisions. (ATL Category: Research, ATL Cluster: Information Literacy) .

In order for students to use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations , they will have
to understand and use mathematical notation. (ATL Category: Communication, ATL Cluster: Communication skills) .

MYP Unit planner review draft 23/10/2012

ATL for the Task-

(Communication, Written Report- Teaching students the ways to write a report and include visuals)

(Research Skills- Students need to know how to research data, evaluate data and cite this information in their task)

Stage 2 –Planning for teaching and learning through inquiry

Content Learning Activities Formative Assessment Differentiation

ATL Skill: draw reasonable Inquiry Question: What is a pattern? A) The activities are scaffolded so that
conclusions and generalizations students who experience difficulty will
A) Exit slips (Students answer questions be led through the discovery of linear
A) The linear function f (x) = mx + A) Students work in pairs and groups on a slip of paper before they exit the functions. The teacher can provide
c, its graph, gradient and y- through the activities provided by the class, providing feedback to the teacher additional support where necessary
intercept teacher. There is an investigation on on their level of understanding.) and/or pair students so that a stronger
Line of Inquiry- The patterns can “How do you know it’s a line?” as well as student can help one who may struggle.
be classified on the basis of their on gradient-intercept form. Direct
instruction will take place on concepts
characteristics.
and skills that students may need to
review (intercepts, graphing, etc.)

Inquiry Question: How is a relationship

determined?
B) Parallel and perpendicular lines and ATL Skill: draw reasonable
the relationships between their B) Discussions with students as they B) Envelope hints are provided for the
conclusions and generalizations hand in their investigation. Checking of task with the following suggestions (in
gradients
B) Investigation activity (criterion B): their work as they complete practice order): 1) Graph the lines 2) Is
Line of Inquiry- The patterns can Students will investigate the relationship exercises leading up to the investigation. anything the same? 3) What do you
be represented in different ways between the gradients of parallel and notice about their gradients/slopes? 4)

MYP Unit planner review draft 23/10/2012

(graphically and algebraically) perpendicular lines. m1 x m2 = ______
ATL SKILL: collect and analyse data
to identify solutions and make
C) Finding the equations of lines given informed decisions
specific parameters C) “Cutting the umbilical cord”:
Line of Inquiry- Relationships Students will watch the teacher model
how to find the equation of a line given C) “Math Minute” quiz (Students get a C) The teaching strategy provides ample
between patterns can be
its parameters until they feel they can 20-question quiz to answer over the differentiation as students will decide
determined on the basis of
do it on their own. They will then move course of 4 classes. They are given 5-7 themselves when they are ready to try
certain attributes.
on to practice. The teacher continues minutes per class to complete as much problems on their own. The teacher
with examples as long as even one as they can. After every class the continues to provide guidance to those
student wants to see another one. teacher marks which ones the student who need it while those who learn more
When all students have “cut the has done correctly so that they can see quickly can begin practice earlier.
umbilical cord”, the teacher then acts as how they are doing with successive
a reference person while also verifying attempts.)
that students are being successful. If
not, then more examples are shown.

D) Solving linear equations algebraically D) Guided practice: In pairs, students

and graphically including simultaneous D) The practice exercises will increase in
will work on exercises supplied by the D) Student presentations of their work
equations difficulty, beginning with the most basic
teacher. These will begin with single on mini whiteboards.
of linear equations. Acting as a
linear equations and then move into
resource, the teacher can provide more
simultaneous equations.
support to those who need it. If desired,
envelopes with “hints” in them can be
used for specific questions that are
difficult. Manipulatives can also be used
if necessary.

E) Students analyse the rates of E) Guided practice: In pairs, students

deforestation and the predicted loss of will work on the scenaron supplied by
rain forest by analysing data the teacher.

MYP Unit planner review draft 23/10/2012

Resources

Video “27 Storms” (NASA)

Atlases

Graphic Display Calculators (GDC)

Stage 3 – Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

Students should be fairly comfortable with graphing Students quickly picked up on how they know The summative task went really well and students
points so that we can focus on linear functions. The something is linear just by looking at the equation. needed very little help in finding the equations.
teacher last year showed them how the solution to a That investigation went really well. They also had no Graphing the data, however, took a little longer since
linear equation can be represented graphically so that problem finding how the gradients of parallel lines the times were in Greenwich Mean Time. Next time,
should be a good introduction to linear functions as relate. A few did need some help with how to write though, I will change them to EST and I’ll also have to
well as to systems of simultaneous equations (if they the relationship between gradients of perpendicular ask students to “find the model/equation” since many
remember!). Last year they studied Pompeii so lines mathematically. However, once hey saw it, they asked what a “model” was. I should have emphasized
introducing the unit with the video should prove to be said it made a lot of sense. Students need a lot of that a little more.
pretty motivating. I’m a little worried about the time reinforcement of vocabulary such as “intercepts” so
for the investigations and covering it all in the 15 I’ve decided to have them make flashcards with key
hours. words on them (like they do in History). Finding the The test included a variety of questions that I thought
equation of a line is going pretty well, though some would be challenging but, in general, all of the students
students wished I would just tell them which form to were successful. They found the skills questions almost
use all the time. They don’t seem to like having a too easy! Most students achieved a 5 or better!
choice.

Because of the work we did in discovering the different

aspects of linear functions, the section on solving
simultaneous equations was really easy. Students

MYP Unit planner review draft 23/10/2012

 quickly picked up on when (and why) there would be
no solution and they could guess how the two lines
might look even before graphing. They still struggle
somewhat with fractions, but the more I infused them
in practice problems, the more comfortable they
became with them. I decided to do a “WHOLE
NUMBERS ARE ON STRIKE” class so students knew
what t expect. It went pretty well!

The Math Minute was really helpful here since students

quickly figured out how much or how little they knew.
I’m still unsure how much time to give every class since
some kids were done after 2 classes while a few didn’t
finish all 20 questions after the 5 classes I gave them
(though they weren’t far off).

MYP Unit planner review draft 23/10/2012