MYP UNIT PLANNER

Unit Title / Mobile Phones
Teacher(s)
Subject and Grade Level / Mathematics MYP Year 4
Time frame and duration / 4 weeks
Area of Interaction focus
Which area of interaction will be our focus? Why have we chosen this? / Significant concept(s)
What are the big ideas? What do I want my students to retain for years into the future?
Health and Social Education. Mathematics can be used to help us make decisions on which products are best for our particular need. / Linear patters exist in the everyday world around us. Recognizing these patterns help us to make informed decisions.
MYP Unit Question
What mobile phone plan would you choose and why?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Students will complete a unit test, and complete the unit assignment ‘Mobile Phones’
Students will need to demonstrate understanding of the required mathematics skills to complete the assignment satisfactorily.
Which specific MYP objectives will be addressed during this unit?
A: Knowledge and Understanding
·  Know and demonstrate understanding of the concepts from the branches of mathematics
·  Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real life contexts
·  Select and apply general rules to correctly solve problems, including those in real-life contexts
C: Communication in Mathematics
·  Use appropriate mathematical language
·  Move between different forms of representation (formulae, diagrams, tables, charts, graphs and models)
D: Reflection in Mathematics
·  Explain whether their results make sense in the context of the problem
·  Explain the importance of their findings
·  Justify the degree of accuracy of their results
·  Suggest improvements to the method when necessary.
Which MYP assessment criteria will be used?
A Knowledge and understanding
C Communication in mathematics
D Reflection in mathematics
Content
What knowledge and skills (from my course overview) are going to be used to enable the student to respond to the guiding question?
What (if any) standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
Addition, subtraction, multiplication and division of algebraic terms.
Factorization of linear expressions.
Substitution.
Algebraic fractions.
Sketching and interpreting graphs.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
·  knowledge-acquisition skills
·  problem-solving skills
·  communication skills (notation, graphs)
·  thinking skills (deductive reasoning)
Learning experiences
How will students know what is expected of them? Will they see examples, performance indicators, and templates?
How will students acquire knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know? / Teaching strategies
How will we use formative assessment to give students feedback during the unit?
What different teaching strategies will we employ?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
Expectations and outcomes of the unit will be explained to them at the start of the unit.
Performance indicators will be unit specific for the criterion D aspect of the ‘Mobile Phones’ task.
Required knowledge will be studied in class and consolidated with homework.
Prior knowledge will be assessed using a gallery activity related to linear graphs and equations. / Assessment Task “T Number” will be used as a formative assessment.
Monitor progress when working through exercises and support and extend as necessary.
Group work
Chalk and talk
Research
Mother-tongue texts and pre-reading suggested.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students' experiences during the unit?
Textbook Math Quest 10 , Ch 2
Textbook Math Quest 10, Ch 4