MYP unit planner

Unit title
/
Covering and Surrounding
Teacher(s) / Jim/Kathy
Subject and grade level / Grade 6 Math
Time frame and duration / 5 weeks
Stage 1: Integrate significant concept, area of interaction and unit question
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 we want our students to retain for years into the future?
Human Ingenuity
Understand the created product (I, K) / Measurement is a complex process
MYP unit question
How can we design a park?
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 quizzes and unit Test to demonstrate understanding of key mathematical concepts.
·  Students will also complete a unit project based on their research and data collection related to the unit question.
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
B: Investigating patterns
·  Select and apply appropriate problem solving skill
·  Identify patterns and describe them as rules
·  Make predictions
C: Communication in Mathematics
·  Use appropriate mathematical language and symbols
·  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 when necessary
Which MYP assessment criteria will be used?
MYP Mathematics
Knowledge and Understanding: Quizzes and test – these tasks will be designed with a range of questions from simple to more challenging questions
Investigating Patterns: Arranging Tables
Communication in Mathematics: Quizzes, Unit Test, and Unit Project: - These tasks will be designed in a way that students will need to use vocabulary related to geometry, create sketches using proper symbols, set out working in a clear and logical manner, and make comparisons about different shapes
Reflection in Mathematics: Unit Project: The unit project will provide students the opportunity to communicate and reflect upon their park designs and justify their decision making process. Also Measuring a foot task
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
ContentWhat knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
· Discover relationships between perimeter and area
· Use area and perimeter to solve applied problems
· Create diagrams using rulers and appropriate symbols
· Using rulers and protractors to make accurate measurements
· Calculate perimeter and area rectangles, parallelograms, squares, triangles, circles and composite shapes
· Creating Scale diagrams
· Converting units of length and area
· Finding the volume of prisms
Covering and Surrounding- Unit outline:
Investigation 1- Covering and Surrounding (Connected mathematics)
Students build a good understanding of the difference between perimeter and area by dealing with the concepts concurrently in a concrete, manipulative setting. They use square tiles to create designs and to cover pictures of designs to find areas and perimeters, and they transform designs to fit a prescribed perimeter or area.
MQ 7 – Exercise 7C Converting units of length
MQ 7 – Exercise 7D Perimeter
Investigation 2- Covering and Surrounding (Connected mathematics)
MQ 7 – Measuring curves (page 274)
Investigation 2.1 “Making the shoe fit: will be used as an assessment task for Criterion D. This could be used as a peer assessment.
Students consider the measuring of things with curved or irregular edges that can’t be laid along a ruler. This calls for using other tools, such as string, to help find an approximation. They trace their feet on grid paper, estimate the perimeters and areas of the tracings, and discuss how these measurements might be helpful to shoe manufactures.
Investigation 3.1 “Building storm shelters” (Connected mathematics)
This investigation introduces a classic maxima/minima problem, asking students to find the largest and the smallest perimeter for a given area. Students construct tables to help highlight and reveal patterns in data.
Assessment: Criterion B “Arrangements of Tables”
Investigation 4.1 “Building storm shelters” (Connected mathematics) and 4.2 “Adding tiles to pantomimes”
This investigation also focuses on maxima/minima questions, but this time perimeter is fixed and area is allowed to change. Students confront the misconception that area determines perimeter and vice versa.
Quiz A
MQ7 Exercise 8B – Finding the area of rectangles
Investigation 5.1 “Finding measures of parallelograms ” (Connected mathematics) and 5.2 “Designing parallelogram under constraints”
Students cut and rearrange parallelograms to make rectangles and develop strategies for using what they know about finding the area of a rectangle to find the area of a parallelogram. Most students will develop good formulas for finding the area of a rectangle and a parallelogram. For students who need them, the use of grids and other more informal reasoning methods are encouraged.
Investigation 6.1 “Finding measures of triangles ” (Connected mathematics) and 6.2 “Designing triangles under constraints”
Students are introduced to finding areas and perimeters of triangles by using grids, arranging triangles to form parallelograms, and measuring with rulers. Special triangles-such as isosceles and 30-60-90 triangles-are explored.
MQ7 Exercise 8D – Finding the area of triangles
Investigation 7
Questions are asked to help students see that the circumferences (that is, the perimeter) of a circle is slightly more than three times its diameter, and that a circle’s area is slightly more than three times the area of a square whose edges are equal to the circle’s radius. These discoveries lead students to the idea of the value of pi.
Investigation 7.1 “Pricing Pizza ” (Connected mathematics)
Investigation 7.2 “Surrounding a circle” (Connected mathematics)
Investigation 7.3 “Covering a circle” (Connected mathematics)
Investigation 7.4 “ squaring a circle” (Connected mathematics)
Quiz B
Unit Project
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Organizational Skills
·  Being prepared each day with measuring tools and pencils
·  Taking notes – Keeping notes and recording ideas as they work through the unit about their park design
Thinking Skills:
·  Generating ideas – including the use of brainstorming
·  Inquiring – Through the use of square tiles students will create designs with fixed area and perimeter and reason about these types of shapes
·  Applying knowledge to answer real world questions involving measurement
Communication Skills:
·  Using subject specific vocabulary and mathematical symbols to explain their thinking
Collaboration Skills:
·  Working in groups during investigations and sharing ideas
·  Recognizing and valuing the ideas of others
·  Working with a partner on the final project and learning to resolve conflict if disagreement occurs
Learning experiencesHow will students know what is expected of them? Will they see examples, rubrics, templates?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know? / Teaching strategiesHow will we use formative assessment to give students feedback during the unit?
What different teaching methodologies 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?
· Each assessment task will include task specific indicators for students to use as a guide.
· Homework tasks will allow students to practice specific skill and ideas covered in class / · Each day students will start off with “warm up” questions
· Challenge questions will be available for students who want to try more difficult work
· Translation dictionaries will be available in the classroom
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?
Connected Mathematics; Covering and surrounding, Math Quest 7, Primary 6 Problem Solving Processes in Mathematics
http://www.fisd.us/loti/susanroyal.htm
A field trip to a local park will help students to generate ideas about their park design
Students will also use the soccer field to create a scale drawing for their park designs
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.
Students and teachersWhat did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?

Figure 12

MYP unit planner