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# MYP unit planner

Unit title
Teacher(s) Subject and grade level Time frame and duration

## Wholes and parts of a Whole

Silvia Plata Mathematics MYP 2 Trim 2, 2 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?

## Environments: students will represent a solution of a global issue using fractions

Students will understand what fractions, decimals and percentages are. How they can connect fractions, decimals and percents to a real life situation.

## Why every part of a whole is important?

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?

Daily practices and warm up activities. Investigation 1: opening problem using fractions. Investigation 2: Dividing by zero? Communication in Mathematics: Students will explain in a journal entry a real life situation were they used fractions. Students need to be very specific in their findings with the use of tools such as drawings, graphs or a math model. Final Project: Students will represent a whole with something edible such as a cake, pizza, pie, etc. They will INVESTIGATE (Investigation 3) about a global issue in one country. Their data must be represented in fractions. They will COMMUNICATE their math findings with a class presentation. Knowledge and Understanding will be checked with a Quiz without a calculator. At the end of the Chapter they will have a Chapter Test where now they are allowed to use calculator. Reflections upon personal progress will be graded in this unit also

## Which specific MYP objectives will be addressed during this unit?

Demonstrate understanding of the basic concepts of fractions such as common denominator, simplifying fractions, equivalent fractions, etc. Apply basic inquiry and mathematical problem solving techniques by identifying variables, organizing data and using an appropriate model. Arrive at a result and make predictions based on patterns. Explain simple mathematical relationships and general rules. Use different forms of mathematical representation such as formulas, diagrams, tables or charts, models, etc. State writing or verbally the steps followed in solving problems involving fractions. Critical reflections will help students gain insight into their strengths and weaknesses as learners and guide them in a better way to improve their findings next time.

## Which MYP assessment criteria will be used?

Criterion A: Knowledge and Understanding Criterion B: Investigating Patterns Criterion C: Communication in Mathematics Criterion D: Reflection in Mathematics

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
Content
What 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?

Equivalent fractions simplifying fractions read, write, compare and order fractions Use the four number operations (addition, subtraction, multiplication and division) with multiple digit, natural numbers, decimal and simple fractions

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Organization: project design, development and write up. Collaboration: Work in groups Communication They will communicate their findings and share ideas. Information literacy: they will research about their global issue for their project.

Reflection: they will evaluate their own progress or their own findings. How can they improve next time? Thinking: Generate ides to apply and select strategies to solve problems that involve fractions. Transfer: they will connect mathematics to a real life situation and will make connections so they can understand better the mathematical skill.

Learning experiences
How 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 strategies
How 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?

Students will do daily practices or warm up activities to see the progress among the lesson Investigations will have a rubric that will explain in detail what they need to do. The project will also have a rubric with details on what will be graded. Quiz and Test will be divided in levels from 1 to 8. Reflections will be based on a rubric.

Students will work on daily practices or warm up activities were they will have immediate feedback of their classmates or teacher. Students will work in groups based on skill levels. Students will work in groups based on learning styles. Learning in the classroom will be at students owns pace.

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?

## 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 teachers
What 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 reflectboth 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?

## ISTE Technology Standards

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Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
and use information.

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## Students apply digital tools to gather, evaluate,

Critical Thinking, Problem Solving and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behaviour. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
Figure 12 MYP unit planner

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