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# MYP unit planner

Teacher
(s)

Lucy Allsopp

Subject group
and discipline

Maths

Unit
title

MYP year

Number of
weeks

Unit duration
(hrs)

35

(Lessons)

## Stage 1 Establishing the purpose of the unit

Key concept

Related concept(s)

Context

Relationships

Representation
Change

## Scientific and technical innovation

Statement of inquiry
Relationships between variables can be represented using a quadratic function. The function has properties which link the
equation and the graph. By changing coefficients in the function we transform the graph.
As you change the coefficients of a quadratic function we change the function.
Changes in the relationship change the representation
Inquiry questions
Draft for MYP the next chapter training

## Factual- What are the key features of a

equation linked to the graph of a

the same thing?

## How is a quadratic graph the

representation of the changes in the
relationship?

Summative assessment
Objectives:
B: Investigating Patterns

## Select and apply appropriate

inquiry and mathematical
problem solving techniques

Recognize patterns

or general rules

findings

## Justify or prove mathematical

relationships and general rules

C: Communication

## Use appropriate mathematical

language in both oral and written
explanations

## Use different forms of

mathematical representation

## Draft for MYP the next chapter training

Outline

of

summative

assessment Relationship
between
summative
inquiry:
Criterion B: Pascals triangle binomial
expansion.
Investigation Students explore the

## Students are able to explore the concept

of change through the investigation of
The
function
can
be
represented in many different forms and
each one allows us to tell something

## Communicate a complete and

coherent mathematical line of
reasoning using different forms of
representation when investigating
problems

D: Reflection

## Explain whether their results

make sense in the context of the
problem

findings

the results

method

## Approaches to learning (ATL)

Creative thinking where can they see the use of quadratics. Assessed under the investigation
Communication different ways of communicating a quadratic relationship and change. Formative and summative assessment

## Stage 2 Planning for teaching and learning through inquiry

Content
Draft for MYP the next chapter training

curves and how solving equations can find crossing points with the axes and maximum/minimum points.
Learning Experiences and Teaching
Strategies

Formative assessment

Differentiation

## Review of expanding and factorising.

Assumption of no prior knowledge of quadratics and
how to solve. Students should be able to plot graphs
using pen and paper and their GDCs. Students will
also be using a resource called Autograph for the
first time.
Pre-Assessment of the concept How do
relationships change and how do we represent
them?
Throwing a ball what happens to the height of the
ball when I throw it straight up in the air? Plot height
(y axis) against time (x-axis). Students to give
values that go on the axes, student can also plot the
graph on the board (whole class activity) Ask
questions like what is the height at 0 seconds, 1
second etc. What happens when the ball reaches it
maximum height? (Height increases at a slower rate
hence the curved graph). Students to copy the
graph in their books as well as write what is
happening to the ball at various points.
into three other graphs. Graphs are chosen such
that they will have two, repeated and no roots.
Graphs are not just y verses x but use different
variables. Formative assessment
Modelling quadratics maths walk. Where can you
find examples of quadratics? Challenge and
extend concept

## Draft for MYP the next chapter training

lesson on what they noticed etc

## Students to take photos (Cameras, phones etc.

Students can work in groups but they must all be
provided with copies of the photo as they will be
needed late). Questions asked as students walk
around. What do they see, why is it related to a
quadratic, how is this curve different from the one
you saw previously?

## Solving quadratic equations we can find certain

points on our graph by using algebraic techniques.
We can find the x crossing points by solving the
quadratic equation (equation equal to zero why?)
Go through the three techniques for solving a
square and quadratic formula). Completing the
square some discussion on finding the vertex
not done in depth).

functions. Students to investigate the effect of a, b
and c on the quadratic function

f ( x )=a x 2 +bx +c

## FLIP students will be given examples to look at

and will then be asked to come into class with
questions and problem areas (Aga Khan Academy
videos or teacher presented video?).

## Students given a choice on what practise technique

they use exercises from the book, tarsia puzzle,
web resource

## Double lesson Students plot graphs and must get

print outs by the end of the lesson of different
graphs they will need. Students to hand in all graphs
to teacher at the end of the lesson. Teacher will help
to lead this session so that students understand the
programme being used.
Lessons 2 and 3 - students will write down their
observations and come up with general rules.
(Criterion B) Teacher then takes all work in
Lesson 4 Reflection (Criterion D) given as
separate investigation in class.
Criterion C is assessed by looking at the whole
assignment.
OLC and ESOL students need to complete the
assignment in respective areas. Keywords may be
given to ESOL students, planning may be required
for OLC students (dependent on need)

## OLC and ESOL students need to complete the

assignment in respective areas. Keywords may be
given to ESOL students, planning may be required
for OLC students (dependent on need)

## Differentiation students will have a variety of

activities that will allow them to practise the areas
they still find tricky.
What questions / areas of concern do we still have?

## Use Geogebra or Autograph again to show

relationship
Once investigation is done then go over the effects
so that students have some understanding of the
Consolidate idea of the concept

## Fitting a quadratic function to photo

students to use their photos from
before to try and model a quadratic
function. This will help to consolidate
the ideas they have learnt in their
investigation. Formative
Assessment. Challenge and Extend
idea of the concept.

## Geogebra? Autograph? Fitting a curve to a photo?

Students use their own photos. Use constant
controller function. Students to send teacher the
finished autograph page, photo included, equation
labelled, text box included saying why
understanding what the function is would be useful.

## Teacher needs to have some that will work for those

that struggle. Use constant controller function.
Students to send teacher the finished autograph
page, photo included, equation labelled, text box
included saying why understanding what the
function is would be useful.

Resources
Haese and Harris Publications Mathematics for the international student 10 MYP 5 Textbook
MEP Pupil Text 7-12, Chapter 10 Equations
Documents for the investigations and other activities are provided on the base
Tennis ball for the opening activity
Students will require the use of a camera (phone is fine) so that they can take pictures of quadratics around campus.
TI-84 calculators
Student laptops it is possible that students can use laptops in groups for class activities. When completing the assessment students must use a separate computer to
collect data. Computer room will need to be booked (Library lab is the biggest)

## Stage 3 Reflecting and evaluating

Prior to teaching the unit

During teaching

## What did we find compelling / fascinating?

The moderation task where students used Autograph and were
able to find interesting patterns. How the pre knowledge of
factoring is applied in solving factorable quadratic equations.
Identifying the connection between the quadratic graphs in the
real world context.

## Were our disciplinary knowledge/skills challenged in any way?

Yes the new strategies, using the formula and completing the
square to solve quadratic equations was quite challenging.
Using the GDC to solve quadratic equations
Graphing the quadratic graph on the GDC was a challenge
especially filling in the appropriate values in the window button,
so was the Autograph as it was a new program to the students.
Teacher comment Students had forgotten how to factorize
quadratic expressions and that created a delay
There is need to revise/practice solving quadratic equations
using all strategies from time to time as this is a common
concept in all the DP options
Graphing the quadratic graph investigation took the students
longer than it should to get into a productive stage, maybe
there is need to do something more about the guidelines

## What inquiries arose during the learning?

Identifying the right technique/strategy of solving the given
quadratic equation, when to use factoring formula or
completing the square

## Surds! Students need to practice

simplifying surds before using the
More technology was introduced this
time around which was beneficial for the
students. They understood concepts
better. Using the ideas from the AISA
conference allowed students to
Assessment under the Moderation
guidelines we split the moderation task
into smaller chunks. It was felt that this
was not actually useful as the students
did not see the flow of the investigation
as well.
The introduction of the discussion into
the uses of quadratics in real life
assessment criterion D part better. They
showed more understanding of why
quadratics are useful in real life.
Students are to revise expanding and
factorizing brackets before starting the
unit.
Binomial expansion investigation

## Which of the learning experiences were most

effective in developing students understanding of
the concept/s
The opening activity with the tennis ball was
effective at students seeing the way quadratics
model behavior.
What evidence of students understanding of
the concept/s were your able to assess? Share
examples if you can.
What growth did you see in students
understanding of the concept? E.g. greater
abstraction, more refined definition, examples of it
within the discipline or through transfer to other
disciplines

## What, if any, extension activities arose?

GDC
Completing the square
Autograph

## How did we reflectboth on the unit and on our own learning?

Through: class discussions/explanations, class activities,
homework, the Investigation and the test.

## Which attributes of the learner profile were encouraged through

this unit? What opportunities were there for student-initiated
action?
Inquirer, Thinker, Risk taker, Reflective

Possible connections
How successful was the collaboration with other teachers
within my subject group and from other subject groups?
The collaboration with other teachers within my subject was
very successful

## What interdisciplinary understandings were or could be forged

through collaboration with other subjects?
To be discussed with IT teachers

Assessment
Were students able to demonstrate their learning?
Yes, through discussions and classwork activities, and by
doing Homework, the Investigation and the Test
How did the assessment tasks allow students to demonstrate
the learning objectives identified for this unit?
Through classroom activities, Homework, Investigation and the
Test
How did I make sure students were invited to achieve at all
levels of the criteria descriptors?
By setting tasks/activities/ questions (Homework, Investigation
and the Test) that covered all levels of the assessment criteria
Are we prepared for the next stage? Yes

Data collection
How did we decide on the data to collect? Was it
useful? N/A

It was interesting to learn about real life situations but
maybe we could go a bit deeper into them with
videos would be more interesting. Autograph was
really useful.
How we have been doing this unit has been good for
me so nothing to change really. I found the new
maths words interesting as I didnt know before
(ESOL student)

## The investigation was interesting as I saw that each

variable of y=ax2+bx+c had a role. I would like to see
more fun and interactive ways to learn quadratics.
I found this unit interesting because we can use
quadratic equations in life for aeroplanes and
bridges. I learnt how to complete the square which
was the hardest for me I did struggle.
I found the solving equations interesting. I loved to
solve them. The most important thing was drawing
graphs in Autograph and on the GDC. I would have
liked the investigation to have been easier.
I enjoyed being able to solve the rather complex
equations and using autograph. There was too much
lecturing. Maybe next time it should be a bit more
hands on I liked the Tarsia puzzle, more of these I
also enjoyed the practical investigation out of the
classroom.
It was interesting to learn how to graph the equation
on the calculator and using different functions to find
things out. I learnt a lot of stuff and how to solve
The unit was fine but do a bit slower.
I found interesting learning how to graph the
quadratics on the calculator and using the different
ways to solve one problem. The unit in general was
important and it would be nice to find a way to
remember the different ways of solving quadratics.
I liked playing the game where we scored points. The
most important thing I learned was how to factorise
and expand brackets and also how to plot the
quadratic functions. The investigation was a bit
unclear.

## Before the unit tech changes given

AISA conference attended. Maths walk
and photos included resources from
AISA. Flipped activities included also.