Teacher Dr.

Naji Subject group and Mathematics

discipline
Unit title Number Sense MYP year 5 Unit duration 8-9 weeks
● Radicals, Exponentials and Logarithmic (hrs)
Function
● Sequences and Series
● Functions and Relationships

Inquiry: Establishing the purpose of the unit 

Key concept – include a sentence to relate Related concept(s) - include a sentence to Global context - include a sentence to relate to
to the unit relate to the unit the unit

Relationships - ​students will be investigating
the connections and associations between
properties. For example, the relationship
between the square root and the fourth root.
Simplification -​​ the process of making something Identities and relationships - ​by understanding the
easier to understand and use relationship between the numbers we are able to
deepen our understanding and application of surds.
Patterns - ​looking for the link that ties a set of
numbers together
Generalization
Justification

Statement of inquiry – try to combine the Key Concept with one or more Related Concepts and the Global Context. Needs to be timeless, cross
disciplinary, and worthy of inquiry

Discovering mathematical relationships can lead to a better understanding of how environmental systems evolve.
Inquiry questions
Factual (these are the “wikipedia” facts you wish to teach):
What is the relationship between indices and roots?
How to solve exponential equations?

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Is there a limitation to solve exponential equations?
How can we change between the different mathematical forms (indices and roots), exponential and logarithmic forms?
What is a sequence and series?
How can rewriting a series make it easier to sum?
What is a function? How do we use functions to find values?
How can function be reversed or combined? How and why do we develop the form of functions to improve their accuracy?

Conceptual (there needs to be a direct link here to your Key/Related Concepts):

Why do mathematicians state relationships between terms in their simplest form?
What does exponential growth look like in the real world?
How can an infinite number of things add up to a finite number?
Why do we use functions to generalize?
How can we use them as predictions?
What is meant by exponential growth or decay?

Debatable:
To what extent could we use logarithms to estimate the age of historical artifacts?
Can you evaluate a series that goes on forever?
What are the risks of making generalizations?
How far should we trust functions or models to tell us about the real world?
Can multiple functions be correct for a single situation?
What are the risks of making generalizations?
Objectives – from Subject Guide found Summative assessment
here​​.

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Year 5 Objectives
Criterion A: Knowing and Understanding
● select​​ appropriate mathematics when
solving problems in both familiar and
unfamiliar situations
● apply​​ the selected mathematics
successfully when solving problems
● solve​​ problems correctly in a variety of
contexts
Criterion C: Communicating
● use​​ appropriate mathematical language
(location, symbols and terminology) in
both oral and written explanations
● use​​ appropriate forms of mathematical
representation to present information
● move​​ between different forms of
mathematical representation
● communicate​​ complete, coherent and
concise mathematical lines of reasoning
● organise​​ information using a logical
structure
Criterion D: Applying mathematics and
real-life contexts
● identify​​ relevant elements of authentic
real-life situations
● select​​ appropriate mathematical
strategies when solving authentic real-life
situations
● apply​​ the selected mathematical strategy
successfully to reach a solution
● justify​​ the degree of accuracy is of a
solution
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Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:
Part A
Criteria A and C In the summative task students will use exponential
growth/decay to help explain the increasing
End of unit test - topics included will be:
population of rabbits/cane toads in Australia.
● understanding the origin of roots
● properties of roots
● different representations of roots The unit test will ask students to write equations for
● mathematical operations with roots linear, quadratic functions under various different
● solving equations with roots circumstances and their graphical representations.
The work sample will ask students to recognize a
Criteria C and D linear and quadratic pattern and write an equation to
model it. Recognize the graph of different kind of
Students will have one class to solve a real life
problem based on their understanding of the functions.
knowledge built up through the unit. They will then use the equation to make a prediction.
Idea 1: The exponential growth of rabbits/cane
toads introduced into Australia
Idea 2: Chain reaction caused by a nuclear reaction
​An exam/quiz will be given which will include
Multiple representations, relations/functions,
characteristics (domain, range, indep/dep.
continuous/discrete). Also, a curriculum based
assessment will be given at the end of the three
week teaching period. This will be graded with
criteria A, and C.
Part B
Unit Test (Criterion A)
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● justify​​ whether a solution makes sense ● multiple choice
in the context of the authentic real-life ● short answer
situation ● extension problems
Work Sample (Criterion C)
Students are presented with a real-world pattern
that they must model with a linear equation, and
then use that equation to make a prediction.
Approaches to learning (ATL) – at APIS we select one/two per unit to focus on. We include a brief description of how the skill will be developed
and include our rubric which help demonstrate to students how they can move from one level to the next.
IB ATL Category ATL Cluster Specific ATL Skills from Scope and Sequence
Thinking Critical Thinking Draw conclusions and design a course of
Reflective Thinking action: ​use logical and abstract thinking to
analyse and synthesise complex information
to inform a course of action
Think about thinking (metacognition):
give reasons to support their thinking, and
address opposing viewpoints and possible
weaknesses in their own positions
IB ATL Category ATL Cluster Specific ATL Skills from Scope and Sequence
Self-Management Organisational Skills ● Plan short- and long-term assignments;
meet deadlines
● Bring necessary equipment and supplies
to class
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Learning Experiences
Students will use a 5 step strategy to help
solve multi-step problem solving questions:
1. what is the question asking
2. what information will you need to solve
the problem
3. what mathematical operations do you
need to solve the problem
4. solve the problem using coherent and
logical lines of reasoning
Learning Experiences
- Students will be expected to come to
class properly prepared for the lesson with
homework completed.
- Students will need to create a Maths
folder in their Google Drive to act as a
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 ● Keep an organized and logical system of
information files/notebooks
● Use appropriate strategies for organizing
complex information
● Select and use technology effectively and
productively
digital portfolio and store relevant
documents there
- students need to communicate their
mathematical reasoning in a clear and
coherent manner

Action: Teaching and learning through inquiry 

Content – benchmarks (AERO/ Common Learning process
Core/ Standards
CCSS.MATH.CONTENT.HSF.LE.A.1.A Learning experiences and teaching strategies

Prove that linear functions grow by Teacher modeling

equal differences over equal intervals, Think, pair, share, and group work
and that exponential functions grow by
Lecture, tables, graphs, and examples from the book; practice working problems from the book, worksheets
equal factors over equal intervals.
from Kuta software website. Group collaboration
CCSS.MATH.CONTENT.HSF.LE.A.1.B
Formative assessment
Recognize situations in which one Daily homework
quantity changes at a constant rate per Weekly quizzes
unit interval relative to another.
CCSS.MATH.CONTENT.HSF.LE.A.1.C

Recognize situations in which a

quantity grows or decays by a constant
percent rate per unit interval relative to
another.
CCSS.MATH.CONTENT.HSF.LE.A.4

For exponential models, express as a

logarithm the solution to ​ab​ct​ = ​d​ where
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a,​ ​c​, and ​da
​ re numbers and the base ​b Differentiation
is 2, 10, or ​e;​ evaluate the logarithm
using technology.

Interpreting Functions
● Understand the concept of a function
and use function notation
● Interpret functions that arise in
applications in terms of the context
● Analyze functions using different
representations

Building Functions
● Build a function that models a
relationship between two quantities
● Build new functions from existing
functions

Linear, Quadratic, and Exponential

Models
● Construct and compare linear and
exponential models and solve
problems
● Interpret expressions for functions in
terms of the situation they model

Mathematical Practices
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and
critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.

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 6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.

Resources

MYP Mathematics: A concept-based approach 4&5 Extended

Mathematics for the International Student
Mathematics HL (Core) third edition: HAESE Mathematics

Reflection: Considering the planning, process and impact of the inquiry 

Prior to teaching the unit During teaching After teaching the unit

Deciding on criteria to measure how well a  Identifying key content vocabulary.  Deciding how to remember new words and concepts.
task can be done. 
Analyzing the task, its purpose and what 
has to be done. 
Working out timing of steps. 
 
I feel very strong about this unit, and I have a
positive attitude that the students will be able
to master Expressions and equations at the
end of the unit.
 
 
 
Predicting meanings of content vocabulary.  Making visual prompts to aid memory. 
Predicting text content.  Reviewing work alone or in small groups. 
Asking for clarification.  Exchanging work with a partner and asking for 
feedback. 
Drafting work. 
Comparing work with previous work and deciding how it 
Note taking. 
has improved. 
Organizing work. 
Editing work. 
Personalizing learning (if it is necessary). 
Summarizing work. 
 
This unit is going very well. Because I have
I think this unit went well. However, if I were to change
been flipping my lessons, the students are
anything, I think I would change the work sample
catching on to the content quickly.   assessment. Because the statement of inquiry is about
  making predictions, it might have been interesting to have
had the students use display real-world data in scatter

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 plot, draw and write an equation for a line of best fit, and
then use that line of best fit to make a real-world
prediction. The work sample did not fit as nicely as I
would have hoped into the idea of making predictions. 

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