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# Teacher(s) Amna Usman Subject group and discipline Mathematics

## Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context
Form Systems Orientation in Space and Time: Evolution
Patterns
Significant concept: Development

Statement of inquiry

Development of mathematical systems has evolved by using different patterns and forms

Inquiry questions
Factual— What was the development and evolution of number systems through out history?

## Conceptual—Does the natural world have a number sense?

Debatable— How has understanding of numbers influenced social relationships and technological development?

## Objectives Summative assessment

Objectives: (Year 1) G: You will explore the development of mathematical Relationship between Summative assessment task(s)
systems which has evolved by using different and statement of inquiry:
Criteria B: Investigating Patterns patterns and forms
Development of mathematical systems has evolved
(I) Apply mathematical problem -solving R: You are a Polymath ( a person whose expertise by using different patterns and forms
techniques to recognize patterns span on a different subject area)
The students by designing their own number
(II) Describe patterns as relationships or A: Peers systems will research how the systems develops
general rules consistent with correct findings and relate it to evolution of number systems in
S: Art event
different times in history.
(III) Verify whether the pattern works for

## Middle Years Programme Unit planner 1

other examples P: You will create a painting/poster and report based
S: Criterion B and Criterion C
Criteria C: Communication

## (I) Use appropriate mathematical language

(notation, symbols and terminology) in both
oral and written statements.

## (II) Use different forms of mathematical

representation to present information

of reasoning.

structure

## Approaches to learning (ATL)

In order for students to organize information using a logical structure(C - iv), The students must show his/her work in a proper or a logical way
(ATL Category: Self management; Skill cluster : Organization Skills)

In order for students to select and apply mathematical strategies to reach a solution, the student must manage and resolve conflict and work
collaboratively in teams (ATL Category: Social Skills; Skill cluster: Collaboration Skill)

In order for students to use appropriate mathematical language (notations, symbols and terminology) in both oral and written statements , The students must
write and use language to gather and communicate information.(ATL Category: Communication; Skill Cluster: Communication)
In order for students to describe patterns as relationships or general rules consistent with correct findings and to Verify whether the pattern works for other
examples, the student must analyze and evaluate issues and ideas. (ATL Category Thinking; Skill Cluster : Critical Thinking Skills)

In order for students to Apply mathematical problem -solving techniques to recognize patterns, the student must generate novel ideas and new perspectives.

## Middle Years Programme Unit planner 2

(ATL Category: Thinking; Skill Cluster: Creative-thinking)

## Action: Teaching and learning through inquiry

Content Learning Activities Formative Assessment Differentiation
 Four number
Operations ( + - Direct Teaching: Using presentation on board to Make a mind map every 2-3
÷×) address all the contents with mixed “Pair works” and days on lesson learned.
Understanding time limit activities. Teacher will guide and
Base 10 assess how the students
system make their maps for
 Number System in
Unit Opener: The students will see a video from reference later
History TED-ED “Brief history of Number Systems” and will
Number Systems have a discussion of what it means and how it can be
today (Roman, linked to this Unit. Teacher will assess what
Braille) they might already know and
 Time (Base 60) how much is new to them. All inclusive
ATL Skill: “Analyzing and evaluating issue and
.
ideas” and “Generating novel ideas and considering
new perspectives.”
Activity Opener: The students will read an excerpt
from “Oxford MYP Math book Page 6” on Sumerians
and analyse the data on why numbers where needed
and creatively come up with “evidence” to support Mixed ability
how Sumerians counted or used numbers. The teacher will assess how Students will be
Activity: The students(in groups of 4) would be they analyze which number paired
required to create a message for the others in their message was better and
group to decipher. They would be required to make why. What were the good
up a number using anything in class, without using
any of the known existing number system. collaborate in pairs
Direct teaching:Teacher will go over the different

## Middle Years Programme Unit planner 3

types of number systems and how the current system
evolved.
Direct teaching: The teacher will also share some of
the evidence found that shows the sense of numbers
in nature.

ATL Skill: “Write and use language to gather and Teacher will assess how
communicate information” they organize their thoughts Teacher active
Discussion: Students would be required to discuss and gather what they already guidance for
and think about the current number system in use know of the hindu-Arabic differentiated
Direct Teaching: Teacher will explain the current system. They will be students
assessed on how they use
number system (base 10) and give them worksheets
their language to
to practice. communicate their thoughts.

## ATL Skill: “ Analyse and evaluate issues and ideas”

and “Manage and resolve conflict and work
collaboratively in teams” Teacher will assess how
Activity opener: The students will read an excerpt they analyze the information
from “Oxford MYP math Page 14” On Babylonian and how they work as teams
civilization. to come up with their Pair work
Discussion: The students (in pairs) will explore why
base 60 was liked by the Babylonians and link it to
the current base 10 system 3-2-1
All Inclusive
Direct teaching: how to convert between base 60 3 things you did not know
and base 10 and practice some questions.
2 things that surprised you
ATL Skill: “Generate novel ideas and new 1 thing that you want to

## Middle Years Programme Unit planner 4

perspective” with emphasis on “new perspective” know
Discussion:The students will Reflect and Discuss
the importance and evolution of Braille
Differentiated
Direct teaching: Teacher will go over Roman questions in
Numerals and Braille and give some practice to do. Assignments: Worksheets
after every direct teaching to assignments.
check and practice the
concepts.

Resources

## TED - ED Video “Evolution of Number Systems”

MYP Oxford Book Series
MYP Hodder Book Series\
Level up (4-6)
MYP Pearson Book
Teacher Prepared Presentations and Worksheets

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

Prior to teaching the unit During teaching After teaching the unit

The teacher started off with introducing the More research on Babylonians base 60 is Next time, the teacher should add/amend the
students to the following: required then the book (Oxford) offers. following:
1. Procedures expected at school and 1. Add 1 more hour block before the start onf
classroom Students enjoyed making the number message the unit, to explain the ATL skills that will be
2. What MYP is and how it is implemented in and it really made them think about their taught in this unit.
summative and how to work with bigger 2. Bring in actual braille that they can see and

## Middle Years Programme Unit planner 5

Maths number. It also made them more awafre of notice around them (specially the medicine
3. Generally what the ATL skills are and their how the rules/patterns/place value of our base boxes)
importance 10 works and why its important. 3. More relevant practice for Roman numerals
4. “Fixed” and “Growth” mindset. The comparison of base 5, base 60 base 10 also required
and roman numeral was also important for the 4. Spend 1 whole block in revision of the
5. Show them the problem “5x15” and ask students to see as they really began to
them to mentally calculate the answer. Then whole unit before starting the summative.
appreciate our number systems.
show them at least 4 ways it could have been 5. Spend 1 hour more to explain how they can
solved and ask them what they did. Students liked how braille works. We should collaborate and organize their time in the
also bring in real life example of braille in the summative.
6. Ask them to solve Jo boaler’s Dot problem. classroom like real medicine boxes which
Show them 7 dots on the board for 3 seconds have braille symbols, remote controls (TV and 6. Change the summative time to atleast 3
and ask them how many dots their were. Then car keys) hours
ask them how they “Saw” the dots in their
minds. Some will see diamonds, some houses
etc While teaching, I realized that I should limit
7. Link the “x” and dots activity to growth the roman numerals up to 49 only. Thus, need
mindset and to accept that everyone thinks and Recheck and replace the roman numerals
sees differently and that its is ok to do so. Just practice part in the workbook.
to make sense of things around them.
8. Introduce the concept of Patterns (Criterion Time originally set for the summative (2 hours
B) using the Dice, fish and polar bear game in school and a weekend in between) is not
9. Also follow up with Jo Boaler’s border enough. As this is a very new procedure and
problem. the students are very new to MYP, more
guidance is needed for the students.
10. To know prior knowledde, The teacher
will hand out some worksheets to revise the So, I have amended the time to 3 hours in
basic operations ( + - x ÷ ) school. Starting 1 hour explain the whole
summative, 2nd hours actively guide them on
group work and how they should do the report
(without actually solving the task, that has to

## Middle Years Programme Unit planner 6

come from them) and then hopefully the 3rd
hour fully independent.