MYP unit planner

Teacher(s) Subject group and discipline MATHEMATICS

Unit title STATISTICS MYP year 1 Unit duration (hrs) 9 hours

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global contexts

Globalization and sustainability help us to make

Relationships Representation and justification decisions: An inquiry into the interconnectedness of
human-made systems and communities.

Statement of inquiry
Different representations make it easier to understand and justify the relationships within communities
Inquiry questions

Factual – Line of inquiry: Students will investigate the different category for the material.
Can you classify these recyclable materials into several categories? Papers, glass, aluminium, plastic bottle, fabric and boxes.

Conceptual – Line of inquiry: Students will investigate the differences between data representation that suits their data well.
Does a pie chart suitable for representing data that has many categories?

Debatable – Line of inquiry: Students will explore ways to represent data and the accuracy of each data they collected.
Can the classification of solid waste be carried out effectively and save the world?

Objectives Summative assessments

Criterion B (i, ii)
 Over the next 9 weeks, for summative assessment,
you will be asked to come up with your own data
handling project and compile it in a scrap book.

You scrap book must consist of:

1. Title ( for the front page )

2. Contents

Criterion C (i, iii, iv) 3. Introduction of the problem choose

Criterion D (i, ii, iii, iv, v)
4. Problem statement

5. Data collection method

6. Data representation

7. Conclusion

8. Appendices

Approaches to learning (ATL)

Research : Information literacy skills

Self-Management : Reflection skills

Action: Teaching and learning through inquiry

Content Learning process

 Learning experiences and teaching strategies

 Determining the appropriate data to represent it in a better way to understand

 Observation and investigation of data to make a suitable representation that can be interpreted easily
 Exercises as formative activities.
 Introduction of set
- Set
Formative assessment
- Venn Diagrams, Universal sets,
complement of a set and subsets
 Scrap book on data handling project.
 Data Handling
 Topical exercises.
- Data Collection, organisation and
 Quizzes
representation process, and
interpretation of data representation
Differentiation

 The sources of data they collected and their reliability

Resources

MATHEMATICS FORM 1; Kementerian Pendidikan Malaysia (Publisher: Penerbitan Pelangi Sdn Bhd; 2016)
TOP STANDARD MATHEMATICS (Publisher: Penerbitan Pelangi Sdn Bhd; 2017)
Mr Collins project : www.mangahigh.com, http://www.youtube.com/user/mrcollinsmaths

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

Prior to teaching the unit During teaching
Students will be explained and introduced to
- Explain the meaning of set
- Describe sets using: (i) description, (ii)
listing, and (iii) set builder notation.
Including empty set and its symbols, { }
and . Involve the use of set notation.
Example of set builder notation: A = {x: x
≤ 10, x is even number}
After teaching the unit
They were test what in the world around them that
need to be sort out according to category. One of
them said, the rubbish that can be recycle. Teacher
ask them to find more example to be put in category.
1 Al- Farabi did well, and teacher ask them to put list
out 5 example in the world that need to categorize.
Same with 1 Al Farabi, teacher show the recycle logo
and asked them to interpret the meaning behind it.
One of the kid sparks the idea that all rubbish need to
be sort out to make it easier to recycle. Teacher ask
them to find more example to be put in category. 1 Al-
Kindi did very well, and teacher ask them to put list
out 5 example in the world that need to categorize.
Prior to teaching the unit During teaching
Students will be explained and introduced to
11.1.3 Identify whether an object is an element of a
set and represent the relation using symbol.
11.1.4 Determine the number of elements of a set
and represent the number of elements using symbol.
11.1.5 Compare and explain whether two or more
sets are equal and hence, make generalisation about
the equality of sets.
After teaching the unit
Teacher introduce the symbols they need to learn,
and the meaning of every symbols and how to use it.
Introduce the symbols  and  and n(A). Students of
Farabi able to understand and tried to do the exercise
in the text book given by teachers. Learning went
amazingly.
Teacher introduce the symbols they need to learn,
and the meaning of every symbols and how to use it.
Introduce the symbols  and  and n(A). The kids in 1
Al Kindi is able to understand and tried to do the
exercise in the text book given by teachers. The lesson
went well.
The lesson went well when teacher introduce the
equality of the sets. Students able to understand
easily and they continue their exercises in the
worksheet given by teacher.
The lesson went so well for lesson in equality of the
sets. Students able to understand easily and they
continue their exercises in the worksheet given by
teacher.
 Prior to teaching the unit During teaching
Students will be explained and introduced to
11.2.1 Identify and describe universal sets and
complement of a set.
11.2.2 Represent
(i) the relation of a set and universal set, and
(ii) complement of a set through Venn diagrams.
11.2.3 Identify and describe the possible subsets of a
set.
11.2.4 Represent subsets using Venn diagrams.
11.2.5 Represent the relations between sets, subsets,
universal sets and complement of a set using Venn
diagrams.
Reflection: Considering the planning, process and impact of the inquiry
After teaching the unit
Teacher need to be explain in slow pace as this is
there’s a lot of symbol they need to identify and
differentiate. The students give full attention and they
able to do it after a few example shown. Lesson went
smoothly and well.
Slower pace were used and model from the class were
used to make it easier for them to understand. After a
few representation, they continue to finish their
worksheet given earlier. Lesson went as planned.
The quiz went well for 1 Al Farabi
The quiz went well for 1 Al kindi
Prior to teaching the unit During teaching
Students will be explained and introduced to
7.1.1 Compare the values of numbers, describe
inequality and hence, form algebraic inequality.
7.1.2 Make generalisation about inequality related to
(i) the converse and transitive properties, additive and
multiplicative inverse, (ii) basic arithmetic operations.
After teaching the unit
Teacher do a little revise on what linear equation is a
make a comparison between linear inequalities.
Students able to make a difference between it. Lesson
delivered well and they were given a few exercises to
complete it.
Same with the other class, a quick revision on what
linear equation is a make a comparison between
linear inequalities. Students able to make a difference
between it. Lesson went well.