MYP unit planner

Number of weeks 5
Teacher(s) Lucy Allsopp Subject group and Standard Level
discipline Maths

Unit title Pythagoras and Trigonometry MYP year 4 Unit duration (hrs) 30
(Lessons)

Stage 1 – Establishing the purpose of the unit

Key concept Related concept(s) Context

Form Measurement Fairness and Development

Form in MYP Mathematics refers to the Space
understanding that the underlying structure and
shape of an entity is distinguished by its
properties.

Statement of inquiry

Using mathematical knowledge our community can be a safer and more accessible place for everyone.

Inquiry questions

Conceptual: How does the form of a shape dictate

Factual: What rules allow us to find angles and Debatable: Do limitations exist for wheelchair
side lengths in right angled triangles? which rules we use? uses in Uganda?

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 Summative assessment

Objectives: Outline of summative assessment task(s) Relationship between summative assessment

task(s) and statement of inquiry:
A: Knowledge and Understanding D: Assessment of disabled facilities at ISU.
Solutions to the problem and how maths can
C: Communication
help.
D: Reflection
A and C: Planning a ramp from the C block to the
Principals office. Students are to draw a plan of
their idea and use appropriate calculations to
show that it will fit.

Approaches to learning (ATL)

Creative Thinking:

Stage 2 –Planning for teaching and learning through inquiry

Content

Pythagoras Theorem, Using scale diagrams, trigonometric ratios, trigonometric problem solving, 3D problem solving, bearings, the unit circle, area of
a triangle using the sine rule, the sine rule, the cosine rule, problem solving with the sine and cosine rule. Plan and side view elevations.

Learning Experiences and Teaching Strategies Formative assessment Differentiation

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 Reflection on wheelchair/disabled access at ISU – Students may use cameras to document what they Task is differentiated by design.
students will go around the campus and document see and include these in their reports to help them
what disabled facilities they can find. They will then describe what they will do. Students will be given the
think about solutions to the problems and more opportunity to discuss this as a group before writing
importantly reference how maths can help them to their reports so that ideas can be shared and
find solutions to the problems. Students will write students understand the task.
between 1 and 2 sides of A4 – Criterion D
assessment
Class discussion
Class discussion – what would be the most effective
solution given the environment and cost? We will
then look into how we can use maths (trigonometry
and Pythagoras) to install a ramp between C block
and the principals office.

Trigonometry review – students will review the laws Teacher led with students writing notes and Weaker students will work on problems from the
associated with trigonometry (SOHCAHTOA) and answering questions from the text book. MEP text book which involve less problem solving.
Pythagoras. They will do an exercise reviewing
finding side lengths and finding angles.

What are the ideal angles for a ramp? How long will Students will use problem solving methods to find I have a worksheet prepared which outlines a
the ramp need to be? Students will find the height of the height of the stairs. method in case students struggle with this. I will
the stairs using clinometers and measuring tapes. demonstrate how long the ramp needs to be in real
Some may use trundle wheels which would bring up life so that they understand the problem
an interesting point of accuracy) They are given a
plan of the stairs drawn by me. This will then allow
us to use trigonometry to find the length of ramp
needed. What problems do we face?

Students will then plan their own solution to the I will monitor them closely to see what parts they are The task can be differentiated so that weaker
problem. They will need to create a ramp that bends finding difficult and help as required. students look at a simple plan of the area to be
at some point. Students must provide plan and side covered.
elevations to their problem. Drawings must have
measurements and angles on them. All calculations
must be provided. Assessed against Criteria A and
C

Looking at the wider community – how do we ensure Weaker students can be given a very simple map
the safety of others using mathematics? Students with just major points on to find bearings and
will consider the use of bearings and how distance. Cut down the amount of work that they
trigonometry can help to find lengths and angle. need to do.
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 Safety will be addressed through links to lifeguards,
search and rescue at sea and in hostile areas
(moors in UK). Students will use maps to
understand bearings.

3D problems – the only thing not connected but

needs to be covered! Students will learn about how Weaker students should not try this but be
to solve problems in 3D. Any ideas on how this can directed to work more with basic trigonometry.
be addressed using the AoI?

Resources

Stage 3 – Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

Students and teachers

What did we find compelling / fascinating?

Students found the introductory activity intriguing → students

were asked to accurately draw 3 right triangles of angles 20, 30
and 45 degrees, measure the sides of each triangle, find (in
decimal form) the ratio of:

side Opp smallest < ÷ Hyp, side Adj smallest< ÷ Hyp and
side Opp smallest < ÷ side Adj smallest < for each of the 3
tri<s and compare their results

Were our disciplinary knowledge/skills challenged in any way?

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 Yes: lack of precision when measuring angles / sides was
surprisingly a big challenge!

Identifying side opposite and side adjacent (the correct

ratio )for any given angle

Translating Bearing word problems into diagrams

Identifying related Right triangles in 3-D problems

What inquiries arose during the learning?

Identifying side opposite and side adjacent (the correct ratio)

for any given angle

What, if any, extension activities arose? None

How did we reflect—both 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

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 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 Art and Design teachers

Assessment
Were students able to demonstrate their learning?
Yes, through discussions and classwork activities, and by
doing: Homework and the Test

How did the assessment tasks allow students to demonstrate

the learning objectives identified for this unit?
Through classroom activities, Homework, 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 (in the Homework 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

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