Teacher(s) Antonio Hadap; Raymond Meris Subject group and discipline Mathematics (Standard)

Unit title A whole range of things MYP year MYP 4 (Grade 9) Unit duration (hrs) 26 hours

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Rerpesentation Globalizaiton and Sustainability
Quantity

Statement of inquiry

How quanitites are represented can help to establish underlying relationship and trends in a population.

Inquiry questions

Factual— What are the different types of data? How are the different measures of central tendency calculated?
Conceptual— How do measures of dispersion help you describe data? How do different represenations help you compare data sets?
Debatable— Should we ignore results that aren’t typical? How do individuals stand out in a crowd?

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Objectives
Objective C. Communicating
iii. move between different forms
of mathematical representation
Objective A: Knowing and
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Summative assessment
Outline of summative assessment task(s) including assessment criteria: Relationship between summative
assessment task(s) and statement
Task 1: Problem Solving Questions taken from MYP Mathematics: A Concept-based approach
of inquiry:
4&5 Standard by Oxford University Press (pages 94 to 95)
Sample Questions:
SOI: How quanitites are
represented can help to establish
underlying relationship and trends
in a population.
In this tasks, students will be
changing the representation of the
data from tables to stem-and-leaf
diagrams, and to box-and-whisker
diagram. These are examples of
moving between different froms of
representations and how it can
establish relationships and trends.
Unit Test SOI: How quanitites are
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Understanding
i. solve problems correctly in a
variety of contexts
ii. apply the selected mathematics
successfully when solving
problems
Objective D: Applying
mathematics in real-world
contexts
i. identify relevant elements of
authentic real-life situations
ii. select appropriate
mathematical strategies when
solving authentic real-life
situations
iii. apply the selected
mathematical strategies
successfully to reach a solution
Approaches to learning (ATL)
In order for students to solve problems correctly in a variety of contexts, and apply the selected mathematics successfully when solving problems, students must practise
observing carefully in order to recognize problems and applying skills and knowledge in unfamiliar situations. (ATL Category: Thinking, ATL Cluster: Critical-thinking skills,
Transfer skills)
In order for students to move between different forms of mathematical representation, students must interpret data. (ATL Category: Thinking, ATL Cluster: Critical-thinking
skills)
In order for students to apply mathematics in real-world contexts (strands i, ii, and iii), students must practise observing carefully in order to recognize problems. (ATL
Middle Years Programme Unit planner
represented can help to establish
underlying relationship and trends
in a population.
In this unit test, students will be
working with different quantities
and explore the relationships
among quantities in order to
identify trends in a population
G: Your goal is to show how quanitities can be represented and how can these help to establish SOI: How quanitites are
underlying relationships and trends ina population. represented can help to establish
underlying relationship and trends
R: Your role is a statistician that is working for a census in a small town to identify trends in their
in a population.
birth and mortality rates
GRASPS authenthic assessment,
A: Your audience are the policy makers who will make decisions in health care and education
students will carry out an
systems based on the result of the birth and mortality trends in their city.
investigation into one city of their
S: You have to select a city and from that research their birth rates from 1975 to 2005. Use choice that will allow them to
relevant statistical tools such as measures of central tendency and measures of dispersion in explore how representation of
order to analyse your data. Afterwards, you have to think of a suitable method of visually different statistical quantities can
displaying your results. The same thing has to be done with mortality trends. determine trends in a population.
The statistical report that the
P: The product is a statistical report that contains important statistical information with regard to students will create will also
the city you are investigating, as well as a forecast of trends in the population based on investigate how relationships
statistical results. among quantities may be
S: Your output will be evaluated using Objective D: Applying mathematics in real-world contexts represented and used to make
strands i, ii, and iii. forecasts or deductions about a
population.
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 Category: Thinking, ATL Cluster: Critical-thinking skills)

Action: Teaching and learning through inquiry

Content Learning process

Categorizing data Learning experiences and teaching strategies Formative Assessment Differentiation
Constructing stem-and-
leaf diagrams
Students work in pairs and groups through the Exit slips (Students answer questions on a The activities are scaffolded so that
Calculating quartiles, the activities provided by the teacher. Investigation slip of paper before they exit the class, students. The teacher can provide
range, and the activities found on the textbook will be used to providing feedback to the teacher on their additional support where necessary and/or
interquartile range promote inquiry-based learning. Direct instruction level of understanding.) pair students so that a stronger student
will take place on concepts and skills that students can help one who may struggle.
Giving a five-point
may need to review.
summary of a set of data
Discussions with students as they hand in
Constructing box-and- their investigation. Checking of their work The teacher may continue to provide
whisker diagrams Students will watch the teacher model how to as they complete practice exercises guidance to those who need it while those
solve problems in statistics. Afterwards students leading up to the investigation. who learn more quickly can begin practice
Identifying outliers
will be given practice problem sets for them to try. earlier or work with
Comparing distributions They will then move on to practice. Should further supplemental/enrichment problems.
examples or guidance be needed, the teacher will Student presentations of their work and
Finding the mean, provide another problem to model how to solve. feedback will be given depending on the
median, mode, and The teacher will guideand give feedback to the work presented by the students.
ragne students as they engage in independent learning.
Representing grouped Guided practice: In pairs, students will work on
data in cumulative exercises supplied by the teacher.
frequency curve
Finding five-point
summary
Constructing and
interpreting frequency
and relative frequency
histograms with equal
and unequal widths

Resources

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 Graphic Diplay Calculators
MYP by Concept 4&5 (Standard) by Harrison et al. (Oxford University Press)

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

Prior to teaching the unit During teaching After teaching the unit
The pre-existing knowledge and skills of the students I realized that some students are stuck on
should be identified. investigation activities. Probably because their prior-
knowledge about statistics is lacking. We reviewed
some basic concepts first. Some scaffolds were also
given. I found this to be a good strategy in helping
students successfully finish their investigation
activity.

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